By extracting information from Saber 11 Tests taken by high school students close to finishing that educational period in Colombia, the digital divide evolution over time and its determinants are analyzed using a probabilistic model and the calculation of georeferenced concentration indexes. The topic is relevant as previous studies have shown a positive relationship between access to ICTs (Information and Communication Technologies), educational achievement, and economic growth. It is concluded that the digital divide persists over time and is accentuated in rural areas. Besides, the determinants of access are variable since they are out of the students' control. Therefore, this study deals with the social inequity around the access that students have, depending on their geographical location, into digital scenarios that allow them to increase their intellectual capital on the context of the situated cognition.

通过从哥伦比亚接近完成该教育时期的高中生参加的 Sabre 11 测试中提取信息，使用概率模型和地理参考浓度指数的计算分析了数字鸿沟随时间的演变及其决定因素。该主题是相关的，因为先前的研究表明，获取 ICT（信息和通信技术）、教育成就和经济增长之间存在正相关关系。得出的结论是，数字鸿沟随着时间的推移持续存在，并在农村地区加剧。此外，访问的决定因素是可变的，因为它们不受学生的控制。因此，这项研究涉及围绕学生获得的社会不平等，这取决于他们的地理位置，