DIGITAL TECHNOLOGIES IN THE NATURAL SCIENCES CLASSROOM: RESULTS OF A SIGNIFICANT EXPERIENCE IN BASIC EDUCATION

Abstract

The research aimed to examine how digital technologies are influencing the way in which Natural Sciences is taught, adopting a learning perspective that truly connects with students, specifically in the third grade of the Río Güejar Educational Center. It was conducted with a qualitative and phenomenological approach, using loosely structured interviews, classroom observations, and document review, all to closely understand the experiences of five teachers integrating ICTs into education. The data collected show that, while traditional methods focused on teaching topics are still being used, teachers value the usefulness of incorporating digital tools to facilitate the assimilation of scientific ideas, promote active participation, and optimize student interest. The study facilitated the recognition of essential areas, such as educational goals adapted to the context, diverse learning modes, teaching methods that integrate technology, and active student participation. Based on the information collected, four key ideas were developed to serve as a guide: the advantages of using digital tools, methods for incorporating them, how they influence deep learning, and the technology skills teachers should have. It is concluded that the introduction and strategic use of ICTs significantly changes teaching and learning methods when teachers receive ongoing training and are provided with an enabling environment by the institution. This study provides practical recommendations for improving the teaching of natural sciences in rural basic education.