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Dec 29, 2023
Abstract
This analysis examines academic sources and national and international studies on Technology Education in Chile, aiming to provide insights for curricular updates in primary and secondary education. Twenty-seven articles from the Wos database were reviewed, highlighting that the discipline is taught independently and integrated, sparking debates on uncritical adoption and gender biases. Innovations focus on integrating programming and robotics through project-based approaches, using resources like 3D printers and Arduino. Assessment varies, with a prevalence of process-oriented and inquiry-based evaluations, geared towards solving technological problems. Tensions in computational thinking are identified, progressing from pseudocode to advanced programming languages. The potential role of emerging technologies like Data Science and the Internet of Things in curricular development is discussed. This critical analysis lays a foundation to guide decisions in curriculum updates, considering the effective integration of technology into Chilean education.
