Tecnologías digitales en la educación inicial: Percepciones docentes y su aplicación en el aprendizaje de lectoescritura
Olga Liduvina Alvear-Diaz, Sheila Dayana Caicedo-Villamarin, María Marlene Chuquimarca-Llulluna, Mélida Del Carmen Quishpe-Quishpe, Verónica Otilia Pico-Cantos
Abstract
This study addresses the integration of digital technologies in early childhood education, focusing on their influence on literacy learning and on teachers' perceptions that mediate their implementation. Through a qualitative literature review of studies published between 2017 and 2025, relevant academic sources from databases such as Scopus and Web of Science were analyzed, selecting empirical research, systematic reviews, and meta-analyses that explore both the pedagogical impact of ICT and teachers' attitudes. The results show that teacher perceptions, determined by factors such as prior training, institutional context, and geographical gaps, directly influence the adoption of technologies in the classroom. Likewise, it is found that the use of apps, interactive whiteboards, and multimedia resources improves skills such as phonological awareness, segmentation, and reading motivation, especially when there is active teacher mediation. The research concludes that technology, although promising, only generates meaningful learning if it is integrated with pedagogical intent, institutional support, and ongoing teacher training.