Integración tecnopedagógica para el fortalecimiento de la competencia lectora en contexto rural de Tierralta, Córdoba
DOI:
https://doi.org/10.70625/rlce/617Palabras clave:
Competencia lectora, Integración tecnopedagógica, Educación rural, Mediación docenteResumen
Este artículo de revisión analiza la literatura reunida en una matriz de antecedentes de 23 estudios indexados sobre lectura digital, mediación tecnopedagógica, Wattpad, motivación lectora, ruralidad y brecha digital, con el propósito de identificar criterios conceptuales y pedagógicos útiles para una propuesta dirigida al fortalecimiento de la competencia lectora en instituciones rurales de Tierralta, Córdoba. El corpus integra trabajos localizados en Scopus, ScienceDirect, Springer, Taylor and Francis, Web of Science, SAGE y SciELO Colombia, con predominio de publicaciones entre 2024 y 2026. En este proceso de análisis de contenido, se han reconocido tres tendencias integradoras, a saber: a) educación rural, brecha digital, y motivación lectora, b) mediación docente y diseño instruccional, y c) comunidades digitales de lectura y escritura. Los resultados se asocian primariamente en el rol pedagógico dado que la mejora de la competencia lectora en entornos digitales no depende del dispositivo ni de la plataforma por sí solos, sino de la calidad del andamiaje didáctico, del diseño de tareas con propósito y del ajuste contextual a las condiciones materiales del territorio. Por último, se concluye que la integración tecnopedagógica para el territorio rural de Tierralta debe estar soportada inicialmente por el rol de mediación docente explícita, el uso estratégico de la lectura social digital y acciones didácticas en perspectiva de la Colombia rural.
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Derechos de autor 2026 Carlos Mario Cano Fernádez (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
