Maestría Tecnología e Innovación Educativa

URI permanente para esta colecciónhttp://hdl.handle.net/11634/59069

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Diseño de una plataforma didáctica digital para integrar la informática y la tecnología a través de talleres prácticos en instituciones educativas sin aula-taller
(Universidad Santo Tomás, 2026-06-25) Prieto Diaz, Camilo Enrique; Guataquí Alonso, Juan Sebastián; Murcia Arregocés, María Victoria; Universidad Santo Tomás
This project aims to design a digital didactic platform to integrate Informatics and Technology through practical workshops in educational institutions without a specialized workshop classroom. The proposal is developed at Colegio Bosanova I.E.D., located in Bosa, Bogotá D.C., where the teaching of Technology and Informatics is limited by the absence of a physical space specifically equipped for technical, procedural, and creative activities. Although the institution has a computer room, this space does not fully respond to the needs of practical learning, which creates a gap between theoretical content and its application in concrete learning experiences. Methodologically, the project follows a qualitative approach, framed as a case study, with an applied research orientation and supported by the Design Thinking methodology. This route made it possible to understand the institutional context, identify pedagogical needs, define design criteria, propose alternatives, build a prototype, and socialize it with teachers from the areas of Technology, Informatics, and Science. Data collection was carried out through a survey and audiovisual recording, while the qualitative analysis was organized using ATLAS.ti based on four dimensions: pedagogical dimension, usability, access and login, and contents. As a result, a Moodle-based platform prototype was designed, focused on the topic of simple and compound machines. The prototype was structured through pedagogical units, digital guides, videos, simulators, interactive activities, and feedback spaces. The proposal offers a viable alternative to strengthen practical learning, support teachers’ pedagogical work, and make use of the technological resources available in the institution without depending on the existence of a physical workshop classroom.
More than eleven feelings: una cartilla digital para fortalecer habilidades socioemocionales en niñas futbolistas de la Fundación More than eleven en el municipio de Itagüí
(Universidad Santo Tomás, 2026-07-24) Castro Vargas, Angela Viviana ; León Ortiz, Camila Andrea; Leon Ortiz, Camila Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002378673; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002200558; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002378673
The purpose of this project is to design a digital booklet aimed to strength socio-emotional education for young female soccer players belonging to the More Than Eleven Foundation located in Itagui, Antioquia. This proposal arises from the identification of a need in the sports field: the lack of structures spaces for emotional development, where girls learn how to recognize, express and manage their emotions assertively both on and off the playing field. In traditional sports contexts, training usually focus on physical and technical development, leaving aside the emotional component, which is essential for psychological well-being and healthy group interaction. Taking that into account, the digital booklet is presented as an innovative educational tool that combines soccer, technology and emotional education, allowing for the creation of active, meaningful and accessible learning experiences aimed at the development of participants. The design of the booklet conceives learning as a dynamic process in which girls create their knowledge based on experience, reflection, and interaction with their peers. It also incorporates technological resources that make autonomous learning easier and promote key skills such as emotional self-regulation, assertive communication, and collaborative work. It fosters a more inclusive sports culture, where emotional development is valued as much as physical performance. This initiative represents a significant contribution to the comprehensive development of girls football players by integrating the emotional dimension into teaching-learning process and leveraging emerging technologies as mediators of personal and social development. In general, the booklet aims to contribute to strenghtening the socioemotional component in youth sports contexts, fostering self-confidence. Resilience and cooperation. At the same time, it wants to promote a more inclusive sports culture, where emotional development is valued as much as physical performance.
Recurso digital interactivo área ingles para niños grado segundo jornada tarde Colegio Cofrem Villavicencio
(Universidad Santo Tomás, 2026-07-16) Retamozo Vega, Jineth Fernanda; Guerrero Rodriguez, Ana Maria; Murcia Arregoces, Maria Victoria; Universidad Santo Tomas; 0000-0002-1559-6279
This research project aims to boost motivation and learning of the English language among second-year students at the Colegio Cofrem in Villavicencio through the design and implementation of an interactive digital resource. The proposal stems from the identification of the low level of interest in participation and commitment during English classes, a situation associated with the use of traditional teaching strategies that limit students' active interaction with the language. In response to this problem and from an educational approach mediated by digital technologies, the development of a teaching tool is proposed, aimed at strengthening the communication skills of grammar, writing, listening, speaking and reading through interactive activities immersed in the curriculum content of the year. The research is being carried out with 14 second-year students in the afternoon shift, as this stage is considered an appropriate opportunity to lay the foundations for learning a second language. The proposal is based on the guidelines of the Common European Framework of Reference for Languages (CEFR) and on the principles of active learning supported by information and communication technologies. It is expected that the implementation of the digital resource will contribute to an increase in levels of motivation, participation and academic performance, favouring the comprehensive development of English language skills and the consolidation of innovative teaching practices in face-to-face learning contexts mediated by digital technologies in line with current educational demands.
