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Lastly, it is vital to understand the context in which one will implement ICT since it must be significant for the individuals. In this way, it is imperative to reassess the importance of applying technological devices in a rural zone (Soto & Molina, 2017, p. 284). I agree with this statement, seeing that a teacher must establish why they will employ technological tools in class in order to achieve some educational objectives. It is not about using ICT without considering its importance in assisting teaching but adopting it with a purpose in mind. Furthermore, these resources must contribute to students in order to support their learning.

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ICT implementation in rural areas is complex since these places do not possess the appropriate infrastructure to keep the technological devices in good condition. Furthermore, their application in these zones is the same as in urban areas; therefore, it exists no adaptation to the context (Soto & Molina, 2017, p. 283). In this regard, I consider it fundamental to transform the way we have approached these tools for people from rural communities because they must be favorable and advantageous for them; however, it does not happen. Therefore, it is essential to determine the benefits of implementing ICT in rural contexts and specify how these technological devices and programs will improve their lives.

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Rural contexts are affected by violence and poverty; these elements obstruct economic and social development. For this reason, providing resources that assist schooling is complex. Nevertheless, the national government has tried its best to change the situation (Soto & Molina, 2017, p. 279). However, the reality is different since local governments do not invest the budget given in order to improve education quality. Furthermore, remote areas do not have the infrastructure needed to teach; moreover, students do not possess the supplies to attend classes. Additionally, some children have to assist their parents in their labor, so they cannot show up for classes. Thus, the government's approach must address education in rural zones, considering the diverse factors that disturb children and their families.

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Considering the Ministry of Education's perspective, education's value is to produce individuals who will be capable of working; in this regard, they contribute something to society. The same happens in rural areas, where teaching focuses on assisting farming processes. Nevertheless, these communities do not have all the resources needed to accomplish their goals in terms of education. Sometimes they neither possess a proper infrastructure nor the materials for taking classes. Consequently, rural contexts are different from urban ones; likewise, they are also different from each other, having various needs according to their environment. In this sense, any educational proposal must consider these aspects to provide meaningful schooling for them, which does not currently happen in Colombia.

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Finally, I reckon that ICT implementation in Colombian schools implies a massive effort in order to fulfill the staff's needs and interests. In this regard, institutions must plan a project to achieve their institutional goals. For this purpose, they should start by surveying individuals and deciding what the next step is to follow since each establishment is different due to its social and economic context.

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ICT implementation has to do with “connection speed, quality, the version of the software, and hardware capacity” (Velasquez, 2013, p. 1771). If there are difficulties, it will affect the individual's desire to employ these tools (Velasquez, 2013, p. 1771). Perhaps these cases may occur at school; it is relevant to remark that students are interested in using technology since their reality is related to it. Likewise, they want to learn and create content by employing virtual platforms. However, I believe this matter may be associated with teachers' thoughts, given that some of them are reluctant to use technological devices in their classes. However, it is essential to consider teachers' motivation and feelings towards ICT.

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Games and entertainment could be a way to implement ICT in a classroom (Velasquez, 2013, p. 1770). This statement is related to the gamification principle, which uses games to enhance learning. However, I reckon some teachers might believe that games are inappropriate for benefiting students' schooling. For this reason, they do not apply them in class. Therefore, it is imperative to reform these beliefs that restrict a change in how to teach at school. For this purpose, it is possible to give talks where experts provide theological and practical information about this topic in order to encourage teachers to use them. Moreover, they could play with the objective of learning about their use in classes.

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I concur with this paper when it states that people's motivation is essential to implement it. In other words, the reason people use these devices and how technological tools may be advantageous to them (Velasquez, 2013, p. 1769). In this regard, it is fundamental to consider the opinions and emotional aspects that people may have towards ICT, because not everyone feels prepared or secure in their skills to use these tools. Likewise, ICT must be meaningful for individuals; therefore, they should be employed according to their needs and interests.

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Some factors must be considered when applying ICT: access, connection, and individuals' motivation (Velasquez, 2013, p. 1768). The above-mentioned is fundamental because it provides a broader range of elements to address in order to implement technological devices and strategies in an institution. Therefore, it is vital to articulate ICT with the institutional context, needs, and staff to apply them significantly.

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Consequently, Melo et al. (2020) conclude that it is imperative the existence of good training as well as resources to implement ICTs (p. 65). Thus, it implies joint work to reach the pedagogical objectives to improve teaching in order to develop students' skills. In so doing, the learning process will be student-centered.

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ICTs implementation is not simply a moment but a process; therefore, it is fundamental to everyone's participation (Melo, Llopis, Gascó, Gonzáles, 2020, p. 65). It is complex because it implies that everyone is interested in carrying out this work, especially teachers, who are reluctant to change their methods. Thus, it entails the predisposition of everyone, which involves a great endeavor by the person in charge. The matter is how to create an environment where each person wants to participate and contribute in order to articulate teaching and ICTs in a significant way. I consider that this aspect depends on the context; hence, there is no single answer to this issue, and it is a task for those who work in schools and universities.

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Additionally, it is essential to consider the context in which institutions will use ICTs to transform their teaching process (Melo, Llopis, Gascó, Gonzáles, 2020, p. 59). In this sense, it is appropriate that each school and university conduct a study that addresses the institution's needs and how ICTs implementation would benefit them. Thus, this will afford an outlook of the internal situation in order to elaborate a plan to apply them in a meaningful way for everyone in the institution.

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In line with the above-mentioned, The OIS (2010) expresses that some teachers are uninterested in learning deeply about ICTs and how to use them in class. That is why they only focus on employing these tools in an elemental way in order to support their traditional way of teaching (Melo, Llopis, Gascó, Gonzáles, 2020, p. 58). Therefore, it becomes an arduous task to change their minds and persuade them to give it a go, and it is something that gets out of trainers' hands. In this regard, I consider that training should implement research on what obstructs people from using ICTs in their teaching environment. Likewise, it is vital to provide practical situations where professors have to apply what they have learned. It may help to transform their perspective on this topic.

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An element to understanding the implementation of ICTs in an educational context is the teachers' beliefs regarding this topic. Riascos, Quintero, and Ávila mentioned that some professors are unmotivated to use those tools because they do not consider these would help in their work (Melo, Llopis, Gascó, Gonzáles, 2020, p. 58). In this regard, it is complex to change their minds without understanding their points of view on the matter. Therefore, it is fundamental to address these difficulties by listening to their concerns and providing theoretical and practical responses. Since this could be related to an emotional aspect, for instance, their anxiety to try something completely new or their insecurity about not being good enough at it.