ICT use and appropriation of Colombian teachers. A state of the art

The article analyzes problems, methodologies, and findings of 57 studies on the use and appropriation of ICT by Colombian teachers, from the interpretive paradigm and documentary review. These are identified: a majority of qualitative studies, on beliefs, uses of ICT in practices (mostly instrumental; with a comprehensive, non-experimental scope), and levels of technological appropriation of teachers. Difficulties (emotional, attitudinal, training, and infrastructure) are recognized, however, there are no new reflections that broaden the knowledge on overcoming these. Educational research does not significantly impact practice, it is necessary for the transformation of teaching, which, although it requires technological reflection, pedagogy must prevail for the meaningful use of ICT.