From technological training to the pedagogical appropriation of ICT in rural educational contexts: advances from participatory action research

‌De la formación tecnológica a la apropiación pedagógica de las TIC en contextos educativos rurales: avances de una investigación-acción participativa

This article reports partial findings from Phase 1 of a doctoral study examining how teachers’ digital competence is configured and ex- pressed through ICT-mediated pedagogical practices in a rural school in Colombia’s Magdalena Medio region. Grounded in a sociocritical paradigm, a qualitative approach, and Participatory Action Research, this phase follows a hermeneutic-phenomenological orientation. The analysis contrasts questionnaires from seven teachers and eight stu- dents with discussion groups involving both sets of participants. The student questionnaire received nine submissions. A test submission by the researcher was identified and excluded from the analysis, so descriptive frequencies were calculated from the eight student res- ponses. Triangulation is provisional. Teachers report a combination of formal training, self-directed learning and peer support. Across sources, a gap emerges between teachers’ stated pedagogical in- tentions and students’ experiences of predominantly expository uses and limited feedback. Reported responses to connectivity failures include switching activities or sharing equipment. These findings inform the next phase, in which training, institutional support, online and offline activities, and opportunities for student participation will be designed collaboratively.