Diseño de un E-book como recurso educativo digital basado en el aprendizaje significativo para el fortalecimiento de la convivencia escolar en estudiantes de primaria
(Universidad Santo Tomás, 2026-07-16) Fuentes Quintero, Jamassait; Figueroa, Eliana María; Universidad Santo Tomás; 0009-0002-1065-6751
This study aims to design a Digital Educational Resource (DER) in e-book format, oriented toward strengthening peaceful school coexistence among primary education students through meaningful learning. The proposal arises from the need to promote more respectful school environments and to foster socio-emotional skills such as empathy, peaceful conflict resolution, and assertiveness within the educational context. The prototype design is grounded in David Ausubel´s theory of meaningful learning, as well as in current approaches related to school coexistence and the use of digital educational resources. The e-book was developed using digital tools such as Canva and Heyzine, enabling the integration of reflective stories, interactive activities, audiovisual resources, and multimedia elements aimed at generating dynamic and participatory learning experiences. As a result, the prototype constitutes an innovative pedagogical strategy that encourages reflection, active participation, and the construction of learning processes related to school coexistence. It is concluded that digital educational resources can significantly contribute to the strengthening of social-emotional skills and the improvement of the school climate when articulated with meaningful and contextualized pedagogical approaches.
Señemos juntos: diseño de un ambiente virtual de aprendizaje gamificado para mediar la comunicación a través de la Lengua de Señas Colombiana entre los estudiantes sordos y los docentes en el contexto educativo
(Universidad Santo Tomás, 2026-06-24) Rodríguez Bojacá, Cesar Augusto; Serna Londoño, Michel Katerine; Noriega Puche, Natalia Damiana; Preciado Restrepo, Lina María; Universidad Santo Tomás; 0009-0005-9298-3503; 0009-0009-2718-7411
The present research, entitled SEÑEMOS JUNTOS (LET'S SIGN TOGETHER), aims to design a gamified Virtual Learning Environment (VLE) intended to mediate the learning of basic aspects of Colombian Sign Language (CSL) among teachers at the Juan Nepomuceno Cadavid Educational Institution in the municipality of Itagüí (Antioquia), with the purpose of strengthening communicative interaction with deaf students in the educational context. The research emerges as a response to the communicative barriers identified between hearing teachers and Deaf students, made visible by the lack of teacher training in CSL, the scarcity of relevant educational resources, and the high costs associated with interpretation services. In Colombia, there are 314,320 Deaf individuals and 8,276 students categorized within the enrollment system, according to the 2018 CENSUS, which highlights the urgency of innovative training strategies that promote inclusive education. The methodological approach is participatory action research of a qualitative nature, with an educational innovation design supported by the Design Thinking methodology for prototype development. The sample consisted of 10 teachers selected through random sampling, and the data collection techniques included semi-structured interviews, instructional design, and surveys. The VLE was built on the Seppo platform, a gamified educational tool organized around the thematic world "A Place in Silence" and structured around progressive missions and challenges covering content such as greetings, the alphabet, numbers, verbs, questions, and basic classroom instructions. The results show that 7 out of the 10 participating teachers achieved a gradual appropriation of CSL content, strengthening basic communicative skills and transferring what was learned to the real classroom context. Gamification proved to be a key motivational component in maintaining engagement and participation throughout the training process. It is concluded that the gamified VLE constitutes an innovative, relevant, and effective alternative for teaching CSL in inclusive educational contexts, contributing to the transformation of pedagogical practices and to the reduction of communication barriers with the Deaf population.
Construcción de un entorno virtual de aprendizaje mediado por el aula invertida para el fortalecimiento del pensamiento crítico en estudiantes de grado undécimo del Colegio Luis Carlos Galán Sarmiento, Girón – Santander.
