TECHNOLOGY IN COLOMBIAN EDUCATIVE SYSTEM 1

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ABSTRACT

This essay shows an analysis about the integration process in the use of information and
communication technologies (ICT) in the Colombian educative system. Firstly, they are
considered some meaningful ideas such as, the place that technology occupies in Colombian
education. Secondly, the great investment of the government in the inclusion of ICTs in the
classrooms. Similarly, the benefits of using technological tools in the students’ learning process
and the role of teachers in the use of ICTs in the teaching strategies. In conclusion, the influence
of ICTs in relation to education and the knowledge society is quite significant and it reaches great
importance, since it allows individuals to be trained and take on the demands of their society
through more interactive and enjoyable forms of learning than with the conventional methods of
teaching.
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TECHNOLOGY IN COLOMBIAN EDUCATIVE SYSTEM

Nowadays, technology has become one of the most important tools used around the world;
According to Rockman (2012) “It has been essential in the educative processes of many countries.”
(p.129). Thus, many of them have invested their resources in making schools and universities more
technological. Colombian Education has had a great progress in the teaching and learning
processes, since, Colombian government has included many projects addressed to improve the
development of students’ skills through the use of ICTs during teachers’ pedagogical practices.
Technology has facilitated students’ access to necessary information through computer’s systems
and internet entrances such as smartphones, laptops and social networks where scholars can be
online, download and share information. Therefore, e-learning spaces have appeared as a new
model of teaching contents. For that reason, it is important to emphasize on the technology uses in
education along this essay, taking into account the following statements; Why is technology
important at schools? and How has technology contributed to the current Colombian Educative
System?

Technology takes an essential part in Education, since significant proportion of its devices
and tools are used in educational settings. Nowadays, people use technological resources
increasingly. Cell phones and internet have become an essential and affordable for everyone. In
accordance with Bórquez (2016) “Currently, technology is taking an influential role in people. It
is found in everything that surrounds them, since their jobs, the closest circles and their own
homes.” (p. 1). In addition, learning and teaching processes have changed significantly and they
have integrated the use of ICTs within their teaching practices as a fundamental tool for content’s
presentations during classes. Even though, National Government has invested a large part of its
budget in technological inversion for public schools in the country. As Díaz states (2014) “Digital
process in education plays a significant role, given that it allows students to acquire necessary
skills to survive in this society focused on technological knowledge, similarly it contributes to its
own learning experience.” (p. 27). In the same way, technology has become a key component of
the current learning practices.

Based on a study done by Semana magazine, Colombia is considered as one of the pioneers
countries in terms of digitalization in the educative field. Colombian government has been
responsible for including its development plan the overcrowded use of ICTs within classrooms.
Orjuela claims that (2010) “a high proportion of efforts related to technology made by the
government have challenges both in infrastructure, and connectivity at all schools in the national
territory.” (p.35). Therefore, digitizing and transforming the quality of education has become an
objective of The Ministry of National Education. In view of Benito (2009) “Education and
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Connectivity, aims to generate recommendations for the development of an initiative in terms of

technological infrastructure and connectivity in the education system based on the experiences of
countries such as; United States, Portugal, Uruguay.” (p.78). Moreover, the government has
assigned technology in education the fundamental role it deserves.

Thus, ICTs should be used as a support tool in each subject, they help students achieve the
objective of the class remarkably, since it allows them to feel motivated from each knowledge
area. Currently, the greatest pleasures of the students of the new era are located in the technology
field, wherefore the best way to provide them knowledge is through spaces mediated by ICTs.
According to Correa (2009) “Technological innovation in education has increased with the
development of learning platforms which constitute a fundamental element to accelerate the
transformation of education, improve its quality and expand its knowledge” (p.133). Similarly,
ICTs have different elements used from any subject, they have a number of activities, so that
teachers provide better teaching practices and students build their own knowledge according to
their style and pace of learning. Based on Kim (2006) “It has been shown that taking the Internet
to the classroom, under programs designed to increase the educational environment, improves
student outcomes, complements the objectives of formal education and trains students to develop
the necessary skills to live and be successful in the digital world” (p.22). In other words, the use
of ICTs within educational learning environments generate great advantages for students who use
this tool in their daily lives.

Based on the foregoing, with the aim of promoting the use of ICTs in teaching practices,
not only digital infrastructure is required, but also the teacher's qualification in the use of the tools.
For this reason, teachers must be the pioneers in the implementation of digital mainstreaming in
the classroom. Lopez (2007) notes that “it is important to combine a high quality curriculum and
ICTs training programs for teachers according to the level and complexity of the learning
environment.” (p.63). Likewise, it is necessary that the digital literacy programs not only be carried
out by the educators but also the whole educational community can take them. Morales (2008)
says that “the variables that should be considered in the curriculum for the use of ICTs are:
teachers, schools, policies and procedures that can apply ICTs at schools.” (122). In other words,
the suitable management of ICTs is not only attributed to teachers but also it must be used
integrally, meaning the entire educational community must ensure the appropriate use of this
essential tool within schools.

In conclusion, incorporating technology into education brings a variety of benefits that help
improve efficiency and productivity in the classroom, as well as increasing the interest of children
and adolescents in academic activities. The technology in the educational settings allows the use
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of more interactive tools and keeps students' attention easily. On the other hand, it benefits the
teachers, since they can do their work quickly and be more efficient at work.
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REFERENCES
Benito, M. (2009), "Desafíos pedagógicos de la Escuela Virtual. Las TIC y los nuevos paradigmas
educativos", TELOS , núm. 78.

Borquez, L. (2016). La universidad, los problemas sociales de la ciencia y la tecnología frente al

reto del desarrollo sustentable. Aibi revista de investigación, administración e ingeniería,
1-1.

Correa, J. (2009), “Nuevas tecnologías e innovación educativa”, Revista de Psicodidáctica, vol.

14, núm. 1, pp. 133-145.

Díaz, F. (2014). Las TIC en la educación y los retos que enfrentan los docentes. OEI, Organización
de Estados Iberoamericanos. Retrieved from:
http://www.oei.es/metas2021/expertos02.htm.

Kim, K. (2006), “The Future fo Online Teaching and Learning in Higher Education: The Survey
Says...”, Educause, núm. 4, pp. 22-30.

López, M. (2007), “Uso de las TIC en la educación superior de México: un estudio de caso”,
Apertura. Revista de Innovación Educativa, pp. 63-80.

Morales, R. (2008), “Comunicación en las organizaciones y TICs: un estudio de caso”, EIG, pp.
160-180.

Orjuela, D. (2010). Acercamiento a la integración curricular de las TIC. Praxis & Saber, 1(2), 111-
136.

Rockman, S. (2012). Evaluating Time To Know: Research Concepts and Practical Decisions. In
J. Richards and C. Dede (Eds.) Digital Teaching Platforms, New York. Teachers College
Press, p. 129.