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A Reconstruction of Rural Teachers' Technology Integration Experiences: Searching for Equity

A Reconstruction of Rural Teachers' Technology Integration Experiences: Searching for Equity
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Author(s): Laura Helena Porras-Hernández (Universidad de las Américas Puebla, Mexico)and Bertha Salinas-Amescua (Universidad de las Américas Puebla, Mexico)
Copyright: 2015
Pages: 26
Source title: Handbook of Research on Teacher Education in the Digital Age
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Southern Oregon University, USA)
DOI: 10.4018/978-1-4666-8403-4.ch011

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Abstract

Teachers who integrate information and communication technologies (ICT) to their practice in rural areas face important challenges that differ from those where contextual conditions are most favorable. The purpose of this chapter is to describe how and why a phenomenological research approach applied to the reconstruction of rural teachers' experiences in incorporating ICT's to their practice can be helpful for both, for research purposes as well as for inspiring the avenues that rural teacher education in the digital age should follow. Based on the narratives of eight teachers working in poor rural schools of Mexico, this chapter describes how, as part of a construction of their own rural pedagogies, these teachers integrate ICT to their practice in response to three levels of contextual demands. Lessons learned and recommendations for research of this kind are provided.

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