(Universidad Santo Tomás, 2026-06-24) Hernández Correa, Lady Jazmmin; Lenes Martínez, Dailys José; Montaño Orrego, Vladimir; Murcia Arregocés, María Victoria; Universidad Santo Tomas; 0000-0002-5399-3849; 0009-0008-5036-9734; 0009-0001-0794-6486
Contemporary education demands a transformation of traditional practices to respond to the cognitive, technological, and sociocultural needs of students. At the Luis Carlos Galán Sarmiento School, institutional results, external tests, and pedagogical observation reveal a low level of critical thinking development among eleventh-grade students, associated with comprehension difficulties, predominant expository methodologies, and technological limitations. This situation requires innovative pedagogical strategies that strengthen autonomy, argumentation, and critical reflection. The objective of this research was to construct a virtual classroom in Moodle, mediated by the flipped classroom approach, to foster critical thinking in eleventh-grade students. The methodology was developed from a qualitative approach, combining document analysis, semi-structured interviews, and a comparative matrix of digital resources. Content analysis and pedagogical-technological design techniques were used to plan and structure the virtual environment. The instruments included: institutional log, Saber 11 results, municipal simulation, document registration matrix, digital resources matrix, and student interviews. The findings show that low academic performance is explained by difficulties in deep comprehension, traditional methodologies, low motivation, technological limitations, and a superficial understanding of critical thinking. The digital resources matrix demonstrates that Moodle is the most relevant platform due to its high interactivity, pedagogical flexibility, sustainability, and capacity to integrate multimedia resources and activities typical of the flipped classroom. The instructional design, organized into three thematic units, incorporated videos, prior readings, interactive modules, forums, quizzes, and collaborative activities focused on analysis, argumentation, and critical reflection. It is concluded that the integration of Moodle and the flipped classroom constitutes a viable, contextualized, and coherent pedagogical strategy aligned with institutional needs, allowing the teaching of philosophy to be transformed into active, meaningful learning experiences aimed at strengthening critical thinking
Fortalecimiento de la comprensión lectora a través de la ejecución de actividades gamificadas en los estudiantes de segundo grado en la Institución Educativa Santa Teresita, sede Óscar Mogollón Jaimes, incrementando su motivación hacia la lectura en el aula
(Universidad Santo Tomás, 2026-07-17) Cepeda Oliviery, Laura Carolina; Aguas Mercado, Eliana Patricia; Castillejo Rodriguez, Yadith; Bocanegra, Jose; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001860867; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002317110; https://orcid.org/0000-0002-3085-2453; https://orcid.org/0009-0007-6716-7189
The research addressed reading comprehension difficulties identified in second-grade students at Santa Teresita Educational Institution, Óscar Mogollón Jaimes campus. During the initial diagnosis, weaknesses were identified in the literal, inferential, and critical levels of reading comprehension. Low motivation toward reading activities and difficulties expressing ideas orally and in writing were also observed. The objective of the study was to analyze the impact of implementing gamified activities on strengthening reading comprehension in second-grade students at Santa Teresita Educational Institution, Óscar Mogollón Jaimes campus. The proposal integrated digital tools such as Educaplay and Quizlet, as well as game-based dynamics aimed at improving student participation and interest. The research was developed under the qualitative paradigm. An ethnographic design and a case study approach were used to analyze the reading dynamics of the participant group. The population consisted of students between 6 and 8 years old. Data collection included pre-tests, post-tests, pedagogical observation, and evaluation rubrics. The results showed significant progress in reading comprehension levels after the implementation of the gamified strategy. It was concluded that gamification mediated by digital resources strengthened the reading comprehension process and promoted more motivating pedagogical experiences in the classroom. The proposal contributed innovative strategies that fostered meaningful learning and the development of communicative skills among students.
More than Eleven feelings: una cartilla digital para fortalecer habilidades socioemocionales en niñas futbolistas de la Fundación More than Eleven en el Municipio de Itagüí
(Universidad Santo Tomás, 2026-07-09) León Ortiz, Camila Andrea; Castro Vargas, Angela Viviana; Montoya Soleto, Diego; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002378673; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002200558; https://orcid.org/0009-0002-3678-7602
The purpose of this project is to design a digital booklet aimed to strength socio-emotional education for young female soccer players belonging to the More Than Eleven Foundation located in Itagui, Antioquia. This proposal arises from the identification of a need in the sports field: the lack of structures spaces for emotional development, where girls learn how to recognize, express and manage their emotions assertively both on and off the playing field. In traditional sports contexts, training usually focus on physical and technical development, leaving aside the emotional component, which is essential for psychological well-being and healthy group interaction. Taking that into account, the digital booklet is presented as an innovative educational tool that combines soccer, technology and emotional education, allowing for the creation of active, meaningful and accessible learning experiences aimed at the development of participants. The design of the booklet conceives learning as a dynamic process in which girls create their knowledge based on experience, reflection, and interaction with their peers. It also incorporates technological resources that make autonomous learning easier and promote key skills such as emotional self-regulation, assertive communication, and collaborative work. It fosters a more inclusive sports culture, where emotional development is valued as much as physical performance. This initiative represents a significant contribution to the comprehensive development of girls football players by integrating the emotional dimension into teaching-learning process and leveraging emerging technologies as mediators of personal and social development. In general, the booklet aims to contribute to strenghtening the socioemotional component in youth sports contexts, fostering self-confidence. Resilience and cooperation. At the same time, it wants to promote a more inclusive sports culture, where emotional development is valued as much as physical performance.
