Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(3), 12-19, 2024
https://doi.org/10.62574/rmpi.v4i3.147
12
Exploring new educational horizons, ICTs and their impact on learning
practices
Explorando nuevos horizontes educativos, las TIC y su impacto en las
prácticas de aprendizaje
Gilberto Mejía-Salazar
gilberto.mejia@uan.edu.mx
Universidad Autónoma de Nayarit, Tepic, Nayarit, México
https://orcid.org/0000-0002-1879-1299
ABSTRACT
ICT is designed to develop key skills, which means that the appropriate use of technology is not
only focused on the transfer of information, but also aims at developing students' basic problem-
solving skills and other skills related to students' holistic development. This study aims to
analyse holistic educational transformation through the use of technologies, exploring learning
practices to optimise educational quality in higher education students. A quantitative
methodology was adopted. 97.6% of respondents said they use technology at school, while
2.4% said they do not use technology. The widespread preference for Google Chrome as the
main browser and the frequent use of computers to support academic activities emphasise the
centrality of technology in students' daily lives.
Descriptors: distance education; computer-assisted instruction; information technology; social
media. (Source: UNESCO Thesaurus).
RESUMEN
Las TIC están diseñadas para desarrollar habilidades clave, esto significa que el uso apropiado
de la tecnología no sólo se centra en la transferencia de información, sino que también apunta
al desarrollo de habilidades básicas de los estudiantes en la resolución de problemas y otras
habilidades relacionadas con el desarrollo integral de los estudiantes. Este estudio tiene como
objetivo analizar la transformación educativa integral mediante el uso de tecnologías,
explorando prácticas de aprendizaje para optimizar la calidad educativa en estudiantes de nivel
superior. Se adoptado una metodología cuantitativa. el 97.6% de los encuestados dijo que usa
tecnología en la escuela, mientras que el 2.4% dijo que no usa tecnología. La preferencia
generalizada por Google Chrome como navegador principal y el frecuente uso de
computadoras para apoyar las actividades académicas enfatizan la centralidad de la tecnología
en el día a día de los estudiantes.
Descriptores: educación a distancia; enseñanza asistida por ordenador; tecnología de la
información; medios sociales. (Fuente: Tesauro UNESCO).
Received: 04/01/2024. Revised: 08/01/2024. Approved: 18/02/2024. Published: 01/07/2024.
Research articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(3), 12-19, 2024
Explorando nuevos horizontes educativos, las TIC y su impacto en las prácticas de aprendizaje
Exploring new educational horizons, ICTs and their impact on learning practices
Gilberto Mejía-Salazar
13
INTRODUCTION
ICT is designed to develop key skills, which means that the appropriate use of technology is not
only focused on the transfer of information, but also aims at developing students' basic skills in
problem solving and other skills related to the holistic development of students. The importance
of technology in the educational field refers to the creation of a didactic approach (Pintado et al.,
2021). In other words, it is about how teaching and learning strategies are planned and
organised in relation to technology. It is not just a question of having access to technological
tools, but how these tools are used effectively to develop and strengthen meaningful learning.
Students appreciate the communication and direct interaction that occurs in face-to-face
situations, finding benefits in this type of interaction that are not fully replaced by ICT (Ferrada-
Bustamante et al., 2021).
This suggests that, although there are advantages and conveniences in digital communication,
students still perceive face-to-face interaction as more enriching, effective or meaningful in
certain aspects. In sum, it can be inferred that the study seeks to understand how the
integration of technologies impacts on various aspects of education, not only in terms of tools
and resources, but also on teaching and learning practices. The mention of learning practices
suggests an interest in how students participate in and benefit from technologies in their
educational process.
It highlights the importance of the educator, on his or her own initiative, actively using and
applying technological resources to enrich the learning experience of students (Falla et al.,
2021). This implies that the teacher must not only be familiar with technology, but also be
proactive in its application, adapting it autonomously to the educational objectives and specific
needs of the educational environment. Autonomy in the integration of technological tools
reinforces the idea that the educator plays a fundamental role in creating enriched and updated
learning environments through the effective use of technology.
Innovative pedagogical practices implemented by teachers, which involve the effective use of
ICT, contribute to the comprehensive development of students (Bernal & Rodríguez, 2021). This
approach suggests that the appropriate use of technology not only improves the delivery of
education, but also has a positive impact on students' cognitive skills and readiness to face
academic and work-related challenges. It is therefore necessary to recognise that the effective
use of ICT not only involves the adoption of new technological tools (Sosa et al., 2022), but also
the ability of teachers to reflect on how these technologies affect the dynamics of learning and
teaching. The importance of researching and understanding the interactions between students
and ICTs and their impact on the educational process is highlighted.
