Apropiación de la tecnología en la educación rural: narrativas de profesores de colegios públicos de Colombia
DOI:
https://doi.org/10.5294/edu.2024.27.2.2Palabras clave:
Colombia, educación rural, docentes, investigación educativa, tecnologíaResumen
La falacia de un mundo tecnificado y globalizado oculta la desigualdad educativa en contextos periféricos. Por lo tanto, este artículo de investigación narrativa analiza la apropiación de la tecnología a partir de las experiencias de docentes de escuelas públicas rurales en Colombia. Los docentes participantes exploraron sus creencias orientadas hacia la tecnología, sus prácticas pedagógicas y los factores que intervienen en la apropiación tecnológica. El proceso de recolección de datos se realizó durante tres años mediante marcos narrativos y un grupo focal, analizados bajo un enfoque de investigación narrativa. Los hallazgos iniciales revelaron prácticas de microenseñanza alejadas de la apropiación tecnológica debido a la falta de confianza de los docentes. Sin embargo, finalmente superaron estos obstáculos y describieron prácticas pedagógicas orientadas a la tecnología, así como estrategias éticas para abordar posibles riesgos tecnológicos. No obstante, factores a nivel meso y macro, como la falta de dispositivos tecnológicos y unas políticas nacionales poco fundamentadas, hacen poco probable que la apropiación tecnológica suceda en los contextos de estos docentes. Por ello, los actores rurales deberían cuestionar si vale la pena esforzarse por lograr la apropiación tecnológica o si es preferible desvincularse de esa narrativa. Este artículo puede interesar a quienes estudian las intersecciones entre tecnología, creencias docentes y prácticas pedagógicas en el Sur Global.
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Derechos de autor 2025 Yimmy Alexander Hoyos-Pipicano, María Fernanda Jaime-Osorio
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