Technology can be used as an effective strategy to enhance cognitive, motor, and linguistic skills in children of all ages. However, its implementation in itinerant contexts, where resources and infrastructure are limited, poses a challenge. This study addressed this issue by evaluating the effectiveness of an educational intervention based on educational technology in itinerant classrooms. A quasi-experimental design was conducted with 128 children, using a pre-test and post-test to measure the impact on 17 competencies, such as visuomotor coordination, visual memory, and attention. The 17 competencies were evaluated using standardized tools designed to measure aspects such as visuomotor coordination, visual memory, attention, motor skills, visual perception, and linguistic abilities. The evaluation results were used to identify difficulties and the need for pedagogical support, enabling detailed tracking of each child’s development. Over the course of 8 weeks, five digital educational tools, such as Mundo Primaria and Minecraft, were used and adapted to be appropriate for the children’s ages and needs. The results showed significant improvements in all the competencies evaluated, indicating that technology can serve as a catalyst for children’s cognitive abilities even in unconventional environments. Itinerant classrooms benefited from the flexibility and adaptability of technological resources, enabling them to overcome the typical physical and logistical limitations of these contexts. The integration of educational technology in early childhood education is highly effective and can offer a viable solution to improve the learning outcomes of primary school students.
