e-competencies

1. After ten years of consistent effort to improve educational achievements by infusing substantial amounts of capital into ICTs, current research constantly demonstrates that access to and the use of ICT are no guarantees of increased achievement of students.
2. There are antecedents from different countries that show that there is no correlation between the level of ICT access and the percentage of ICT use.
3. There is very little scientifically based research to gauge the effectiveness of technology in the learning achievement.
4. These results indicate the necessity of adopting a broad range of improvements in the educational system but also in terms of public policies, which should go far beyond the acquisition of ICT.
5. This work presents evidence that those public policies, which were expected to bring considerable improvements in education achievement through adoption of ICT, were erroneous or at least patchy.
6. E-competencies go beyond the use of any specific ICT, including the proficient use of information and the application of knowledge to work individually and collaboratively in changing contexts.
7. To avoid any reductionist perspective in relation to the integration of ICTs in education it will be necessary to have a flexible and dynamic approach in order to balance the adoption of the digital technologies with other critical competencies.