ICT Trends and Instructional Planning in the Upper Elementary Grades

Mari Orangel Roa Pérez
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Mari Orangel Roa Pérez: Universidad Católica Nordestana, San Francisco de Macorís, República Dominicana

Pedagogical Constellations, 2026, vol. 5, issue 1, 535-552

Abstract: Educational quality in the upper elementary grades depends less on “covering the curriculum” and more on how pedagogical decisions are made in inevitably diverse classrooms. This essay argues that effective instructional planning—guided by trends in information and communication technology (ICT) and attentive to diversity—is a crucial tool for closing achievement gaps and fostering meaningful learning. It is argued, first, that integrating ICT from the planning stage allows for expanded access and participation through flexible pathways, multimodal formats, and differentiated support. Second, it is discussed that technology only improves teaching when it ceases to be a mere tool and is integrated with pedagogical intent, drawing on frameworks such as TPACK and collaborative practices for teacher improvement. It is proposed that formative assessment and monitoring supported by ICT strengthen continuous improvement, provided they are designed with equity criteria and alternatives for contexts with limitations. It is concluded that technology adds value only if planning transforms it into an inclusive pedagogical tool.

Keywords: diversity; educational quality; formative assessment; instructional planning; elementary school; ICT (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:pedagi:v:5:y:2026:i:1:id:180

DOI: 10.69821/constellations.v5i1.180

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