Maestría en Educación en Tecnología (Virtual)
URI permanente para esta colecciónhttp://hdl.handle.net/11349/6028
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Ítem Entorno digital de aprendizaje para el desarrollo del proceso de modelación en estudiantes de grado undécimo de la Institución Educativa Departamental Rufino Cuervo(Universidad Distrital Francisco José de Caldas) Quintero Mora, Lenin Fabián; Bonilla Estévez, Martha Alba; Quintero Mora, Lenin Fabián [0009-0001-5025-6114]This research analyzes the impact of using a structured Digital Learning Environment (DLE) to strengthen the process of mathematical modeling in eleventh-grade students at the Rufino Cuervo Departmental Educational Institution, located in the municipality of Chocontá. The DLE, named Econtá, integrates activities designed in the educational platform Desmos Classroom within a narrative that simulates an ecological city affected by an energy failure. This narrative framework allowed students to connect mathematical concepts with contextualized situations and to foster the link between symbolic and concrete representations. The proposal is theoretically grounded in the DECA model (1992), the ADDIE model, Duval’s (2006) theory of semiotic representation registers, and Villa-Ochoa’s (2007) modeling cycle. Following a qualitative approach and employing the Design-Based Research (DBR) methodology, a Digital Didactic Sequence (DDS) was implemented to teach the equation of a line through the use of interactive digital resources. Data collection included a diagnostic test, students’ productions in Desmos Classroom, the teacher’s journal, virtual classroom forums, and student reports. The results show significant progress in students’ ability to interpret and transform linear models, as well as in their appropriation of digital tools to represent, analyze, and validate contextualized situations. It is concluded that the coherent integration of digital resources within a narrative environment fosters the understanding of linear models, the transition among different representation registers, and the development of mathematical modeling competencies in school education.Ítem Incidencia de una actividad tecnológica escolar para el desarrollo del pensamiento tecnológico en el semillero de robótica en I.E.D San patricio puente de piedra -Madrid Cundinamarca(Universidad Distrital Francisco José de Caldas) Guacaneme Sisa, César Miguel; Ramírez Pardo, PiedadThis study proposes the design, implementation, and evaluation of a School Technological Activity (ATE) centered on building and programming an explorer robot to strengthen technological thinking among students in a rural robotics club. It addresses the digital divide in rural contexts and common challenges in technology teaching, positioning educational robotics as a motivating strategy to develop core technological competencies. The research began with a detailed learner characterization (socioeconomic context, motivations, prior technological knowledge), followed by the didactic design of the ATE with explicit learning objectives and a participatory, hands-on implementation. The intervention was assessed through mixed methods—pre/post questionnaires, analytic rubrics, field journals, and semi-structured interviews—revealing notable gains across several dimensions of technological thinking, including problem solving, creativity and innovation, use of tools/instrumentation, team collaboration, planning/project mindset, and context analysis. The findings suggest that ATEs based on educational robotics are effective, transferable, and context-appropriate for resource-constrained rural settings, and the study offers practical guidelines and assessment instruments to support classroom adoption and scaling.Ítem Actividad tecnológica escolar de aprendizaje a través de la construcción para evidenciar habilidades del pensamiento lógico(Universidad Distrital Francisco José de Caldas) Sepúlveda Ruíz , Myriam del Socorro; Cadena Montenegro, Liliana Concepción; Cadena Montenegro, Liliana Concepción [0009-0006-8402-1694]This undergraduate research project aims to identify the impact of designing and implementing a School Technological Activity (STA-ATE) based on construction, in fostering deduction, comparison, analysis, and evaluation skills related to logical thinking in 11th-grade students of the afternoon shift at Colegio Álvaro Gómez Hurtado I.E.D. The planning of the ATE was guided by the structure proposed by Quintana et al. (2018) and the Curricular Guidelines for the Technology and Informatics Area established by the Ministry of National Education (MEN, 2022). The activity was developed through four modules focused on the study of two bridges designed by Leonardo Da Vinci: the self-supporting bridge and the rotating bridge. The methodological design followed a qualitative approach with descriptive and interpretative scope, framed within Educational Action Research (EAR- IAE). This approach enabled dynamic student participation, allowing them to verify process conceptualization through experience, while simultaneously contributing to the improvement of pedagogical practice.