What enables a school to become a model of digital innovation? One key factor may lie in understanding and measuring how these institutions adopt technology to enhance teaching. In this regard, the ProFuturo programme, which has been working with vulnerable schools worldwide for years, developed a crucial tool in 2023: the School Assessment and Transformation Tool (SAT).
As we previously reported, this instrument evaluates the level of technological adoption in schools, classifying them into five categories: Initial, Basic, Intermediate, Advanced, and Transformation. The “Transformation” level represents the highest achievement in terms of technological and pedagogical integration.
After analysing data from more than 4,000 active schools within the programme, Panama and Mexico emerged as key case studies. Panama stood out with over 50% of its ProFuturo schools reaching the Transformation level—the highest percentage among all the evaluated countries. Mexico, although with 6% of its schools classified as transformed, presented a challenging context due to inequalities in connectivity and resources. These contrasts make both countries complementary examples: Panama as a consolidated success model and Mexico as a setting where significant progress is being made despite adverse conditions.
In this article, we will explore the key factors that have enabled schools in Panama and Mexico to lead the way in digital pedagogical transformation.
Based on the information gathered by ProFuturo, various elements have been identified as crucial for the successful adoption of digital devices and the teaching methodologies associated with them.
The Recipe for Success
Based on the information gathered by ProFuturo, various elements have been identified as crucial for the successful adoption of digital devices and the teaching methodologies associated with them. These key factors are linked to aspects such as planning, curriculum integration, and teacher training. Let’s take a closer look:
Planning with Clear Objectives
The use of technology in the classroom requires a structured plan that includes timelines and clearly defined responsibilities. This prevents teachers from feeling overwhelmed and ensures that each resource serves as a genuine support for learning. Methodical planning appears as a common pillar among schools that have reached the Transformation level.
In Panama, school leadership teams held monthly meetings to review progress and assess challenges. This approach fostered coordination and clarity, ensuring that everyone understood their roles. In certain rural schools in Mexico, planning determined which subjects would be prioritised for the use of computers and tablets. As a result, resources were concentrated on Mathematics and Science, where the greatest need was identified.
In both contexts, role distribution and a clear schedule of activities helped sustain the transformation process over time, even when unexpected challenges arose.
Integrating Technology into the Curriculum
It is not simply about placing computers in the classroom for students to browse aimlessly, but rather about developing strategies that strengthen teaching, aligning with the curriculum plans and objectives for each grade. Understanding what, how, and when to use digital resources is what truly makes the difference.
How was this achieved in schools in Mexico and Panama? In Panama, several schools used the national curriculum as a reference and linked it to ProFuturo’s modules. Interactive platforms were used to design reading and writing sessions that engaged students. In Oaxaca, Mexico, a rural school integrated virtual simulators into science lessons. Although internet connectivity was inconsistent, the teaching staff pre-downloaded materials, ensuring they could be reviewed in class without relying on a real-time connection.
Continuous Monitoring and Feedback
Digital transformation does not happen overnight. Schools approaching the Transformation category implement monitoring systems that allow them to adjust their practices early and provide direct support to those in need.
For example, in Panama, coaches were assigned to make regular visits to teachers, addressing doubts and offering immediate suggestions. This ongoing support was crucial in resolving technical issues and reinforcing pedagogical methodologies. In Mexico, several school leaders introduced weekly review plans, measuring how many hours students spent on digital platforms, their performance in exams, and how they responded to activities. By identifying weak areas, schools adjusted their teaching strategies accordingly.
Leadership from School Management
Initiatives tend to yield better results when school leadership maintains a clear vision and inspires enthusiasm among the staff. Leadership is not just about giving orders but about motivating, organising, and recognising achievements.
For instance, in Panama, some school leaders organised collaborative meetings, where teachers shared successful practices, fostering a sense of community and innovation. This positive environment encouraged the experimentation with new digital activities. Meanwhile, in Mexico, a school principal in Veracruz took the initiative to involve families in digital literacy workshops, strengthening parents’ commitment to their children’s education. Despite limited access to devices, the support from the school community made a significant difference.
Ongoing Teacher Training
Teachers are at the heart of any educational change. Without proper training, digital devices risk being underutilised or used in a mechanical way. Teacher development is a core element of ProFuturo’s approach.
In Panama, practical workshops were organised, allowing teachers to experiment with platforms, explore interactive reading and arithmetic resources, and understand how to integrate them into active teaching methodologies. Meanwhile, in some Mexican regions with connectivity challenges, teachers learned to apply offline strategies, downloading content and designing activities that could be carried out without internet access. This ensured that technology was not entirely dependent on network availability.
