Innovations in the integration of digital technologies in education: policies, practices and challenges

Introduction

Technological advancements are driving a series of revolutions in society, and particularly in education, where digitization processes are emerging as a phenomenon that transforms reality, redefining not only the school environment but its entire context, with effects on the dynamics of teaching and learning.

The use of digital educational tools and resources has increased significantly, taking on a more prominent role (Area-Moreira, 2020). Real-Torres (2019) explains that these digital resources modify the way knowledge is transmitted in the classroom, influencing student motivation and engagement.

In this sense, educational technology can benefit the development of social skills, boost creativity and imagination, and facilitate collaborative work (López Marí et al., 2021). Likewise, these resources can foster communication skills in students with autism (Durán, 2021) and Down syndrome (Porter, 2018), allowing for the curricular adaptation of content to the specific needs of students through guidelines or specialized programs (Peirats et al., 2015).

Considering this reality, this monograph brings together a collection of articles that explore the complexity of this movement, addressing the opportunities and challenges that arise with the integration of digital technologies into the education system.

The way in which the different nuances, contexts, and experiences are addressed and described by researchers with extensive experience in educational research involving the use of technology allows for a greater understanding of the complexity and breadth of the topic.

From this perspective, the proposal encompasses: studies on scientific production involving digital technological resources; educational policies on technology in education; teachers' understanding of the pedagogical use of digital technologies; the effects of using digital resources based on student-centered learning, active listening, and attention to individual differences; and the creation and dissemination of digital teaching materials. The creation and dissemination of digital teaching materials; the use and limitations of technology in the family context and its effects on the education of preschool and primary school students; examples of good practices for the integration of technology in classrooms; as well as the challenges and possibilities in the mobilization of digital resources in the processes of school inclusion of students.


Monographic Objective

The purpose of this special issue is to present findings from various projects funded through public calls for proposals, involving experts from multiple disciplines. This includes presenting research that examines and describes experiences in different national and international contexts regarding the digitalization of education.

We believe that delving into the diverse topics and approaches present in ICTs in education promotes critical reflection on how technologies can be integrated into school activities. This aims to expand and/or promote the development of teaching practices and responsible uses of technology in schools and homes, as well as digital skills and improved student learning, ultimately leading to inclusive and quality education.

The goal is to curate a body of research that provides valuable knowledge to educators, graduate students, researchers, administrators, and policymakers for addressing contemporary challenges in education. This research will support—through theoretical, practical, and methodological elements—the development of new school dynamics based on an understanding of the challenges and potential of educational technology.

 

Thematic Lines

This monograph presents proposals primarily related to the following lines of research:

  • Thematic Line 1: Scientific production on digital technological resources.

  • Thematic Line 2: Educational policies surrounding technology in education.

  • Thematic Line 3: Teachers' ICT skills.

  • Thematic Line 4: The effects of digital resources on student support.

  • Thematic Line 5: The creation and dissemination of digital teaching materials.

  • Thematic Line 6: The use and limitations of technology in the family context.

  • Thematic Line 7: Best practices for integrating technology in the classroom.

  • Thematic Line 8: Challenges and opportunities of digital resources in school inclusion processes.

 

Keywords

Digital competence; Digitization; Family education; Inclusive education; Educational policy; Educational resources.

 

Deadline

June 30, 2026.

 

Shipping Requirements

Submitted works must present findings derived from projects supported by public funding calls and involving multidisciplinary expert teams.

Languages: Spanish, Italian, Portuguese, and English. The use of inclusive language is required to ensure respect and representation for the entire academic and social community.

 

References

Area-Moreira, M., Peirats-Chacón, J. P., Rodríguez-Rodríguez, J., & Santana-Bonilla, P. J. (2020). El proyecto Escuel@ Digit@ l: una investigación sobre los materiales didácticos digitales en España. En M. Area-Moreira (dir.), Escuela Digital: Los materiales didácticos en la Red (pp. 43-56). Graó.

