CONNECTED LEARNING IN DIGITAL TECHNOLOGIES AS A BRIDGE TO MEANINGFUL KNOWLEDGE

Abstract

This research contribution analyzes the role of connected learning in the construction of meaningful knowledge in rural educational contexts in Colombia. In a country marked by territorial inequalities and digital gaps, it is proposed that technology, when articulated with critical and situated pedagogical approaches, can become a tool for equity and educational transformation. A qualitative interpretative approach was employed, centered on the case study of the Rural Educational Center La Curva in Bucarasica, Norte de Santander. Through observations, interviews, and documentary analysis, pedagogical practices mediated by digital technologies were explored, considering the material, cultural, and community conditions of the territory. The findings show that, despite infrastructure limitations, teachers have begun to integrate ICT from a contextualized logic, using resources such as school radio, local narratives, and asynchronous platforms. These practices have favored student participation, connection with the environment, and the redefinition of the teacher's role as an ethical and territorial mediator It is concluded that connected learning should not be reduced to technical connectivity but understood as a pedagogical possibility to articulate knowledge, experiences, and communities. In this framework, technology becomes a bridge between school knowledge and everyday life, enabling more human, relevant, and transformative learning processes.