Technology Normalisation in Rural Education: Narratives of Public School Teachers from Colombia

Yimmy Alexander Hoyos-Pipicano; María Fernanda Jaime-Osorio

doi:10.5294/edu.2024.27.2.2

Authors

Yimmy Alexander Hoyos-Pipicano Author Secretaría de Educación del Huila https://orcid.org/0000-0001-8743-8651
María Fernanda Jaime-Osorio Author South Colombian University https://orcid.org/0000-0001-8938-8248

DOI:

https://doi.org/10.5294/edu.2024.27.2.2

Keywords:

Colombia, educational research, rural education, teachers, technology

Abstract

The fallacy of a technified and globalised world conceals education inequality in peripheral contexts. Hence, this narrative inquiry article analyses technology normalisation, drawing on rural public-school teachers from Colombia. Teachers explored their technology-oriented beliefs, pedagogical practices, and factors that influence technology normalisation. The data collection process was conducted over three years through narrative frameworks and a focus group, which were analysed using a narrative inquiry approach. Initial findings showed that micro-teaching practices were distant from technology normalisation due to teachers’ lack of confidence. Ultimately, they overcame these issues and described technology-oriented pedagogical practices and ethical strategies to address potential technology risks. However, meso- and macro-level factors, such as a lack of technological devices and ungrounded national policies, make it unlikely that technology normalisation occurs in the teachers’ contexts. Therefore, rural stakeholders ought to problematise whether it is worth struggling to achieve technology normalisation or detach from such a narrative. This article may be of interest to those studying the intersections among technology, teachers’ beliefs, and pedagogical practices in the Global South.

Downloads

Download data is not yet available.

References

Arias, L., & González, Y. (2019). Alfabetización Digital y hábitos básicos de autorregulación de aprendizaje de inglés como lengua extranjera en población infantil. Folios, 49(2), 177–196. https://doi.org/10.17227/folios.49-9404

Arini, D. N., Hidayat, F., Winarti, A., & Rosalina, E. (2022). Artificial intelligence (AI)-based mobile learning in ELT for EFL learners: The implementation and learners’ attitudes. International Journal of Educational Studies in Social Sciences, 22(2), 88–95. https://doi.org/10.53402/ijesss.v2i2.40

Balchin, K., & Wild, C. (2022). Exploring the role of context and collaboration in normalising technology use in English language teaching in secondary schools in Malaysia. Computer Assisted Language Learning, 35(7), 1437–1457. https://doi.org/10.1080/09588221.2020.1803360

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Barrero-Galindo, M. I., Salazar-Aristizabal, S. A., & España-Delgado, J. A. (2022). Uso de la tableta en el ámbito educativo. Paideia Surcolombiana, 27, 169–176. https://doi.org/10.25054/01240307.3517

Bax, S. (2003). CALL – past, present and future. System, 31(1), 13–28. https://doi.org/10.1016/S0346-251X(02)00071-4

Bax, S. (2011). Digital education: Beyond the “wow” factor. In M. Thomas (Ed.), Digital education: Opportunities for social collaboration (pp. 239–256). Palgrave Macmillan. https://doi.org/10.1057/9780230118003_12

Bax, S. (2018). MOOCs as a new technology: Approaches to normalising the MOOC experience for our learners; paper posthumously transcribed by Marina Orsini-Jones. In M. Orsini-Jones & S. Smith (Eds.), Flipping the blend through MOOCs, MALL and OIL- new direction in CALL (pp. 9–16). Research-publishing net. https://doi.org/10.14705/rpnet.2018.23.785

Bonilla, S., Cruz, F., & Solano, V. (2022). Configurations of alterity in second language—Spanish and English—pedagogical practices in Colombia. Praxis & Saber, 13(35), e14712. https://doi.org/10.19053/22160159.v13.n35.2022.14712

Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39, 310–380. https://doi.org/10.1016/j.system.2011.07.009

Buehl, M. M., & Beck, J. S. (2015). The Relationship Between Teacher Beliefs and Practices. In H. Fives & M. G. Gill (Eds.), International handbook of research on teacher beliefs (pp. 66–84). Routledge. https://doi.org/10.4324/9780203108437

Bullough, R. (2015). Methods for studying beliefs: Teacher writing, scenarios, and metaphor analysis. In H. Fives & M. G. Gill (Eds.), International handbook of research on teacher beliefs (pp. 150–169). Routledge. https://doi.org/10.4324/9780203108437

Camargo-Uribe, L., & Sandoval-Cáceres, I. (2017). Fair access to scientific reasoning through technology. Revista Colombiana de Educación, 73(2), 179–211. https://doi.org/10.17227/01203916.73rce177.209

Castañeda-Trujillo, J. E., & Jaime Osorio, M. F. (2021). Pedagogical strategies used by English teacher educators to overcome the challenges posed by emergency remote teaching during the COVID-19 pandemic. Íkala, Revista de Lenguaje y Cultura, 26(3), 697–713. https://doi.org/10.17533/udea.ikala/v26n3a12

Chambers, A., & Bax, S (2006). Making CALL work: towards normalization. System, 34(4), 465–479. https://doi.org/10.1016/j.system.2006.08.001

Chapelle, C. (2009). The relationship between second language acquisition theory and computer-assisted language learning. The Modern Language Journal, 93, 741–753. https://doi.org/10.1111/j.1540-4781.2009.00970.x

Charmaz, K. (2014). Constructing Grounded Theory. SAGE.