Ítem Entorno virtual de aprendizaje para mejorar la competencia digital de resolución de problemas con estudiantes de grado cuarto(Universidad Distrital Francisco José de Caldas) Royet Lara, William Segundo; Molina Vásquez , Ruth; Molina Vásquez Ruth [0000-0001-5416-7568]The degree work seeks to answer the following research question: What is the impact of a Virtual Learning Environment (VLE) aimed at improving problem-solving digital competence among fourth-grade students at Carlos Pizarro Leongómez IED? This research has the following general objective: "To establish the impact of a Virtual Learning Environment (VLE) on the improvement of problem-solving digital competence among fourth-grade students at Carlos Pizarro Leongómez." The theoretical foundation presents the themes of digital competencies in general and particularly that of problem solving, virtual learning environments, and problem-based learning. The design of the EVA is based on the phases of ABP recognized as problem identification, analysis, information search, solution generation, application, and evaluation. The development of the EVA is carried out through interactions that the student follows through sequential steps to obtain a general knowledge; however, each will have the particularity of making jumps to their own preferences and knowledge. The results are presented according to the emerging categories related to project-based learning linked to the development of the digital competence of problem-solving, such as: identification, exploration, generation, implementation, and evaluation. A qualitative methodology was employed, with an interpretive-comprehensive approach and the method being Educational Action Research. Instruments such as interviews, questionnaires, field diaries, photographic records, and direct observation were applied to evaluate the impact of the EVA on digital competence. The analysis methodology used in this study was based on data triangulation, which allowed for contrasting and validating the information coming from various instruments, such as initial diagnostics, the logs prepared by students, semi-structured interviews, final reflection questionnaires, the researcher’s field diaries, and focus group discussions. The conclusions stand out within the knowledge observed in the improvement of digital competencies development in fourth-grade students and their applications in managing the platforms taught through the use of the VLE and the resolution of the posed problems. The VLE positively influenced the development of digital competency in problem-solving, strengthening skills in critical analysis, digital autonomy, collaborative work, creativity, and reflective evaluation. The implementation of ABP (Project-Based Learning) allowed for contextualizing learning and connecting theory with practice in a meaningful way. It is recommended to optimize the instructional design of the VLE, expand its implementation to other grades, and promote asynchronous strategies that favor self-regulation. This study confirms that well-structured digital environments can transform pedagogical practices and reduce digital gaps in basic education.Ítem Estrategia transmedia para el desarrollo de los procesos de escritura narrativa en estudiantes de grado tercero de primaria(Universidad Distrital Francisco José de Caldas) Arias Suárez, Luis Alfonso; Suárez Reina, Adriana Yamile; Suárez Reina Adriana Yamile [0000-0002-1728-3882]This research explores the implementation of a transmedia strategy to strengthen writing processes in Third-grade primary school students. Grounded in the four fundamental phases of writing—planning, drafting, revising, and publishing—the study integrates digital and narrative resources across multiple platforms to foster meaningful learning experiences. Findings reveal that the strategy not only increases student motivation and engagement but also enhances textual coherence, creativity, and collaborative skills, positioning writing as a dynamic and participatory process rather than a final product.Ítem Entorno virtual de aprendizaje (EVA) para el estudio del dinero como recurso económico en estudiantes de grado tercero de un colegio público en Bogotá, Colombia(Universidad Distrital Francisco José de Caldas) Parra Guerrero, Laura Carolina; Muñoz Chacón , Yurani Andrea; Molina Vásquez , Ruth; Molina Vásquez Ruth [0000-0001-5416-7568]The main objective of this research is to determine the impact of a Virtual Learning Environment (VLE), based on the constructivist model, on the development of the concept of money as an economic resource in third grade students. This proposal arises from the low results obtained in standardized tests such as PISA, the scarce research in the area of financial education at early ages, and the limited appropriation of financial concepts by students. These findings coincide with previous studies consulted, which highlight the importance of fostering financial skills from the earliest levels of schooling. Regarding the methodological approach, the research is framed within participatory action research, which allowed for constant interaction between educational actors and the pedagogical transformation process. Finally, the results show that, through the virtual learning environment, students were able to grasp basic financial concepts, thus strengthening essential skills for their personal and economic lives.