Apropiación Social del Conocimiento: Conectividad Satelital e IoT para el Empoderamiento Tecnológico en el Colegio Vicente Azuero

Abstract

This process of social appropriation of knowledge focused on addressing issues such as satellite connectivity and IoT technologies, using them as key tools to reduce the digital divide and strengthen the technological capabilities of students and teachers in public schools. The approach promoted the empowerment of the educational community in the use of innovative solutions. Its central axis was the co-creation of technological solutions adapted to local needs, allowing the active participation of the educational community of the Vicente Azuero School in the design, implementation and validation of innovative technologies.

The methodology used was structured in five stages, starting with the identification of connectivity problems in rural regions and moving towards the technical training of more than 300 participants through certified programs offered in collaboration with the Cisco Academy of the Universidad Santo Tomás. These trainings included programming courses in Python and JavaScript, IoT network design and practical workshops in electronics and simulation in Tinkercad, fostering technical skills in students and teachers. In this framework, functional prototypes were designed and developed, such as the educational game Simón Dice, which integrated sensors and embedded systems to create applicable technological solutions.

The results of the PASC were shared at events such as the 2023 Telecommunications Engineering Projects Fair (FEPROINTEL), where participants presented their achievements and validated the solutions created. This space reinforced the link between basic and higher education, positioning students as key players in technological innovation. Likewise, satellite connectivity was highlighted as an essential catalyst to promote digital inclusion and the development of local capacities, demonstrating how these technologies can transform educational and productive practices in communities with little technological infrastructure.

The process highlighted the importance of the dialogue of knowledge and the active participation of beneficiaries to build sustainable, inclusive and culturally relevant solutions. Through this approach, not only were the technological skills of the educational community strengthened, but it also contributed to the formulation of relevant inputs for digital inclusion policies and replicable strategies in similar contexts, consolidating itself as an innovative and high-impact model for local development.