The role of technological infrastructure in relation to the digital divide and the digital literacy in hundred educational institutions of Colombia.

Abstract

Despite efforts made to reduce the digital divide in Latin America, with strategies and policies focused on increasing technology infrastructure and strengthening digital literacy, a significant gap persists. In grade school, digital literacy processes can influence students' academic performance, which can be measured by standardized tests. This study presents an overview of and characterizes the technological infrastructure in public schools, from different Colombian regions, along with an analysis of the relationship between said infrastructure, technological developments and the overall results of the standardized test "Saber 11". The information was collected from one hundred public schools that participate in the project "Colegio 10 TIC", through two instruments designed to measure technological and electrical infrastructure. Data were analyzed using a nonparametric Kruskal-Wallis statistic and multiple correspondence analysis (MCA). Although the results show differences on the state of technological infrastructure in different regions across the country, not a single zone stands out, regarding technological developments. Furthermore, a relationship was not found between the condition of the school's technological infrastructure and the results reported on the "Saber 11" test.