Variables linked to the innovative culture with ICT in rural schools

Resumen

The implement of the programme “1 to 1” (2010-2012) meant the rise of the technological resources in rural schools and required the teachers’ updating in order to assure the ICT’s integration. This research derived from the project EDU2010-17037, MIC (2011-13)- analyses the opinions of innovative teachers (N=30), obtained by means of semi-structured interviews. Thus, we identify the variables that most contribute to the consolidation of innovative practices with ICT in rural schools, according to the instructors’ opinion. The results reveal that teachers attach great importance to ICT’s usefulness, based on the achievement of optimal learning results, the rise in the students’ motivation and the opportunities offered to foster digital competences. Besides, they overestimate their feeling of security, which arises from their consciousness of being qualified to use ICT resources. However, the security can be reduced if the teachers consider that the resources needed and the technical support required to use ICT without problems are not guaranteed. Moreover, instructors point out that the recognition of their work by the administration, as well as the support provided by colleagues and students’ families are essential to strengthen them as innovative teachers. Therefore, they ask for more institutional support so that innovations don’t depend on the teachers’ willingness. In addition, they consider that communities of practice are useful to join forces among colleagues and to avoid isolation. Finally, they they would like a greater implication of the children’s families. To conclude, the development of innovative projects in rural schools requires, from the institutional sphere, a suitable environment that helps to promote the innovation. The teachers should receive an appropriate training as well as the proper recognition and the reward they deserve.