Pedagogical resource to improve Reading, mediated by ICT, in Natural Sciences Students of the Los Santos Integrated School

Recurso pedagógico para perfeccionar la Lectura, mediada por TIC, en Estudiantes de Ciencias Naturales del Colegio Integrado Los Santos

Published 2024-05-31

Open | Download
PDF (Spanish) FLIP
Issue
No. 23 (2024): Negonotas Docentes
Section
Artículos
How to Cite
Álzate, L. A., & Basto Lozano, D. M. (2024). Pedagogical resource to improve Reading, mediated by ICT, in Natural Sciences Students of the Los Santos Integrated School. Negonotas Docentes, 23, 48-57. https://doi.org/10.52143/2346-1357.999
DOI

https://doi.org/10.52143/2346-1357.999
Dimensions
PlumX
Citations
Crossref
Citations in Crossref
Scopus Citations in Scopus
Google Scholar Google Sholar Citation
Europe PMC
Citations in Europe PMC

How to Cite

Álzate, L. A., & Basto Lozano, D. M. (2024). Pedagogical resource to improve Reading, mediated by ICT, in Natural Sciences Students of the Los Santos Integrated School. Negonotas Docentes, 23, 48-57. https://doi.org/10.52143/2346-1357.999

Download Citation

Luz Aleida Álzate
Universidad de Investigación y Desarrollo. Bucaramanga, Colombia
Sin roles de crédito asignados.
https://orcid.org/0000-0002-6396-1154
Diana Milena Basto Lozano
Universidad de Investigación y Desarrollo. Bucaramanga, Colombia
Sin roles de crédito asignados.
https://orcid.org/0000-0002-9051-9097
Show authors biography

The objective of this study was to examine the impact of Information and Communication Technologies (ICT) in the teaching of Natural Sciences-Biology, specifically in the improvement of reading skills in seventh grade students at the Colegio Integrado Los Saints. The research was carried out using a mixed approach that combined qualitative and quantitative methods. The study focused on addressing the problem identified through a diagnosis carried out on the participating students, exploring their perspective and their natural environment. The final purpose was to strengthen the teaching of reading through the design and implementation of a pedagogical resource that integrates ICT as mediating tools. The study was carried out with the participation of 30 seventh grade students in a public institution in the municipality of Los Santos. The students played an active role in the development of a pretest and a survey on the use of ICT, which were administered both remotely and in person by the author of the project. The analytical process was based on extensive research supported by information collected through direct observations and quasi-experimental experiments. These collected data allowed us to obtain more precise conclusions and results.

