Fortalecimiento de los procesos de comprensión lectora a través de estrategias didácticas apoyadas en las TIC
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Fecha
2023
Autores
Mendoza Ibarra, Nelson Eduardo
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El objetivo fundamental de la investigación fue formular nuevas estrategias didácticas en el área de lengua castellana, mediante la incorporación de Tecnologías de Información y Comunicación (TIC) para el fortalecimiento de los procesos de comprensión lectora de los estudiantes del Instituto Técnico Patios Centro Dos –Sede Patios Uno- del municipio de Los Patios en el Departamento de Norte de Santander.
Para el desarrollo metodológico de la investigación, se definió un enfoque cualitativo que permitió reflexionar acerca de las actividades que actualmente se ejecutan desde el área de lengua castellana y los procesos de comprensión lectora en la institución educativa y de esta forma, proponer el uso de herramientas e implementación de estrategias que contribuyan a fortalecer los procesos de enseñanza y de aprendizaje. Para la recolección de la información se tuvo como informantes clave a los docentes de lengua castellana y los estudiantes de los grados octavo y décimo utilizando las técnicas de observación directa no participante, grupos focales y entrevista semiestructurada; instrumentos que fueron revisados y validados previamente por expertos en el área de formación escolar en Lengua Castellana y desde el campo metodológico.
La información obtenida permitió evidenciar que en el aula de clase persiste la implementación de actividades tradicionales donde la dinámica base se orienta a que los estudiantes deben estar atentos a las explicaciones de los docentes, transcribir en sus cuadernos la información brindada y resolver actividades y/o evaluaciones en la mayoría de los casos de forma escrita. Esta situación, genera que los estudiantes presenten desinterés y falta de motivación al momento de aprender; a esto, se suma que la institución educativa no cuenta con una biblioteca o espacios adecuados para desarrollar la lectura, dificultando así el fortalecimiento de su comprensión.
Igualmente, se logró observar que algunos docentes tratan de incluir dentro del desarrollo de sus actividades algunas herramientas digitales mediante la utilización de los equipos tecnológicos que tienen a su alcance en la institución educativa, pero lo hacen simplemente de manera instrumentalista, sin ahondar en las oportunidades que ofrecen las TIC para la ejecución de actividades más interactivas y dinámicas. Asimismo, los educandos muestran un marcado interés en la incorporación de recursos digitales dentro del desarrollo de los procesos de enseñanza aprendizaje, mediante la utilización de diferentes aplicaciones, páginas web, plataformas, Apps interactivas o cualquier otra herramienta que facilite la interacción y el autoaprendizaje, al tiempo que se aumenta la motivación en su proceso formativo.
En conclusión, la propuesta investigativa destaca la importancia de incluir en el ámbito educativo y más específicamente desde el área de lengua castellana, el uso de las Tecnologías de Información y Comunicación (TIC) para desarrollar actividades académicas y fortalecer el proceso de comprensión lectora, facilitando así el acceso a la información y la interacción entre los estudiantes, los contenidos y el docente. De esta forma, se evidencia que los educandos experimentan una mayor motivación principalmente porque pueden utilizar herramientas y los recursos digitales disponibles propiciando espacios de aprendizaje mucho más dinámicos y actuales para el alcance de sus resultados de aprendizaje.
The fundamental objective of this research was to formulate new didactic strategies in the Spanish language area, through the incorporation of Information and Communication Technologies (ICT) to strengthen the processes of reading comprehension of the students of the Instituto Técnico Patios Centro Dos -Sede Patios One- of the municipality of Los Patios. For the methodological development of the research, a qualitative approach was defined that allowed us to reflect on the activities that are currently carried out from the Spanish language area and the processes of reading comprehension in the educational institution and, in this way, propose the use of tools and implementation of strategies that contribute to strengthening the teaching and learning processes. For the collection of the information, the Spanish language teachers and the students of the eighth and tenth grades were used as key informants using the techniques of direct non-participant observation, focus groups and semi-structured interview; instruments that were previously reviewed and validated by experts in the area of school training in Spanish Language and from the methodological field. The information obtained made it possible to show that in the classroom the implementation of traditional activities persists where the basic dynamics is oriented towards the fact that students must be attentive to the explanations of the teachers, transcribe the information provided in their notebooks and solve activities and/or evaluations in most cases in written form. This situation causes students to show disinterest and lack of motivation when learning; to this, it is added that the educational institution does not have a library or adequate spaces to develop reading, thus making it difficult to strengthen their understanding. Likewise, it was possible to observe that some teachers try to include some digital tools in the development of their activities through the use of the technological equipment that they have at their disposal in the educational institution, but they do it simply in an instrumentalist way, without delving into the opportunities offered by ICT for the execution of more interactive and dynamic activities. Likewise, the students show a marked interest in the incorporation of digital resources within the development of teaching-learning processes, through the use of different applications, web pages, platforms, interactive Apps or any other tool that facilitates interaction and self-learning, while increasing motivation in their training process. In conclusion, the research proposal highlights the importance of including in the educational field and more specifically from the Spanish language area, the use of Information and Communication Technologies (ICT) to develop academic activities and strengthen the reading comprehension process, facilitating thus, access to information and interaction between students, content and the teacher. In this way, it is evident that students experience greater motivation mainly because they can use available digital tools and resources, promoting much more dynamic and current learning spaces to achieve their learning results.
The fundamental objective of this research was to formulate new didactic strategies in the Spanish language area, through the incorporation of Information and Communication Technologies (ICT) to strengthen the processes of reading comprehension of the students of the Instituto Técnico Patios Centro Dos -Sede Patios One- of the municipality of Los Patios. For the methodological development of the research, a qualitative approach was defined that allowed us to reflect on the activities that are currently carried out from the Spanish language area and the processes of reading comprehension in the educational institution and, in this way, propose the use of tools and implementation of strategies that contribute to strengthening the teaching and learning processes. For the collection of the information, the Spanish language teachers and the students of the eighth and tenth grades were used as key informants using the techniques of direct non-participant observation, focus groups and semi-structured interview; instruments that were previously reviewed and validated by experts in the area of school training in Spanish Language and from the methodological field. The information obtained made it possible to show that in the classroom the implementation of traditional activities persists where the basic dynamics is oriented towards the fact that students must be attentive to the explanations of the teachers, transcribe the information provided in their notebooks and solve activities and/or evaluations in most cases in written form. This situation causes students to show disinterest and lack of motivation when learning; to this, it is added that the educational institution does not have a library or adequate spaces to develop reading, thus making it difficult to strengthen their understanding. Likewise, it was possible to observe that some teachers try to include some digital tools in the development of their activities through the use of the technological equipment that they have at their disposal in the educational institution, but they do it simply in an instrumentalist way, without delving into the opportunities offered by ICT for the execution of more interactive and dynamic activities. Likewise, the students show a marked interest in the incorporation of digital resources within the development of teaching-learning processes, through the use of different applications, web pages, platforms, interactive Apps or any other tool that facilitates interaction and self-learning, while increasing motivation in their training process. In conclusion, the research proposal highlights the importance of including in the educational field and more specifically from the Spanish language area, the use of Information and Communication Technologies (ICT) to develop academic activities and strengthen the reading comprehension process, facilitating thus, access to information and interaction between students, content and the teacher. In this way, it is evident that students experience greater motivation mainly because they can use available digital tools and resources, promoting much more dynamic and current learning spaces to achieve their learning results.
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Palabras clave
Aprendizaje, Comprensión lectora, Enseñanza, Recursos digitales, TIC, Learning, Reading comprehension, Teaching, Digital resources, ICT
