Digital technologies have experienced explosive development in society over the last 30 years. The popularization of computers and the fact they are increasingly more accessible in size, price, and user-friendliness, the rise of the internet, and the expansion of communication and connectivity possibilities have created new industries, new jobs, and new social and cultural realities. This technology has irreversibly changed the backdrop of our relationships, our knowledge, and our ways of interacting in society. 

This true revolution awakened the enthusiasm of educators and academics that imagined the infinite and immediate impact that the development of this digital technology would have on education.

The objective of this document is to propose a new approach to the integration of technologies into education, orienting their use to improve the quality of education, defined in a broader regard than common use.

In the first chapter, we review the concept of educational quality and the challenges that it proposes to education systems now that the XXI century has begun. In the second part, we address the evidence available up until now, in order to review what we know actually works or not regarding the use of digital technology in education. Based on challenges and evidence, the third chapter proposes a new framework of action in this area, with a small section on the topic of the consideration of the total costs associated with implementation, with the understanding that all intervention always entails a decision of complex public policy in contexts with resource constraints.

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