Article visits 186 | PDF visits 99

Downloads

Download data is not yet available.
  1. Bar-Zvi, K., Shamir, A., y Vakil, E. (2020). An eye tracking study of digital text reading: a comparison between poor and typical readers. Reading and Writing, 33(8), 1925-1944. https://doi.org/10.1007/s11145-020-10021-9
  2. Blau, I., Shamir-Inbal, T., y Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722
  3. Botero-Gómez, V., Ruiz-Herrera, L. G., Valencia-Arias, A., Romero, A., y Vives, J. (2023). Use of Virtual Tools in Teaching-Learning Processes: Advancements and Future Direction. Social Sciences, 12(2), 70. https://www.mdpi.com/2076-0760/12/2/70
  4. Calderón, F. (2021). Fundamentos teoricos de educación 4.0 para la excelencia academica en el ambito de la cuarta revolucion industrial. Revista Gestión y Desarrollo Libre, 13, pp. 1-19. https://doi.org/10.18041/2539-3669/gestionlibre.13.2022.8789
  5. Cardeño, N., Cardeño, E., y Bonilla, E. (2023). Las TIC y la transformación académica en las universidades. Región Científica, 2(2), 202370. https://doi.org/10.58763/rc202370
  6. Collazos, C., Pozzi, F., y Romagnoli, M. (2021). The Use of e-Learning Platforms in a Lockdown Scenario— A Study in Latin American Countries. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 16(4), 419-423. https://doi.org/10.1109/RITA.2021.3137632
  7. Creswell, J. (2019). Research Design. Qualitative, Quantitative and Mixed Method Approaches. SAGE.
  8. Deroncele-Acosta, A., Palacios-Núñez, M., y Toribio-López, A. (2023). Digital Transformation and Technological Innovation on Higher Education Post-COVID-19. Sustainability, 15(3), 2466. https://www.mdpi.com/2071-1050/15/3/2466
  9. Elsom, S., Stieler-Hunt, C., y Marshman, M. (2023). Supporting learning in higher education with a curriculum-embedded alternate reality game. Interactive Learning Environments.
  10. https://doi.org/https://doi.org/10.1080/10494820.2023.2167838
  11. Fälth, L., y Selenius, H. (2024). Primary school teachers’ use and perception of digital technology in early reading and writing education in inclusive settings. Disability and Rehabilitation: Assistive Technology, 19(3), 790-799. https://doi.org/10.1080/17483107.2022.2125089
  12. Fernández-Cerero, J., Montenegro-Rueda, M., y Fernández-Batanero, J. (2023). Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review. International Journal of Environmental Research and Public Health, 20(3), 2576. https://www.mdpi.com/1660-4601/20/3/2576
  13. Frolova, E., Rogach, O., y Ryabova, T. (2020). Digitalization of Education in Modern Scientific Discourse: New Trends and Risks Analysis. European Journal of Contemporary Education, 9(2). https://doi.org/10.13187/ejced.2020.2.313
  14. Gay, G. (2023). Open curriculum for teaching digital accessibility [Curriculum, Instruction, and Pedagogy]. Frontiers in Computer Science, 5. https://doi.org/10.3389/fcomp.2023.1113936
  15. Gómez, C., Sánchez, V., y Santana, Y. (2023a). Factores que inciden en la procrastinación académica de los estudiantes de educación superior en Colombia. Universidad y Sociedad, 15(4), 421-431. https://rus.ucf.edu.cu/index.php/rus/article/view/3995
  16. Gómez, C., Sánchez, V., y Clavijo, T. (2023b). Redes de conocimiento y colaboración internacional en torno al Generative Pre-trained Transformer (GPT): Un estudio bibliométrico. Metaverse Basic and Applied Research, 2, 33. https://doi.org/10.56294/mr202333
  17. Gómez, J., Medina, A., y Niño, J. (2022). Aprendizaje Basado en Proyectos con integración TIC para la enseñanza de estadística a estudiantes de primaria. Gestión y Desarrollo Libre, 7(13). https://doi.org/https://doi.org/10.18041/2539-3669/gestionlibre.13.2022.8783
  18. Gómez, R., y Ureña, E. (2022). Condición laboral del personal docente y su percepción respecto al teletrabajo en la pandemia: el caso del Recinto de Paraíso de la Universidad de Costa Rica en el 2020. Gestión y Desarrollo Libre, 7(13). https://doi.org/https://doi.org/10.18041/2539-3669/gestionlibre.13.2022.8782
  19. Gómez, O. (2023). Factores institucionales que impactan en la actividad emprendedora de los estudiantes universitarios. Región Científica, 2(1), 202327. https://doi.org/10.58763/rc202327
