Teachers’ views and opinions on the use of digital media in rural schools with special difficulties
Abstract
Despite a national and international commitment to inclusion, digitisation and creativity, few studies have combined an analysis of all three, and even less so in the context of rural schools. The aim of this paper is to identify the views of teachers in rural schools which have particular difficulty regarding the use of digital media from a creative and inclusive perspective. This paper reports on a study in the Autonomous Community of Aragon, as part of a state R&D+i research project on ‘Discourses and creative and inclusive teaching practices with digital media in schools with special difficulties’ (PID2020-112880RB-I00). A mixed quantitative-qualitative design is used, based on an ad hoc questionnaire completed by 52 teachers from a sample of 29 rural schools of special difficulty (N = 69), 30 semi-structured interviews and five focus groups with 18 teachers. The study shows that only a part of the teachers in the rural schools analysed consider a creative and inclusive perspective on the use of digital media in the classroom. The article concludes by highlighting the tensions around these media in rural schools with special difficulties. It also shows the opportunities offered by digital media in these schools from a creative and inclusive perspective.
Keywords
teachers, creativity, rural school, school segregation, educational technologyReferences
ÁLVAREZ-ÁLVAREZ, C. y GARCÍA-PRIETO, F. J. (2021). Brecha digital y nuevas formas académicas en la escuela rural española durante el confinamiento. Educar, 57(2), 397-411. https://doi.org/10.5565/rev/educar.1250
ÁLVAREZ-QUIROZ, G. B. y BLANQUICETT ROMERO, J. C. (2015). Percepciones de los docentes rurales sobre las TIC en sus prácticas pedagógicas. Ciencia, Docencia y Tecnología, 51, 371-394.
BOOTH, T. y AINSCOW, M. (2002). Index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education (CSIE).
CARRETE-MARÍN, N. y DOMINGO-PEÑAFIEL, L. (2021). Los recursos tecnológicos en las aulas multigrado de la escuela rural: Una revisión sistemática. Revista Brasileira de Educação do Campo, 6, 1-31. http://dx.doi.org/10.20873/uft.rbec.e13452
CORBIN, J. y STRAUSS, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Sage.
CRAFT, A. (2003). The limits to creativity in education: Dilemmas for the educator. British Journal of Educational Studies, 51(2), 113-127. https://doi.org/10.1111/1467-8527.t01-1-00229
CRAFT, A. y JEFFREY, B. (2004). Learner Inclusiveness for Creative Learning. Education 3-13, 32(2), 39-43. http://doi.org/10.1080/0300-4270-4852-002.01
CRESWELL, J. y CRESWELL, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
CRESWELL, J. W. y MILLER, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip3903_2
CUMMINGS, S., REGEER, B., HAAN, L. de, ZWEEKHORST, M. y BUNDERS, J. (2018). Critical Discourse Analysis of Perspectives on Knowledge and the Knowledge Society Within the Sustainable Development Goals. Development Policy Review, 36, 727-742. https://doi.org/10.1111/dpr.12296
ESCOBAR-PÉREZ, J. y CUERVO-MARTÍNEZ, Á. (2008). Validez de contenido y juicio de expertos: Una aproximación a su utilización. Avances en Medición, 6(1), 27-36.
EURYDICE (2019). La educación digital en los centros educativos en Europa: Informe de Eurydice. Oficina de Publicaciones de la Unión Europea.
GUILLÉN-GÁMEZ, F. D. y MAYORGA-FERNÁNDEZ, M. J. (2022). Measuring Rural Teachers’ Digital Competence to Communicate with the Educational Community. Journal of New Approaches in Educational Research, 11(2), 323-341. https://doi.org/10.7821/naer.2022.7.1053
KASPERIUNIENE, J. y DAUKILAS, S. (2017). Smart educational technology in the learning process at a rural vocational training institution: A case study [Conferencia]. 8th International scientific conference. Conference Rural Development Aleksandras Stulginskis University, 23-24 de noviembre de 2017. http://doi.org/10.15544/RD.2017.128
KORMOS, E. y WISDOM, K. (2021). Rural Schools and the Digital Divide: Technology in the Learning Experience. Theory & Practice in Rural Education, 11(1), 25-39. https://doi.org/10.3776/tpre.2021.v11n1p25-39
LARRAÑAGA, N., JIMÉNEZ, E. y GARMENDIA, M. (2023). Oportunidades y necesidades percibidas entre los docentes de Educación Primaria para el uso educativo de las TIC. Educar, 59(2), 301-314. https://doi.org/10.5565/rev/educar.1618
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 340 (30 diciembre 2020). https://www.boe.es/diario_boe/txt.php?id=BOE-A-2020-17264
LÓPEZ-ROLDÁN, P. y FACHELLI, S. (2015). Metodología de la Investigación Social Cuantitativa. Universitat Autònoma de Barcelona. http://ddd.uab.cat/record/129382
