Abstract

ACUNA TORRES, Lidia; ALVARADO TRUJILLO, Alex  and  RIVAS DEL AGUILA, Mery Patricia. Reading in digital times: Elementary school students' experiences and perceptions of reading with technological tools. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS01062025.  Epub Sep 23, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.218.

This study, entitled “Reading in digital times: Experiences and perceptions of primary school students about reading with technological tools”, is framed within the Sustainable Development Goals (SDGs) 4 and 5, by promoting inclusive, equitable and quality education, as well as equal opportunities in vulnerable contexts and with structural limitations. Recognizing that reading comprehension and reading motivation are essential components of cognitive and affective development at the primary level, the research analyzes the role of digital technologies as mediators of the reading process and their ability to enrich current pedagogical dynamics. The general objective was to explore the experiences and perceptions of primary school students in the district of Aguaytía in relation to the use of technological tools applied to reading, in an environment where access to these resources still represents a challenge. Under a qualitative approach and a phenomenological design, we worked with a purposive sample of students, to whom semi-structured interviews and focus groups were applied to collect in-depth testimonies, personal experiences and contextualized stories that reflect the educational reality of the participants. The findings show that the use of digital resources, such as interactive applications, animated videos and reading platforms, favors commitment to reading, improves textual comprehension and strengthens a positive attitude towards reading. It is concluded that the incorporation of technologies in school environments not only stimulates reading practices, but also contributes to closing educational gaps, generating meaningful learning and promoting a more inclusive, participatory and relevant education.

Keywords : reading comprehension; motivation; technological tools; primary education; student perceptions.

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