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(2025) . Technology integration in indigenous schools without Internet access. Contemporary Educational Technology, 17(2), ep566. [https://doi.org/10.30935/cedtech/15945](https://doi.org/10.30935/cedtech/15945)  \nARTICLE INFO ABSTRACT  \n\n| Received: 21 Aug 2024\u003Cbr>Accepted: 19 Nov 2024\u003Cbr>INTRODUCTION | Evidence indicates that the integration of information and communication technologies (ICT) in education improves knowledge acquisition, reduces socioeconomic disparities, fosters autonomous learning, and develops problem-solving and collaboration skills. Teachers and their professional development play a crucial role in facilitating an effective process and redefining perceptions of ICT in education. The study aimed to examine the implementation of a technological integration initiative in rural, indigenous, bilingual, and multi-grade elementary schools in Chiapas. The study used an action research approach and considered a social intervention. The participants were 166 students from 1-6 grades of primary school, some in single grade, others in multi-grade, and six teachers. We use a variety of action research techniques: participant observation, active listening, in-depth interviews, and teacher surveys. The results suggest that the acceptance and application of educational technology vary among teachers, showing an inconsistent level of adoption at the pedagogical level. It was revealed that, although the integration of technological tools in pedagogical practices tends to be positively accepted, in this case, it has not been fully assimilated with the ease, naturalness, and enthusiasm expected in its daily application. The implementation of this initiative demonstrates the importance of adapting educational innovation projects to the specific needs and characteristics of communities to develop culturally relevant projects.\u003Cbr>Keywords: technology-based learning, indigenous education, impact evaluation, technology integration |\n| --- | --- |\n\nThe integration of information and communication technologies (ICT) in the educational field influences pedagogical practices, as they are presented as didactic relevance tools for both teachers and students (Espinoza Freire et al., 2018) . Using and mastering technologies offer new opportunities to enrich knowledge acquisition and reduce socioeconomic disparities (Arias & Cristiá, 2014) . In addition, the importance of providing schools with the necessary tools to develop students’ fundamental competencies to face the reality of the current digital era is highlighted (Kormos & Wisdom, 2021) . However, when the technological provision in schools is low or nonexistent, as in some rural indigenous communities, these opportunities decrease, and even socioeconomic disparities increase in these contexts.  \nThe integration of ICT in education transforms the teaching-learning process. The use of ICT in primary educational environments acts as a catalyst for teaching-learning practices, causing changes in both the roles of educators and students in the educational process (Colás et al., 2018) . Teachers assume a facilitator role,  \nwhile students adopt a more participatory role, fostering autonomy and responsibility in their learning. Studies confirm that when utilized in a pedagogically relevant way, technology has a significant potential to foster autonomous or contextualized learning and to develop transversal skills","cbCaikK0JVSVp02w","https://ap.wps.com/l/cbCaikK0JVSVp02w","pdf",303471,18,"English","# Introduction\n## Study aim and approach\n## Participants and methods\n## Findings and implications","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines implementation of an ICT/technology integration initiative in rural indigenous bilingual multi-grade elementary schools in Chiapas, where Internet access is unavailable.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study uses an action research approach framed as a social intervention, employing participant observation, active listening, in-depth interviews, and teacher surveys.\"},{\"question\":\"What do the results show about adoption?\",\"answer\":\"Teacher acceptance and use vary, showing an inconsistent level of pedagogical adoption. Although technological tools are positively received, they were not fully assimilated into daily practice with the expected ease and enthusiasm.\"}]","Technology integration in indigenous schools without Internet access | PDF",1792090733,45]