Ítem Construcción de la Identidad digital en la adolescencia: una comprensión fenomenológica desde la tecnopersona en un entorno de aprendizaje B-Learning(Universidad Distrital Francisco José de Caldas) Ardila Amado, Cristian Arcangel; Osorio Marulanda , Carlos AugustoThis research explores the construction of digital identity in adolescents through a phenomenological approach framed within the Science, Technology, and Society (STS) paradigm. The study was conducted with sixth-grade students at Colegio INCODEMAR through the implementation of the B-Learning environment CiberIdentidad, designed on the Moodle platform and structured around Problem-Based Learning (PBL). The qualitative methodology enabled the collection of narratives, symbolic productions, and reflections that reveal how students shape their online presence in constant dialogue with technoculture. Findings indicate that digital identity is not a mere extension of offline identity but rather a reconstruction influenced by dynamics of social validation, emotions, algorithmic pressures, and processes of critical resignification. An emergent category is the technoperson, understood as the subject whose subjectivity is configured through interaction with digital technologies. The study concludes that schools must position themselves not only as transmitters of technical skills but also as spaces for ethical and cultural reflection, critically supporting the formation of digital identities during adolescence.Ítem Secuencia Didáctica para la comprensión de Calor y Temperatura en dos grupos de décimo grado pertenecientes a dos instituciones de educación básica y media de carácter privado(Universidad Distrital Francisco José de Caldas) Miguel Angel Roncancio Herrera , Roncancio; Deisy Yulie Salazar peña , Deisy Yulie Salazar peña; Suarez, Oscar Jardey; Suarez Oscar Jardey [0000-0001-8780-595X]This thesis is characterized by being an in-depth study, by applying a Didactic Sequence in two private educational institutions in the city of Bogotá, Colombia, for tenth grade students; observing the impact on Problem Solving supported by a Virtual Learning Environment (EVA) in the teaching of heat and temperature topics. For this process, a Didactic Sequence is used that structures the contents, facilitating the evaluation of learning using the didactic strategy such as Problem-Based Learning (PBL); in this way, a mixed methodology is used, which integrates quantitative and qualitative methods through the Heat and Temperature Conceptual Evaluation (HTCE) instrument, validated by the American Physical Association of the United States.Ítem Modelación matemática de fenómenos de variación cuadrática mediada por un entorno digital de aprendizaje(Universidad Distrital Francisco José de Caldas) Luna Poloche, Juan Sebastián; Bonilla Estévez, Martha Alba; Bonilla Estévez, Martha Alba [0000-0002-9694-0325]This study analyzed the impact of a digital learning environment (DLE) on the understanding of the quadratic function as a model for quadratic variation phenomena among 11th-grade students. The research aimed to answer the following question: What is the impact of implementing a didactic strategy based on a DLE on the conceptualization of the quadratic function as a model for quadratic variation phenomena in 11th-grade students? The study was framed within a qualitative approach and was based on the theoretical principles of mathematical modeling proposed by Galbraith and Clatworthy (1990), which were applied in the analysis of students’ understanding of the quadratic function. Through the design and implementation of digital tools such as GeoGebra, PhET, and Scratch, the research sought to foster a comprehensive understanding of the quadratic function, enabling students to explore real-world phenomena and visualize how the parameters a, b, and c affect the representation of the parabola. Data analysis revealed students’ interpretations of the situations addressed, allowing for the classification of their mathematical modeling processes and highlighting their understanding of the role each parameter plays in the simulations. In this way, the study demonstrated how a digital learning environment facilitates the comprehension of the quadratic function by allowing students to interact with real-life phenomena through technological tools. However, it also emphasizes the importance of a deeper focus on the integration of parameters a, b, and c to optimize mathematical modeling processes and enhance understanding of the quadratic function in real contexts.