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Artículos de Revisión

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Tecnologías de la información y comunicación en los procesos de enseñanza y aprendizaje: una revisión bibliográfica

Information and communication technologies in teaching and learning processes: a literature review
Publicado
2026-08-27
Contexto: Las tecnologías de la información y la comunicación se han incorporado de forma progresiva a los procesos educativos; sin embargo, su disponibilidad no garantiza por sí solas mejoras en la enseñanza y el aprendizaje. Objetivo: Analizar las condiciones, estrategias y resultados asociados con la integración pedagógica de las tecnologías de la información y la comunicación en contextos escolares y universitarios. Metodología: Se desarrolló una revisión bibliográfica sistematizada con síntesis narrativa, orientada por los lineamientos de PRISMA 2020. Se analizaron publicaciones comprendidas entre 2004 y 2024, en español, inglés y portugués. Tras el proceso de identificación, cribado y elegibilidad, 23 documentos fueron incluidos en la síntesis. Resultados: La evidencia muestra efectos predominantemente favorables, aunque heterogéneos, cuando las tecnologías se articulan con objetivos de aprendizaje, interacción, retroalimentación y apoyo cognitivo. La formación y competencia digital docente, la calidad de los contenidos, la autorregulación del estudiante, el acceso equitativo y el soporte institucional emergieron como condiciones decisivas. Conclusión: Las tecnologías de la información y la comunicación deben comprenderse como mediaciones sociopedagógicas cuyo valor depende del diseño didáctico, las interacciones que favorecen y las condiciones institucionales que sostienen un uso crítico, inclusivo y evaluable.
Context: Artificial intelligence has established itself as an emerging resource to transform teaching through personalization, tutoring, learning analytics, automated assessment, and generative tools. However, its incorporation requires pedagogical, ethical, and institutional foundations. Objective: To analyze the findings, tensions, and directions of educational research on artificial intelligence relevant to teaching innovation. Methodology: A systematized literature review with a qualitative narrative synthesis was conducted, following the PRISMA 2020 guidelines. The search considered publications between 2016 and 2026 related to teaching, learning, assessment, faculty development, literacy, and educational governance. From 43 identified records, 27 documents were included in the qualitative synthesis. Results: The findings demonstrate that personalization and tutoring can favor learning when they respond to explicit didactic objectives. Likewise, analytics facilitates the identification of patterns, while generative artificial intelligence demands a redesign of assessment strategies. Digital literacy, teacher training, and ethical governance emerge as fundamental conditions. Conclusion: Educational innovation through artificial intelligence depends on its pedagogical integration, human oversight, empirical evaluation, and institutional frameworks that guarantee equity, privacy, transparency, and accountability.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

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