It is stressed that this process of ICT incorporation requires the acquisition of skills and
knowledge by educators to effectively use these tools in the educational environment (Castillo,
2020), the need to develop an organisational and planning process that considers various
aspects, such as curricular content, student characteristics and the context in which ICT will be
implemented. This suggests that the introduction of ICT involves not only technical training, but
also careful consideration of how these tools are effectively integrated into the educational
content and context.
This study aims to analyse holistic educational transformation through the use of technologies,
exploring learning practices to optimise educational quality in higher education students.
METHOD
A quantitative methodology involving statistical analysis of the data collected was adopted. The
main purpose of this approach is to objectively describe, explain, predict and control the
reasons associated with the object of study (Sánchez, 2019). In this way, it seeks to validate
conclusions through a rigorous and systematic application of the methodology, thus contributing
to a deeper and more grounded understanding of the phenomena involved.
Regarding the selection of the sample, a non-probabilistic convenience sampling was chosen
(Pineda, 2018), and finally 170 students were selected to participate in the survey. Data
collection was carried out by means of a survey and a questionnaire containing 13 closed
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(3), 12-19, 2024
Explorando nuevos horizontes educativos, las TIC y su impacto en las prácticas de aprendizaje
Exploring new educational horizons, ICTs and their impact on learning practices
Gilberto Mejía-Salazar
14
questions, validated by expert judgement and Cronbach's reliability calculation obtaining a
coefficient of 0.83. Subsequently, the information collected was processed using SPSS
statistical software, where the variables were organised in frequency tables. This process
allowed the expected results to be obtained and presented graphically for later interpretation.
RESULTS
The interpretation of this statistic shows that 97.6% of the respondents said they use technology
in school, while 2.4% said they do not use technology. This indicates that the integration of
technology in educational settings is very common among the populations studied. The vast
majority of participants recognised and actively used technology tools as part of their school
experience (Figure 1).
Figure 1. Do you use technology at school?
Source: own elaboration.
A significant proportion of respondents make frequent use of the computer as a tool to support
their studies. 34.1% report using it every day, while 17.1% use it once a week. In addition, a
considerable 38.2% use it two to three times a week. On the other hand, a small percentage of
respondents, 2.4%, use the computer monthly, and 8.2% use it rarely. These data indicate a
strong reliance on the computer as a study support resource, with a majority using this tool on a
regular basis (Figure 2).
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(3), 12-19, 2024
Explorando nuevos horizontes educativos, las TIC y su impacto en las prácticas de aprendizaje
Exploring new educational horizons, ICTs and their impact on learning practices
Gilberto Mejía-Salazar
15
Figure 2. Have you used a computer as a support tool in your studies?
Source: own elaboration.
Respondents have a clear preference for the Google Chrome browser, with 75.9%. Internet
Explorer is still used by a significant segment, but to a lesser extent, representing 15.9%. On the
other hand, Firefox accounts for 2.9%, Safari for 3.5%, and a small percentage, 1.8%, prefer
another unspecified browser. These results indicate an overwhelming preference for Google
Chrome among respondents, which may suggest its perceived popularity and reliability as a
browser for performing tasks (Figure 3).
Figure 3. Which browser do you prefer to use to perform your tasks?
Source: own elaboration.
Therefore, respondents spend a significant amount of time using technology on a weekly basis.
Ten percent spend less than one hour, while a larger segment, 41.2%, spend between 1 and 2
hours. Some 31.2% use technology 3-5 hours per week, and 13.5% spend 5-8 hours. A small
percentage, 4.1%, indicated that they do not know how much time they spend using technology
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(3), 12-19, 2024
Explorando nuevos horizontes educativos, las TIC y su impacto en las prácticas de aprendizaje
Exploring new educational horizons, ICTs and their impact on learning practices
Gilberto Mejía-Salazar
16
on a weekly basis. These data suggest that the majority of respondents spend considerable
time on technology activities each week, reflecting the importance and pervasive presence of
technology in their lives (Figure 4).
Figure 4. How much time do you spend each week using technology?
Source: own elaboration
Likewise, Facebook is the platform most used for academic purposes, being chosen by a
considerable 81.8% of respondents. Google and YouTube are also mentioned, but to a lesser
extent, with 3.5% and 2.9%, respectively. Instagram and WhatsApp have an even lower share,
with 0.6% and 5.3%, respectively. In addition, 5.9% of respondents mention other unspecified
platforms. These results suggest that, for academic purposes, Facebook is the preferred choice,
while other platforms have a more limited presence in this context (Figure 5).
Figure 5. In which social networks do you participate for academic purposes?
