The present investigation conceives that in rural settings the digital gap can be mitigated if the school commits itself to processes of exploration, integration and innovation; For this reason, it seeks to promote both the creation of content and the development of digital competence in students from the rural context. To this end, the design, implementation and evaluation of a didactic sequence elaborated from the results obtained in the inquiry about preconceptions of 11th grade students of the Samaria Educational Institution - Ortega, Tolima are exposed. Following a mixed methodological approach with a convergent design for the capture of information and following the principles of meaningful learning, a didactic sequence was generated and adjusted to the ADDIE model (Analysis, design, development, implementation, evaluation for its acronym in English), to apply three (3) workshops in the LMS (Learning Management System) Chamilo oriented to the development of the Fifth Basic Right of Learning of Natural Sciences and the production of digital content by the participants, with an environmental theme. For the evaluation, a series of indicators were designed to account for the participation of the students in each workshop and, in a general way, they were synthesized in an instrument that relates both the qualitative and quantitative elements, allowing each student to be placed in a range of performance based on the institutional evaluation scale. Finally, after the presentation of the results, the conclusions are presented in an analytical and projective way regarding the relevance and impact of the research in the educational community.