COLLABORATIVE LEARNING MEDIATED BY INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT): A LOOK AT THE FORMATIVE PROCESSES OF ELEMENTARY SCHOOL EDUCATION

Abstract

This article presents the analysis of collaborative learning mediated by Information and Communication Technologies (ICT), focused on the formative processes of primary basic education. The theoretical review is based on epistemological references such as the socioconstructivist theory of Vygotsky (1978), the connectivism of Siemens (2005), the distributed cognition of Hutchins (1995), and the technological mediation approaches of Cabero (2006) and Salinas (2015). Methodologically, the systematic guidelines proposed by Machi and McEvoy (2016) were adopted, prioritizing rigor, criticality and argumentative coherence. For the selection of sources, only refereed academic papers -articles, books and specialized chapters- from recognized databases such as Scopus, Web of Science, ERIC, JSTOR, SciELO, Education Source and Google Scholar were considered. The review process was developed in three phases: a preliminary exploration of titles and abstracts; a critical reading of the selected texts; and finally, an in-depth evaluation based on a critical and reflective epistemology. The findings reveal a limited integration of ICT in pedagogical practices. Tensions between the innovative discourse and its application in the classroom are identified, as well as the urgent need to strengthen teacher training in active methodologies with ICT. This review shows that technology-mediated collaborative learning can constitute a strategic path towards a more inclusive, meaningful and sustainable educational transformation.