ICT and digital literacy: challenges and advances in the Mexican education system (part 2)

Throughout history, different educational paradigms have been developed to explain the teaching-learning process. Behaviourism, proposed by Watson and expanded by Skinner, focused on the prediction and control of behaviour through the reinforcement of stimuli. Subsequently, the cognitive paradigm, with exponents such as Piaget, Ausubel and Gagné, analysed the internal processes of learning, emphasising the importance of memory and the organisation of information. Jean Piaget established the psychogenetic paradigm, which approached knowledge from an evolutionary perspective, while Vigotsky developed the sociocultural approach, which highlighted the influence of social context and interaction on learning. Over time, these approaches converged in constructivism, which emphasises the active role of the student in the construction of knowledge. Nowadays, the integration of Information and Communication Technologies (ICT) has transformed teaching methods, facilitating new educational strategies. Previous research has shown that the use of ICT favours meaningful learning and interaction with content. However, its implementation presented challenges such as the lack of equitable access and teacher training. The evolution of education depends on the combination of these paradigms with ICT to promote dynamic, accessible learning in line with the demands of today's society.