Uso De Las Tic En La Enseñanza-Aprendizaje De Las Ciencias Sociales En Las Instituciones Educativas Rurales De Colombia
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La falta de acceso a recursos educativos en línea, especialmente en zonas rurales de Colombia, representa un obstáculo significativo para el aprendizaje de los estudiantes. Este estudio explora el uso de las TIC en la enseñanza de las Ciencias Sociales en sexto grado de dos instituciones educativas rurales colombianas, buscando entender su relación con el desarrollo de habilidades para la vida y la comprensión de dinámicas globales. Para lograr una visión integral, la investigación combinó métodos cualitativos y cuantitativos, incluyendo diarios de clase, encuestas y grupos focales. Esta combinación permite analizar de manera holística el impacto de las TIC en la enseñanza-aprendizaje de las Ciencias Sociales, brindando una comprensión profunda y contextualizada del fenómeno.
The lack of access to online educational resources, particularly in rural areas of Colombia, presents a significant obstacle to student learning. This study investigates the use of ICT in teaching Social Sciences to sixth grade students in two rural Colombian schools, aiming to understand its relationship with the development of life skills and comprehension of global dynamics. To achieve a comprehensive perspective, the research combined qualitative and quantitative methods, including classroom diaries, surveys, and focus groups. This mixed-methods approach allows for a holistic analysis of the impact of ICT on Social Sciences teaching and learning, offering a deep and contextualized understanding of the phenomenon.
The lack of access to online educational resources, particularly in rural areas of Colombia, presents a significant obstacle to student learning. This study investigates the use of ICT in teaching Social Sciences to sixth grade students in two rural Colombian schools, aiming to understand its relationship with the development of life skills and comprehension of global dynamics. To achieve a comprehensive perspective, the research combined qualitative and quantitative methods, including classroom diaries, surveys, and focus groups. This mixed-methods approach allows for a holistic analysis of the impact of ICT on Social Sciences teaching and learning, offering a deep and contextualized understanding of the phenomenon.