This article shows the results of an investigation that consisted of implementing digital narrations as a pedagogical tool, contributing to the improvement of writing in the writing process of elementary students of Bogotá Colombia, of writing, showing incoherence in their writings; omission, assimilation, investment or substitution of graphemes, absence of acts, basic signs of punctuation, use of capital letters, overlapping of spellings and in many cases lack of legibility in written composition. The research originates from a Critical - Social paradigm, with a mixed approach to train to give life to the properties of written productions and their advances both quantitatively and qualitatively, using a computational tool (Scratch), obtaining significant results in the processes of writing the students.