Abstract

Current information technology policies and approaches in Colombia do not support development policies that address the structural causes of poverty. Even worse, they alienate poor people1 from technology. This condition does not allow communities to construct their own development. Instead, they pressure communities to copy and follow foreign technological models. Our experience in Colombian rural schools suggests a conceptual framework that allows people to form creative and autonomous communities and organizations, to develop their own technologies, to innovate, and to promote technological movements in their socioeconomical environments