  20. Gonzales, Y., Quintanilla, L., y Pérez, A. (2023). Metaverse and education: a complex space for the next educational revolution. Metaverse Basic and Applied Research, 2, 56. https://doi.org/10.56294/mr202356
  21. Guest, G. (2012). Describing Mixed Methods Research: An Alternative to Typologies. Journal of Mixed Methods Research, 7(2), 141-151. https://doi.org/10.1177/1558689812461179
  22. Guetterman, T., Fetters, M., y Cresswell, J. (2015). Integrating Quantitative and Qualitative Results in Health Science Mixed Methods Research Through Joint Displays. Annals of Family Medicine, 13(6), 554-561. https://doi.org/10.1370/afm.1865
  23. Harju, V., Koskinen, A., y Pehkonen, L. (2019). An exploration of longitudinal studies of digital learning. Educational Research, 61, 388-407. https://doi.org/10.1080/00131881.2019.1660586
  24. Hibbi, F., Abdoun, O., y El Khatir, H. (2020). Extract Tacit Knowledge in the Learner Model of the Smart Tutoring System. International Journal of Emerging Technologies in Learning (iJET), 15(04), pp. 235-240. https://doi.org/10.3991/ijet.v15i04.11781
  25. Hillesund, T., Schilhab, T., y Mangen, A. (2022). Text materialities, affordances, and the embodied turn in the study of reading. Frontiers in Psychology, 13, 827058.
  26. Huang, P., Chiu, P., Huang, Y., Zhong, H., y Lai, C. (2020). Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools. Sustainability, 12(16), 6606. https://doi.org/https://doi.org/10.3390/su12166606
  27. Jang, J., Ko, Y., Shin, W., y Han, I. (2021). Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model. IEEE Access, 9, 6798-6809. https://doi.org/10.1109/ACCESS.2020.3048708
  28. Johnson, R., y Onwuegbuzie, A. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14-26. https://doi.org/10.3102/0013189X033007014
  29. Kammerer, M., y Murgas, B. (2024). La innovación tecnológica desde un enfoque de dinámica de sistemas. Región Científica, 3(1), 2024217. https://doi.org/10.58763/rc2024217
  30. Kim, C., y Padilla, A. (2020). Technology for Educational Purposes Among Low-Income Latino Children Living in a Mobile Park in Silicon Valley: A Case Study Before and During COVID-19. Hispanic Journal of Behavioral Sciences, 42(4), 497-514. https://doi.org/10.1177/0739986320959764
  31. Lara-Lara, F., Santos-Villalba, M., Berral-Ortiz, B., y Martínez-Domingo, J. (2023). Inclusive Active Methodologies in Spanish Higher Education during the Pandemic. Societies, 13(2), 29. https://www.mdpi.com/2075-4698/13/2/29
  32. Lestringant, P., Delarue, J., y Heymann, H. (2019). 2010–2015: How have conventional descriptive analysis methods really been used? A systematic review of publications. Food Quality and Preference, 71, 1-7. https://doi.org/https://doi.org/10.1016/j.foodqual.2018.05.011
  33. Liu, Z., Dorozhkin, E., Davydova, N., y Sadovnikova, N. (2020). Effectiveness of the Partial Implementation of a Cloud-Based Knowledge Management System. International Journal of Emerging Technologies in Learning (iJET), 15(13), pp. 155-171. https://doi.org/10.3991/ijet.v15i13.14919
  34. López, Y. (2023). Aptitud digital del profesorado frente a las competencias TIC en el siglo XXI: una evaluación de su desarrollo. Región Científica, 2(2), 2023119. https://doi.org/10.58763/rc2023119
  35. Luckin, R., y Cukurova, M. (2019). Designing educational technologies in the age of AI: A learning sciences-driven approach. Br. J. Educ. Technol., 50, 2824-2838. https://doi.org/10.1111/BJET.12861
  36. Macías, M., Orlando, E., y Fernández, F. (2022). Las mediaciones TIC en la resolución de problemas matemáticos, un abordaje documental. Gestión y Desarrollo Libre, 7(14). https://doi.org/https://doi.org/10.18041/2539-3669/gestionlibre.14.2022.9384
  37. Martínez-Mendoza, A., y Mendoza-Nuñes, A. (2022). Percepción social del servicio de agua potable en México. Un análisis al diseño institucional de un organismo operador municipal. Revista de Investigaciones Universidad del Quindio, 34, 275. https://doi.org/10.33975/riuq.vol34ns5.1126
  38. Mogrovejo, J. (2022). Estrategias resilientes y mecanismos de las organizaciones para mitigar los efectos ocasionados por la pandemia a nivel internacional. Región Científica, 1(1), 202211. https://doi.org/10.58763/rc202211
  39. Mohammed, F., y Salim, W. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1305. https://www.mdpi.com/2071-1050/15/2/1305