Ítem Incidencia de un entorno virtual de aprendizaje en la expresión oral del inglés en estudiantes de grado 703 del colegio La Arabia IED(Universidad Distrital Francisco José de Caldas) Camargo Castiblanco , Body Ericka; Ramírez Pardo , PiedadThe research objective was to investigate the impact of a virtual learning environment on the oral expression of English of students in grade 703 of La Arabia IED School in Ciudad Bolívar. The project was based on a qualitative, descriptive and interpretive approach, which allowed for the identification, description, explanation, and interpretation of the students' sociodemographic characteristics, prior knowledge, and oral expression skills. The content of the work is divided into seven chapters. The first chapter describes the problem and the guiding questions that arise from the analysis of how English is approached in school. Chapter two presents the background check. Chapter three sets out the theoretical framework for each of the key concepts, from different positions that enrich the analytical and interpretive framework. Chapter four presents the route followed for the methodological design. Chapter five describes the design and implementation of the EVA, along with the results and analysis. Chapter six presents the analytical matrices designed for the analysis and interpretation of the results, along with the assessment criteria. Chapter seven covers the conclusions and recommendations. It can be highlighted that the implementation of the EVA significantly aided the English teaching-learning process and allowed students to explore other ways of acquiring vocabulary and managing grammatical structures.Ítem Articulación design thinking + stem: una estrategia didáctica para promover la resolución colaborativa de problemas(Universidad Distrital Francisco José de Caldas) Castelblanco Montañez, Ivone Alexandra; Quintana Ramírez, Antonio; Quintana Ramírez, Antonio [0000-0002-2912-6542]This thesis report aims to determine the impact of implementing a didactic strategy that integrates Design Thinking (DT) and STEM to promote collaborative problem solving among seventh- and eighth-grade students at Gimnasio Nueva Escocia Bilingüe in Chía, Cundinamarca. The strategy is designed in accordance with the DT phases proposed by IDEO (2012), which structure the problem-solving process into five stages: discovery, interpretation, ideation, experimentation, and evolution. It also incorporates the principles of the STEAM approach defined by Yakman (2008), providing an interdisciplinary perspective. Finally, the dimensions proposed by Hesse et al. (2015) are integrated with the aim of strengthening collaborative problem solving within the secondary-education context.Ítem Sumergidos con Arquímedes: actividad tecnológica escolar para la comprensión del principio de Arquímedes, para estudiantes de educación media de la institución educativa distrital Orlando Fals borda(Universidad Distrital Francisco José de Caldas) Pinto Moreno, Claudia Johanna; Sánchez Gutiérrez, Sandra Catalina; Suárez, Oscar Jardey; Suárez , Oscar Jardey [0009-0008-3828-7496]The present thesis work consists of presenting the design, validation, and implementation of a school technological activity titled “Submerged with Archimedes” which was implemented with 53 eleventh – grade students from IED Orlando Fals Borda in the city of Bogotá D.C., distributed in three groups (11A, 11B y 11C), in order to evaluate its impact on the understanding of Archimedes principle. For the design of the School Technological Activity, the structure proposed by Quintana (2015a) is followed. For validation an instrument was developed which consists of two components, the first called pedagogical and didactic and the second communicative. Using this instrument, expert peers gave their judgment, and the results were analyzed using the Aiken V index. To measure the impact on the understanding of Archimedes principle among students, pretests/posttests were applied, and the results were processed using Hake’s gain calculation. A normality test was applied for each group, and based on the results, a t-test or Wilcoxon hypothesis test was conducted. Additionally, two activities of the ATE were analyzed, and through transcription, a traceability in the gain in the understanding of Archimedes principle was observed.