1. Introduction and Framing (10 min)
Participants explore Chile’s Social Question as a case study for teaching justice and social transformation through history and technology. A quick Mentimeter poll invites reflection on whose voices are missing from traditional narratives.
2. Demonstration of Classroom Model (15 min)
Facilitator presents a step-by-step overview of the project in which students research, analyze, and recreate primary sources using AI and media tools. A live demonstration shows how AI can help students generate historically inspired letters, posters, or testimonies, followed by discussion on ethical use and authorship.
3. Collaborative Practice (20 min)
In small groups, participants design a short, adaptable classroom activity applying the model in their own contexts. Using a shared digital template, they select topics, identify historical perspectives, and choose output formats that promote differentiation and student agency. Groups exchange feedback via Jamboard or Padlet.
4. Reflection and Takeaways (10 min)
Participants discuss how flexible digital outputs support diverse learning profiles and meaningful engagement. The session concludes with key strategies for integrating AI responsibly in inquiry-based history lessons and access to shared digital resources.
Engagement strategies:
Interactive polling (Mentimeter), peer collaboration (Padlet/Jamboard), live AI demonstration, and device-based reflection ensure sustained participation.
After this session, participants will be able to design and implement inquiry-based history lessons that integrate AI and media tools to help students create original, historically inspired primary sources. They will learn how to guide students in ethical and creative use of generative technologies, differentiate learning through flexible output formats, and foster critical thinking about representation, justice, and voice in historical narratives. Participants will leave with a replicable classroom model that connects digital literacy, historical analysis, and creative communication to promote meaningful and inclusive learning experiences.
https://www.curriculumnacional.cl/docentes/Educacion-General/Historia-geografia-y-ciencias-sociales/Historia-Geografia-y-Ciencias-Sociales-1-medio/79913:Unidad-2-Progreso-industrializacion-y-crisis-conformacion-e-impactos-del-nuevo-orden-contemporaneo-en-Chile-y-el-mundo
https://www.archivochile.com/Ideas_Autores/salazarvg/salazarvg0054.pdf
https://www.unesco.org/es/digital-education/artificial-intelligence
ISTE Standards for Students and Educators – International Society for Technology in Education.
Framework promoting creativity, digital citizenship, and responsible technology use in learning.
https://www.iste.org/standards
Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press.
Foundational work on how students learn to think historically, analyze sources, and construct meaning.
Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge (TPACK) Framework. Teachers College Record.
Explains how effective teaching integrates content, pedagogy, and technology — essential for AI-enhanced instruction.
The Learning Agency Lab (2023). AI in Education: Opportunities and Considerations.
Overview of the potential and challenges of integrating generative AI into K–12 learning contexts.
https://www.the-learning-agency-lab.com
Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. MIT Press.
Advocates for creative, hands-on learning environments aligned with student agency and exploration.
Breman, J., Harris, K., Lee, C. K., & van der Linden, M. (Eds.). (2019). The Social Question in the Twenty-First Century: A Global View. University of California Press. https://www.jstor.org/stable/j.ctvr7fcnz
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