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This qualitative study uses documentary research, bibliographic analysis, and critical literature review to identify gaps and challenges for government entities linking education and technology. Findings stress that outcomes from National Development Plans must go beyond surface figures. Initiatives should not be isolated; they require comprehensive long-term management grounded in contextualized teacher support and integral pedagogical designs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pending-issues-from-digital-inclusion-in-ecuador-challenges-for-public-policies-programs-and-projects-developed-and-ict-mediated-teacher-training/601187/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pending-issues-from-digital-inclusion-in-ecuador-challenges-for-public-policies-programs-and-projects-developed-and-ict-mediated-teacher-training/601187.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What study approach is used to analyze digital inclusion in Ecuador?","Question",{"text":112,"@type":113},"The study follows a qualitative descriptive-exploratory scope using documentary and bibliographic research, including content analysis and critical literature review.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What gaps and challenges does the study focus on?",{"text":117,"@type":113},"It identifies pending points in Ecuador’s digital inclusion processes, especially challenges for teacher training mediated by ICT and related public policy proposals.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings say about technology and teacher training initiatives?",{"text":121,"@type":113},"They emphasize that digital inclusion initiatives should not be developed in isolation and should be supported by integral pedagogical designs that consider teachers’ experiences, accompaniment, and motivation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601187,1792092140,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":26},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Pending issues from digital inclusion in Ecuador: challenges for public policies, programs and projects developed and ICT-mediated teacher training  \nDiego Apolo  \n[diego.apolo@unae.edu.ec](diego.apolo@unae.edu.ec)  \nUniversidad Nacional de Educación-UNAE-Ecuador  \nMalena Melo  \n[malena. melo@unae.edu.ec](malena. melo@unae.edu.ec)  \nUniversidad Nacional de Educación-UNAE-Ecuador  \nJohe Solano  \n[jssolano@unae.edu.ec](jssolano@unae.edu.ec)  \nUniversidad Nacional de Educación-UNAE-Ecuador  \nFelipe Aliaga  \n[felipe.aliaga@usantotomas.edu.co](felipe.aliaga@usantotomas.edu.co)  \nUniversidad Santo Tomás-Colombia  \nAbstract  \nThe policies of digital inclusion in Ecuador had a rebound since 2007, placing technology asa priority axis for government management. Despite this, there are still pending issues tobe developed. This study is based on a qualitative approach that, through documentary research, bibliographic analysis and critical review of literature, can generate contributions that allow the identification of challenges and possible gaps to be faced by government entities in Ecuador when proposing actions that link education and technology. As main findings, it can be mentioned that the impacts and results from the application of the National Development Plans must transcend the figures, which allow to deepen the analysis in relation to this topic, together with initiatives and proposals that regarding digital inclusion cannot be developed in isolation and need to have comprehensive long-term management. Finally, it is essential to understand that it is not necessary to create only platforms, it is relevant to work from integral pedagogical designs that start by understanding teachers from their experiences, accompaniment and motivation for the design of a contextualized training structure on digital mediation issues .  \nKeywords  \nPublic policy; digital inclusion; teacher training; challenges; Ecuador.  \nApolo, Melo, Solano, Aliaga  \nDigital Education Review-Number 37, June 2020-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \n130  \nI. Introduction  \nThe increase in connection speed or the accelerated evolution of devices and tools for accessibility to digital platforms, as stated by Adell (1997), are present in the daily life of societies, configuring them, as well as its culture and meanings . In the same way, geographical barriers are disputed in“the out of place or the non-place” frequented by the subject (Augé, 1993), who is in a transit space . The subject’s gaze is embodied by social fields and subjective processes and it attributes him its own character loaded with historicity. In the case of technologies and the place of connection, the space is developed through the network, seeking interactivity and pursuing the encounter of users with their environments .  \nIn this way, it can be observed how different initiatives linked from public policy have promoted deterministic visions of technology, in which the provision of connections and devices has been prioritized. Although provision is truly the first step, it requires more than a decade of work in Ecuador to strengthen sociocritical and humanistic processes that address the link between technology and education .  \nBased on the above, this article presents some keys from the public policy dialogue, the presentation of initiatives developed by the government on technology issues and a review of studies that highlight challenges for teacher training mediated by Information and Communication Technologies (ICT) . In this way, the plots and contexts that are generated between technology, subjects and institutions must be analyzed, since the latter exercise their disciplinary power (Balardini, 2002) in education, consolidating themselves under the structural-functionalist approach, which responds to “the expansion of the capitalist world market” (Rigal, 2004, p. 24), linking consumer relations that are currently crossed by the network.  \nIt is at this moment, when it i","cbCaisASjvyDyo1C","https://ap.wps.com/l/cbCaisASjvyDyo1C","pdf",217423,24,"English","# I. Introduction\n## II. Materials and methods","[{\"question\":\"What study approach is used to analyze digital inclusion in Ecuador?\",\"answer\":\"The study follows a qualitative descriptive-exploratory scope using documentary and bibliographic research, including content analysis and critical literature review.\"},{\"question\":\"What gaps and challenges does the study focus on?\",\"answer\":\"It identifies pending points in Ecuador’s digital inclusion processes, especially challenges for teacher training mediated by ICT and related public policy proposals.\"},{\"question\":\"What do the findings say about technology and teacher training initiatives?\",\"answer\":\"They emphasize that digital inclusion initiatives should not be developed in isolation and should be supported by integral pedagogical designs that consider teachers’ experiences, accompaniment, and motivation.\"}]","Pending issues from digital inclusion in Ecuador - challenges for public policies, programs and projects developed and ICT-mediated teacher training | PDF"]