Pedagogical knowledge in rural education: technology and artificial intelligence as factors of inequality
DOI:
https://doi.org/10.51660/ripie61361Keywords:
artificial intelligence, information and communication technologies, training processes, rural education, educational contextAbstract
Identifying educational opportunities for educators is a challenge in remote rural areas, and the emergence of Artificial Intelligence (AI) presents new challenges. The importance of digitally literate teachers is becoming a necessity, given that students are demonstrating greater agility in using these tools, while their capacity for analysis and critical thinking is limited in some cases. This article reflects on the analysis of the evident educational gap between public institutions in urban contexts and public institutions in rural areas. Furthermore, the article highlights the importance of access to new technologies in educational communities and how these advances can support educational processes or further limit school needs. In this sense, one of the main challenges in rural education is precisely the lack of technological infrastructure, which implies a critical and reflective approach that can problematize the absences in the territory and the effects on the learning of the school population in these contexts.
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