Abstract
This work document presents an approach to the appropriation of Colombian public policy related to the ICTs in the educational field, during the period of 2000 thru 2019. After a walkthrough to the scenario of international initiatives for the implementation of ICTs in schools, some theoretical approaches are presented that configure what in this work has been named the field of digital appropriation in education, which oriented the analysis of data. Subsequently, the analytical results of the public policy milestone documents during the aforementioned period are presented; as well as the testimonies of stakeholders, showing an underlying instrumental digital literacy logic, subordinated to the market, that does not seem to allow the generation of digital culture from the school. Amongst other aspects, it is concluded that, despite the investment made in connectivity and equipment provisioning, public policy has not transformed the practices of educational actors.
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