Computing and digital skills in primary school 254 56
DOI:
https://doi.org/10.51896/62veff34Keywords:
Primary education, digital competence, digital literacy, educational technology, educational innovationAbstract
The present study was conducted in response to the need to strengthen the progressive development of digital competencies in primary education through the systematic integration of basic computer knowledge and digital tools into the teaching-learning process. The general objective was to design a pedagogical proposal aimed at promoting the progressive acquisition of digital competencies among primary school students in a public school located in Toluca, State of Mexico. The research adopted a mixed-methods approach grounded in the pragmatic paradigm. The quantitative component employed a descriptive scope with a non-experimental, cross-sectional design to characterize students' digital competencies, technological resources, and institutional conditions through descriptive statistical analysis. The qualitative component followed an interpretative scope with a non-experimental case study design, using direct observation, document analysis, and field notes to examine teaching practices, technology integration, teacher training, and contextual factors influencing digital education. The integration of both methodological approaches enabled data triangulation, providing a comprehensive understanding of the research problem. The findings revealed significant limitations in the systematic integration of digital technologies into teaching practices, mainly associated with the absence of a progressive curricular sequence, insufficient teacher professional development, and the limited pedagogical use of available technological resources. Based on these findings, a structured curricular proposal was developed for all six grades of primary education, incorporating active learning methodologies to foster the gradual development of digital competencies, strengthen teaching practices, and improve educational processes within the framework of the Mexican New School educational model.
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