Aplicación web para el bienestar universitario de la Universidad Militar Nueva Granada.
(Universidad Santo Tomás, 2026-07-08) Pachon Sierra, Juan Carlos; López Palacios, Wilson Adrián; Castro García, Joase David; Amado, Javier Duvan; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000771740; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002306356; https://scholar.google.com/citations?user=tzKWknAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9394-6679; https://orcid.org/0009-0000-7091-0593; https://orcid.org/0009-0000-0140-9455
The current offering of courses and electives in the University Wellness Section of the Cultural and Sports Extension program of the University Division of the Nueva Granada Military University, located on campus in the city of Cajicá, Colombia, focuses exclusively on the needs of students enrolled in daytime classes. For this reason, the subjects offered only cover this type of mediation, presenting limitations in terms of availability for undergraduate students enrolled in evening classes. These restrictions are explained by the fact that the training spaces are occupied by the activities of the curriculum of the various academic programs. This makes it difficult to find spaces for the completion of complementary academic wellness activities, the compulsory nature of which becomes a challenge. Added to this situation are additional factors specific to evening students, such as work, family responsibilities, etc., which limit their ability to attend during the day. Given the situation described above, the working group for this project proposes the development of a gamified virtual elective course, aimed at offering an educational alternative that facilitates the participation of evening undergraduate students in the university wellness program. The aim is to create a flexible, accessible, and dynamic academic environment that allows them to meet the requirements of their respective study plans, while promoting autonomous learning and physical, mental, emotional, and social development as part of the comprehensive training process of the Neogranadino student. Soccer is considered the central theme of this elective due to its high level of acceptance and impact on the student community, making it a motivating factor for strengthening participation. The project is carried out with an applied research approach, using a mixed methodological design that includes characterizing the target population, instructional design of the elective course on the Moodle LMS platform, and validation of the proposal through focus groups and document analysis. The Design Thinking methodology is positioned as the guiding thread that guides the pedagogical innovation process, allowing immersion in the needs, expectations, and experiences of students, generating empathy for users, and facilitating the identification of real problems in the academic environment. At the same time, the methodology allowed for the ideation, prototyping, and validation of educational solutions in a creative way, with the purpose of developing a relevant, user-centered proposal aimed at effectively solving the identified problems. The elective integrates interactive resources, gamification dynamics, self-assessments, and collaborative forums, as well as an adaptable design for multiple devices, with the aim of facilitating its adoption by students and ensuring its relevance in different contexts of use.
Implementación de un Laboratorio STEAM basado en retos para fortalecer competencias en sistema financiero internacional en modalidad virtual
(Universidad Santo Tomás, 2026-07-08) Tellez Suarez, Mayra Liliana; Miranda Zacipa, Stephania; Suárez Castellanos, Herson Javier; Puerta Franco, Diego Alberto; Universidad Santo Tomás; 0009-0009-2998-4721; 0000-0001-7390-683X
This educational project addresses the limitations identified in the teaching and learning of the International Financial System (IFS), a subject within Areandina's online Finance and International Business program. The initial assessment revealed difficulties associated with predominantly theoretical approaches, low student interaction, heterogeneous student backgrounds, and a need to strengthen conceptual understanding through more applied experiences. Based on these findings, the design and implementation of a challenge-based STEAM laboratory is proposed, aimed at fostering meaningful learning through the integration of science, technology, engineering, art, and mathematics in contextualized financial scenarios. The laboratory's purpose is to transform the learning experience through an active, student-centered methodology that promotes critical analysis, problem-solving, data interpretation, and decision-making in global financial contexts. The proposal was developed using a mixed-methods approach, with a qualitative emphasis, and aligned with the educational innovation model based on Design Thinking. Thirty-one students voluntarily participated in the SFI Cohort C, Group 201 course. Quantitative instruments (perception survey, pre-test, post-test, and evaluation rubrics) and qualitative instruments (semi-structured interview, teaching field journal, and analysis of academic products) were used. The laboratory is structured around four interdisciplinary challenges, integrating digital tools, simulations, analysis of real data, and applied academic production. The intervention takes place in eight synchronous sessions using Teams and resources created in Genially, Gamma, Nearpod, Wooclap, and Wayground. The findings show an increase in motivation, participation, conceptual understanding, and use of digital tools. Likewise, a greater ability to relate theory to practical situations is observed. The proposal proved to be a relevant strategy for strengthening learning in virtual environments, improving the relationship between theory and practice, and contributing to the transformation of pedagogical practices in higher education.
