System of technological leveling activities for digital literacy and autonomous learning in fifth grade

Abstract

For new generations, Information and Communication Technologies are an integral part of a digital environment where they constantly learn, consume, and interact. The objective of this research was to propose a technology leveling system aimed at reducing the digital literacy gap and strengthening autonomous learning among fifth-grade students at the Luis Rivadeneira Escobar Rural School. The research adopts a mixed-methods approach; the study is applied, with a cross-sectional, quasi-experimental, and field design. Theoretical and empirical methods (observation, interviews, checklists) were employed, along with statistical and mathematical methods (Cronbach's Alpha, Aiken's V coefficient, and Wilcoxon signed-rank test). A constructivist activity system was developed and implemented, integrating active methodologies adapted to the rural context. The proposed curriculum design is rigorous and validated by expert review, achieving an Aiken's V coefficient of 0.94. Its pedagogical effectiveness was statistically demonstrated using the Wilcoxon test, significantly raising average scores from 1.98 to over 4.00 points, reducing the digital divide and strengthening self-directed learning.