TY - JOUR
T1 - Meaningful ICT integration into deprived rural communities' multigrade classrooms
AU - Ávila-Meléndez, Luis Arturo
N1 - Publisher Copyright:
© 2024, Asia-Pacific Society for Computers in Education. All rights reserved.
PY - 2024
Y1 - 2024
N2 - An innovation project's key features for meaningful information and communication technologies (ICT) integration into multigrade classrooms of non-internet access and deprived rural communities are explored. Although the project implementation achievement differed in each school, the article focuses on the concurrent conditions that enabled ICT integration in some cases. The research evidence stems from open structured interviews in six multigrade primary schools and two regional workshops, and one selected lesson's focused ethnography. Considering a wide-ranging ICT integration impediment review, it stands out the value of the Project's lesson planning model that, in turn, has features suited to traditional student autonomy rooted in Mexican rural schools. The conclusion is that the synergy occurred amongst a minimum of equipment and digital resources, a planning model highlighting academic subject links, learning activities based on multi-modal resources, and the tradition of student autonomy. Even though the Project's digital technologies are not cutting-edge, their innovative adaptation to multigrade schools in deprived communities is a pressing necessity in many countries.
AB - An innovation project's key features for meaningful information and communication technologies (ICT) integration into multigrade classrooms of non-internet access and deprived rural communities are explored. Although the project implementation achievement differed in each school, the article focuses on the concurrent conditions that enabled ICT integration in some cases. The research evidence stems from open structured interviews in six multigrade primary schools and two regional workshops, and one selected lesson's focused ethnography. Considering a wide-ranging ICT integration impediment review, it stands out the value of the Project's lesson planning model that, in turn, has features suited to traditional student autonomy rooted in Mexican rural schools. The conclusion is that the synergy occurred amongst a minimum of equipment and digital resources, a planning model highlighting academic subject links, learning activities based on multi-modal resources, and the tradition of student autonomy. Even though the Project's digital technologies are not cutting-edge, their innovative adaptation to multigrade schools in deprived communities is a pressing necessity in many countries.
KW - Elementary education
KW - Equal opportunity
KW - Rural education
KW - Teaching innovation
KW - Technological innovation
UR - http://www.scopus.com/inward/record.url?scp=85160291093&partnerID=8YFLogxK
U2 - 10.58459/rptel.2024.19005
DO - 10.58459/rptel.2024.19005
M3 - Artículo
AN - SCOPUS:85160291093
SN - 1793-7078
VL - 19
JO - Research and Practice in Technology Enhanced Learning
JF - Research and Practice in Technology Enhanced Learning
M1 - 5
ER -