López Marí, M., Sánchez Cruz, M., & Peirats Chacón, J. (2021). Los recursos educativos digitales en la atención a la diversidad en Educación Infantil. Innoeduca: international journal of technology and educational innovation, 7(2), 99-109. https://doi.org/10.24310/innoeduca.2021.v7i2.12256

Peirats, J., Gallardo, I. M., San Martín, A., & Cortés, S. (2015). Los contenidos curriculares digitalizados: Voces y silencios en el ámbito editorial. Educatio Siglo XXI, 33(3),
39-62. http://dx.doi.org/10.6018/j/240801

Porter, J. (2018). Entering Aladdin’s cave: Developing an app for children with Down syndrome. Journal of Computer Assisted Learning, 34(4), 429-439. https://doi.org/10.1111/jcal.12246

Durán, S. (2021). Tecnologías para la enseñanza y el aprendizaje del alumnado con Trastorno del Espectro Autista: una revisión sistemática. Innoeduca. International Journal of Technology and Educational Innovation, 7(1), 107-121. https://doi.org/10.24310/innoeduca.2021.v7i1.9771

Real-Torres, C. (2019). Materiales Didácticos Digitales: Un recurso innovador en la docencia del siglo xxi. 3C TIC, 13. https://doi.org/10.17993/3ctic.2019.82.12-27

 

Coordinador@s

Donatella Donato
Lecturer at the University of Valencia, Spain.

A qualified early years teacher and holder of a PhD in Education from the University of Valencia, where she completed her doctoral thesis entitled *Empowerment, Third Space and Co-participation: A pedagogical journey between theory and practice. A participatory and transformative action research project in the El Cabanyal neighbourhood (2021).

She currently works as a Lecturer in the Department of Didactics and School Organisation at the Faculty of Philosophy and Educational Sciences, University of Valencia. Her research focuses on the synergies between territories, cultures and education, with a particular interest in collaborative processes, participatory action research, social and cognitive justice, transformative narratives and the critical relationship between children and digital technologies.

She is a member of the research groups CRIE (Curriculum, Resources and Educational Institutions), POLISOC (Educational Policy, Interculturality and Society) and GRUPAL (Language Support Group for the visibility of voices and cultures in higher education).
Donatella.Donato@uv.es

Orcid ID: https://orcid.org/0000-0001-7376-0930

 

Miriam Elizabeth Aguasanta Regalado
Lecturer at Florida Universitaria. Faculty of Education, Spain.

PhD in Education from the University of Valencia, with an international specialisation and a first-class honours degree (Cum Laude). Research associate with the research group: Curriculum, Resources and Educational Institutions (CRIE). (http://www.uv.es/crie/). Participating in various innovation and research projects funded through national R&D&I calls for proposals, as a research fellow.

Lecturer at Florida Universitaria, teaching on the Master’s Degree in Secondary School Teacher Training and the Bachelor’s Degree in Primary Education. Reviewer for various journals, including ReiDoCrea – Electronic Journal of Research and Creative Teaching, and Revista Prisma Social.

Author of the book La infancia ante las series de televisión (2023), published by Calambur, ISBN: 978-84-8359-594-7. I have taught technology at pre-school and primary school levels; as an educational psychologist, I have worked on projects involving academic counselling, academic support and emotional education with primary and secondary school pupils.
maguasanta@florida-uni.es

Orcid ID: https://orcid.org/0000-0003-2917-4111

 


José Wilson dos Santos
Federal University of Grande Dourados, Brazil.

PhD in Mathematics Education from the Federal University of Mato Grosso do Sul. Assistant Professor at the Federal University of Grande Dourados – UFGD, Brazil. Coordinator of the Master’s Programme in Science and Mathematics Education at the Federal University of Grande Dourados – Brazil. He has 29 years’ teaching experience in primary and higher education, delivering courses in mathematics and pedagogy.

He is a member of the Research Group on Curriculum and Mathematics Education (GPCEM) and leader of the Research Group on Mathematics Education, Collaboration and Contemporaneity (GPEMATCC). His research focuses on the areas of Mathematics Education, Teacher Training, Inclusive Education and Curriculum, with a particular interest in the analysis of textbooks and the digitisation processes in education.

Orcid ID: https://orcid.org/0000-0002-7410-7252
Google Scholar: https://acortar.link/kh7C12
Scopus ID: https://www.scopus.com/authid/detail.uri?authorId=57206674834
ResearchGate: https://www.researchgate.net/profile/Jose-Santos-292