Digital and socioeconomic gaps in the implementation of ICT in education

Abstract

TThis article examines how digital and socioeconomic gaps affect the implementation of technology in education. Unequal access to these tools impacts academic performance, especially for students from low-income backgrounds. Studies highlight that students from higher-income families have easier access to devices and the internet, which enhances their educational outcomes. In contrast, those in disadvantaged contexts face limitations that hinder their learning. Additionally, the adaptation of Information and Communication Technologies (ICT) has driven innovative methodologies such as the flipped classroom, which promotes collaborative learning. However, resistance to change, particularly among older educators, complicates its adoption. The lack of teacher training and adequate resources perpetuates these inequalities. Methodologically, the study is grounded in a constructivist and connectivist approach, using a case study design and an inductive method, which allowed for the observation of real educational settings. In conclusion, while ICT has the potential to improve educational quality and promote equity, digital and economic divides limit its impact. It is crucial to design inclusive policies and strengthen teacher training to ensure equitable access.