Herramientas digitales y tecnológicas como aporte importante en la práctica pedagógica: revisión narrativa

Digital and technological tools as an important contribution to pedagogical practice: a narrative review

Contenido principal del artículo

Autores/as

Introducción: La incorporación de herramientas digitales en los procesos educativos ha transformado las formas de enseñar y aprender, generando nuevas oportunidades para mejorar la práctica pedagógica y los resultados educativos. Objetivo: Analizar el aporte de las herramientas digitales y tecnológicas en la práctica pedagógica. Metodología: Se realizó una revisión narrativa de la literatura, incluyendo 22 estudios originales publicados entre 2022 y mayo de 2026. Se analizaron investigaciones relacionadas con el uso educativo de tecnologías digitales, sus beneficios pedagógicos y los factores que condicionan su implementación efectiva. Resultados: Los hallazgos evidenciaron que las herramientas digitales favorecen la motivación, participación y rendimiento académico de los estudiantes. Sin embargo, su impacto depende de factores como la competencia digital docente, la formación continua, el diseño pedagógico y el apoyo institucional. Asimismo, se identificaron desafíos vinculados con las brechas de acceso tecnológico y la necesidad de acompañamiento formativo permanente para garantizar una integración adecuada. Conclusiones: Las herramientas digitales potencian la práctica pedagógica cuando se incorporan con una intencionalidad didáctica clara, docentes preparados y condiciones institucionales favorables. Su implementación efectiva requiere superar las limitaciones tecnológicas y fortalecer modelos de formación docente que articulen tecnología, pedagogía y contexto educativo.
Introduction: The incorporation of digital tools in educational processes has transformed teaching and learning methods, generating new opportunities to improve pedagogical practice and educational results. Objective: To analyze the contribution of digital and technological tools in pedagogical practice. Methodology: A narrative review of the literature was carried out, including 22 original studies published between 2022 and May 2026. Research related to the educational use of digital technologies, their pedagogical benefits, and the factors that condition their effective implementation were analyzed. Results: The findings showed that digital tools favor student motivation, participation, and academic performance. However, its impact depends on factors such as teacher digital competence, continuous training, pedagogical design, and institutional support. Likewise, challenges linked to gaps in technological access and the need for permanent training support to guarantee proper integration were identified. Conclusions: Digital tools enhance pedagogical practice when they are incorporated with clear didactic intentionality, prepared teachers, and favorable institutional conditions. Their effective implementation requires overcoming technological limitations and strengthening teacher training models that articulate technology, pedagogy, and educational context.

Detalles del artículo

Cómo citar
Ticeran Jordan, F., Sánchez Huamani, P. L., Sota Alarcón, E., & Gutiérrez Baltazar, J. R. (2026). Herramientas digitales y tecnológicas como aporte importante en la práctica pedagógica: revisión narrativa. Revista Tribunal, 6(16), 1-16. https://doi.org/10.59659/revistatribunal.v6i16.508
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
Sección
Artículos de Revisión
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Ticeran Jordan, F., Sánchez Huamani, P. L., Sota Alarcón, E., & Gutiérrez Baltazar, J. R. (2026). Herramientas digitales y tecnológicas como aporte importante en la práctica pedagógica: revisión narrativa. Revista Tribunal, 6(16), 1-16. https://doi.org/10.59659/revistatribunal.v6i16.508

Referencias

Aibar, A., Castellote, Y., Carcelén, M. C., Rivas, Y. y González, A. M. (2024). Gamification in the classroom: Kahoot! As a tool for university teaching innovation. Frontiers in Psychology, 15, 1370084. https://doi.org/10.3389/fpsyg.2024.1370084

Almerich, G., Gargallo, P. y Suárez, J. (2024). ICT integration by teachers: A basic model of ICT use, pedagogical beliefs, and personal and contextual factors. Teaching and Teacher Education, 145, 104617. https://doi.org/10.1016/j.tate.2024.104617

Amores, A., Burgos, D. y Branch, J. W. (2023). The impact of augmented reality (AR) on the academic performance of high school students. Electronics, 12(10), 2173. https://doi.org/10.3390/electronics12102173

Azamatova, A. Kh., Bekeyeva, N., Zhaxylikova, K., Sarbassova, A. y Ilyassova, N. (2023). The effect of using artificial intelligence and digital learning tools based on project-based learning approach in foreign language teaching on students' success and motivation. International Journal of Education in Mathematics, Science and Technology, 11(6), 1458–1475. https://doi.org/10.46328/ijemst.3712

Baran, E., AlZoubi, D. y Bahng, E. J. (2023). Using video enhanced mobile observation for peer-feedback in teacher education. Journal of Digital Learning in Teacher Education, 39(2), 102–113. https://doi.org/10.1080/21532974.2023.2180116

Béjar, V., Madrigal, F., Madrigal, S. y Campa, I. (2023). La transformación de la práctica docente a través del uso de herramientas digitales en la educación nivel medio superior. Research, Society and Development, 12(9), e8112943078. https://doi.org/10.33448/rsd-v12i9.43078