Cheng, C. C., & Yang, Y. C. (2023). Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables. Computers and Education, 207, 1–18. https://doi.org/10.1016/j.compedu.2023.104911

Ertmer, P., Ottenbreit-Leftwich, A., & Tondeur, J. (2015). Teachers’ beliefs and uses of technology to support 21st-century teaching and learning. In H. Fives & M. G. Gills (Eds.), International handbook of research on teachers’ beliefs (pp. 403–418). Routledge. https://doi.org/10.4324/9780203108437

España, J. A. (2023). Kahoot, Quizizz, and Quizalize in the English class and their impact on motivation. HOW Journal, 30(1), 65–84. https://doi.org/10.19183/how.30.1.641

Farfán-Sossa, S., Medina-Rivilla, A., & Cacheiro-González, M. L. (2015). Digital inclusion in education in Tarija, Plurinational State of Bolivia. Revista CEPAL, 115. https://doi.org/10.18356/13321f7f-es

Fives, H., & Gill, M. G. (2014). International handbook of research on teachers’ beliefs. Routledge. https://doi.org/10.4324/9780203108437

Freeman, M. (2015). Narrative as a mode of understanding. In A. D. Fina & A. Georgakopoulou (Eds.). The handbook of narrative analysis (pp. 21–36). Wiley. https://doi.org/10.1002/9781118458204.ch1

Galvis, H. (2012). Understanding beliefs, teachers’ beliefs and their impact on the use of computer technology. Profile: Issues in Teachers’ Professional Development, 14(2), 95–112. https://revistas.unal.edu.co/index.php/profile/article/view/34062

García-Botero, J., García-Botero, G., & Botero-Restrepo, M. A. (2021). EFL pre-service teachers’ psychosocial aspects and educational conditions during the COVID-19 pandemic lockdown. Íkala, Revista de Lenguaje y Cultura, 26(3), 553–569. https://doi.org/10.17533/udea.ikala.v26n3a05

Hoyos-Pipicano, Y. A. (2024). Rural teachers’ appropriation of national bilingual policies: voices from the Colombian periphery. International Journal of Bilingual Education and Bilingualism, 28(2), 135–149. https://doi.org/10.1080/13670050.2024.2410820

Hoyos-Pipicano, Y. A., & España, J. A. (2025). Disrupting rural local realities through inquiry-based learning in the EFL classroom. Íkala, Revista de Lenguaje y Cultura, 30(1), 1–21. https://doi.org/10.17533/udea.ikala.355857

Hoyos Pipicano, Y. A., & Jaime Osorio, M. F. (2025). Community-based pedagogies and cultural awareness: An EFL class project from rural Colombia. Issues in Educational Research, 35(2), 632–652. http://www.iier.org.au/iier35/hoyos-pipicano.pdf

Hu, S., Dai, J., Wen, H., Lai, Z., Li, X., Lin, L., & Chen, L. (2023). Digital transformation promotes the high-quality development of rural education: value, dilemma and strategy. Journal of Social Science Humanities and Literature, 6(6), 211–218. https://doi.org/10.53469/jsshl.2023.06(06).32

Icfes. (2024, January 16). Cuadernillo 1. Competencias básicas. https://www.icfes.gov.co/cuadernillo-1-competencias-b%C3%A1sicas-2021

Insuasty, E. A., & Jaime Osorio, M. F. (2020). Transforming pedagogical practices through collaborative work. Profile: Issues in Teachers’ Professional Development, 22(2), 65–78. https://doi.org/10.15446/profile.v22n2.80289

Jaime-Osorio, M. F., Campos-Perdomo, M. A., & Rodríguez-Artunduaga, G. I. (2023). Remote Learning in Times of COVID-19 in Colombia. HOW Journal, 30(1), 85–101. https://doi.org/10.19183/how.30.1.693

Kern, R. (2014). Technology as Pharmakon: The Promise and Perils of the Internet for Foreign Language Education. The Modern Language Journal, 98(1), 340–351. https://doi.org/10.1111/j.1540-4781.2014.12065.x

Koehler, M., Mishra, P., Kereluik, K., Shin, T., & Graham, C. (2014). The technological pedagogical content and knowledge framework. In M. Spector, D. Merrill, J. Elen & M. J. Bishop et al. (Eds.), Handbook of Research on Educational Communications and Technology (pp. 101–111). Springer. https://doi.org/10.1007/s10758-014-9231-7

