Sociocultural factors associated with the digital divide in public sector teachers in Bogota
DOI:
https://doi.org/10.51247/st.v7i1.401Abstract
The digital divide is a phenomenon also present in the educational field, largely due to limitations in access to digital infrastructure and resources and insufficient training of educational agents. However, there are other factors that must be analyzed to understand its complexity, including sociocultural ones. This component allows us to analyze the phenomenon from another perspective, which motivated the present work with the objective of identifying the sociocultural factors associated with the digital divide in public sector teachers in Bogotá. The ethnographic research carried out with a qualitative approach included the participation of twenty teachers from three public institutions in said city, organized into focus groups, to whom an in-depth interview was applied and their autobiographical experiences were considered. The result of the research reveals that the sociocultural factors associated with the digital divide of teachers in the public sector are: interaction with technology carried out in formal and institutionalized education processes, prevention or fear of the use of technology. and access to information. However, late access to digital resources and age are not identified as significant factors.
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