DIDACTICS OF TECHNOLOGY IN PEDAGOGICAL PRACTICE AS A CONTRIBUTION TO RURAL EDUCATION IN BASIC PRIMARY SCHOOL

Abstract

This analysis focuses on how the teaching of technology impacts educational practice, acting as a resource to improve the learning process in rural areas of primary education. With a qualitative descriptive approach, the tactics used by teachers to include technological tools in their classes are investigated, recognizing their contribution to the advancement of digital, cognitive and social skills in students. The findings demonstrate that the implementation of active teaching methods, supported by technology, fosters motivation, effective learning and involvement of children in educational contexts with limited infrastructure. Similarly, the importance of offering continuous training for teachers that stimulates the reflective and adapted use of technologies, aligning with the realities of the rural environment, is highlighted. The research concludes that technology teaching is essential to close educational gaps and improve the quality of learning in rural areas.