TEACHERS' PEDAGOGICAL PRACTICES IN THE FACE OF THE CHALLENGES OF TECHNOLOGICAL INTEGRATION IN RURAL EDUCATIONAL CONTEXTS

Abstract

The challenges faced by teachers in their pedagogical practice stem from the implementation of technology in learning environments, particularly in rural contexts where deficiencies in infrastructure, teacher training, and the pedagogical use of digital resources converge. In this regard, this essay addresses the need to explore teachers’ pedagogical practices in greater depth, given the challenge of integrating technology in rural contexts, through a critical reflection supported by current theoretical references. Regarding methodology, a qualitative approach was used, employing the format of a scientific essay supported by a literature review and a critical analysis of specialized literature drawn from scientific articles, books, and indexed research related to teaching practice, educational technologies, constructivism, and connectivism. According to the main findings, it is established that the integration of technological resources does not depend exclusively on access to devices or connectivity, but rather on the educator’s ability to integrate technologies in a pedagogically meaningful, critical, and contextualized manner. Additionally, the study found that ongoing teacher training, the strengthening of digital competencies, pedagogical mediation, and an awareness of contextual conditions were identified as key factors in fostering meaningful learning experiences. Therefore, it is concluded that educational transformation necessarily involves redefining pedagogical practice through the integration of technologies guided by didactic, ethical, and inclusive principles. In other words, technologies become tools that serve students’ learning and holistic development, rather than an end in themselves.