Abstract

This paper analyzes the teacher's contribution to improving digital inclusion in Chilean rural schools, using a multidimensional definition of the digital divide. Data was obtained from interviews and surveys applied to teachers and students from 145 rural schools. Results show that teachers function as gatekeepers. They do not teach students how to use ICT explicitly, but when teachers have high expectations, skills and technology access, this leads to conditions for students learning how to use ICT. Finally, the data contributes to a better understanding of the new role that teachers and schools play in rural areas in terms of social and symbolic integration.

Citation

Salinas, A. & Sánchez, J. (2009). Digital inclusion in Chile: Internet in rural schools. International Journal of Educational Development, 29(6), 573-582. Elsevier Ltd. Retrieved October 1, 2023 from https://www.learntechlib.org/p/71714/.

Keywords

• Access to Computers
• computer literacy
• Computer Uses in Education
• digital divide
• educational technology
• Foreign Countries
• information technology
• internet
• Interviews
• Rural Areas
• Rural Schools
• Teacher Expectations of Students
• Teacher Role
• Teacher Surveys
• teachers
• Technology in rural schools