This study explores the use of interactive, technology-based teaching strategies to strengthen literacy among second-grade students in a socioeconomically vulnerable community in Hidalgo, Mexico. Employing an action-research approach, digital game-based activities were designed and implemented to foster reading and writing in alignment with the principles of the New Mexican School. Findings indicate significant improvements in literacy consolidation, as well as increased student motivation and participation, despite persistent challenges such as absenteeism and complex family circumstances. The integration of platforms such as Árbol ABC and Educaplay facilitated active involvement of both students and parents. The results underscore the relevance of technology-mediated educational support as a means to overcome infrastructural and contextual barriers, promoting inclusion and meaningful learning.
Castillo et al. (2025) studied this question.