Diseño de una página web gamificada para fortalecer la motivación y la participación en los procesos de codificación y decodificación en niños de primero de primaria de la sede c de la institución educativa promoción social del norte de Bucaramanga
(Universidad Santo Tomás, 2026-05-26) Medina Sierra, Lizeth Paola; Ramírez Pabón, Lisseth; Rueda Quintero, Jairo Alonso; Suárez Pinzón, Sonia Amparo; Acosta Gutiérrez, Joselín; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001012347; https://orcid.org/0000-0003-4879-8931; https://orcid.org/0009-0001-9576-8017; https://orcid.org/0000-0002-8678-3055; https://orcid.org/0009-0000-0970-9575; https://orcid.org/0009-0003-4112-4894
This project is being carried out at the Institution Educative Promotion Social del Norte Campus C, a public school located in the city of Bucaramanga. The context reveals various conditions of social, economic, and cultural vulnerability. The participating population consists of 26 first-grade students, aged between 5 and 7 years old. During the initial observation process, attitudes and behaviors were identified that demonstrated low motivation and participation among students in the process of learning to read and write. The children showed frustration at not understanding and feeling that they were not progressing as much as their peers or as expected of them. These situations present an obstacle to the processes necessary for learning to read and write. In light of this reality, the proposal suggests the design of a gamified website aimed at strengthening student motivation by promoting their participation and interest during activities. The research is conducted using a qualitative approach; according to Creswell and Poth (2018), this approach allows for a contextual understanding of phenomena. Techniques such as observation are employed to understand student motivation and participation. For data collection, instruments such as pre- and post-tests, field notes, and a user experience survey are used, which allow for the recording of perceptions, behaviors, and changes in children’s motivation during the implementation of the proposal. Additionally, the Design Thinking methodology is adopted, facilitating the creation of innovative solutions centered on the user experience. The digital resource integrates activities related to grapheme recognition, word reading, and name learning; it offers an interactive environment with engaging visual elements designed to capture students’ attention and motivate them to learn.
Potenciando la geometría con tinkercad en los estudiantes de grado sexto de la Institución Educativa Técnica Zulia de Maripí
(Universidad Santo Tomás, 2026-06-30) Peñaranda Quintero, Milton Andrey; Salinas Toloza, Diana Dania; Segua Heredia, Naury Astrid; Torres Fuentes, Adriana Paola; Vásquez Rojas, Karla Yuliana; Osorio Gutiérrez, Paula Andrea; Universidada Santo Tomás; 0009-0005-8249-0641; 0009-0006-5360-4491; 0009-0002-8903-986X; 0009-0001-8881-3473
Multiple studies demonstrate the importance of teaching geometry in school classrooms; however, educational institutions face significant challenges in knowledge transmission, particularly in strengthening spatial thinking and developing creativity. The lack of adequate tools limits the representation of two-dimensional and three-dimensional forms. This study implemented Tinkercad as an innovative strategy to strengthen spatial thinking, integrating geometry and arts in sixth-grade students at Zulia Technical Educational Institution in Maripí, located in a vulnerable rural context in Boyacá, Colombia. The research was conducted using a qualitative interpretive approach, seeking to understand the transformations generated by integrating digital technologies across three interconnected areas of knowledge: technology, arts, and geometry. It was expected that this integration would facilitate meaningful learning applicable in everyday contexts through interactive digital tools. The results showed substantial improvements: identification of geometric elements increased from 71% to 100%, three-dimensional representation from 68% to 89%, and spatial visualization from 14% to 86%. All students applied geometric concepts in creative contexts. Teachers positively valued the impact on motivation, creativity, and 21st-century competencies. The project contributes to the Educational Innovation research line of Santo Tomás University by demonstrating the viability of pedagogical innovation in vulnerable rural contexts through a replicable methodological model that articulates the STEAM approach, Maker Culture, and Design Sprint, contributing to knowledge on technological mediation in mathematics teaching in Colombia.
Del aula tradicional a la experiencia digital: rediseño de la enseñanza gramatical del inglés con enfoque innovador.
