This research is a pedagogical contribution that aims to promote the widespread use of technological tools in classroom practices, as some teachers resist entering the digital world despite having technological resources in the classroom; in many cases they are limited to developing own classes of traditional pedagogy, which are monotonous, repetitive, with unmotivated students, who suppose the existence of active teachers and passive students. The pedagogical design is based on the principles of gamification to facilitate the development of reading skills in children from the Stars Kids institute in the city of Bogota, whose ages range from 6 to 8 years corresponding to the first to third grades of basic primary education. As a method, the instrumental single-case study was used, which favored the reflective understanding of classroom experiences and institutional imagery. The process was developed in four points: definition of the study object, on-site investigation, data analysis, and the design of gamified pedagogical activities. The research showed that gamified pedagogical activities are a valuable strategy for education because they naturally favor student learning. At this time, technology ventures into the life scenes of all people, and by integrating them with the game, collaborative environments are achieved that lead to the achievement of common goals and challenges. Key words: Tic, pedagogy, gamification, reading skills, sociocultural practice, play experiences, concepts, environments, skills, reading, knowledge, sociocultural, experiences, imaginary.