El desarrollo de las competencias de pensamiento histórico en la escuela digital: un caso práctico con estudiantes de Bachillerato.

The widespread use of ICTs converges in today's schools with the commitment to competencybased learning. In the social sciences, this innovative approach materialises in the concept of historical thinking, as well as through the skills of historical comprehension. This paper seeks to integrate both elements in a research with high school students in which, using a didactic proposal where ICT constitutes the principal axis, the levels of historical thinking acquired are evaluated. The results show that an adequate use of these tools favours the approach of complex historical problems and corroborate that students who are familiar with their use are better prepared to do so. Although there are still difficulties in the competent learning of History, the results of the International Baccalaureate students stand out, confirming that the knowledge necessary for the formation of historical thinking consist of cognitive skills that students can acquire. [ABSTRACT FROM AUTHOR]