Análisis transformación digital e innovación para la reducción de la brecha digital en instituciones educativas de Sincelejo, Sucre 2025
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Fecha
2025
Autores
De la cruz Benavides, Yovanis
Orozco Ospino, Kelly Esmith
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Ediciones Universidad Simón Bolívar
Facultad de Administración y Negocios
Facultad de Administración y Negocios
Resumen
El presente trabajo de investigación analiza los retos y oportunidades que enfrenta el municipio de Sincelejo, Sucre, en su propósito de reducir la brecha digital dentro del sistema educativo oficial. En un contexto caracterizado por profundas desigualdades tecnológicas, sociales y territoriales, se plantea la necesidad de formular una estrategia de transformación digital e innovación que contribuya a garantizar la equidad educativa y el acceso inclusivo a las Tecnologías de la Información y la Comunicación (TIC). La investigación surge como una iniciativa académica articulada con la gestión pública local, en coherencia con el Plan de Desarrollo Municipal Pa’Lante Sincelejo 2024–2027, que prioriza la conectividad y la alfabetización digital como pilares del progreso educativo. Desde esta perspectiva, el estudio asume la transformación digital no solo como un proceso técnico, sino como una transformación cultural y pedagógica que requiere liderazgo institucional, formación docente y fortalecimiento comunitario.
Metodológicamente, el estudio se desarrolló bajo un enfoque mixto de carácter descriptivo y aplicado, combinando análisis documental, revisión estadística y elaboración de un estudio de caso sobre 35 instituciones educativas oficiales del municipio. Esta triangulación permitió integrar información cuantitativa referida a infraestructura tecnológica, conectividad, disponibilidad de dispositivos y número de docentes con datos cualitativos sobre prácticas pedagógicas, cultura digital y gestión institucional. El diseño corresponde a un estudio de prefactibilidad, entendido como la fase inicial en la formulación de proyectos de inversión pública que busca determinar la viabilidad técnica, pedagógica y social de la propuesta. La investigación se apoya en modelos teóricos como el de las nueve dimensiones de la brecha digital propuesto por Gómez Navarro et al. (2018) y el de los tres niveles de acceso, uso y resultados de Van Dijk (2017), que permiten comprender la complejidad del fenómeno desde sus dimensiones socioeconómicas, culturales, geográficas y tecnológicas.
This research analyzes the challenges and opportunities faced by the municipality of Sincelejo, Sucre, in its effort to reduce the digital divide within public educational institutions. In a context marked by significant technological and social inequalities, the study proposes the design of a digital transformation and innovation strategy aimed at ensuring educational equity and inclusive access to Information and Communication Technologies (ICT). The project arises as an academic initiative linked to local public management and aligned with the municipal development plan Pa’Lante Sincelejo 2024– 2027, which prioritizes connectivity and digital literacy as drivers of educational progress. Accordingly, digital transformation is conceived not merely as a technical process but as a cultural and pedagogical shift that requires institutional leadership, teacher training, and community engagement. The methodology follows a mixed applied-descriptive approach, combining documentary analysis, statistical review, and a case study involving 35 public schools in Sincelejo. This methodological triangulation integrates quantitative data related to technological infrastructure, Internet access, device availability, and teacher numbers with qualitative insights on pedagogical practices and institutional culture. The research is structured as a prefeasibility study, the initial phase of public investment projects, intended to assess the technical, pedagogical, and social feasibility of the proposed intervention. The analysis draws on theoretical models such as Gómez Navarro et al.’s (2018) nine-dimensional framework of the digital divide and Van Dijk’s (2017) three-level model of access, use, and outcomes, enabling a comprehensive understanding of the phenomenon from its socioeconomic, cultural, geographic, and technological dimensions.
This research analyzes the challenges and opportunities faced by the municipality of Sincelejo, Sucre, in its effort to reduce the digital divide within public educational institutions. In a context marked by significant technological and social inequalities, the study proposes the design of a digital transformation and innovation strategy aimed at ensuring educational equity and inclusive access to Information and Communication Technologies (ICT). The project arises as an academic initiative linked to local public management and aligned with the municipal development plan Pa’Lante Sincelejo 2024– 2027, which prioritizes connectivity and digital literacy as drivers of educational progress. Accordingly, digital transformation is conceived not merely as a technical process but as a cultural and pedagogical shift that requires institutional leadership, teacher training, and community engagement. The methodology follows a mixed applied-descriptive approach, combining documentary analysis, statistical review, and a case study involving 35 public schools in Sincelejo. This methodological triangulation integrates quantitative data related to technological infrastructure, Internet access, device availability, and teacher numbers with qualitative insights on pedagogical practices and institutional culture. The research is structured as a prefeasibility study, the initial phase of public investment projects, intended to assess the technical, pedagogical, and social feasibility of the proposed intervention. The analysis draws on theoretical models such as Gómez Navarro et al.’s (2018) nine-dimensional framework of the digital divide and Van Dijk’s (2017) three-level model of access, use, and outcomes, enabling a comprehensive understanding of the phenomenon from its socioeconomic, cultural, geographic, and technological dimensions.
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Palabras clave
Transformación digital educativa, Prefactibilidad, Apropiación tecnológica, Estudios mixtos
