Impact of Technological Tools for Reading Comprehension in Post-Pandemic Schoolchildren

Abstract

Peru faces a crisis in the reading comprehension of primary school students, that is, they do not understand what they read, leading them to difficulty in achieving the other competencies within the basic education graduation profile, this attributed to the lack of educational resources, the socioeconomic gap and limitations in teacher training. National assessments show poor performance in reading skills, impacting academic development and restricting future opportunities. The purpose of this research is to analyze the impact of technological tools on students' reading comprehension after the pandemic in the last three years. The consultation of academic literature included 80 original scientific articles of pedagogical and theoretical experience, with a final sample of 20 articles specifically related to the impact of technological tools on reading comprehension. The methodology adopted was a quantitative approach with a descriptive design, using the article registration form as an instrument, along with systematic review, critical reading and paraphrasing techniques. The results obtained reveal the significant influence of technological tools in improving reading comprehension in students in the post-pandemic period. The interaction between teachers, students and families was highlighted, highlighting the need to develop digital skills in both teachers and students. In conclusion, the application of technological tools is positively influencing the reading comprehension and digital competence of students, transforming the role of the teacher in the educational process. It is recommended to continue training teachers to strengthen their digital and pedagogical skills, allowing them to plan appropriately and improve their pedagogical practice. This would ensure meaningful, high-quality learning, with technological tools as learning mediators, contributing to reducing the digital divide.