The present study proposes and validates empirically a multivariate index to assess the use and appropriation of ICT in school teachers, using a quantitative scale based on the UbiTAG model. Data is collected from 121 schools in Colombia, where 24 schools where intervened by a program that integrates ICT in learning environments in a local town in Colombia since 2013. The rest of the schools are located in 5 departments in Colombia, and are used as a control group in this analysis. Our findings provide empirical evidence that the theoretical model and its corresponding ntervention improves the use and appropriation of ICT with educational purposes by teachers. Using exploratory factor analysis we also validate statistically our instrument, and the usefulness of the proposed metric for ICT use in an education environment
