Digital divide and pedagogical integration of TIC in rural basic education
DOI:
https://doi.org/10.29352/mill0223e.45653Keywords:
digital divide; rural education; basic education; ICT; pedagogical integrationAbstract
Introduction: The digital divide in rural contexts remains a persistent challenge for the pedagogical integration of Information and Communication Technologies (ICT), particularly in settings characterized by limited infrastructure and unstable connectivity.
Objective: To identify the structural and pedagogical factors influencing the digital divide among 4th to 7th grade students in a rural educational institution in Bolívar canton, Manabí, Ecuador.
Methods: A quantitative, non-experimental, descriptive, cross-sectional study was conducted. The sample included 31 students and 3 teachers through census sampling. Structured questionnaires with Likert-scale items and a semi-structured teacher interview were applied. Data were analyzed using descriptive statistics (frequencies, percentages, and means), and Cronbach’s alpha coefficient was calculated to assess instrument reliability.
Results: Access to technology relies mainly on mobile devices and home-based or mobile data connectivity with variable stability. ICT use is primarily oriented toward information searching and homework support, while digital content production and collaborative activities show low frequency. From the teachers’ perspective, ICT integration remains limited and predominantly instrumental, constrained by resource availability and training conditions.
Conclusion: In the analyzed context, the digital divide extends beyond technological access and is also reflected in pedagogical and institutional conditions that shape the meaningful integration of ICT.
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