Ítem Fortalecimiento de la competencia científica de indagación mediado por un entorno virtual de aprendizaje (eva) desde la metodología de aprendizaje cooperativo para estudiantes de quinto de primaria de la i.e. el bosque de Soacha, Cundinamarca(Universidad Distrital Francisco José de Caldas) Bautista Dueñas, Gina Paola; Bernal Bernal, Carlos René; Daza Ardila, Diana del Socorro; Daza Ardila,Diana del Socorro [ 000-0002-6043-2230 ]; García Barreto, Germán Alberto (Catalogador)The objective of this report was to determine how a Virtual Learning Environment (EVA) of chemical mixtures would contribute to strengthening the inquiry's scientific skills in fifth grade students of the Educational Institution El Bosque, through the Cooperative Learning methodology. The proposal for the design and implementation of the EVA in the Moodle platform was done, including a diversity of Digital Educational Resources (RED) such as infographics, explanatory videos, games, laboratories, escape room, participation forums, among others. The research had a qualitative approach through the Design Based Research (IBD) methodology, where data collected by an entry and exit test were analyzed to measure the level of knowledge regarding chemical mixtures and the inquiry as a scientific skill. The categories and units of analysis were defined to evaluate the strengthening of inquiry as a scientific skill, the use of the cooperative learning methodology and the impact of the EVA. To do this, a documentary analysis was carried out by using rubrics, passive and active observation through observation guides and a satisfaction survey through questionnaires.Ítem Comprensión de gráficos estadísticos a través de la utilización de un OVA en estudiantes de grado noveno del colegio Kimy Pernía Domico(Universidad Distrital Francisco José de Caldas) Poveda Villanueva, Edwin Leonardo; Bonilla Estévez, Martha Alba; Bonilla Estévez , Martha Alba [0000-0002-9694-0325]The purpose of this study was to evaluate the incidence of an OVA mediated with Tableau software in ninth grade students of Kimy Pernía Domico school in the comprehension of statistical graphs. Using the Exelearning platform, a Virtual Learning Object (VLO) was created which includes a sequence of activities and the creation of interactive statistical graphs with Tableau software. The proposed methodology is qualitative with a descriptive-interpretative approach, the teacher's diary, which provides a detailed summary of what was seen, was one of the tools used to collect data, complementing the audio and video recordings in addition to all the Word and Excel files with all the information recorded. Finally, the analysis of the results was structured in two moments, in the first moment the phases of the investigative cycle traversed by the students in the activities arranged for that purpose were analyzed and in the second moment the classification of the levels of comprehension of graph reading proposed by Curcio (1989) was used, which includes: Reading the data, reading between the data and reading beyond the data. Most of the students demonstrated the ability to satisfactorily answer the questions of levels I and II of statistical graph comprehension; other students reached level III, some groups answered the questions with greater difficulty than others. According to the results of this proposal, it is evident that the implementation of digital educational resources has a positive impact on the teaching and learning of statistics.Ítem Impacto de una ATE-CTS orientada en el estudio de la ganadería en el desarrollo del uso comprensivo del conocimiento científico en estudiantes de grado undécimo de la IED Villas del Progreso-Bogotá D.C.(Universidad Distrital Francisco José de Caldas) Giraldo Díaz, Rubén Darío; Daza Ardila, Diana del Socorro; Daza Ardila, Diana del Socorro [0000-0002-6043-2230]This research is based on three main axes: the cognitive axis, represented by the competency of Comprehensive Use of Scientific Knowledge (UCCC); the pedagogical axis, supported by the implementation of a TAS-STS; and the technological axis, focused on the analysis of livestock production and its environmental impact. The study aims to determine how the design and implementation of an TAS-STS can enhance UCCC development in 11th-grade students through a critical and reflective analysis of the environmental impacts caused by livestock production. The research is framed within scientific competencies, meaningful learning, and the STS approach, in accordance with national educational policies and academic perspectives on science education. A qualitative approach is adopted, designing data collection instruments to obtain and analyze results based on the study’s objectives.Ítem Entorno virtual de aprendizaje (EVA) para fomentar la lectura crítica a partir de una estrategia transmedia(Universidad Distrital Francisco José de Caldas) García Ruiz, Dennys Jinelya; Villamarín González, Alexander; Suárez Reina, Adriana Yamile; Suárez Reina, Adriana Yamile [0000-0002-1728-3882]This thesis report aims to enhance critical reading comprehension skills through a transmedia strategy by implementing a Virtual Learning Environment. The impact of this strategy will be assessed in a group of seventh-grade students who have demonstrated difficulties in critical reading comprehension. This evaluation will be based on the results of a reading comprehension test designed by ICFES (Colombian Institute for the Evaluation of Education).