Orientation Strategy to Promote a Technological Culture that Strengthens Relationships with the Family Context

Abstract

Introduction: The use of technology in intercultural educational contexts presents challenges such as limited family involvement and weak school-home collaboration, which hinders the development of a technology culture with educational value. Materials and methods: A descriptive-propositive qualitative study was conducted at the "Amarilis Fuentes" Intercultural Bilingual Community Education Center (Loja, Ecuador) with 10 fourth-grade students and their families. Participant observation, semi-structured interviews, and expressive techniques (drawings and narratives) were used. Results: The diagnostic assessment revealed predominantly recreational use of technology (80%), low family involvement (70%), difficulties in recognizing its educational function (60%), and a weak school-family relationship (75%). A guidance strategy was designed based on the Tremont Method (recognize, reframe, and project) and mediated by Divertiaprendizaje (a playful learning approach), integrating the theories of Piaget, Ausubel, Vygotsky, and González Rey. Discussion: The specialists validated the proposal with high levels of acceptance (93-96%), highlighting its relevance, theoretical coherence, and viability in intercultural contexts, as well as its potential to transform the meaning of technology use and strengthen the school-family relationship. Conclusions: The designed strategy constitutes a viable pedagogical alternative for fostering a technological culture with educational value, linking the school and the family through an approach focused on subjective transformation, thus overcoming the limitations of purely instrumental approaches.