(Universidad Santo Tomás, 2026-06-17) Cubillos Cubillos, Lina María; Díaz Ballesteros, Luis Fernando; Rada Torres, Tommy; Rodríguez Caicedo, Arledy; Sánchez Zambrano, Diana Carolina; Murcia Arregoces, María Victoria; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000024831; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002388966; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002378481; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002388969; https://scholar.google.com/citations?user=VA5h89kAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7493-3960; https://orcid.org/0009-0009-7240-5705; https://orcid.org/0009-0007-9206-8895
This research project aimed to strengthen the pedagogical and technological competencies of English teachers at Colegio Bilingüe José Allamano through the design and implementation of an interactive digital environment focused on the teaching of English grammar. The study emerged from the identification of difficulties related to traditional grammar teaching methodologies, low contextualization of grammatical content, limited integration of technological resources, and students’ low motivation toward individual grammar activities. A qualitative descriptive approach was adopted to analyze teachers’ perceptions regarding the use of digital resources, artificial intelligence tools, and gamified strategies integrated into the Allamanova project. Data collection techniques included interviews, classroom observations, pilot testing activities, transcription analysis, and qualitative coding processes conducted through Taguette software. The findings revealed highly positive perceptions related to usability and efficiency, technological appropriation, motivation, gamification, innovation, and critical thinking. Teachers highlighted the accessibility of the digital environment, the optimization of planning processes, and the usefulness of artificial intelligence for designing interactive grammatical activities adapted to real educational contexts. Likewise, gamified dynamics strengthened participation, collaboration, and pedagogical creativity. The study concludes that the integration of digital resources, artificial intelligence, and gamified strategies contributes significantly to the strengthening of pedagogical practices related to English grammar teaching. Furthermore, the Allamanova project demonstrated viability as an innovative educational proposal capable of promoting meaningful learning experiences and technological appropriation within bilingual educational contexts. Additionally, the participants recognized the importance of continuous teacher training processes related to educational technology, digital innovation, and the pedagogical integration of artificial intelligence within English language teaching practices.
Recurso digital para el fortalecimiento de las competencias pedagógicas de los docentes de la institución educativa Ángela Restrepo Moreno IED
(Universidad Santo Tomás) Nieto Ortiz , Daniela; Diego Fernando Amores2, Diego Fernando Amores; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002505949; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001708053; https://scholar.google.com/citations?user=VZrb9RAAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0005-8133-8218; https://orcid.org/0000-0003-1128-5104
In recent decades, technology has become increasingly important because its advances are part of the development of basic tasks in different areas of knowledge. The field of education is no exception, as new tools for innovating teaching and learning emerge every day. The Angela Restrepo Moreno school is located in district 19, an area stigmatized by violence, social inequality, drug use, and microtrafficking. These problems affect the reality of the surrounding schools. The educational community is divided as follows: 1,040 students, 43 teachers, one principal, and two coordinators. From this group, a sample of two teachers was taken from each level (preschool, primary, secondary, and middle school), A pre-test was administered, which addressed the use of ICT in the classroom. The test showed that teachers prefer not to use different technological tools frequently because, due to connection problems, execution issues, and even loss of control, teachers prefer to continue with traditional practices. Therefore, this research proposes the implementation of an educational portal called “Technological Doses for the Digital Age,” a tool that will allow teachers to learn about digital applications and tools, from their use to a step-by-step breakdown of each one. In this way, it is hoped to encourage and magnify the use of technological tools in the classroom and familiarize teachers with them.
Plataforma interactiva para el aprendizaje de la química en estudiantes del grado 8 del colegio naval de bahía Málaga.
(Universidad Santo Tomás, 2026-07-06) Mosquera Bravo, Luisa Fernanda; Bonilla Asprilla, Sindy Vanessa; Zambrano Bothía , Marcela Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001754780; https://scholar.google.com/citations?user=QqPIOvIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-8172-3726
In this project, ICT educational resources were implemented as the primary tool, with the entire development supported by guidelines from the technological innovation sector. This work aims to present a Universal Design for Learning (UDL) approach focused on enhancing the skills of 8th-grade students in the teaching and learning process of chemistry. It is true that chemistry can be abstract and present challenges for students with diverse learning styles, paces, interests, or educational needs, and some resources are required that, due to the geographical context, pose a challenge to obtain. Therefore, a pedagogical strategy was developed, conceived as a didactic sequence theoretically supported by ICT resources. This strategy was used to consult with users through interviews. For the innovation phase, the Design Thinking methodology was applied, and a qualitative approach with a descriptive design was used to gather information. All of this was carried out within the framework of action research with its defined phases. The main finding was that students are more motivated and engaged when interacting with immersive learning environments. Keywords: ICT resources, immersive learning, technological innovation.
Aprender haciendo: estrategias innovadoras con ABP para desarrollar competencias del siglo XXI.
