Aproximación teórica de las relaciones inter-relevantes entre pensamiento tecnológico y aprendizaje colaborativo
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Fecha
2026
Autores
Gutiérrez Castro, Bladimir Alexander
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Ediciones Universidad Simón Bolívar
Facultad de Administración y Negocios
Facultad de Administración y Negocios
Resumen
La presente investigación doctoral propone una aproximación teórica para comprender las relaciones inter-relevantes entre el pensamiento tecnológico y el aprendizaje colaborativo en estudiantes de educación media de una institución educativa pública en Bogotá, Colombia. A partir de un enfoque cualitativo, crítico-interpretativo, y mediante la revisión de antecedentes, marcos teóricos y categorización conceptual, se busca consolidar una base teórica que permita articular estas dos dimensiones clave para la formación en el siglo XXI. El pensamiento tecnológico se entiende como la capacidad para analizar, diseñar y resolver problemas mediante el uso ético, creativo y crítico de la tecnología; mientras que el aprendizaje colaborativo se configura como una estrategia pedagógica centrada en la construcción conjunta del conocimiento, la interacción social y la responsabilidad compartida. Aunque ampliamente investigadas por separado, ambas dimensiones carecen de un marco que las vincule teóricamente desde una perspectiva pedagógica integral. La tesis se desarrolla en el contexto del Colegio Elisa Mujica Velázquez Institución Educativa Distrital (IED), y tiene como propósito aportar una representación conceptual de las relaciones entre pensamiento tecnológico y aprendizaje colaborativo, en escenarios formativos. Sus hallazgos permitirán fundamentar propuestas didácticas más pertinentes, equitativas y sostenibles, que contribuyan al cierre de brechas digitales y pedagógicas, fortaleciendo la calidad de la educación pública en Colombia.
This doctoral research proposes a theoretical approach to understand the inter-relevant relationships between technological thinking and collaborative learning among upper secondary students at a public school in Bogotá, Colombia. Based on a qualitative, critical-interpretative approach, and through the review of background literature, theoretical frameworks, and conceptual categorization, this study aims to consolidate a theoretical foundation that articulates these two key dimensions for 21st-century education. Technological thinking is understood as the ability to analyze, design, and solve problems through the ethical, creative, and critical use of technology; while collaborative learning is framed as a pedagogical strategy focused on the joint construction of knowledge, social interaction, and shared responsibility. Although both dimensions have been widely studied independently, there is still a lack of a theoretical framework that connects them from a comprehensive pedagogical perspective. The thesis is developed in the context of Colegio Elisa Mujica Velázquez IED. (A public school officially known) and aims to contribute a conceptual representation of the relationships between technological thinking and collaborative learning in educational environments. Its findings will support the development of more relevant, equitable, and sustainable didactic proposals that help close digital and pedagogical gaps, strengthening the quality of public education in Colombia.
This doctoral research proposes a theoretical approach to understand the inter-relevant relationships between technological thinking and collaborative learning among upper secondary students at a public school in Bogotá, Colombia. Based on a qualitative, critical-interpretative approach, and through the review of background literature, theoretical frameworks, and conceptual categorization, this study aims to consolidate a theoretical foundation that articulates these two key dimensions for 21st-century education. Technological thinking is understood as the ability to analyze, design, and solve problems through the ethical, creative, and critical use of technology; while collaborative learning is framed as a pedagogical strategy focused on the joint construction of knowledge, social interaction, and shared responsibility. Although both dimensions have been widely studied independently, there is still a lack of a theoretical framework that connects them from a comprehensive pedagogical perspective. The thesis is developed in the context of Colegio Elisa Mujica Velázquez IED. (A public school officially known) and aims to contribute a conceptual representation of the relationships between technological thinking and collaborative learning in educational environments. Its findings will support the development of more relevant, equitable, and sustainable didactic proposals that help close digital and pedagogical gaps, strengthening the quality of public education in Colombia.
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Pensamiento tecnológico, Aprendizaje colaborativo, Competencias del siglo XXI, Tecnologías de la información y la comunicación (TIC) en educación