Application of the use of information and communication technologies (ICT) as a methodological strategy in the teaching-learning process of literacy in primary school student
DOI:
https://doi.org/10.55204/trc.v3i1.e134Keywords:
ICT, Methodology, Literacy, PrimaryAbstract
The majority of teachers consider that teaching reading and writing is one of the most complicated processes in basic education, which is why there are many teachers who do not want to teach in first grade and this is seen even more in rural areas because the difficulties increase, this is because students are not familiar with reading and writing, they lack the necessary tools to bring them closer to them. Faced with this problem, teachers are devoid of having weak training to teach literacy, not having opportunities to update or reflect or share experiences in the classroom and be able to find solutions to these problems and ensure that students learn better. To reduce the "school failure" based on illiteracy, the educational government authorities have made proposals until reaching a national educational reform, in it, the teacher plays a fundamental role, because he is the one who carries out the teaching process- learning; for this reason, he must know and become familiar with the theories and methodologies of literacy in order to apply those that are the most efficient. From this problem "school failure" arises the present research project, in the "Adolfo López Mateos" Elementary School, located in the town of Oriente, Tihuatlán, Ver., due to the recurrence in which this event has occurred and even At this time no solution has been found. This seeks to focus on first grade students, so that they acquire the literacy process and this is not one of the reasons why they drop out of the institution, incorporating Information and Communication Technologies (ICT), based on analytical didactics. Thus, the present research work aims to generate an analytical pedagogical didactics regarding how to teach reading and writing using a reflective workshop with constructivist dynamics, ICT as the main axis to be able to carry out its articulation in the classroom, a tool such as PowerPoint, genially, ardora, canva, PowToon are the base. Likewise, it is focused on future education professionals so that it can be applied and prove its effectiveness, with the aim of reducing the illiteracy rate and contributing to the formation of the individual in society.
Downloads
References
Arenzana, A., & Aureliano, G. (1995). Espacios de lectura: estrategias metodológicas para la formación de lectores. México: FONCA.
Cabero, A. J. (1998). Impacto de las nuevas tecnologías de la información y la comunicación en las organizaciones educativas. Granada:Grupo editorial Universitario.
Careaga, I. O. (2008). Nuevas Tecnologías y Educación: Diseño, desarrollo, uso y evaluación de materiales didácticos. México: Trillas.
Coll, C. (2012). Los desafíos de las tic para el cambio educativo. Madrid España: Fundación Santillana.
Emilia Ferreiro, M. G. (1991). Nuevas perspectivas sobre los procesos de lectura y escritura. Buenos Aires: Siglo XXI.
Fernández, E. S. (2006). Constructivismo, innovación y enseñanza efectiva. Venezuela: Equinoccio.
Ferreiro, E. T. (1991). Los sistemas de escritura en el desarrollo del niño. Buenos Aires: Siglo Veintiuno.
Gómez, P. M. (1996). La lectura en la escuela. Mexico, D.F.: SEP.
Gurría, Á. (2016). PISA 2015. Resultados claves.
Hernández, S. R., Fernández, C. C., & Baptista, L. P. (2014). Metodología de la Investigación (6a. ed.). México: McGraw Hill.
Iris M. Motta, A. E. (2007). El juego en el aprendizaje de la escritura. Buenos Aires: Bonum.
Martinez R.D, M. Y. (2011). Las computadoras y las actividades del aula. Algunas perspectivas en la educación general basadas en la provincia de Buenos Aires. Revista electrónica de investigación educativa.
Meece, J. L. (2000). Desarrollo del niño y del adolescente: Compendio para educadores. México: SEP.
Moyles, J. (1999). El juego en la educación infantil y primaria. Madrid, España.: Morata.
Pimienta, J. (2008). Constructivismo. Estrategia para aprender a aprender. México: Pearson Educación.
SEP. (2017). APRENDIZAJES CLAVES PARA LA EDUCACIÓN INTEGRAL. Plan y programas de estudio, orientaciones didácticas y sugerencias de evaluación. México: Comisión Nacional de Libros de Texto Gratuito.
Siemens, G. (2004). Conectivismo: Una teoría de aprendizaje para la era digital.
Valverde, R. Y. (2014). Lectura y escritura con sentido y significado como estrategia de pedagógica en la formación de maestros. Revista Fedumar Pedagogía y Educación, 71-104.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain the moral and patrimonial rights of their works. They only give to the magazine Tesla Revista Científica the right to the first publication of this. Since Tesla Revista Científica is an open access publication, readers can fully or partially reproduce its content as long as they properly credit the corresponding authors and the journal itself. Tesla Revista Científica undertakes not to make commercial use of the texts it receives and/or publishes.
Our journal is governed by the international policies SHERPA/RoMEO: Green journal: They allow the self-archiving of both the pre-print (draft of a paper) and the post-print (the version corrected and reviewed by peers) and even the final version ( layout as it will be published in the journal).
See also "Copyright and licences".