Source: own elaboration
The majority, 67.6%, indicate that computers are located in a computer centre. Ten per cent
mention that they are in the classroom, while 19.4 per cent identify them in the library. Only a
small percentage, 0.6%, indicated another location, and 2.4% stated that their educational
institution did not have computers. These results suggest that computer centres are the most
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(3), 12-19, 2024
Explorando nuevos horizontes educativos, las TIC y su impacto en las prácticas de aprendizaje
Exploring new educational horizons, ICTs and their impact on learning practices
Gilberto Mejía-Salazar
17
common location for accessing this resource, followed by classrooms and libraries, which could
influence the availability and accessibility of computers for students (Figure 6).
Figure 6. What is the distribution of computers in your educational institution?
Source: own elaboration
DISCUSSION
The results reveal a remarkable picture regarding the integration and use of technology in
educational settings. A high percentage, 97.6%, indicate that respondents use technology at
school, reflecting widespread adoption of technology tools in educational contexts. This
suggests a positive trend towards the integration of technology as a fundamental part of the
educational experience. In relation to the use of the computer as a study support tool, the
results indicate that a considerable proportion of respondents use it on a frequent basis. The
preference for Google Chrome as the main browser is overwhelming, with 75.9%, highlighting
its perceived popularity and reliability among participants.
In terms of time spent using technology, it is observed that the majority of respondents spend a
considerable amount of time on a weekly basis, underlining the importance of technology in
their daily lives. This finding highlights the need to consider technology as a key component in
learning and educational development strategies. In academia, Facebook is the preferred
platform with a remarkable 81.8%, evidencing its prominence in educational use. Other
platforms such as Google and YouTube are also used, although to a lesser extent. These
results point to the importance in academia, especially Facebook, as a tool to support
communication and information sharing among students.
In terms of the distribution of computers in the educational institution, computer centres are the
most common location, followed by classrooms and libraries. This suggests that there is
relatively wide access to computers, but location may influence availability and accessibility for
students. In that context, these results indicate a strong presence and dependence on
technology in the educational environment of the respondents, highlighting the importance of
considering technology as an integral component in the design of educational strategies and
learning practices.
Integrating ICT through the provision of digital competencies implies that educators must not
only have access to technological tools, but also be trained to use them effectively in their
teaching (Chasi-Solórzano, 2020). This ranges from familiarity with technological tools to
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(3), 12-19, 2024
Explorando nuevos horizontes educativos, las TIC y su impacto en las prácticas de aprendizaje
Exploring new educational horizons, ICTs and their impact on learning practices
Gilberto Mejía-Salazar
18
understanding how to integrate them pedagogically and meaningfully into the curriculum. For
this reason, the use and understanding of ICT is considered essential not only for students, but
also for educators (Cardozo, 2022). It is not only about using devices and software, but also
about integrating digital skills as a fundamental part of the set of competences needed to
participate effectively in today's education.
Therefore, educational technology is not only related to the adoption of devices or programmes,
but also plays a key role in the improvement and efficiency of the administration and
management of educational institutions (Chapa & Cedillo, 2022). Furthermore, its positive
influence on the work of teachers, providing tools that facilitate teaching, and on student
learning, offering new opportunities and resources for academic development, is recognised. In
particular, it is noted that the introduction of ICT has facilitated access to the tools needed to
transmit knowledge (Vinueza et al., 2022). This technological inclusion has improved the
possibilities of access to information in educational communities, which, in turn, has contributed
to reducing the digital divide.
In this context, ICT are considered valuable tools that not only improve the quality of teaching,
but also enhance the effectiveness of the learning process (Granda-Asencio et al., 2019).
Participation, the availability of online educational resources and the promotion of the
development of digital skills are aspects that enrich the educational experience, adapting it to
the needs of students in the digital age.
CONCLUSION
The survey results strongly reveal the ubiquity and significant impact of technology in the
educational settings investigated. With an impressive 97.6% of participants using technology in
school settings, it is clear that these tools have become an indispensable component of the
contemporary educational experience. The widespread preference for Google Chrome as the
primary browser and the frequent use of computers to support academic activities emphasise
the centrality of technology in students' day-to-day lives. Consequently, the considerable
allocation of time devoted to technological activities underscores the strategic importance of
these tools in learning and educational development. These findings underscore the imperative
need to harness technology effectively to enrich educational practices and improve the quality
of the educational process as a whole.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with individuals or institutions involved in the research.
ACKNOWLEDGEMENTS
Autonomous University of Nayarit, Tepic, Nayarit, Mexico.
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Multidisciplinary Journal Investigative Perspectives
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Explorando nuevos horizontes educativos, las TIC y su impacto en las prácticas de aprendizaje
Exploring new educational horizons, ICTs and their impact on learning practices
Gilberto Mejía-Salazar
19
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Copyright: 2024 By the authors. This article is open access and distributed under the terms and conditions of
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