ICT-MEDIATED TEACHING STRATEGIES TO STRENGTHEN READING COMPREHENSION IN MULTI-GRADE RURAL CONTEXTS

Abstract

This article presents the lessons learned during a pedagogical experience developed in a non-urban multi-grade school in the municipality of Puerto Lleras, Meta (Colombia). In this environment, where connectivity is limited and teaching resources are scarce, the need arose to implement strategies mediated by digital technologies without internet connection, with the purpose of strengthening text comprehension processes in primary school students. The proposal was conceived from a qualitative approach, supported by the systematization of experiences, which allowed for documenting the process, reflecting on teaching practices, and redefining the ways in which reading is taught and learned in the rural context. The intervention included oral narratives, short videos, visual sequences, and interactive glossaries, integrated into a local network adapted to the conditions of the territory. Beyond the instrumental use of technologies, the experience demonstrated that pedagogical commitment and sensitivity to the environment can lead to meaningful, affective, and contextualized reading processes. This became an opportunity to strengthen students' identity, roots, and expression, demonstrating that innovation is possible when teachers recognize themselves as creators of proposals based on their own reality. The text invites reflection on the value of rural education as a space for pedagogical transformation and resilience.