CONNECTION WITHOUT UNDERSTANDING: MORE ICTS, BUT GREATER DIGITAL AND LEARNING GAPS AMONG COLOMBIAN STUDENTS

Abstract

The analysis developed raises the paradox of why, despite greater connectivity and access to ICT in recent years, Colombian students have lower levels of meaningful learning. Through an argumentative analysis of local, national, and international data, it is possible to demonstrate that the digital divide goes beyond access to material resources such as devices and connectivity, and focuses on a dimension related to the proper use and exploitation of these resources, thus overcoming the physical and economic barrier and moving on to one of attitude. The levels, in terms of international test results such as PISA, show results directly related to moderate use mediated by teachers in their teaching-learning process. In this sense, although not the most prevalent, there is also a gap in the contextual sphere, marking differences between urban and rural areas. As a proposal to overcome this paradox, the theoretical elements of the zone of proximal development are proposed, in order to validate how the low level of understanding after intensive use is largely related to the greater or lesser pedagogical mediation that allows students to develop their potential. In conclusion, teacher training in digital skills is presented as a valid and coherent strategy in accordance with the theories proposed as a way of addressing the paradox presented.