The growth and integration of ICTs in the global economy have created conditions that profoundly affect our society, dividing
communities between those who effectively appropriate these resources and those who do not, what is called the «digital divide».
This exploratory study seeks to propose and validate ways of assessing this phenomenon in higher education, from the construction
of a model and a comprehensive methodology that value contextual conditions, in addition to measuring access factors and
motivation for use, that have been employed in previous research. To obtain indications about the behavior of this phenomenon,
we developed research with students from three universities in Bogota, administering 566 surveys in four phases that would test
the variables proposed in the model. The results show that the variables of the model link causally, with the strongest relations
between education, attitude towards ICTs and ICT application. Although students have good access to ICTs and high levels of
education, no strong relationship was found in regards to «perceived impact on production». This may be explained by a superficial
appropriation of ICT, due to a context that is alien to its conditions of origin (industrialism, innovation), poor quality of education
and economies not centered around R&D.