El coneixement situat dels docents: abordant l'exclusió digital en contextos rurals
DOI:
https://doi.org/10.1344/der.2024.45.171-178Paraules clau:
ruralitat, apropiació tecnològica, metodologies qualitatives, xileResum
Aquest estudi aborda els complexos reptes relatius a la incorporació de les tecnologies de la informació i la comunicació (TIC) en l'educació, especialment en regions caracteritzades per l'exclusió digital com les àrees rurals. Reconeixent el potencial de les TIC per donar suport i ampliar les oportunitats d'aprenentatge dels estudiants, aquesta recerca explora la necessitat d'una implementació eficaç mitjançant el desenvolupament professional adaptat a les condicions i necessitats contextuales dels docents. En abordar aquests reptes, l'estudi explora el concepte d'apropiació tecnològica, subratllant la importància dels elements individuals i contextuales per adaptar les TIC a les necessitats i entorns específics dels usuaris. A través d'entrevistes no estructurades cara a cara amb 21 docents immersos en un context rural digitalment vulnerable, aquesta recerca desvetlla reflexions sobre com els educadors s'apropien de les tecnologies per millorar l'aprenentatge dels estudiants. Els resultats d'aquest estudi contribueixen al desenvolupament de pràctiques educatives adaptades als contextos rurals, centrant-se en proporcionar una experiència d'aprenentatge significativa i efectiva per als estudiants. En il·luminar les estratègies dels docents per navegar pel panorama digital en entorns desafiants, la recerca pretén informar polítiques i pràctiques que superin la bretxa tecnològica, fomentant en última instància l'accés equitatiu i la millora dels resultats educatius en entorns rurals.
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