LAS TIC Y LOS ESCOLARES DEL MEDIO RURAL, ENTRE LA BRECHA DIGITAL Y LA EDUCACIÓN INCLUSIVA

Abstract

INTRODUCTION. This article discusses the relationship between ICT and pupils living in rural areas. Our work aims to verify whether ICT are contributing to inclusive education for students more isolated of the global context and minimizing some of the disadvantages of rural schools or, otherwise whether these contribute to perpetuate the digital divide. We show both socio-demographic factors of the rural environment of Castile and Leon where the study is contextualized, as the binomial ICT-rural school. METHOD. This research is based on qualitative methodology (36 personal interviews and 4 focus groups) with the participation of different stakeholders in the educational community studied: f/mothers, teachers, headteachers, presidents of fathers and mothers' association and students. RESULTS. The data obtained show that students in rural schools would perform an even greater use of ICT than their urban counterparts. However, differences remain in rural areas between predominantly rural areas and intermediate rural areas. Therefore, the geographic gap adds to the digital divide in some of the most predominantly rural areas but not all, showing that there is still no equal educational opportunities for rural students. The main variable would be the relationship between each teacher and ICT. DISCUSSION. The digital divide is still present in some rural areas and their schools, despite significant improvements in equipment in recent years. Unlike previous lustrums, the main line of intervention would not focus much on material aspects but the teacher, which will have the responsibility to minimize the digital divide, heading towards a more inclusive education and Social Justice for rural students.