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The objective of this research was to analyze the considerations of elementary school teachers of urban official institutions in the city of Monteria on the use of technological mediations in environmental education. It is based on the interpretative epistemic model, with a qualitative type of research. Likewise, it assumes the phenomenological method, with a field design. A semi-structured interview and a focus group were used to collect information. The integration of ICT tools in the pedagogical practices of teachers is done in a strategic manner and oriented to active and collaborative learning. For example, teachers use online platforms to assign research projects and collaboration among students, encouraging teamwork and problem solving. One of the most recurrent difficulties identified by teachers is the digital divide, which refers to inequalities in access to and use of technology among students. This gap can manifest itself in the lack of adequate devices, limited internet connectivity or lack of digital skills, which limits the scope and effectiveness of ICT-based teaching strategies. Teachers recognize the importance of addressing this gap to ensure equity in access to educational opportunities
Kilia Piedrahita Hoyos (Sat,) studied this question.