Appropriation of ICT in the educational field: approach to public policy in Colombia years 2000-2019 - Digital appropriation in education analysis

Oct 15, 2026

Appropriation of ICT in Colombia’s educational field is analyzed as a public policy approach spanning 2000 to 2019. The study reviews international initiatives for ICT implementation in schools, frames “digital appropriation in education” as the theoretical lens, and examines policy milestone documents alongside stakeholder testimonies. Findings suggest an instrumental digital literacy logic aligned with market insertion, limiting the emergence of digital culture in schools. Despite investments in connectivity and equipment, policy has not substantially changed educational practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Some Background

Appropriation educational public policy Colombia years 2000 2019 Appropriation of ICT in the educational field: approach to public policy in Colombia years 2000-2019 Diego Fernando Barragán Giraldo [dibarragan@unisalle.edu.co](dibarragan@unisalle.edu.co) Universidad de La Salle, Bogotá, Colombia Juan Carlos Amador Báquiro [jcamadorb@udistrital.edu.co](jcamadorb@udistrital.edu.co) Universidad Distrital Francisco José de Caldas, Bogotá, Colombia Summary This work document presents an approach to the appropriation of Colombian public policy related to the ICTs in the educational field, during the period of 2000 thru 2019. After a walkthrough to the scenario of international initiatives for the implementation of ICTs in schools, some theoretical approaches are presented that configure what in this work has been named the field of digital appropriation in education, which oriented the analysis of data . Subsequently, the analytical results of the public policy milestone documents during the aforementioned period are presented ; as well as the testimonies of stakeholders, showing an underlying instrumental digital literacy logic, subordinated to the market, that does not seem to allow the generation of digital culture from the school. Amongst other aspects, it is concluded that, despite the investment made in connectivity and equipment provisioning, public policy has not transformed the practices of educational actors . Keywords Public policy; Colombia; Information and Communications Technologies; appropriation; field. D.Barragán Giraldo & J.Amador Báquiro Digital Education Review-Number 37, June 2020-[http://greav.ub.edu/der/](http://greav.ub.edu/der/) 109 I. Introduction Colombian public policy has tried to articulate itself to international demands for the last three decades ; in such a way that it has assumed global logic regarding economic and social issues that impact various aspects of daily life . In the educational field, the same thing has happened, because if learning outcomes must be improved (OECD – Organization for Economic Cooperation and Development, 2017), the corresponding governments must implement various strategies at the different levels of educational training, which respond to the challenges of the so called information and knowledge society, as well as the commitments undertaken by Colombia after the long process to be accepted, in 2018, as a member of the Organization for Economic Cooperation and Development (OECD) . Thus, the confidence to promote the process of acquisition of digital skills in citizens continues tobe configured as a directive in education, particularly in the development of strategies that contribute to digital literacy, articulated to the insertion in the labor market (UNESCO – United Nations Educational, Scientific and Cultural Organization, 2019; 2017; 2016; 2014b), which in the Colombian case has been evident, such as in the document that establishes several recommendations to improve the digital transformation of the country, an issue that will determine the course to follow as a nation (OECD, 2019) . It is in this context, that this work will approach Colombian public policy regarding ICTs 1 in its appropriation of the educational field (preschool, basic and secondary), relying on the theoretical construct field of digital appropriation in education, which allows to glimpse at some relevant tensions, since public policy deserves to be viewed at critically. II. Some Background Since the end of last century, governments have designed and implemented public policies to undertake ICTs in education . Since the 1980s, several countries have been interested in introducing computers in schools, in order to encourage in their students skills to enter into the labor market. In England, for example, since 1981, the program called Microcomputers for Schools emerged, under the responsibility of the Ministry of Commerce and Industry, while in the United Sta

FAQs

What is the document’s main focus regarding ICT in education?

It addresses how Colombian public policy has approached the appropriation of ICT in the educational field from 2000 to 2019.

How does the document frame “digital appropriation in education”?

It presents a theoretical construct called the field of digital appropriation in education to guide analysis of policy documents and data.

What conclusion does the document reach about ICT investments and educational practice?

Despite connectivity and equipment investments, public policy has not transformed the practices of educational actors.

Oct 15, 2026

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