Technological transformation in the education sector

In the education sector, technological transformation is key to generating innovative and flexible learning experiences, based on solutions such as artificial intelligence, augmented reality, robotics and process automation.

Before the pandemic, in 2015, only 25% of the education sector was implementing Fourth Industrial Revolution technologies such as  machine learning,  and 58% planned to do so in the next two years, according to a study carried out by the multinational IDC for universities. Even, according to the same study, technological innovation in the sector advances at a higher level through data that allows better decisions to be made about the implementation of technologies in traditional teaching processes. But how to start this digital transformation that accelerated during the economic situation?

Montessori School: a success story

Since 2005, the  Montessori School  has been preparing for the new challenges of the technological future with the creation of robotics seedbeds for its students. This area of ​​training was incorporated, some time later, in the Technology and Computer Science curriculum up to eighth grade, due to its benefits in the development of investigative skills. Then, in 2012, a prioritization of strategies was made to implement seedbeds on 3D and video game creation. Thus, the school rethought itself through virtual environments that students began to incorporate into their study methodologies.

“We seek to generate a culture of research and solutions from technology. For this reason, since 2018, we have given our students the opportunity to delve into the field of programming by learning and applying tools, including  Scratch .  Our purpose with this is for students to develop algorithmic thinking that allows them to use technology in different ways, according to their interests and personal concerns”, says Jesús Ángel Castro, director of studies at the school.

To achieve this, they took into account the following strategies, in order to promote and ensure the transition of teachers during their adaptation to the digital environment, as a scenario for their own learning and that of their students.

“Technology is not the methodology but the facilitator, that is, the means to be at the forefront of digital processes. The key will always be in the pedagogical models and their effectiveness in managing it among students and other educational personnel”, Myriam Montes, rector of the school.



Implementation of training and training agendas aimed at teachers on  digital tools , to use them as support in learning processes. This resulted in the certification of technology-supported teaching skills through  Google Education .


Appropriation of technology by teachers to build and transfer knowledge to their students and other teachers.


Use of technology in favor of classes. This, in order for students to develop games,  podcasts , videos, among others, to create new learning experiences according to their tastes.


Creation of support systems: teachers who are more proficient in technology facilitate this adoption among those who need it the most, thus reducing resistance to these tools.


Promotion of technology within the day to day, understanding the value of applications and knowledge management; taking into account that once it is learned, it must be put into practice, transferring that knowledge and continuing to nurture it with new knowledge.


Implementation of the  Schoology virtual platform  to complete educational processes. Teachers appropriated it to encourage interaction with students, have more access to academic resources, and have a tool for the transfer and exchange of learning with the entire educational community.


Provision of an annual budget for investments in technology.


  • The participation of families is key to establishing a technological culture.
  • The training of teachers and students has generated autonomy and has improved technological processes. At this point, it was key to ensure the application of what was learned in a cycle that includes monitoring and monitoring of the results.
  • The generation of experiences for children has improved their process of adaptation to a digital age based on their personal interests.
  • The training of teaching staff on the management of digital systems and tools is the first step in technological transformation.

The Montessori School is certified by organizations such as  Cambridge International Education  and  Icontec . In addition, they recommend that other entities in the education sector begin their digital transformation processes, giving importance to technological development, projection and planning, motivating teaching staff in new digital practices, taking advantage of city tools or projects in Medellín such as Ruta N and strengthening a culture that sees technology as something natural and everyday.


Myriam Montes, rector of the Montessori School.

Jesús Ángel Castro, director of studies at the Montessori School.



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