Innovative pedagogical strategies design to improve learning in school environments with technological limitations
DOI:
https://doi.org/10.70577/0resnm19Keywords:
Pedagogical Strategies, Active Learning, Digital Divide, Rural Education, Educational Innovation.Abstract
Rural educational institutions in Ecuador face structural challenges that negatively condition their students' academic performance, including limited digital connectivity, lack of technological devices, and insufficient diversified teaching materials. The Unidad Educativa Provincia de Tungurahua, located in the El Paraíso Parish of Las Lajas Canton, El Oro province, represents a case study of this reality. With a total population of 41 students, the institution demands pedagogical responses that transcend technological dependency. The objective of this research was to design innovative pedagogical strategies adapted to technologically limited environments aimed at strengthening teaching-learning processes. A mixed approach with participatory action research design was adopted, integrating quantitative and qualitative techniques. Results showed that the implementation of active methodologies collaborative learning, project-based learning, and place-based pedagogy generated statistically significant improvements in academic performance and intrinsic motivation. It is concluded that pedagogical innovation does not exclusively require technological mediation, but rather a critical and contextualized reconfiguration of teaching practices capable of mobilizing community knowledge and available resources as authentic learning tools.
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