Relying solely on a mobile-first approach to reach low-resource, remote learners has proven insufficient for providing high-quality education in low-tech settings. However, the concept of ‘postdigital learning spaces’ offers a novel method to address the digital divide.
The term postdigital acknowledges the pervasive influence of digital technologies in daily life, extending educational boundaries beyond traditional classrooms and online platforms. However, in remote rural communities, limited access to digital resources such as hardware, connectivity, and power significantly hinders educational access. A postdigital perspective, combined with a mobile-first approach, can enhance educational accessibility and inclusivity in these low-resource settings.
Alma Children’s Education Foundation is addressing these challenges by offering postgraduate diplomas to pre-primary and primary rural teachers in the Peruvian highlands. Through this program, they are developing strategies that recognise the profound impact of digital technologies, whether present or absent, and enable the creation of more equitable and accessible learning opportunities.
Understanding postdigital learning spaces is crucial in these environments. By adopting a postdigital and mobile-first approach, educators can overcome barriers posed by limited technological resources. Mobile devices, being more readily available and accessible, offer a practical solution to bridging these gaps. When this perspective is integrated into course design, delivery, and strategy, it can significantly improve access for those struggling the most worldwide.
This presentation provides practical solutions and insights for educators and practitioners working on edtech projects in similar contexts. It emphasizes the importance of contextualized strategies to make learning spaces more inclusive and effective for low-tech, low-skill, and remote, isolated learners.
Based on Tejera, J. (2024). “Postdigital Learning Spaces in Rural Peru: Reaching Teachers from Low-Resource Remote Communities”. In: Lamb, J., Carvalho, L. (eds) Postdigital Learning Spaces. Postdigital Science and Education . Springer, Cham. https://doi.org/10.1007/978-3-031-59691-9_4