Brechas tecnológicas en aulas multigrado: una mirada crítica en impacto del aprendizaje infantil

Abstract

The purpose of this study is to analyze the impact of the digital divide on the teaching-learning processes of children in rural multigrade classrooms at the Cristo Rey Educational Institution, San Antonio campus, located in the village of Tutunendo, Quibdó (Chocó). The research was conducted using a qualitative approach with a critical-humanist orientation, employing participatory action research as the method. To collect information, surveys were administered to teachers, students, and families, as well as field notes, which allowed for an understanding of the experiences and perceptions of educational stakeholders regarding the issue. Regarding the results, it was evident that the lack of access to technological devices and connectivity significantly limits student participation, the development of digital competencies, and the implementation of innovative pedagogical strategies. Likewise, it was found that teachers resort to traditional resources and adaptive strategies to ensure learning; however, limited training in ICT hinders their integration into the classroom. It is also noted that students exhibit a positive attitude toward the use of technology, despite the limitations of the context. It is concluded that the digital divide constitutes a factor that exacerbates educational inequalities in rural contexts, undermining the right to a quality education. In this regard, the need to design context-specific pedagogical approaches that integrate technology from an equity-based perspective is emphasized, thereby strengthening both teacher training and access conditions in rural institutions.