Ítem Entorno virtual de aprendizaje para fortalecer el pensamiento computacional con el uso de excel(Universidad Distrital Francisco José de Caldas) Correa Espitia, Andrés Felipe; Bonilla Estévez, Martha Alba; Bonilla Estévez, Martha Alba [0000-0002-9694-0325]; Garcia Barreto, Germán Alberto (Catalogador)Computational thinking (CT) in the current digital age has become an essential skill not only for Systems Engineering professionals, but also for anyone who wants to function in a digitalized environment. This type of thinking facilitates the ability to solve complex problems in an efficient, orderly and logical manner, as well as being a fundamental tool for innovation in different areas of knowledge. As described by Wing (2006), CT involves the acquisition of several skills such as: decomposition, abstraction, pattern recognition and algorithm design. The research generates a proposal to promote computational thinking in first-semester students of Systems Engineering at the National Unified Corporation for Higher Education (CUN), so that future engineers can address complex problems in a structured and effective manner, something fundamental for their future professional life. The main objective of this research is to identify the effect on computational thinking in a virtual learning environment (EVA) focused on problem solving, for first-semester students of Systems Engineering at CUN. To meet the objectives, master's theses and articles in digital journals were consulted to prepare both the background section and the theoretical framework. The consultation window was six years.Ítem Fortalecimiento del pensamiento algorítmico mediante la implementación de un OVA a través del aprendizaje basado en retos.Martínez González , Nelson; Cuervo García, Yeimy Paola; Pulido Varela , John Alexander; Pulido Varela, John Alexander[0000-0001-9311-4071]Algorithmic thinking, an essential skill in the digital age. The ability to think algorithmically has become a skill for students' academic and professional success. In the in depth study, the relevance of algorithmic thinking is explored through abstraction and decomposition through the implementation of a Virtual Learning Object (OVA) based on challenges. A mixed methodological approach is carried out with a descriptive scope and non experimental design. The presentation focuses on the design of the OVA as a pedagogical tool in preparing students for the news challenges.Ítem Actividad tecnológica escolar para la resolución de problemas con tecnología en educación media(Universidad Distrital Francisco José de Caldas) Díaz Espitia , Oscar; Bonilla Estévez, Martha; Bonilla Estévez,Martha [0000-0002-9694-0325]This thesis analyzes the development of technology-based problem-solving skills in 10th and 11th-grade students through the implementation of a School Technological Activity (STA) focused on the design, construction, and programming of an autonomous vehicle using Arduino. This project, framed within Papert's constructionism (1991), integrates physics, electronics, and programming, providing an interdisciplinary and practical learning experience. The research is conducted with students from Colegio Gimnasio Moderno San Francisco El Tintal in Bogotá. The impact of the STA on students' problem-solving abilities is evaluated, fostering their creativity and innovation. This seeks to answer the question: How does the implementation of an STA, under Bravo's (2019) engineering design methodology, influence the development of technology-based problem-solving skills? The results of this study will contribute to understanding the impact of STAs on the development of technological skills in secondary school students, offering teachers an implementation model that can be adapted to various educational contexts. The project is based on Bravo's (2019) engineering design methodology, which guides students through the different stages of the design process, from problem identification to solution evaluation. Additionally, Polya's problem-solving methodology is utilized, including the steps of understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. The STA is implemented with a qualitative methodological approach, which includes participant observation, field diary analysis, and evaluation of final products. This seeks to understand how the STA promotes creativity, innovation, and the practical application of theoretical concepts. This thesis aims to contribute to the field of technology education by providing an implementation model of an STA that can be adapted to various educational contexts. It is expected that the results of this study will motivate other researchers to explore the potential of educational robotics and emerging technologies in education, and contribute to the formation of competent 21st-century citizens.