Uso of Canva and Padlet for student learning at Tres de Noviembre school

Abstract

Introduction: The incorporation of digital tools in education has become a fundamental strategy for enhancing meaningful learning. At the Tres de Noviembre School (Azogues, Ecuador), seventh-grade students demonstrate insufficient proficiency with digital tools, limited use of their pedagogical potential, and low motivation toward Natural Sciences. Materials and methods: An applied research study with a mixed-methods approach was conducted. The purposive sample included 28 seventh-grade students and 3 teachers. Classroom observations, student surveys, teacher interviews, and validation by two specialists (master's degree holders with 15 years of experience) were used. Results: 75% of the students stated that the classes lacked interactivity; 57.1% were unable to establish a connection between Natural Sciences and everyday situations. 83% of the teachers agreed that Canva and Padlet could improve motivation and performance, although they acknowledged a lack of training. Seven activities were designed: visual concept maps, educational infographics, environmental campaign posters, a collaborative mural, a science debate, a project gallery, a timeline of scientific discoveries, and an integrated Canva+Padlet project on climate change. The specialists validated the proposal as relevant and feasible (high ratings for educational relevance, interactivity, and applicability), although they noted challenges related to technological accessibility. Discussion: The findings confirm that Canva and Padlet, aligned with constructivism, meaningful learning, and Vygotsky's sociocultural theory, promote the active construction of knowledge, collaboration, and the development of digital skills. Conclusions: The systematic integration of Canva and Padlet improves science learning, motivation, and digital skills, provided it is accompanied by teacher training and pedagogical planning.