Creación de líneas de tiempo digitales en Ciencias Sociales: una experiencia colaborativa para la enseñanza de la Historia en la formación del profesorado

Abstract

The gap between the social use of digital technologies and their pedagogical appropriation remains a key challenge in initial teacher education. This article presents a longitudinal study conducted over five academic years in the Early Childhood and Primary Education degrees at the University of Oviedo, focusing on the collaborative use of digital timelines and social media as strategies to foster teachers’ digital competence. A descriptive and comparative time-lag design was employed. A total of 848 students participated, working in collaborative groups to create digital timelines on historical processes using tools such as Padlet or TikiToki and sharing their progress in a closed Facebook group. Data were collected through a validated questionnaire and analyzed using descriptive statistics. Results indicate high student participation and satisfaction, improved digital competence, and positive evaluations of both the digital tools and the collaborative dynamics. Furthermore, the study reveals a transformative use of everyday digital environments for educational purposes and a progressive shift toward critical engagement with technology. The findings suggest that integrating strategies such as collaborative digital timeline creation and the structured use of social media constitutes an effective approach to promoting critical, situated, and creative digital literacy in teacher training.