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

Abstract

This 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.