Strengths and Challenges in Teaching and Learning in Education with the Use of Information and Communication Technologies

Abstract

The purpose of this paper is to explore the existing scientific literature on the assets and difficulties in teaching and learning processes through the implementation of information and communication technologies (ICT) in education. The study employed a qualitative methodology with a hermeneutic approach across three stages: (1) identification of the research problem; (2) collection of 50 relevant publications from various databases that contributed to the topic; and (3) a reflective analysis of the importance of implementing ICT in teaching and learning. The findings pointed out five emerging themes: 1. The digital divide in Latin America, 2. The challenges of ICT integration, 3. Digital competencies and skills, 4. The impact of technology on education, and 5. Public policies. Findings show a high degree of digital inequality between different sectors of society and a substantial disparity at the household and educational center levels in terms of both access to and the use of ICTs. Most teachers either know little about new technologies or do not have suitable training to use these technologies in their classrooms. This situation prevents students from acquiring technological tools and building up digital skills that would enhance their learning process, access to higher education, and employment opportunities. It finally confirms an exceptionally intricate and persistently unequal digital divide in Latin America that affects rural and low-income populations by restricting them from accessing educational and labor market opportunities, underscoring the need for effective public policies to promote equitable access to ICTs and teacher training.