Integration of Technological Tools in Venezuelan Primary Education: A Case Study

Abstract

The integration of technological tools has globally revolutionized teaching and learning processes; however, in the Venezuelan context, primary education faces systemic challenges related to infrastructure and teacher training, which limit the consolidation of 21st-century skills. The central objective of this research was to analyze the specific benefits derived from the use of technological tools in the primary education process, while diagnosing the structural and training barriers that impede effective implementation at the Virgen del Valle Educational Unit, Táchira State. The study adopted a mixed-methods approach (descriptive and explanatory) with a non-experimental, cross-sectional design, employing a non-probabilistic convenience sample composed of 12 classroom teachers, 20 students, and 3 Information Technology (IT) specialists. Following the application of a dichotomous questionnaire and interview guides, quantitative results indicated that 100% of teachers perceived a substantial improvement in content comprehension, and 92% observed a notable increase in student motivation. Despite these significant pedagogical gains, 83% of educators reported a severe lack of adequate technological infrastructure, and 67% pointed to insufficient training for the didactic management of the tools. It is concluded that, while the pedagogical benefits (comprehension, motivation, and skill development) are empirically demonstrated, their scalability and sustainability are severely compromised by a critical structural barrier and a pressing deficit in the digital pedagogical competence of the teaching staff, which demands immediate intervention in infrastructure and training.