Abstract:

Introduction:
The orientation of the social development based in the use of technologies in the educative sector it’s normally limited to the diagnosis and prognosis from experts, who try to relate the technological advances with the local educational needs, pursuant to standardized criteria.

The measures adopted in this sense assume a general notion of development, which serve as a frame for the political decision taking. Regrettably, in the decision taking the subjects implied on implementation or generation of technological changes which are intended to be developed, are not involved.

These situations are shown in local contexts such as the Colombian, whereby the final users, do not have clear and expedite mechanisms to formulate their needs and take advantage of the development opportunities through technological improvement of educational services.

In this context, the present write intends to elaborate a theoretical and methodological proposal to establish the participative social development’s forms, in processes which involve the introduction of information and communication technologies (ICTs) in the public schools of Colombia.

Design and Method:
This approach involves revising the concept of social development through the use of technologies and their application in the educational ambit of developing countries, and the analysis of current discussions about linear relationship between technology and socio-economic development. Perspectives like social constructionism of technology (Bijker, Pinch), social construction of technology in Latin America (Thomas, Dagnino) systemic technology theory (Hughes, Callon) or actor-network theory (Latour) have pointed out the scope and dangers of adopting a deterministic view of technology in the technological implementations that want to raise the quality of life of communities.

Also must be reviewed participatory planning proposals of technologies such as raised by prospective studies by authors such as Michael Kennan (review of the issue in developed countries), and Amilcar Herrera (for the Latin American case). Theoretical positions that offer the possibility to propose scenarios of political democratization and economic and social development in the region. Finally will be analyzed different theoretical propositions about the socio-economical implication to improve the educational system by the introduction of technological devices like the standards related to ICT Competencies of Teachers proposed by UNESCO, and reflections about relationship between education and development proposed by different authors like Frank,Zhao, Borman, or Severín, who analyses the relationship between Social Capital and the implementations of Computer Technology in Schools.

The methodological design would be based on qualitative research methods, specifically in the case study with a holistic approach.

Results and Conclusions:
Through the analysis of different processes of implementation of ICTs at schools in Colombia, including analysis and comparison of cases, shows the necessity to build a proposal that involves participatory planning with local communities, through different implementations of socio-technical alliances between diverse stakeholders involved in processes of ICTs implementation in the school.

Keywords:

ICT, Public education, Social development, Case study, Colombia.