This article presents the strategy adopted to build a municipality bank of classroom projects in Hispania (Antioquia), with the aim of incorporating technology on a pedagogical and didactical way in the different educational levels: primary school, middle school and high school. This article describes each intervention stage, analyses their uses and the results obtained at every stage, determining findings both for students and for educators. The analysis process highlights the main strengths as teachers’ apprehensions and difficulties; it also reveals some trends in the face of technology appropriation with educational purposes. Finally, it emphasizes that this is an applicable proposal in other educational environments, as it considers a particular context and eases the construction of tailored educational materials; which constitutes as a motivator for students and educators, making them into enhancers of the strategy.