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Keywords = multigrade education

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24 pages, 662 KiB  
Article
Identifying Rural Elementary Teachers’ Perception Challenges and Opportunities in Integrating Artificial Intelligence in Teaching Practices
by Angela Castro, Brayan Díaz, Cristhian Aguilera, Montserrat Prat and David Chávez-Herting
Sustainability 2025, 17(6), 2748; https://doi.org/10.3390/su17062748 - 20 Mar 2025
Cited by 2 | Viewed by 2929
Abstract
This research investigates the challenges and opportunities rural elementary teachers perceive in using AI as a pedagogical tool to support student learning in rural schools. Using a convergent parallel mixed methods approach, we analyzed the responses from 45 rural teachers who participated in [...] Read more.
This research investigates the challenges and opportunities rural elementary teachers perceive in using AI as a pedagogical tool to support student learning in rural schools. Using a convergent parallel mixed methods approach, we analyzed the responses from 45 rural teachers who participated in professional development on AI integration in rural education. Through both closed-ended and open-ended survey responses, we employed an adaptation of the TPACK framework (I-TPACK) and the AI literacy framework proposed by UNESCO to identify the primary challenges and opportunities in utilizing AI for pedagogical purposes in rural education. The results highlight resource accessibility and teacher professional development as critical challenges and opportunities to reduce the digital divide in rural communities. Teachers see the inclusion of AI as an opportunity to personalize learning, reduce workload, and facilitate teaching in multigrade classrooms without perceiving it as a job threat. At the same time, they emphasize the need for technological and didactic resources aligned with the specific characteristics of their contexts, such as offline resources and adaptable AI curricula to address the prevalent issue of limited or absent internet connectivity in many rural schools. Full article
(This article belongs to the Special Issue Sustainable Education in the Age of Artificial Intelligence (AI))
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17 pages, 4362 KiB  
Article
Analysis of Formative and Evaluative Activities on Statistical Graphs in Textbooks for Chilean Rural Multigrade Education
by Matías Bustamante-Valdés, Danilo Díaz-Levicoy and Eduardo Alarcón-Bustamante
Eur. J. Investig. Health Psychol. Educ. 2024, 14(5), 1396-1412; https://doi.org/10.3390/ejihpe14050092 - 15 May 2024
Cited by 1 | Viewed by 1329
Abstract
The aim of this paper is to analyze the formative and evaluative activities involving statistical graphs in the new textbooks for Chilean rural multigrade education. The methodology is qualitative, at a descriptive level and uses the content analysis technique. The sample is made [...] Read more.
The aim of this paper is to analyze the formative and evaluative activities involving statistical graphs in the new textbooks for Chilean rural multigrade education. The methodology is qualitative, at a descriptive level and uses the content analysis technique. The sample is made up of the six primary education textbooks distributed by the Ministry of Education for rural multigrade schools. The results show the predominance of the bar chart, semiotic level 3, the task of calculating and the personal context in both types of activities, although with respect to the reading level, it is evident that level 4 predominates in the formative activities and level 2 in the evaluative ones. According to the results, it is recommended to incorporate graphs proposed by the curricular guidelines of the Ministry of Education, which are absent in textbooks as well as to include evaluative activities that require reflection on the nature of the data, context, representation and conclusions obtained from them. Full article
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16 pages, 4203 KiB  
Article
Robotics Education in STEM Units: Breaking Down Barriers in Rural Multigrade Schools
by Angela Castro, Jhonny Medina, Cristhian A. Aguilera, Mario Ramirez and Cristhian Aguilera
Sensors 2023, 23(1), 387; https://doi.org/10.3390/s23010387 - 30 Dec 2022
Cited by 11 | Viewed by 5810
Abstract
We report a novel proposal for reducing the digital divide in rural multigrade schools, incorporating knowledge of robotics with a STEM approach to simultaneously promote curricular learning in mathematics and science in several school grades. We used an exploratory qualitative methodology to implement [...] Read more.
We report a novel proposal for reducing the digital divide in rural multigrade schools, incorporating knowledge of robotics with a STEM approach to simultaneously promote curricular learning in mathematics and science in several school grades. We used an exploratory qualitative methodology to implement the proposal with 12 multigrade rural students. We explored the contribution of the approaches to the promotion of curricular learning in mathematics and science and the perceptions of using robotics to learn mathematics and science. As data collection techniques, we conducted focus groups and semi-structured interviews with the participants and analyzed their responses thematically. We concluded that the proposal could contribute to meeting the challenges of multigrade teaching. Our findings suggest that the proposal would simultaneously promote the development of curricular learning in mathematics and science in several school grades, offering an alternative for addressing various topics with different degrees of depth. Full article
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