Digital Innovation in Early Childhood Classrooms: Evaluation of Apps for Managing Playful Tasks in Ecuadorian Preparatory Education

Abstract

In the context of the ongoing digital transformation of Ecuador’s education system, this study examines the integration of digital applications for managing playful tasks in preparatory classrooms within General Basic Education schools in Guayaquil. A mixed-methods, explanatory sequential design was used, combining quantitative analysis of questionnaires administered to 228 teachers and ICT infrastructure data with semi-structured interviews and technopedagogical evaluation of twelve frequently used applications. Quantitative findings indicate that 81% of teachers use at least one app weekly, reporting high perceived gains in children’s motivation and early skill development, although curricular alignment is rated only as moderate. Qualitative evidence shows that apps are mainly employed as complements within playful sequences that combine digital activities with face-to-face experiences, and that teachers tend to prioritize usability criteria over explicit curricular references. The study identifies infrastructure and training gaps that constrain systematic integration of digital resources, particularly in public schools, as well as limitations in accessibility and inclusion in the evaluated apps. Overall, the results suggest that meaningful digital innovation in preparatory classrooms requires equitable provisioning policies, national frameworks for app evaluation, and targeted teacher professional development for early childhood education to ensure balanced, developmentally appropriate technopedagogical integration.