Digital empowerment of rural teachers: towards an innovative pedagogy in the 21st century
DOI:
https://doi.org/10.62486/agma202424Keywords:
Digital Empowerment, Rural Teachers, Digital Competencies, Educational Digital Divide, Digital Training Model for Rural TeachersAbstract
This study focuses on the digital empowerment of teachers in rural areas of Colombia, a region where less than 40% of schools have broadband internet access. In the context of the COVID-19 pandemic, which has significantly exacerbated the digital divide, we propose the innovative Digital Empowerment Model for Rural Teachers (MCDDR). This model is based on a rigorous systematic literature review that identifies and synthesizes successful educational practices adapted to similar contexts. The MCDDR is specially designed to be flexible and adaptable to local needs, seeking to promote a profound pedagogical transformation through the effective integration of information and communication technologies (ICT). Based on the successful practices identified, the model has a strong potential to revolutionize education in rural Colombia. Its strategic implementation is expected not only to effectively address the educational digital divide, but also to substantially improve the quality and equity of education in these areas. By anticipating the positive impacts of the MCDDR, the study underscores the urgent need for policies that support the implementation of innovative digital solutions in rural education, which could guarantee equitable access to educational opportunities in the contemporary digital era.
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Copyright (c) 2024 Rubén Baena-Navarro, Javier Fernando-Bermúdez, Yulieth Carriazo-Regino (Author)
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