Availability of educational technology in early childhood education institutions
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Abstract
Introduction. The availability of technological tools in Early Childhood Education institutions is an essential element to promote innovative, inclusive teaching and learning processes in accordance with the demands of contemporary education. However, in rural contexts, limitations related to technological infrastructure, internet connectivity and access to digital resources persist, restricting the effective integration of technologies into pedagogical practice and limiting children's learning opportunities. Objective. To diagnose the availability of technological tools in educational institutions at the level of Initial Education in the Pujilí canton. Methodology. This research was developed with a qualitative, field, applied and descriptive level approach. The information was collected through semi-structured interviews with two teachers from rural institutions, previously validated by experts. The data were analyzed using the ATLAS.ti software, allowing the identification of emerging categories related to the availability and use of technologies in Early Childhood Education. Results. Five emerging categories were identified: access to and availability of technological resources; connectivity and infrastructure; pedagogical use of technological tools; teacher training; and contribution of technological tools to the development of logical-mathematical thinking. The findings showed limited availability of technological resources, unstable connectivity, and high dependence on personal devices by teachers. The technological tools used by teachers generated less interest in logical-mathematical activities; this translates into a limited participation of children within the teaching-learning process. Conclusion. The availability of technological tools in Early Childhood Education continues to be conditioned by limitations of infrastructure, connectivity, and institutional endowment. Consequently, it is necessary to strengthen investment in technological resources, improve connectivity and promote permanent teacher training programs that favor an effective pedagogical integration of technologies from the early educational stages. General Area of Study: Education. Specific area of study: Educational innovation in Early Childhood Education. Type of study: Original article.
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