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Abstract
This paper presents an educational innovation proposal that integrates Information and Communication Technologies (ICT) to promote meaningful learning in Primary Social Studies education. The project was developed in the context of a bilingual private school in Bogotá and is aimed at fourth- and fifth-grade students. The proposal responds to the pedagogical challenge of moving beyond traditional history teaching, based primarily on memorization towards learning experiences that foster critical thinking, contextual understanding, and an active student participation.
The instructional design mixes three technological resources—artificial intelligence, augmented reality, and educational podcasting—within a structured didactic sequence grounded in the principles of meaningful learning, the sociocultural approach, and the Technological Pedagogical Content Knowledge (TPACK) framework. Through collaborative activities, students analyze historical processes, explore digital representations of historical contexts, and produce their own narrative podcasts as a way of reconstructing historical events.
Formative assessment strategies accompany each phase of the learning sequence in order to monitor student progress and provide continuous feedback. The proposal also emphasizes the development of 21st-century skills, including critical thinking, communication, collaboration, and digital literacy.
The results of the pedagogical implementation suggest an increased student engagement with Social Studies and a deeper understanding of historical processes. Additionally, the use of teacher-created podcasts offers opportunities for differentiated instruction by allowing students to revisit content both in class and at home, supporting diverse learning needs. Overall, the study highlights the importance of purposeful ICT integration as a means to enrich historical learning and foster more inclusive and meaningful educational experiences.
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