Bonilla, V. y Ulate, R. (2025). Mediación pedagógica en los entornos de aprendizaje virtuales: lineamientos para el mejoramiento continuo. Revista Educación, 49(1), 1–24. https://doi.org/10.15517/revedu.v49i1.58626

Burke, P. F., Schuck, S., Burden, K. y Kearney, M. (2025). Mediating learning with mobile devices through pedagogical innovation: Teachers' perceptions of K-12 students' learning experiences. Computers y Education, 227, 105226. https://doi.org/10.1016/j.compedu.2024.105226

Bygstad, B., Øvrelid, E., Ludvigsen, S. y Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers y Education, 182, 104463. https://doi.org/10.1016/j.compedu.2022.104463

Cerda, C., León, M., Saiz, J. L. y Villegas, L. (2022). Propósitos de uso de tecnologías digitales en estudiantes de pedagogía chilenos: Construcción de una escala basada en competencias digitales. Pixel-Bit, Revista de Medios y Educación, (64), 7–25. https://doi.org/10.12795/pixelbit.93212

Chen, A., Li, W. y Fu, W. (2024). Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support. British Journal of Educational Technology, 55(4), 1790–1810. https://doi.org/10.1111/bjet.13433

Ciampa, K., Wolfe, Z. y Hensley, M. (2025). From entry to transformation: Exploring AI integration in teachers' K–12 assessment practices. Technology, Pedagogy and Education, 34(2), 141–160. https://doi.org/10.1080/1475939x.2024.2413378

Díaz, B. y Nussbaum, M. (2024). Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence. Computers y Education, 217, 105071. https://doi.org/10.1016/j.compedu.2024.105071

Du, Y. (2026). How teachers' digital literacy influences the intention to use AI teaching tools: An empirical study based on an integrated model. Interactive Learning Environments, 34(4), 2020–2042. https://doi.org/10.1080/10494820.2025.2538746

ElSayary, A. (2024). An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era. Journal of Computer Assisted Learning, 40(3), 931–945. https://doi.org/10.1111/jcal.12926

Essel, H. B., Vlachopoulos, D., Tachie, A., Johnson, E. E. y Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00362-6

Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X. y Gašević, D. (2024). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology, 56(2), 489–530. https://doi.org/10.1111/bjet.13544

Fernández, M. R. y Silva, J. (2022). Evaluación de la competencia digital de futuros docentes desde una perspectiva de género. RIED, Revista Iberoamericana de Educación a Distancia, 25(2), 327–346. https://doi.org/10.5944/ried.25.2.32128

Figueroa, M. L. (2023). Competencias digitales y prácticas pedagógicas docentes. CIENCIAMATRIA, 9(2), 347–358. https://doi.org/10.35381/cm.v9i2.1175

García, M. Á., García, A. y Arévalo, M. A. (2022). Competencias digitales de los docentes en formación: dimensiones y componentes que promueven su desarrollo. Civilizar, 22(42), e20220105. https://doi.org/10.22518/jour.ccsh/20220105

García, J., Rico, R. y García, S. (2023). The perceived self-efficacy of teachers in the use of digital tools during the COVID-19 pandemic: A comparative study between Spain and the United States. Behavioral Sciences, 13(3), 213. https://doi.org/10.3390/bs13030213

Gómez, T. F., Bobadilla, M., Rumbo, B., Fraga, L. y Galán, N. M. (2024). ICT integration in FLT: An analysis of TPACK implementation in Spanish Primary Teacher Education. Digital Education Review, (45), 214–221. https://doi.org/10.1344/der.2024.45.214-221

Guillén, F. D., Colomo, E., Ruiz, J. y Tomczyk, Ł. (2024). Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS-SEM approach. British Journal of Educational Technology, 55(1), 340–362. https://doi.org/10.1111/bjet.13365

Inayati, N. y Waloyo, A. A. (2022). The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching. Journal on English as a Foreign Language, 12(2), 249–271. https://doi.org/10.23971/jefl.v12i2.3546

Istiningsih, I. (2022). Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0. World Journal on Educational Technology: Current Issues, 14(1), 103–116. https://doi.org/10.18844/wjet.v14i1.6642

Kallunki, V., Katajavuori, N., Kinnunen, P., Anttila, H., Tuononen, T., Haarala, A., Pyörälä, E. y Myyry, L. (2023). Comparison of voluntary and forced digital leaps in higher education – Teachers' experiences of the added value of using digital tools in teaching and learning. Education and Information Technologies, 28(8), 10005–10030. https://doi.org/10.1007/s10639-022-11559-7

Khlaif, Z. N. y Salha, S. (2022). Exploring the factors influencing mobile technology integration in higher education. Technology, Pedagogy and Education, 31(3), 347–362. https://doi.org/10.1080/1475939x.2022.2052949

Knezek, G. y Christensen, R. (2024). Cross-validating four measures of technology integration: Stages of adoption, CBAM LoU, ACOT, and TPACK core. Journal of Digital Learning in Teacher Education, 40(4), 207–216. https://doi.org/10.1080/21532974.2024.2396897

Laurens, L. A. (2022). Mobile augmented reality adapted to the ARCS model of motivation: A case study during the COVID-19 pandemic. Education and Information Technologies, 27(6), 7927–7946. https://doi.org/10.1007/s10639-022-10933-9

