This research work addresses the meaning and scope of digital technologies implementation in rural schools, specifically through classroom work. Sizes the importance of applying digital technologies to the pedagogical process of rural areas in Colombia, and enquires about the approval of useful knowledge for children and their families to act in face of the challenges proposed by the XXI century

Explores which skills -appropriate for interacting and performing in the XXI century- surface and build when fifth grade students from rural schools make use of various digital devices in the classroom

It’s focus of analysis is in the following categories:

Technical capabilities – instrumental

Development and personal growth capabilities

Research capacities

Innovation and creative capabilities

Communication, notion of globality and collaboration capabilities

Its concern is to answer what and how, and suggests a look to reality in which participants, through their everyday life and daily practice (specially students, parents and teachers), actively structure the world and the elements that constitute it. The work addresses knowledge’s social nature and considers the social conditions of its production. It also enquires about the teaching and learning processes, and how interaction and innovation are built.

From a construccionist perspective and using Marshall y Cox (2008,) point of view, the work “examines changes in the way learning takes place… Research in that theoretical tradition asks ‘What was learned?’… and the answers provided by pupils are viewed as indices of the effectiveness of curricular design as an instructional tool and/or the impact of that design on learners” . It answers the what and how in practice, and it proposes to understand the pedagogical experience, at the 5th grade school rooms and from the learners point of view using digital technologies As Selwyn says, digital technologies “fit nearly with the constructivist view” (Selwyn, 2011a, p. 26). It is an ethnographic study with a cualitative emphasis that make use of case studies to discover meanings, worlds, concepts and actions that produce changes in terms of the abilities that society demands to the young learners. The methodology is also a contribution to a social process of collective knowledge construction (Selwyn, 2011) when dealing with the reltionship between family, schools and learning: a community of learning. Peasants have opportunities in a digital society.

The work shows how education, and specifically the rural school, can overcome gaps and build a country by making use of the means offered by the digital. It also displays how the process of digital literacy -use and usage of CIT in learning- in rural territory, surpasses the school borders and extends their horizon of action to environments such as the family’s and community’s.

I will mention the writings of six authors as the most important references of my work: R. Boix, K Borgnakke, L. Ito, N. Law, S. Livingstone, and J. Sancho.