With the recent COVID-19 breakup, it became necessary to implement remote classes in schools and universities to safeguard health and life. However, many students (teachers and parents, also) face great difficulties accessing and staying in class due to technology limitations, affecting their education. Using several nationally representative datasets in Colombia, this article documents how the academic performance of students in their final high school year is affected due to technologies, aggregated by municipalities. We conclude that internet access strongly affects these results, and little improvement on the internet/computer access will reflect better academic performance. Under these conditions, belonging to an ethnic group or high rurality (non-geographic centralized municipalities) has a negative impact. Policy implications are discussed.

翻译：随着最近COVID-19的解体,为了保障健康和生活,有必要在中小学和大学开设远程班,但许多学生(教师和家长)由于技术限制而难以进入和留在班级,这影响到他们的教育。在哥伦比亚,这一条用一些具有全国代表性的数据集记录了学生在最后高中阶段的学业成绩如何因技术而受到影响,由市政当局加以汇总。我们的结论是,互联网接入对这些结果有很大影响,互联网/计算机接入的改进将很少反映更好的学术表现。在这些条件下,属于某一种族群体或高度农村(非地理集中城市)的人群或高农村(非地理集中城市)具有负面影响。我们讨论了政策影响。