López, Á., González, T. y de Pablos, J. (2022). Factores claves en la transformación digital de las organizaciones educativas. Profesorado, Revista de Currículum y Formación del Profesorado, 26(2), 75–101. https://doi.org/10.30827/profesorado.v26i2.21222

Makransky, G. y Mayer, R. E. (2022). Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning. Educational Psychology Review, 34(3), 1771–1798. https://doi.org/10.1007/s10648-022-09675-4

Munar, J., Oceja, J. y Salinas, J. (2024). Equivalencias entre los indicadores de la herramienta SELFIE y el marco DigCompEdu a partir de la técnica Delphi. Pixel-Bit, Revista de Medios y Educación, (69), 131–168. https://doi.org/10.12795/pixelbit.101775

Nadeem, M., Oroszlányová, M. y Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177

Oliveira, W., Hamari, J., Joaquim, S., Toda, A. M., Palomino, P. T., Vassileva, J. y Isotani, S. (2022). The effects of personalized gamification on students' flow experience, motivation, and enjoyment. Smart Learning Environments, 9(1). https://doi.org/10.1186/s40561-022-00194-x

Paz, L. E., Gisbert, M. y Usart, M. (2022). Competencia digital docente, actitud y uso de tecnologías digitales por parte de profesores universitarios. Pixel-Bit, Revista de Medios y Educación, (63), 91–130. https://doi.org/10.12795/pixelbit.91652

Paz, L. E. y Gisbert, M. (2023). Autopercepción del profesorado universitario sobre la competencia digital docente. Educar, 59(2), 437–455. https://doi.org/10.5565/rev/educar.1614

Petersen, G. B., Petkakis, G. y Makransky, G. (2022). A study of how immersion and interactivity drive VR learning. Computers y Education, 179, 104429. https://doi.org/10.1016/j.compedu.2021.104429

Qiao, H. y Zhao, A. (2023). Artificial intelligence-based language learning: Illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14, 1255594. https://doi.org/10.3389/fpsyg.2023.1255594

Revelo, J. E., Yaguana, A., Cadena, V. y Andrade, C. (2023). La web 2.0 como herramienta para la docencia universitaria en tiempos de pandemia covid-19. Cátedra, 6(1), 36–56. https://doi.org/10.29166/catedra.v6i1.3675

Romero, J. M., Pombo, L. y Martínez J. A. (2023). Implementación de los dispositivos móviles en educación superior: casos de buenas prácticas docentes. EDMETIC, Revista de Educación Médica TIC, 12(1). https://doi.org/10.21071/edmetic.v12i1.15184

Rüth, M., Birke, A. y Kaspar, K. (2022). Teaching with digital games: How intentions to adopt digital game-based learning are related to personal characteristics of pre-service teachers. British Journal of Educational Technology, 53(5), 1412–1429. https://doi.org/10.1111/bjet.13201

Song, C. y Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843

Sosa, E., Vargas, W. y Fernández, D. A. (2022). La práctica docente mediada por las TIC durante la pandemia. Panorama, 16(30), 261–283. https://doi.org/10.15765/pnrm.v16i30.3305

Sun, D., Boudouaia, A., Zhu, C. y Li, Y. (2024). Would ChatGPT-facilitated programming mode impact college students' programming behaviors, performances, and perceptions? An empirical study. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00446-5

Tirado, R., García, R., Hernando, Á., Contreras, P. y Aguaded, J. I. (2023). The role of teacher support in the acquisition of digital skills associated with technology-based learning activities: The moderation of the educational level. Research and Practice in Technology Enhanced Learning, 18, 10. https://doi.org/10.58459/rptel.2023.18010

Trevisan, O. y De Rossi, M. (2023). Preservice teachers' dispositions for technology integration: Common profiles in different contexts across Europe. Technology, Pedagogy and Education, 32(2), 191–204. https://doi.org/10.1080/1475939x.2023.2169338

Vásquez, M. S., Nuñez, P. D. y Cuestas, J. (2023). Competencias digitales docentes en el contexto de COVID-19. Un enfoque cuantitativo. Pixel-Bit, Revista de Medios y Educación, (67), 155–185. https://doi.org/10.12795/pixelbit.98129

Yavuz, G., Barenthien, J. y Padubrin, T. (2025). Using Jupyter Notebooks as digital assessment tools: An empirical examination of student teachers' attitudes and skills towards digital assessment. Education and Information Technologies, 30(13), 18621–18650. https://doi.org/10.1007/s10639-025-13507-7

Zhang, J. y Zhang, Z. (2024). AI in teacher education: Unlocking new dimensions in teaching support, inclusive learning, and digital literacy. Journal of Computer Assisted Learning, 40(4), 1871–1885. https://doi.org/10.1111/jcal.12988

Zourmpakis, A. I., Kalogiannakis, M. y Papadakis, S. (2023). Adaptive gamification in science education: An analysis of the impact of implementation and adapted game elements on students' motivation. Computers, 12(7), 143. https://doi.org/10.3390/computers12070143