INFORMATION AND COMMUNICATION TECHNOLOGIES (TIC) AS A DIDACTIC TOOL IN SECONDARY EDUCATION IN RURAL CONTEXTS

Abstract

Currently, teachers, especially those in rural areas, face various challenges in learning environments as a consequence of the transformations and changes that society has undergone. The reality in urban contexts is very different from that in rural contexts regarding the use and implementation of Information and Communication Technologies (ICTs), as their implementation is practically nonexistent in the latter, demonstrating the existence of the digital divide. This article arises from this premise, aiming to analyze the role of ICTs as a didactic tool in secondary education in rural contexts. Methodologically, documentary research was used, supported by the hermeneutic method for analyzing the information. The documents were selected from databases such as Dialnet and Redalyc, among others. The findings indicate that ICTs function as powerful pedagogical drivers that promote valuable learning, motivation, and student autonomy, facilitating the overcoming of temporal and geographical obstacles. However, the research highlights significant inequalities known as "digital divides," which result from inadequate public investment, poor connectivity infrastructure, and insufficient public policies focused on rural areas. It concludes that the effectiveness of ICTs is not solely based on access to devices, but also requires contextualized instructional mediation and ongoing teacher training in digital skills.