[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601527-105":59,"doc-detail-601527-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teachers-situated-knowledge-addressing-digital-exclusion-in-rural-contexts","Teachers' situated knowledge - Addressing digital exclusion in rural contexts","","This study examines the complex challenges of integrating information and communication technologies (ICTs) in education in regions affected by digital exclusion, especially rural contexts. It highlights how ICTs can broaden learning opportunities, while emphasizing the need for professional development tailored to teachers’ contextual conditions and needs. Using interviews with 21 rural teachers, the study analyzes technological appropriation and shows how educators adapt tools to enhance student learning and inform equitable educational practices in rural settings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-situated-knowledge-addressing-digital-exclusion-in-rural-contexts/601527/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-situated-knowledge-addressing-digital-exclusion-in-rural-contexts/601527.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding ICT integration in rural education?","Question",{"text":112,"@type":113},"It focuses on the challenges of incorporating ICTs in education where digital exclusion is common, and on what conditions enable effective classroom use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the research explain successful ICT use?",{"text":117,"@type":113},"It emphasizes technological appropriation—how teachers adapt technologies through individual action and the surrounding context to fit specific needs and environments.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the study use to understand teachers’ practices?",{"text":121,"@type":113},"The study draws on unstructured face-to-face interviews with 21 teachers working in a digitally vulnerable rural setting.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601527,1792188634,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Teachers' situated knowledge: Addressing digital exclusion in  \nrural contexts  \nIsabel Pavez1,* , Angela Novoa-Echaurren2 , Antonio Salinas-Layana3  \n1 Universidad de los Andes, Chile, [mipavez@uandes.cl](mipavez@uandes.cl) , [https://orcid.org/0000-0002-8367-4793](https://orcid.org/0000-0002-8367-4793)[ ](https://orcid.org/0000-0002-8367-4793)2 Universidad de los Andes. Chile, [abnovoa@uandes.cl](abnovoa@uandes.cl) , [https://orcid.org/0000-0002-3207-4464](https://orcid.org/0000-0002-3207-4464)  \n3 Núcleo Milenio para Mejorar la Salud Mental de Adolescentes y Jóvenes, Imhay, Chile, [antonio.salinas@uchile.cl](antonio.salinas@uchile.cl) , [https://orcid.org/0009-0009-2270-6948](https://orcid.org/0009-0009-2270-6948)  \nABSTRACT  \nThis study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly in regions characterized by digital exclusion, such as rural areas. By recognizing the potential of ICTs to support and expand student learning opportunities, this research explores the necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions and needs. In addressing these challenges, the study explores the concept of technological appropriation, underscoring the significance of individual and contextual elements in adapting ICTs to users' specific needs and environments. Through unstructured face-to-face interviews with 21 teachers immersed in a digitally vulnerable rural context, this research unveils insights into how educators appropriate technologies to enhance student learning. The findings ofthis study contribute to the development of educational practices tailored to rural contexts, focusing on providing a meaningful and effective learning experience for students. By shedding light on teachers' strategies for navigating the digital landscape in challenging environments, the research aims to inform policies and practices that bridge the technological gap, ultimately fostering equitable access and enhanced educational outcomes in rural settings.  \nKEYWORDS: Rurality; Technological appropriation; Qualitative methodologies; Chile.  \n1 INTRODUCTION  \nPolicymakers, researchers, and teachers have shown interest in seeking ways of using information and communication technologies (ICTs) in schools as resources that have the potential to increase student learning opportunities (Hinostroza et al. , 2016; Vásquez et al. , 2017) . However, several scholars claim that using digital technologies in teaching is multidimensional and complex, requiring professional development (PD) adjusted to the teachers'contextual conditions and needs (Livingstone, 2012; Bezemer & Kress, 2016; Selwyn et al. , 2020) . Thus, educational communities are critical agents, particularly in regions marked by technological inequality, such as rural areas (Cabero & Valencia, 2019; Trucco & Palma, 2020) .  \nHowever, achieving adequate ICT access involves various critical elements as access to ICTs at school alone does not yield concrete results. Firstly, teachers significantly impact student performance and academic experiences. Their ability to understand the purpose and pedagogical meaning of ICT integration is critical to producing successful outcomes (Cabero & Valencia, 2019; Selwyn, 2022a; Williamson et al. , 2020) . Precarious teaching training and a lack of guidelines for principals further contribute to superficial involvement with ICT development (Claro et al. , 2017), with insufficient time allocated for planning and collaboration (Cabello et al., 2019) . Additionally, when teachers and principals engage in ICT work, the quality of tasks, especially in areas like search criteria, sourceselection, and content verification, can be inadequate, directly impacting teaching processes.  \nOne avenue to approach this phenomenon is through the concept of technological appropriation, which has been understood as a space ","cbCaigekEclmBKRu","https://ap.wps.com/l/cbCaigekEclmBKRu","pdf",258220,"English","# 1 INTRODUCTION\n## 1.1 The importance of appropriation of technologies and situated knowledge of ICTs","[{\"question\":\"What does the study focus on regarding ICT integration in rural education?\",\"answer\":\"It focuses on the challenges of incorporating ICTs in education where digital exclusion is common, and on what conditions enable effective classroom use.\"},{\"question\":\"How does the research explain successful ICT use?\",\"answer\":\"It emphasizes technological appropriation—how teachers adapt technologies through individual action and the surrounding context to fit specific needs and environments.\"},{\"question\":\"What evidence does the study use to understand teachers’ practices?\",\"answer\":\"The study draws on unstructured face-to-face interviews with 21 teachers working in a digitally vulnerable rural setting.\"}]","Teachers' situated knowledge - Addressing digital exclusion in rural contexts | PDF",1792092789]