Implementación de la Estrategia Eduklab “Experiencias Creativas Uso de Tecnologías” Diseñada en el Marco del Programa Computadores Para Educar (CPE), Para el Fortalecimiento del Trabajo Colaborativo Mediante Aprendizaje STEM en Estudiantes de 4° y 5° Grado de la Institución Educativa Francisco José de Caldas, Municipio de Caldas - Boyacá.

Abstract

This research focuses on the implementation of the EdukLAB strategy, designed within the framework of the program Computadores para Educar (CPE), with the aim of strengthening collaborative work and STEM learning among fourth and fifth grade students at the Francisco José de Caldas Educational Institution in Boyacá. The importance of the study lies in the fact that, despite having technological resources available, a gap has been identified between the provision of these resources and their effective pedagogical use, which presents an opportunity to integrate technology into active, meaningful, and contextualized processes. The methodology was developed in two phases: an initial diagnosis (surveys, interviews, and diagnostic test) and the pilot implementation of EdukLAB, the latter with activities proposed by the ICT Department based on creative experiences and a subsequent evaluation under the same conditions as the diagnostic test. The instruments showed that although students are familiar with working in groups, they have difficulties in decision-making, role assignment, and conflict resolution, reflecting a still superficial collaboration. The diagnostic test also showed how factors such as time, group dynamics, and the experience of its members affect collaborative work. Following the implementation of EdukLAB, notable improvements were observed in group dynamics: greater efficiency, leadership, equitable distribution of tasks, and metacognitive thinking. The strategy successfully combined the resolution of STEM challenges with a structured collaborative experience, promoting the development of 21st-century skills. This study contributes to the field of education, as it demonstrates that the strategy can be effective in rural contexts, transforming pedagogical practices and promoting collaborative skills in an innovative way. It also highlights the urgency of training teachers in the use of technological resources, establishing monitoring mechanisms that ensure a real impact on student learning.