ICT in Rural Schools: realities and integration plans
The Government has offered to use technological means to strengthen a high-quality inclusive education system as a bastion of State policies on ICT, ensuring access for all students throughout the national territory. It is therefore necessary to analyze the impact of State policies on ICT in rural a...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2018
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8924 |
| _version_ | 1801706439086964736 |
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| author | Molina-Pacheco, Luis Eduardo Mesa-Jiménez, Fredy Yesid |
| author_facet | Molina-Pacheco, Luis Eduardo Mesa-Jiménez, Fredy Yesid |
| author_sort | Molina-Pacheco, Luis Eduardo |
| collection | OJS |
| description | The Government has offered to use technological means to strengthen a high-quality inclusive education system as a bastion of State policies on ICT, ensuring access for all students throughout the national territory. It is therefore necessary to analyze the impact of State policies on ICT in rural areas of the municipality of Tunja. To this end, facilities and barriers for access to communicational and computational infrastructure, the way teachers use the resources they have been given in specific situations, and the assimilation of these technologies in their pedagogical work are addressed. In that regard, this mixed methods research unveiled teachers’ latent needs and concerns. Furthermore, based on their experiences, a process for the integration of ICT into rural schools was developed, which includes planning, teacher training, availability and management of resources, maintenance and tracking of incentives. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-8924 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-89242021-07-13T04:24:19Z ICT in Rural Schools: realities and integration plans Las TIC en escuelas rurales: realidades y proyección para la integración Les TIC dans les écoles Rurales: des réalités et des plans d’intégration As TIC nas escolas rurais: realidades e projeção para a integração Molina-Pacheco, Luis Eduardo Mesa-Jiménez, Fredy Yesid ICT education rural school ICT integration model TIC educación escuela rural modelos de integración en TIC TIC éducation école rurale modèle d’intégration des TIC TIC educação escola rural modelos de integração nas TIC The Government has offered to use technological means to strengthen a high-quality inclusive education system as a bastion of State policies on ICT, ensuring access for all students throughout the national territory. It is therefore necessary to analyze the impact of State policies on ICT in rural areas of the municipality of Tunja. To this end, facilities and barriers for access to communicational and computational infrastructure, the way teachers use the resources they have been given in specific situations, and the assimilation of these technologies in their pedagogical work are addressed. In that regard, this mixed methods research unveiled teachers’ latent needs and concerns. Furthermore, based on their experiences, a process for the integration of ICT into rural schools was developed, which includes planning, teacher training, availability and management of resources, maintenance and tracking of incentives. Como baluarte de las políticas de Estado en materia de TIC, el gobierno ha ofrecido utilizar los medios tecnológicos en aras de potenciar el sistema educativo incluyente y de calidad, garantizando el acceso de todos los estudiantes del territorio nacional. Por ello, se hace necesario analizar, en el contexto rural del municipio de Tunja, el efecto de las políticas de Estado en materia de TIC, desde un abordaje relacionado con las facilidades o barreras para el acceso a la infraestructura computacional y comunicacional, el uso que los maestros han dado a los recursos con los cuales han podido contar en sus situaciones particulares y el grado de apropiación de estas tecnologías en su quehacer docente. En tal sentido, esta investigación de carácter mixto permitió develar las latentes necesidades y preocupaciones de los maestros. Además se concretó, a partir de la experiencia de los docentes, una secuencia para la incorporación de las TIC para los centros educativos rurales, que incluye la planificación, capacitación de maestros, disposición y gestión de recursos, mantenimiento y seguimiento e incentivos. Le Gouvernement a proposé d’utiliser des moyens technologiques en vue de renfoncer un système éducatif inclusif et de qualité comme un bastion de ses politiques nationales en matière de TIC, en garantissant l’accès pour tous les élèves du territoire national. Par conséquent,il est nécessaire d’analyser l’impact des politiques des TIC dans le contexte rural de la municipalité de Tunja, en tenant compte des facilités et des obstacles à l’accès de l’infrastructure computationnelle et communicationnelle, de l’utilisation que les professeurs font des ressources qui leur sont donnés dans des situations particulières, et du degré d’appropriation de ces technologies à leur travail pédagogique. À cet égard, ce projet de recherche par des méthodes mixtes a dévoilé des préoccupations et des besoins latents des enseignants. En outre, sur la base de l’expérience des professeurs, un processus a été développé afin d’intégrer les TIC dans les écoles rurales, ce qui inclut la planification, la formation des enseignants, la disponibilité et la gestion des ressources, la maintenance et le suivi d’incitations. Como um baluarte das políticas de Estado em matéria das TIC, o governo tem oferecido utilizar os meios tecnológicos a fim de potencializar o sistema de educação inclusiva e qualidade, garantindo o acesso de todos os alunos do território nacional. Por isto, é necessário analisar, no contexto rural do município de Tunja, o efeito das políticas de Estado na matéria das TIC, desde uma abordagem relacionada com as facilidades ou barreiras para o acesso à infraestrutura de computo e comunicação, o uso que os professores têm dado aos recursos com os quais têm podido contar em suas situações específicas e o nível de apropriação dessas tecnologias no seu trabalho de ensino. Neste sentido, esta pesquisa de caráter misto permitiu revelar as latentes necessidades e preocupações dos professores. Ademais se concretou, a partir da experiência dos professores, uma sequência para a incorporação das TIC para as escolas rurais, incluindo o planejamento, formação de professores, disposição e gestão de recursos, manutenção, monitoramento e incentivos. Universidad Pedagógica y Tecnológica de Colombia 2018-09-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml text/html application/zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8924 10.19053/22160159.v9.n21.2018.8924 Praxis & Saber; Vol. 9 No. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 75 - 98 Praxis & Saber; Vol. 9 Núm. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 75 - 98 Praxis & Saber; Vol. 9 No 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 75 - 98 Praxis & Saber; V. 9 N. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 75 - 98 Praxis & Saber; v. 9 n. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 75 - 98 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8924/7380 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8924/8897 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8924/8973 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8924/8974 Derechos de autor 2018 Luis Eduardo Molina Pacheco, Fredy Yesid Mesa Jiménez |
| spellingShingle | ICT education rural school ICT integration model TIC educación escuela rural modelos de integración en TIC TIC éducation école rurale modèle d’intégration des TIC TIC educação escola rural modelos de integração nas TIC Molina-Pacheco, Luis Eduardo Mesa-Jiménez, Fredy Yesid ICT in Rural Schools: realities and integration plans |
| title | ICT in Rural Schools: realities and integration plans |
| title_alt | Las TIC en escuelas rurales: realidades y proyección para la integración Les TIC dans les écoles Rurales: des réalités et des plans d’intégration As TIC nas escolas rurais: realidades e projeção para a integração |
| title_full | ICT in Rural Schools: realities and integration plans |
| title_fullStr | ICT in Rural Schools: realities and integration plans |
| title_full_unstemmed | ICT in Rural Schools: realities and integration plans |
| title_short | ICT in Rural Schools: realities and integration plans |
| title_sort | ict in rural schools realities and integration plans |
| topic | ICT education rural school ICT integration model TIC educación escuela rural modelos de integración en TIC TIC éducation école rurale modèle d’intégration des TIC TIC educação escola rural modelos de integração nas TIC |
| topic_facet | ICT education rural school ICT integration model TIC educación escuela rural modelos de integración en TIC TIC éducation école rurale modèle d’intégration des TIC TIC educação escola rural modelos de integração nas TIC |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8924 |
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