<p>In the field of education, different pedagogical models have been developed which integrate more active participation of learners; one of them is Project-Based Learning (PBL). This article shows the results of a study that identified the ICT impact on the appropriation of the PBL methodology with regard to the use of this methodology without ICT intervention. The methodology was quasi-experimental comparative type, with one control group and one experimental group; the sample was Fourth A and B grades of a primary school from Belén (Boyacá, Colombia), with a total of 40 students and 1 teacher, a Computerized Educational Environment (CEE) was developed. The results obtained in the experimental group exceeded the control group since there was more active participation of the students in the roles of the PBL, resulting in the final project according to the established requirements. It is remarkable to determine that while the PBL arose from a constructivist approach, as well as generating research on topics such as "active learning" or "cooperative learning", which act as a complement to the masterclasses, in this case the PBL allowed us to understand, in the real context, the concepts and laws application, such as the active pedagogies, which tries to minimize the limitations of traditional methodologies, articulating knowledge of the discipline, where the teacher's action fits the student's learning and at the same time work with situations closer to reality.</p>