Campus Virtuales

This study analyzes the use of digital tools in teaching practices at the early and primary education levels in Paraguay, focusing on six key areas: professional engagement, digital content, teaching and learning, assessment and feedback, student empowerment, and the development of digital competence. Using a causal model based on partial least squares structural equation modeling (PLS-SEM), a survey was administered to teachers working at these educational levels. The results show that digital tools improve professional organization, foster collaboration, and increase teaching productivity. Advances were also observed in the selection and organization of appropriate digital content for the classroom. However, challenges remain in the assessment of learning and in teaching digital ethics and safety. The study reveals a positive integration of technology into teaching practices and its impact on educational quality. Nonetheless, it emphasizes the need for greater support for teachers to ensure the ethical and safe use of digital tools. This research provides a model for understanding the factors that facilitate the integration of technologies into teaching, and highlights the importance of continuous professional development in digital competencies. It underscores that maximizing the impact of technology in education requires addressing both emerging opportunities and technological challenges.

This study analyzes the use of digital tools in teaching practices at the early and primary education levels in Paraguay, focusing on six key areas: professional engagement, digital content, teaching and learning, assessment and feedback, student empowerment, and the development of digital competence. Using a causal model based on partial least squares structural equation modeling (PLS-SEM), a survey was administered to teachers working at these educational levels. The results show that digital tools improve professional organization, foster collaboration, and increase teaching productivity. Advances were also observed in the selection and organization of appropriate digital content for the classroom. However, challenges remain in the assessment of learning and in teaching digital ethics and safety. The study reveals a positive integration of technology into teaching practices and its impact on educational quality. Nonetheless, it emphasizes the need for greater support for teachers to ensure the ethical and safe use of digital tools. This research provides a model for understanding the factors that facilitate the integration of technologies into teaching, and highlights the importance of continuous professional development in digital competencies. It underscores that maximizing the impact of technology in education requires addressing both emerging opportunities and technological challenges.

Palabras Clave/Keywords

Palabras Clave / Keywords

Early childhood education, Primary education, Digital tools, Ethics and safety, Digital competencies, Teaching productivity.

Educación inicial, Educación primaria, Herramientas digitales, Ética y seguridad, Competencias digitales, Productividad docente.

Referencias/References

Referencias / References

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Cómo citar/How to cite

Cómo citar / How to cite

Báez-Domínguez, M. R., Boumadan-Hamed, M., Gómez-García, M., & Fracchia-Ginzo, L. P. (2026). Impact of Digital Tools on Teaching Practices in Early and Primary Education in Paraguay. Campus Virtuales, 15(2), 173-189. https://doi.org/10.54988/cv.2026.2.1746