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Personal computers (PC) first appeared. The focus was on teaching programming in standard setups such as a computer laboratory.
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During this stage, the policies focus on the access for vulnerable students. It began the physical introduction of computers and the initial planning for curricular integration and teacher training.
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In this stage, computing and the Internet were integrated. National programs were launched that combined equipment, teacher training, and new teaching methods.
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The goal was to gather old computers from public and private companies, refurbish them, and provide them to public schools.
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Nicholas Negroponte introduced the "One Laptop Per Child" (OLPC) project which proposed a very low-cost computer. This model was adopted by giving each student their own laptop for classroom use.
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It was created to promote digital inclusion and equal opportunities by giving every child in the public school system a computer and free Internet access.
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Its goal was to provide netbooks to secondary students and teachers. The program included digital infrastructure, national platforms, and teacher training.
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A new stage started with the rise of mobile phones. Policies began to focus less on social issues and more on teaching, especially 21st-century skills and computational thinking.
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It was created to support technology inclusion and improve education through new teaching methods.
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It was introduced to close the digital educational gap and boost competitiveness by giving devices to students and teachers.
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Digital technologies played a crucial role in maintaining educational continuity which accelerated the adoption of digital policies. The COVID-19 pandemic also exposed the vast socioeconomic inequality in terms of technological access and quality connectivity.