@article{10.11648/j.edu.20251403.13,
  author = {Jury Medina and Hubert Huamani and Carmen Astocondor and Ana Del Socorro Polo},
  title = {Technologies in the Classroom: Catalysts for Change and Potential Obstacles
},
  journal = {Education Journal},
  volume = {14},
  number = {3},
  pages = {103-110},
  doi = {10.11648/j.edu.20251403.13},
  url = {https://doi.org/10.11648/j.edu.20251403.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20251403.13},
  abstract = {This article examined how digital and socioeconomic gaps affect the implementation of technologies in education. Unequal access to these tools influences academic performance, especially among low-income students. Studies highlight that students from higher-income families have easier access to devices and the internet, which enhances their educational outcomes. In contrast, those in disadvantaged contexts face limitations that affect their learning. Furthermore, the adaptation of Information and Communication Technologies (ICTs) has fostered innovative methodologies such as the flipped classroom, which promotes collaborative learning. However, resistance to change, especially among older educators, hinders their adoption. A lack of teacher training and adequate resources perpetuate these inequalities. The research specifically addresses the digital divide through multiple perspectives, including device accessibility, connectivity infrastructure, and digital competency development among students and teachers. Our findings indicate that the implementation of ICTs in educational settings varies significantly between urban and rural areas, with rural communities experiencing pronounced disadvantages in technological infrastructure. These disparities are further amplified by socioeconomic factors, as evidenced by research showing that low-income households have significantly less internet access compared to middle and high-income households. The study also explores pedagogical innovations enabled by ICTs, such as constructivist and connectivist approaches that promote student autonomy and active knowledge construction. However, our analysis reveals that these innovations are not equally accessible across different socioeconomic contexts, potentially exacerbating existing educational inequalities. Age-related resistance to technological adoption among educators represents another significant barrier, with research showing that teachers over 50 years old demonstrate greater reluctance to incorporate ICTs into their teaching methods. This research contributes to the ongoing discourse on educational technology by highlighting the complex interplay between technological implementation, socioeconomic factors, and pedagogical practices. In conclusion, although ICTs have the potential to improve educational quality and promote equity, digital and economic gaps limit their impact. It is essential to design inclusive policies and strengthen teacher training to ensure equitable access to digital resources and opportunities for all students, regardless of their socioeconomic background or geographical location.
},
 year = {2025}
}

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TY  - JOUR
T1  - Technologies in the Classroom: Catalysts for Change and Potential Obstacles

AU  - Jury Medina
AU  - Hubert Huamani
AU  - Carmen Astocondor
AU  - Ana Del Socorro Polo
Y1  - 2025/05/14
PY  - 2025
N1  - https://doi.org/10.11648/j.edu.20251403.13
DO  - 10.11648/j.edu.20251403.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 103
EP  - 110
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20251403.13
AB  - This article examined how digital and socioeconomic gaps affect the implementation of technologies in education. Unequal access to these tools influences academic performance, especially among low-income students. Studies highlight that students from higher-income families have easier access to devices and the internet, which enhances their educational outcomes. In contrast, those in disadvantaged contexts face limitations that affect their learning. Furthermore, the adaptation of Information and Communication Technologies (ICTs) has fostered innovative methodologies such as the flipped classroom, which promotes collaborative learning. However, resistance to change, especially among older educators, hinders their adoption. A lack of teacher training and adequate resources perpetuate these inequalities. The research specifically addresses the digital divide through multiple perspectives, including device accessibility, connectivity infrastructure, and digital competency development among students and teachers. Our findings indicate that the implementation of ICTs in educational settings varies significantly between urban and rural areas, with rural communities experiencing pronounced disadvantages in technological infrastructure. These disparities are further amplified by socioeconomic factors, as evidenced by research showing that low-income households have significantly less internet access compared to middle and high-income households. The study also explores pedagogical innovations enabled by ICTs, such as constructivist and connectivist approaches that promote student autonomy and active knowledge construction. However, our analysis reveals that these innovations are not equally accessible across different socioeconomic contexts, potentially exacerbating existing educational inequalities. Age-related resistance to technological adoption among educators represents another significant barrier, with research showing that teachers over 50 years old demonstrate greater reluctance to incorporate ICTs into their teaching methods. This research contributes to the ongoing discourse on educational technology by highlighting the complex interplay between technological implementation, socioeconomic factors, and pedagogical practices. In conclusion, although ICTs have the potential to improve educational quality and promote equity, digital and economic gaps limit their impact. It is essential to design inclusive policies and strengthen teacher training to ensure equitable access to digital resources and opportunities for all students, regardless of their socioeconomic background or geographical location.

VL  - 14
IS  - 3
ER  - 

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