This study was focused on analyzing the cognitive digital divide in the urban and rural educational context of the municipality of Duitama - Boyacá in the year 2017; Initially a diagnosis was made that allowed to determine the existence of this kind of digital divide, based on the results found, the general objective of the study was formulated: To direct a teacher training program for the didactic use of ICT, in urban and rural schools , and compare the digital competences reached by educators and the academic performance of students as an indicator in the reduction of this digital divide. Methodologically it is a mixed study, because it involved quantitative aspects such as the measurement of students' academic performance variables and digital competences developed by teachers, from the qualitative paradigm the opinions and concepts of the participating subjects in the study were taken into account. The comparison was used to contrast the reality of the urban and rural educational sceneries; From the results obtained, it was found that teacher training programs for the didactic use of ICT, when are guided by a pedagogical model different from the traditional model, such as the TPACK2 model, allows educators to be managers of projects that dynamize the teaching – learning process, giving the student the possibility to assume a participatory role and of course the educator being a guide and counselor.