Postdigital Learning Spaces in Rural Peru: Reaching Teachers from Low-Resource Remote Communities

Digital access and practices differ across students and school communities around the globe. Navigating educational landscapes can become complex, particularly in resource-limited settings where technology is not always available. This is the case for Peru’s rural communities, where scarce hardware, connectivity, and power issues often restrict digital practices. Yet, the sporadic availability of digital technologies exercises a pronounced influence, either when present, but also when not present. This chapter discusses the Especialización en Innovación Pedagógica, a teacher-training diploma delivered remotely to 355 primary and pre-primary rural teachers, supported by Alma Children’s Education Foundation. Using qualitative data generated in focus groups with course facilitators, the chapter explores how teachers navigated the diploma course. The argument presented here is that a postdigital perspective can help educators understand and develop strategies suited to these low-resource rural areas, with the aim of enhancing accessibility, offering equitable opportunities for learning, and coming up with solutions to overcome the challenges associated with digital practices in remote rural communities.