(Universidad Santo Tomás, 2026-07-04) Acevedo Romero, Lucero Katherine; Díaz Ramírez, Claudia Milena; Navarrete Carrasquilla, Carlos Arturo; Arana Castañeda, Carlos Andrés; Universidad Santo Tomás
The "Aprender haciendo" (Learning by Doing) project designs a didactic strategy to strengthen 21st-century skills by utilizing Project-Based Learning (PBL) as a pedagogical approach. The project focuses on ninth, tenth, and eleventh-grade students at the Institución Educativa Rural Pantanillo, in Abejorral, Antioquia. This proposal arose from a context characterized by unidirectional teaching, llimited technological resources, and a population tied to family agricultural economies, factors that demand methodologies connecting the classroom with daily rural life. Furthermore, under a mixed-methods action-research approach, a pedagogical prototype, structured as a fourteen-stage model that integrates field research with technical execution, was developed to articulate learning with the socio-environmental issues of the farming environment, promoting critical thinking, creativity, collaboration, communication, and autonomy in students. The strategy was structured into phases ranging from diagnosis to the public presentation of solutions, integrating field diaries and observation guides as monitoring tools. Also, validation was conducted through expert judgment, professionals with a career in pedagogy, evaluating didactic coherence, rural relevance, visual design, and skill integration. The results demonstrated high technical and pedagogical acceptance, highlighting the strength of the PBL approach, the quality of the digital resource, and its capacity to motivate students through contextualization. In conclusion, identified opportunities for improvement include the need to deepen the articulation with local knowledge and Flexible Educational Models inherent to rural settings, as well as strengthening formative evaluation and metacognition processes. It is concluded that the "Aprender haciendo" prototype constitutes a viable and pertinent tool for transforming educational practice in the rural classroom by turning the territory into a central axis of learning and positioning the student as an active agent in solving community problems.
Transformación de metodologías tradicionales para el aprendizaje virtual efectivo en programas académicos de derecho: desarrollo de un simulador jurídico con inteligencia artificial para el fortalecimiento de las habilidades de interpretación y argumentación jurídica en estudiantes del curso lógica jurídica del programa de derecho, modalidad virtual, de la UNAB.
(Universidad Santo Tomás, 2026-07-04) Garzón Alfonso, María Angélica; Bautista Martínez, Jessica Mayeth; Amado, Javier Duván; Universidad Santo Tomás
This research aimed to design an artificial intelligence-based legal simulator focused on strengthening legal interpretation and argumentation skills among students enrolled in the virtual Law program at Universidad Autónoma de Bucaramanga(UNAB). The proposal emerged from the identification of difficulties in the practical application of legal knowledge within virtual learningenvironments, particularly in activities related to case analysis, legal interpretation, and the construction of legal arguments. In contemporary legal education, it became evident that education cannot be limited solely to the transmission of normative content or the memorization of laws; instead, it requires the development of skills related to legal interpretation, decision-making, and the ability to support positions coherently and argumentatively. However, in virtual learning modalities, challenges persist due to the lack of practical scenarios that allow students to interact with situations similar to professional legal practice, creating a gap between theory and the practical application of legal knowledge. Methodologically, the study was developed under a mixed-methods approach, as it integrates quantitative and qualitative information to understand the difficulties associated with the development of legal interpretation and argumentation skills among students enrolled in the Legal Logic course of the virtual Law program at UNAB. Data collection techniques included student surveys, semi-structured interviews with professors, and analysis of academic activities developed within the Legal Logic course. Preliminary findings reveal difficulties in legal interpretation, limitations in the structuring of legal arguments, and limited transfer of theoretical knowledge into practice. Therefore, in response to this issue, the design of an artificial intelligence-based legal simulator was proposed, in which students assume professional roles such as defense attorney or prosecutor and must face legal situations requiring legal interpretation, factual analysis, and argumentative construction. The system incorporates natural language processing tools capable of analyzing student responses, formulating questions, presenting objections, and generating automated feedback aimed at strengthening interpretation and argumentation skills. The proposal was theoretically grounded in approaches related to legal education, virtual legal education, interpretation skills, argumentation skills, and simulation and simulators in legal education, integrating contributions from authors such as David Kolb, Manuel Atienza, Robert Alexy, Ronald Dworkin, and Paul Maharg, among others. Likewise, the project adopted the Design Thinking innovation model as a methodology for designing solutions centered on students’ needs and the specific dynamics of virtual education.
Integración de elementos de realidad aumentada aplicada a entornos educativos en el grado preescolar del instituto técnico de sabana de torres.