Managing Technological Resources
The organisation and management of devices and platforms is crucial. No matter how advanced the technology is, if it is not properly administered, it may quickly become unavailable or ineffective. Proper resource management fosters a culture of care and responsibility, encouraging both students and teachers to maintain learning tools in good condition.
In Panama, practical workshops were organised, allowing teachers to experiment with platforms, explore interactive reading and arithmetic resources, and understand how to integrate them into active teaching methodologies. Meanwhile, in some Mexican regions with connectivity challenges, teachers learned to apply offline strategies, downloading content and designing activities that could be carried out without internet access. This ensured that technology was not entirely dependent on network availability.
In the cases studied, although each region faces its own challenges, the experiences of Panama and Mexico send an optimistic message to the wider educational community: with planning and commitment, barriers can be overcome, and digital resources can be successfully integrated into teaching.
Results: All’s Well That Ends Well
To measure the real impact of these initiatives, ProFuturo analysed the progress of three key indicators: grades, absenteeism, and primary school completion rates. The data showed positive improvements, demonstrating the effectiveness of the model, even in challenging contexts.
Improvement in Academic Performance
In Panama, a 15% average increase in Mathematics was recorded in schools that reached the Transformation category. As teachers and school leaders explain, “the platforms provide step-by-step explanations and practical examples, making it easier for students to grasp complex concepts”. In Mexico, the improvement reached 10% in subjects like Science and Mathematics—a remarkable achievement given the limited internet access and equipment constraints.
Some specific cases illustrate these results. In Chiriquí, Panama, the percentage of students passing Mathematics increased from 78% to 95% following the adoption of digital activities. In Oaxaca, Mexico, the proportion of students demonstrating satisfactory competencies in Science rose from 60% to 80%.
Reduction in Absenteeism
Technology has become an incentive for students to attend school regularly, as they feel more engaged in a learning environment that differs from traditional methods.
In Panama, several institutions reported a 20% reduction in absenteeism, while in Mexico, communities in Veracruz and Oaxaca saw an average decrease of 12%. Part of this success is attributed to family involvement—as parents recognised the benefits of digital resources, they encouraged their children to stay in school.
Increase in Primary School Completion Rates
The percentage of students successfully completing primary education also increased. In Panama, schools at the Transformation level saw an 18% rise in primary completion rates. Continuous student monitoring and the use of flexible teaching methodologies were key to reducing dropout rates. In Mexico, completion rates increased by 10%. In regions with high levels of educational lag, this figure represents a significant achievement, as it reflects a growing commitment among families to ensuring their children finish basic education.
Together, these numbers reinforce the idea that planned technology integration can positively impact educational outcomes, provided there is teacher support, strong leadership, and effective monitoring strategies.
Extracting Lessons for Other Contexts
The experiences of Panama and Mexico provide valuable insights for schools in diverse settings. From these cases, key ideas can be drawn to support the adoption of technology in schools aiming to enhance teaching with digital tools:
- Design a collective action plan – The school community should be actively involved in defining goals and activities. Each person must understand their role.
- Monitor results and adjust strategies – Establish performance indicators (grades, attendance, participation) to identify areas for improvement and celebrate progress.
- Encourage inclusive leadership – A leadership team that motivates teachers, families, and students to get involved achieves better outcomes than one acting in isolation.
- Promote ongoing teacher training – As technology evolves, teachers need continuous preparation to make the most of it. A single training session is not enough—long-term follow-up is essential.
- Ensure continuous support – Maintain and strengthen the role of coaches, ensuring that their guidance is two-way and that schools feel supported at all times.
- Consider real connectivity conditions – If stable internet access is lacking, offline strategies and structured resource allocation can be highly effective. Creative management of devices opens up new learning opportunities.
Yes, We Can
Reaching the Transformation level is not just about introducing tablets or computers into classrooms. It is a process that requires leadership, persistence, and constant adjustments.
In the cases studied, although each region faces its own challenges, the experiences of Panama and Mexico send an optimistic message to the wider educational community: with planning and commitment, barriers can be overcome, and digital resources can be successfully integrated into teaching.
The improvements in grades, reductions in absenteeism, and higher primary school completion rates reaffirm the value of combining technology with a clear pedagogical approach.
The world is moving towards a future where technology is an integral part of everyday life—and schools cannot be left behind. Those who have successfully transformed their classrooms inspire others to take the next step.
