Using Information and Communication Technologies (ICT) as part of the learning process has been proven to benefit learning outcomes, as long as they are used strategically, thoughtfully, and accompanied by adequately trained teachers. Integrating computers and other ICT tools in the classroom can make learning more engaging and interactive, improve effective collaboration among students both inside and outside the classroom, and increase motivation to learn and participate in class activities. Students can also develop essential digital skills and be better prepared for a more technology-driven world. The successful integration of ICT into the learning environment depends on the ability of teachers to structure learning in new ways, merging technology appropriately with pedagogy, and developing a socially active classroom.
Computers for Education – Colombia
Abstract
Computers for Education is a consortium of public entities in Colombia (including the Ministry of Information and Communication Technology, the National Ministry of Education, and the National Learning Service, SENA). Its primary objective is to promote the effective use of ICT tools and the adoption of technology in primary and secondary education, ensuring more equitable access to ICT tools. Since 2000, the programme has primarily aimed to distribute computers or tablets to public schools in both urban and rural areas in Colombia. Starting in 2004, Computers for Education incorporated training courses for teachers and school directors on how to use computers more effectively as part of the learning process. Since 2001 more than 2 million computers and tablets have been provided to public schools in urban and rural areas. In 2019, 83 345 computers were delivered to 750 schools across the country benefiting more than 79 000 students and 4 000 teachers in low and upper secondary schools.
The programme is divided into two phases. The first phase involves access, where schools receive one computer for every 20 students. Over a 12-month period, the programme adapts and installs the equipment in the beneficiary schools. The second phase involves teacher training, provided by programme delegates (typically university students) who travel to the beneficiary municipalities to provide support. Teachers receive training to develop ICT skills, focusing on operational, cultural, and critical aspects of digital literacy. They also take part in theoretical and practical reflection sessions to encourage the integration and adoption of ICTs at the institutional and classroom levels.
An evaluation conducted by Universidad Nacional in 2018 estimates the effect of programme on the use and appropriation of technology, as well as on several education outcomes. The analysis employs a range of primary (surveys) and secondary (school administrative) data, as well as structured interviews with stakeholders. The study identifies short-term effects: students benefiting from the programme demonstrate improved proficiency in using ICT tools and stronger digital skills. In terms of the long-term effect, the evaluation reveals that schools participating in the programme exhibited lower repetition and dropout rates, higher completion rates and increased enrolment in higher education, which is particularly more evident in those schools that received teacher training. The positive impacts become more pronounced the longer schools have participated in the programme. The evaluation also highlights that solely providing computers appears to have no effect on students’ learning outcomes, and that teacher training is key.
This practice also supports the implementation of provision II.8 of the OECD Recommendation on Creating Better Opportunities for Young People (OECD, 2022[1]).
Further reading
[2] Centro Nacional de Consultoria (2015), “Evaluación de impacto y de la sostenibilidad de computadores para educar en la calidad de las educación en las sedes educativas beneficiadas”, https://www.computadoresparaeducar.gov.co/loader.php?lServicio=Tools2<ipo=descargas&lFuncion=descargar&idFile=101&id_comunidad=portal.
[1] OECD (2022), Recommendation of the Council on Creating Better Opportunities for Young People, https://legalinstruments.oecd.org/en/instruments/OECD-LEGAL-0474.
[3] Universidad Nacional (2018), “Informe final del estudio de medición y evaluación de impacto de CPE 2014-2018 (Final report of the FPC Impact Measurement and Evaluation Study 2014-2018)”, https://www.computadoresparaeducar.gov.co/loader.php?lServicio=Tools2<ipo=descargas&lFuncion=descargar&idFile=100&id_comunidad=portal.
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