Integración curricular de las TIC desde el aula rural multigrado en República Dominicana Un estudio de caso

Abstract

Our research’s main goal is an in-depth description and understanding of the process for incorporating ICT within the school curriculum in a specific context: multi-grade classrooms in the Dominican Republic. Through a qualitative-ethnographic case study, and through data obtained via classroom observation, interviews, and documentary analysis, we reconstruct and evaluate the various concepts, teacher training spaces and ICT curricular integration methodologies developed through the experience of a multi-grade classroom teacher. Among our main findings are the importance of contextualized education, creativity, and pedagogical follow-ups on the development of innovation within ICT. We also evaluated some teaching concepts and concerns related to the ease and difficulty of integrating these resources in the context of a multi-grade rural classroom.