(Universidad Santo Tomás, 2026-07-01) Mora Rodríguez, Kathering Giselle; Abaunza Ariza, Neyla; Peña Morales, David; Universidad Santo Tomás
This project emerged from the desire to transform the rural preschool classroom at the Instituto Técnico de Sabana de Torres into a more engaging and meaningful learning environment for children. Through an interactive story titled Antonia and the Valley, a didactic strategy integrated with elements of augmented reality was designed to promote motivating, participatory, and contextualized learning experiences for the youngest students at the institution, while they explored new knowledge related to emotions, colors, vowels, counting from 1 to 20, and basic geometric shapes.This experience not only sparked children’s enthusiasm and participation, but also strengthened interaction with teachers and families, enriching the teaching-learning processes within a context characterized by limited technological resources, unstable internet connectivity, and scarce opportunities to access pedagogical experiences mediated by emerging technologies. Methodologically, the study was developed through a qualitative approach with a pedagogical action-research design. The sample consisted of 13 students approximately five years old, two preschool teachers, and 11 families. The following instruments were used for data collection: diagnostic observation guide, semi-structured interviews, field journals, implementation observation records, emotional scale, achievement perception form, and family perception form. The information was interpreted through thematic-categorical analysis and instrument triangulation.The results showed that the story narrative functioned as the guiding thread of the learning process, while augmented reality became a resource that brought the activities to life and generated positive socio-emotional responses.In conclusion, the proposal demonstrated that it is possible to innovate in early childhood education from rural contexts by integrating available technology, storytelling, play, movement, and local culture through accessible, intentional, and meaningful learning experiences.
Entorno educativo offline con Moodle para fortalecer las competencias matemáticas del grado 4° en la institución educativa concentración de desarrollo rural La Gabarra, Tibú – Norte de Santander.
(Universidad Santo Tomás, 2026-06-30) Moreno Aceros Stella Esmeralda; Villamizar Vera Yeny Paola; Murcia Arregocés María Victoria; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000024831; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002377671; https://scholar.google.com/citations?user=VA5h89kAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7493-3960; https://orcid.org/0009-0005-4996-2870; https://orcid.org/0009-0007-0346-7799
The purpose of this project is to strengthen access to educational content in mathematics for fourth-grade students at the Concentración de Desarrollo Rural La Gabarra Educational Institution, located in the municipality of Tibú, Norte de Santander. The initiative arose from the identification of low academic performance in logical-mathematical skills, as well as significant limitations in access to technological and educational resources typical of rural contexts. To address this problem, the project proposes the design and implementation of a virtual learning environment (VLE) based on the Moodle platform, configured to operate offline through a local server. This technological solution, which uses ICT, seeks to ensure the availability of educational content in the absence of internet connectivity, facilitating the teaching and learning of mathematics in an interactive and accessible way. The methodological approach is based on active pedagogies that promote participation, exploration, and collaborative knowledge construction, allowing students to develop and strengthen their mathematical skills in a meaningful way. In a first approach, questionnaires were administered to the student population, which found that although participants have access to digital devices such as cell phones or computers, internet connectivity for most respondents is inconsistent, meaning that internet access is usually limited to short periods of time. Similarly, there are participants motivated to have a digital strategy to strengthen mathematical skills. With this in mind, a prototype educational platform was developed to help strengthen students' mathematical skills and promote motivation and participation in the learning process. This technological tool was also considered to be a significant support for teaching in settings with limited digital resources, as it offers dynamic and accessible content without connectivity requirements.
Gamificación como estrategia didáctica para fortalecer la motivación frente al desarrollo de la comprensión lectora en estudiantes de grado décimo de la Institución Educativa Jesús Rey.
(Universidad Santo Tomás, 2026-06-29) Castro Sierra, Michel Jhohana; Ochoa Muñoz, Cristian David; Bernal Villamarín, Sindey Carolina; Universidad Santo Tomás; https://orcid.org/0000-0003-4656-2968; https://orcid.org/0009-0003-6411-9027
The lack of motivation regarding the development of reading comprehension among tenth-grade students at the Jesús Rey Educational Institution reflects a growing, widespread apathy primarily associated with the use of traditional teaching methods that are unengaging and out of touch with the needs of young people. Given this situation, the main objective was to design a teaching strategy using gamification to boost motivation regarding the development of reading comprehension among this group. Methodologically, the study adopted a qualitative approach based on the research-creation and applied research paradigms. The procedure was structured in three phases: mapping, in which initial perceptions were identified using an empathy map; prototyping, which included designing the strategy using a gamification canvas and expert validation; and reflective documentation through semi-structured interviews. The strategy was brought to life through the narrative “Los Secretos de Bruma Vieja,” implemented via the Seppo platform with a sample of 29 students selected for convenience. The results revealed a significant shift in the participants’ motivation and attitude toward developing reading comprehension, moving from initial apathy to states of intrigue, curiosity, and happiness. It was found that the use of narratives, game mechanics, sequential missions, collaborative roles, and rewards enabled students to improve their learning processes in the classroom. In short, the research demonstrated that gamification is an effective strategy for bridging the gap between students’ interests and the development of competencies, making learning an enriching experience by integrating creativity with pedagogical rigor.

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