Educational technology and socio-critical approach in history education. Where are we? Where are we going?

Abstract

The following article presents a diachronic study of technology incorporation into the field of history education with a focus on audiovisual and digital media. The paper outlines the challenges that the insertion of this type of media has raised for history education and points out the dangers that its incorporation, generally associated with educational innovation in many of the current pedagogical debates, can be done in strictly methodological terms, regardless of the necessary reflection on the epistemological dimension and, especially, the purposes of the content itself to be taught. As an example of the above, different contributions made in the context of the pandemic derived from COVID-19 are analyzed, such as RTVE's “Aprendemos en casa” initiative.