MILES, M. B. y HUBERMAN, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
MOLINA, L. E. y MESA, F. Y. (2019). Las TIC en escuelas rurales: Realidades y proyección para la integración. Praxis & Saber, 9(21), 75-98. https://doi.org/10.19053/22160159.v9.n21.2018.8924
MORAL, M. E. del, VILLALUSTRE, L. y NEIRA-PIÑEIRO, M. R. (2014). Variables asociadas a la cultura innovadora con TIC en escuelas rurales. Profesorado: Revista de Currículum y Formación del Profesorado, 18(3), 9-25. http://hdl.handle.net/10481/34497
MORAL PÉREZ, M. E. del, BOUZAS, N. L., CASTAÑEDA, J. F., PIÑEIRO, M. D. R. N. y MARTÍNEZ, L. V. (2023). Hacia la sostenibilidad de las escuelas rurales en Asturias (España): Problemáticas y demandas de los equipos directivos y su eco en la prensa escrita. Ager: Journal of Depopulation and Rural Development Studies, 37, 67-101. http://doi.org/10.4422/ager.2023.03
MORALES ROMO, N. (2017). Las TIC y los escolares del medio rural: Entre la brecha digital y la educación inclusiva. Bordón, 69(3), 41-56. https://doi.org/10.13042/Bordon.2017.52401
PALOMARES-MONTERO, D., CHISVERT-TARAZONA, M. J. y CAMPO PONZ, C. del (2021). Technology as an influential variable in the development of dialogical learning. Educar, 58(1), 157-171. https://doi.org/10.5565/rev/educar.1332
PEREIRA, S., FILLOL, J. y MOURA, P. (2019). Young people learning from digital media outside of school: The informal meets the formal. Comunicar: Media Education Research Journal, 27(1), 41-50. https://doi.org/10.3916/C58-2019-04
PETTERSON, G. y NÄSSTRÖM, G. (2020). Educators’ Digital Competence in Swedish Rural Schools. European Journal of Open Distance and E-Learning, 23(2), 65-82. https://doi.org/10.2478/eurodl-2020-0011
REGAN, K., EVMENOVA, A. S., SACCO, D., SCHWARTZER, J., CHIRINOS, D. S. y HUGHES, M. D. (2019). Teacher perceptions of integrating technology in writing. Technology, Pedagogy and Education, 28(1), 1-19. https://doi.org/10.1080/1475939X.2018.1561507
RUSSELL, L. y BARLEY, R. (2020). Ethnography, ethics, and ownership of data. Ethnography, 21(1), 5-25. https://doi.org/10.1177/1466138119859386
SANCHO-GIL, J. M., RIVERA-VARGAS, P. y MIÑO-PUIGCERCÓS, R. (2020). Moving beyond the predictable failure of Ed-Tech initiatives. Learning, Media, and Technology, 45(1), 61-75. https://doi.org/10.1080/17439884.2019.1666873
SELWYN, N., HENDERSON, M., FINGER, G., LARKIN, K., SMART, V. y CHAO, S.-H. (2016). What works and why?: Understanding successful technology-enabled learning within institutional contexts [Informe final, parte A]. Department of Education and Training. https://nla.gov.au/nla.obj-3072714668/view
TAIMALU, M. y LUIK, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: Apathanalysis. Teaching and Teacher Education, 79, 101-110. https://doi.org/10.1016/j.tate.2018.12.012
TORRES-SALES, L., LASHERAS-LALANA, P., SÁNCHEZ-GARCÍA, A. B. y VIGO-ARRAZOLA, B. (2024, en prensa). Validación del cuestionario DesEi para evaluar las percepciones del profesorado sobre prácticas creativas e inclusivas con medios digitales. Revista Complutense de Educación, 35(3).
UNESCO (2023). Informe de seguimiento de la educación en el mundo. Tecnología en la educación: ¿Una herramienta en los términos de quién? UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000385723
VIGO-ARRAZOLA, M. B. (2021). Desarrollo de prácticas de enseñanza creativa e inclusiva con medios digitales. En A. Q. HIJÓS y C. L. COSCULLUELA (eds.), Inclusión educativa y tecnologías para el aprendizaje (pp. 129-144). Octaedro.
VIGO-ARRAZOLA, M. B. y DIESTE-GRACIA, B. (2019). Building virtual interaction spaces between family and school. Ethnography and Education, 14(2), 206-222. https://doi.org/10.1080/17457823.2018.1431950
VIGO-ARRAZOLA, M. B. y SORIANO-BOZALONGO, J. (2020). Development and research of the rural school situation in Spain. En K. GRISTY, L. HARGREAVES y S. KUCEROVA (eds.), Educational research and schooling in rural Europe. An engagement with changing patterns of education, space and place (pp. 175-197). Age Publishing Inc.
WANG, J., TIGELAAR, D. E. y ADMIRAAL, W. (2019). Connecting rural schools to quality education: Rural teachers’ use of digital educational resources. Computers in Human Behavior, 101, 68-76. https://doi.org/10.1016/j.chb.2019.07.009
Published
How to Cite
Downloads
Funding data
-
Agencia Estatal de Investigación
Grant numbers PID2020-112880RB-I00
Copyright (c) 2024 Cristina Moreno-Pinillos, Begoña Vigo-Arrazola, Pilar Lasheras-Lalana
This work is licensed under a Creative Commons Attribution 4.0 International License.
