The integration of digital tools in the Education of fourth grade students. An alternative for effective learning

Abstract

Introduction: The digital age has transformed the educational field, offering tools that promote interactivity and collaborative learning. In Ecuador, cultural and geographical diversity presents specific challenges for this integration, especially in the teaching of Natural Sciences to fourth-grade students. At the La Inmaculada Educational Unit, a diagnostic assessment revealed insufficient mastery of scientific content, low motivation toward the use of digital tools, and limited teacher training. This raised the research question of how to contribute to integrating digital tools into the teaching and learning process of Natural Sciences. The overall objective was to develop a didactic strategy for the use of Google Classroom that fosters this learning. Materials and methods: A descriptive-explanatory methodology was adopted. The population included 120 fourth-grade students and 3 teachers, with a purposive sample of 31 students and the 3 teachers. The instruments used were observation, student surveys, teacher interviews, and document analysis. Descriptive statistical methods and theoretical methods such as historical-logical, analysis-synthesis, inductive-deductive, and systemic-structural approaches were used for data processing. Results: The findings confirmed the diagnosed difficulties. Observations revealed technical problems and inequality in participation. Surveys showed that only 48% of students used electronic devices for Natural Sciences, and their level of enjoyment of learning with digital tools was moderate. Teachers reported infrequent use (67% "rarely") and a mostly ineffective perception of these tools, citing lack of training, resistance to change, and inadequate infrastructure as the main challenges. Discussion: The results align with research that highlights the potential of ICTs, but also delve into contextual barriers such as teacher resistance and the need for local adaptation. The proposed teaching strategy, structured in stages (diagnosis, preparation, implementation, and evaluation) and validated by specialists, was considered feasible and relevant. Its alignment with pedagogical theories (Piaget, Vygotsky) and its capacity to promote interactive and collaborative learning were highlighted, although teacher training and infrastructure were identified as critical challenges. Conclusions: The research demonstrated that the integration of Google Classroom, through a structured teaching strategy, constitutes a viable and effective alternative for improving Natural Science learning in fourth grade. The proposal, validated as replicable, addresses the identified shortcomings and contributes a pedagogical-technological model for educational innovation in diverse contexts, provided it is accompanied by ongoing teacher training and improvements in technological infrastructure.