Aprendizaje virtual y desarrollo de experiencias educativas en la clase de historia de educación secundaria

Abstract

Our main purpose is to establish a broad theoretical platform to enable critique of new technologies in history classrooms. In this position paper we argue for situating integration of information and communication technologies (ICT) in an ethically defen-sible vision of education and related educational aims, well formulated ideas of what constitutes educative experiences, and the recognition of the cultural-psychological di-mensions of teaching and learning. The latter means dovetailing the construction of con-tent knowledge with teaching the cultural practices of historians and the functions of history. We place the development of the historical mindedness of the student at the core of educational aims in history teaching. However, without critical awareness of the pedagogical implications of ICT integration, we suggest that history education could be reduced to “edutainment”.