Teachers' meanings about the pedagogical use of ICT in reading comprehension in primary school students in the municipality of Los Santos (Colombia)

This study seeks to understand the meanings that rural teachers in the municipality of Los Santos, Colombia, attribute to the pedagogical use of Information and Communication Technologies (ICTs) in strengthening reading comprehension among primary school students. From an interpretive paradigm and a qualitative approach, the research analyzes experiences, perceptions, and pedagogical practices developed in three rural educational institutions, considering their sociocultural conditions and technological limitations. The results show that ICTs promote motivation, interaction, and access to diverse text formats, aspects that contribute to the development of reading skills. However, their impact depends on factors such as infrastructure availability, connectivity, technological resources, and teacher training in digital competencies. It is evident that teachers redefine ICTs based on their experience, adapting them to the needs of the context and using them as pedagogical tools to enrich reading instruction. In conclusion, ICTs represent a valuable tool for improving reading comprehension in rural contexts, provided they are integrated through relevant strategies, continuous training, and educational policies aimed at reducing the digital divide and strengthening rural education from an inclusive, contextualized perspective focused on meaningful student learning.