This article presents an analysis of students' conceptual understanding of technology. The study focused on two groups of seventh-grade students located in Bogotá, Colombia, living in rural and urban areas and participating in activities developed in a virtual learning network. The methods used in this study followed grounded theory (Strauss & Corbin, 2002) to generate a theoretical structure that allows explanations to be built on how participants construct concepts. A total of 1,257 analysis units were obtained. After an open, axial selective coding process, these units were classified into four categories: artifacts, materials, and instruments; social and cultural aspects; systems, knowledge and processes; and scientific applications. From these categories, the results show an ordination in transversal dimensions helicoidally articulated in the following ascending order: (1) artifacts (technological, cultural, symbolic, and scientific); (2) objectives of technological advances (transformation processes with varied purposes highlighting continuous technological change); (3) fulfillment of basic survival needs (daily life, welfare, and biological maturity); (4) artifact production in terms of process (creation, innovation, and context transformation); and (5) relationships between human beings and technology (passive role, positive interdependence, and symbiosis). In conclusion, a unidirectional concept of technology encompassing all its features cannot be built. In contrast, students construct the concept in a plural, complex way. The construction of a technology concept at the school level leads to a more comprehensive education in technology in terms of its attitudinal, volitive, and cognitive aspects, which favor cultural technology insertion in schools.