Precariousness of technology inclusion policies in basic education in Mexico in the 21st century

Precariousness has been associated with the social and economic conditions that contemporary capitalism produce, which has consequences on education. That is why it is pertinent to identify the actions that governments carry out to face precariousness, as well as to examine the characteristics that these actions contain. In this framework, the seven public programs for the inclusion of technology in education that different Mexican governments have implemented from 1997 to 2021 are analyzed. Based on documentary research (exploratory and descriptive) and from the construction of an analytical matrix, is answered the questions: what characteristics have had the technology inclusion programs in education applied in Mexico in the 21st century? Why have they not been sustained over time? The answers point out deficiencies in public management, persistence of precarious conditions in basic infrastructure, design from an instrumentalist logic of educational technology, technocentric conception of the educational process. It is confirmed that governments show lack of interest in designing a state policy regarding the inclusion of technology in education.