Kormos, E., & Wisdom, K. (2021). Rural schools and the digital divide: technology in the learning experience. Theory & Practice in Rural Education, 11(1), 25–39. https://doi.org/10.3776/tpre.2021.v11n1p25-39

Kusuma, I. P. I. (2022). EFL preservice teachers’ technology integration in managing and teaching speaking skills during emergency remote teaching. Profile: Issues in Teachers’ Professional Development, 24(2), 149–165. https://doi.org/10.15446/profile.v24n2.97497

Leal, D. E., Guarín, L. Y., Morales, E. (2022). Digital Policies in Colombian Education: Emerging Trends and Future Perspectives. UNESCO IIEP. https://unesdoc.unesco.org/ark:/48223/pf0000384129

Mihas, P. (2023). Qualitative research methods: Approaches to qualitative data analysis. International Encyclopedia of Education (Fourth Edition), 1(1), 302–313. https://doi.org/10.1016/b978-0-12-818630-5.11029-2

MinTIC. (2023, October 9). Informe de gestión al congreso de la República 2019-2020. https://bit.ly/3ezpIrd

Molina-Pacheco, L., & Mesa-Jiménez, F. (2018). ICT in rural schools: Realities and integration in plans. Praxis & Saber, 9(21), 75–98. https://doi.org/10.19053/22160159.v9.n21.2018.8924

Murcia, D., Jaime Osorio, M. F., Jaramillo Calderon, L. F., & Hoyos Pipicano, Y. A. (2025). GenAI in language teaching, learning, and assessment: stakeholders’ insights from two undergraduate language programs. Lenguaje, 53(1S), e20314387. https://doi.org/10.25100/lenguaje.v53i1S.14387

Oki, O. A., Uleanya, C., & Mbanga, S. (2023). Echoing the effect of information and communications technology on rural education development. Technology Audit and Production Reserves, 1(69), 6–14. https://doi.org/10.15587/2706-5448.2023.269698

Olanrewaju, G. S., Adebayo, S. B., Omotosho, A. Y., & Olajide, C. F. (2021). Left Behind? The Effects of Digital Gaps on E-Learning in Rural Secondary Schools and Remote Communities across Nigeria during the COVID-19 Pandemic. International Journal of Educational Research Open, 2, 1–10. https://doi.org/10.1016/j.ijedro.2021.100092

P21. (2024, January 16). Partnership for 21st century skills—Core content integration. https://www.marietta.edu/sites/default/files/documents/21st_century_skills_standards_book_2.pdf

Palmas-Pérez, S. (2018). Digital technology as a tool for the democratization of powerful mathematical ideas. Revista Colombiana de Educación, 74(1), 109–132. https://doi.org/10.17227/rce.num74-6900

Patton, M. (2011). Essentials of utilization-focused evaluation. Sage Publications.

Quintero, A. (2019). From utopia to reality: Trans-formation of pedagogical knowledge in English language teacher education. Profile: Issues in Teachers’ Professional Development, 21(1), 27–42. https://doi.org/10.15446/profile.v21n1.70921

Rativa, M., Pedreros, A., & Núñez, M. (2012). Using web-based activities to promote reading: An exploratory study with teenagers. Profile: Issues in Teachers’ Professional Development, 13(2), 11–27.

Raza, C. E., & Matamoros, A. A. (2024). Integration of Telecommunications in Rural Education in Santa Elena: A Case Study in Manglaralto. Revista Latinoamericana de Ciencias Sociales y Humanas, 5(3), 2122–2138. https://doi.org/10.56712/latam.v5i3.2184

Salazar Aristizábal, S. A. (2015). Las TIC en la formación inicial docente. Paideia Surcolombiana, 20, 73–75. https://doi.org/10.25054/01240307.1194

Saldaña, J. (2021). The coding manual for qualitative researchers. The Coding Manual for Qualitative Researchers, 1–440.

Schraw, G., & Olafson, L. (2015). Assessing teachers’ beliefs. In H. Fives & M. G. Gills (Eds.), International handbook of research on teachers’ belief (pp. 87–105). Routledge. https://doi.org/10.4324/9780203108437

Skott, J. (2015). The promises, problems, and prospects of research on teachers’ beliefs. In H. Fives & M. G. Gill (Eds.), International handbook of research on teacher beliefs (pp. 13–30). Routledge. https://doi.org/10.4324/9780203108437

Valle, L., Lorduy-Arellano, D., & Porras-González, N. (2022). Using reverse mentoring to transform in-service teachers’ beliefs about how to teach English. Profile: Issues in Teachers’ Professional Development, 24(1), 63–76. https://doi.org/10.15446/profile.v24n1.93061