<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942024000202722</article-id>
<article-id pub-id-type="doi">10.5294/edu.2024.27.2.2</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Technology Normalisation in Rural Education: Narratives of Public School Teachers from Colombia]]></article-title>
<article-title xml:lang=""><![CDATA[Apropiación de la tecnología en la educación rural: narrativas de profesores de colegios públicos de Colombia]]></article-title>
<article-title xml:lang=""><![CDATA[Apropriação da tecnologia na educação rural: narrativas de professores de escolas públicas na Colômbia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hoyos-Pipicano]]></surname>
<given-names><![CDATA[Yimmy Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaime-Osorio]]></surname>
<given-names><![CDATA[María Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaría de Educación del Huila  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Surcolombiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942024000202722&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942024000202722&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942024000202722&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The fallacy of a technified and globalised world conceals education inequality in peripheral contexts. Hence, this narrative inquiry article analyses technology normalisation, drawing on rural public-school teachers from Colombia. Teachers ex plored their technology-oriented beliefs, pedagogical practices, and factors that influence technology normalisation. The data collection process was conducted over three years through narrative frameworks and a focus group, which were analysed using a narrative inquiry approach. Initial findings showed that micro-teaching practices were distant from technology normalisation due to teachers' lack of confidence. Ultimately, they overcame these issues and described technology-oriented pedagogical practices and ethical strategies to address potential technology risks. However, meso- and macro-level factors, such as a lack of technological devices and ungrounded national policies, make it unlikely that technology normalisation occurs in the teachers' contexts. Therefore, rural stakeholders ought to problematise whether it is worth struggling to achieve technology normalisation or detach from such a narrative. This article may be of interest to those studying the intersections among technology, teachers' beliefs, and pedagogical practices in the Global South.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La falacia de un mundo tecnificado y globalizado oculta la desigualdad educativa en contextos periféricos. Por lo tanto, este artículo de investigación narrativa analiza la apropiación de la tecnología a partir de las experiencias de docentes de escuelas públicas rurales en Colombia. Los docentes participantes exploraron sus creencias orientadas hacia la tecnología, sus prácticas pedagógicas y los factores que intervienen en la apropiación tecnológica. El proceso de recolección de datos se realizó durante tres años mediante marcos narrativos y un grupo focal, analizados bajo un enfoque de investigación narrativa. Los hallazgos iniciales revelaron prácticas de microenseñanza alejadas de la apropiación tecnológica debido a la falta de confianza de los docentes. Sin embargo, finalmente superaron estos obstáculos y describieron prácticas pedagógicas orientadas a la tecnología, así como estrategias éticas para abordar posibles riesgos tecnológicos. No obstante, factores a nivel meso y macro, como la falta de dispositivos tecnológicos y unas políticas nacionales poco fundamentadas, hacen poco probable que la apropiación tecnológica suceda en los contextos de estos docentes. Por ello, los actores rurales deberían cuestionar si vale la pena esforzarse por lograr la apropiación tecnológica o si es preferible desvincularse de esa narrativa. Este artículo puede interesar a quienes estudian las intersecciones entre tecnología, creencias docentes y prácticas pedagógicas en el Sur Global.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A falácia de um mundo tecnificado e globalizado oculta as desigualdades educacionais em contextos periféricos. Portanto, neste artigo de pesquisa narrativa, analisa-se a apropriação da tecnologia a partir das experiências de professores de escolas públicas rurais na Colômbia. Os professores participantes exploraram suas crenças orientadas para a tecnologia, suas práticas pedagógicas e para os fatores envolvidos na apropriação tecnológica. O processo de coleta de dados foi realizado ao longo de três anos, utilizando referenciais narrativos e grupo focal, os quais foram analisados sob uma abordagem de pesquisa narrativa. Os achados iniciais revelaram práticas de microensino bastante distantes da apropriação tecnológica, devido à falta de confiança dos professores. No entanto, os docentes superaram esses obstáculos e passaram a descrever práticas pedagógicas orientadas para a tecnologia, bem como estratégias éticas para lidar com possíveis riscos tecnológicos. Contudo, fatores nos níveis meso e macro, como a falta de dispositivos tecnológicos e políticas nacionais mal fundamentadas, tornam improvável a apropriação tecnológica nos contextos desses professores. Por isso, os atores rurais devem questionar se vale a pena empenhar esforços para alcançar a apropriação tecnológica ou se é preferível desvincular-se dessa narrativa. Este artigo pode interessar a pesquisadores que estudam as interseções entre tecnologia, crenças docentes e práticas pedagógicas no Sul global.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Colombia]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="pt"><![CDATA[Colômbia]]></kwd>
<kwd lng="pt"><![CDATA[educação rural;professores;pesquisa educacional]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[Using reverse mentoring to transform in-service teachers' beliefs about how to teach English]]></article-title>
<source><![CDATA[Profile. Issues in Teachers' Professional Development]]></source>
<year>2022</year>
<volume>24</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>63-76</page-range></nlm-citation>
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</article>
