USO DE LAS TIC EN NIÑOS Y NIÑAS DE CONTEXTOS INTERCULTURALES: ENTRE LA INCREDULIDAD Y LA ADAPTACIÓN

• DOI: https://doi.org/10.22533/at.ed.23324150718

• Palavras-chave: Educación, TIC, contextos interculturales.

• Keywords: Education, ICT, intercultural contexts.

• Abstract: The research that underpins this chapter questions the role of digital technologies in the language practices of students associated with rural and urban educational institutions in a department located in the northern region of Colombia. From a qualitative approach, it was evident that, despite disparities in access to technology, children make creative use of ICT. Mobile devices and messaging platforms play an important role in their daily interactions and in the development of linguistic skills. Interactive games also foster oral, reading, and writing skills, demonstrating that, even in challenging contexts, children can overcome digital barriers and utilize available technologies for various purposes. Recognizing and valuing this technological interaction allows for the design of educational proposals adapted to current realities. This implies overcoming teachers' digital disbelief and promoting a more democratic use of ICT, leveraging their advantages while mitigating associated risks. From this perspective, the chapter addresses the concept of "Digital Disbelief," referring to the entrenched beliefs among teachers, especially in public education, that limit the adoption of technologies in the classroom. Despite theoretical evidence highlighting ICT as valuable resources for autonomous learning and cognitive development, their practical implementation is limited. This digital disbelief is manifested in the timid use of devices such as cell phones, computers, and tablets by the teaching staff. The research shows that teachers with more work experience tend to display a lower level of appropriation of contemporary technological tools. This exacerbates the gap between "digital natives" and "digital stateless," negatively impacting the development of 21st-century skills in students, especially in rural and semi-urban communities.