Wordwall as a Didactic Mediation in Music Education to Strengthen Communication and Coexistence in Primary Education

The integration of digital tools in primary education has created new possibilities for transforming pedagogical practices, especially in areas such as music education, where interaction, listening, creativity, and collaborative work play a fundamental role. This critical-reflective essay aims to analyze the pedagogical use of Wordwall as a didactic mediation in music teaching to strengthen communication and school coexistence among primary school students at Institución Educativa Santander in Bucaramanga, Colombia. Based on a documentary review of recent scientific literature, the paper reflects on the contributions and limitations of ICT in music education, emphasizing the need to move beyond an instrumental use of technology toward proposals guided by teachers’ pedagogical intentionality. The analysis suggests that Wordwall can promote participation, teamwork, motivation, and the collective construction of musical knowledge, provided that its implementation responds to clear educational objectives. It is concluded that the tool does not strengthen communication or coexistence by itself; rather, it requires didactic planning, teacher guidance, and articulation with musical activities aimed at respect, listening, and cooperation.