  40. Muñoz, M., y Bruna, J. (2024). Procesos Evaluativos y Pruebas Estandarizadas. ¿Son compatibles si buscamos la calidad en la educación? Región Científica, 3(1), 2024204. https://doi.org/10.58763/rc2024204
  41. Noroña, Y., Colala, A., y Peñate, J. (2023). La orientación para la proyección individual y social en la educación de jóvenes y adultos: un estudio mixto sobre los proyectos de vida. Región Científica, 2(2), 202389. https://doi.org/10.58763/rc202389
  42. Okoye, K., Daruich, S., Enríquez, J., … y Hosseini, S. (2023). A Text Mining and Statistical Approach for Assessment of Pedagogical Impact of Students’ Evaluation of Teaching and Learning Outcome in Education. IEEE Access, 11, 9577-9596. https://doi.org/10.1109/ACCESS.2023.3239779
  43. Oré, L., Cartagena, T., Orizano, J., Loarte, W., y Aquino, R. (2023). Análisis de investigaciones con Diseño fenomenológico:Fenomenología hermenéutica. Alpha Centauri, 4(4), 21 - 25. https://doi.org/10.47422/ac.v4i4.157
  44. Pala, Ş., y Başıbüyük, A. (2021). The Predictive Effect of Digital Literacy, Self-Control and Motivation on the Academic Achievement in the Science, Technology and Society Learning Area. Technology, Knowledge and Learning, 28, 369-385. https://doi.org/10.1007/s10758-021-09538-x
  45. Pérez, A., Echerri, D., y García, Y. (2021). Proyecto de vida como categoría de la pedagogía de la Educación Superior: aproximaciones a una teoría fundamentada. Transformación, 17, 542-563. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-29552021000300542&nrm=iso
  46. Pérez, A., García, Y., y García, J. (2019). Proyecto de vida y proceso formativo universitario: un estudio exploratorio en la Universidad de Camagüey. Transformación, 15(3), 280-296. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-29552019000300280&nrm=iso
  47. Pérez, A., Gómez, C., y Sánchez, V. (2022). Decision making in university contexts based on knowledge management systems. Data & Metadata, 2, 92. https://doi.org/10.56294/dm202292
  48. Quintero, J. (2024). Innovación académica para el fortalecimiento de los programas de Contaduría Pública en Colombia. Región Científica, 3(1), 2024211. https://doi.org/10.58763/rc2024211
  49. Roman-Acosta, D., Caira-Tovar, N., Rodríguez-Torres, E., y Pérez, A. (2023). Estrategias efectivas de liderazgo y comunicación en contextos desfavorecidos en la era digital. Salud, Ciencia y Tecnología – Serie de Conferencias, 2, 532. https://doi.org/10.56294/sctconf2023532
  50. Roman-Acosta, D., Rodríguez-Torres, E., Baquedano-Montoya, M., López-Zavala, L., y Pérez, A. (2024). ChatGPT y su uso para perfeccionar la escritura académica en educandos de posgrado. Praxis Pedagógica, 24(36), 53-75. https://revistas.uniminuto.edu/index.php/praxis/article/view/3536
  51. Saeed, R., Alhumaid, K., y Salloum, S. (2021). The Continuous Intention to Use E-Learning, from Two Different Perspectives. Education Sciences, 11(1), 6. https://www.mdpi.com/2227-7102/11/1/6
  52. Sahni, J. (2023). Is Learning Analytics the Future of Online Education? : Assessing Student Engagement and Academic Performance in the Online Learning Environment. International Journal of Emerging Technologies in Learning (iJET), 18(02), pp. 33-49. https://doi.org/10.3991/ijet.v18i02.32167
  53. Sergeevich, R., Alexeevna, R., y Agzamovna, L. (2023). Web-Conferencing Systems (WCS): Individual, Group or Full-Class Teacher Education Format? Education Sciences, 13(2), 214. https://www.mdpi.com/2227-7102/13/2/214
  54. Shardlow, M., Sellar, S., y Rousell, D. (2021). Collaborative augmentation and simplification of text (CoAST): pedagogical applications of natural language processing in digital learning environments. Learning Environments Research, 25, 399-421. https://doi.org/10.1007/s10984-021-09368-9
  55. Shemshack, A., y Spector, J. (2021). A comprehensive analysis of personalized learning components. Journal of Computers in Education, 8, 485-503. https://doi.org/10.1007/s40692-021-00188-7
  56. Sinchi, M. (2019). Estrategia metodológica para fortalecer la lectura comprensiva en el proceso de aprendizaje de ciencias naturales de los estudiantes de básica superior en el CECIB Padre Ángel María Iglesias de la Comunidad de Puruvin, Parroquia Gualleturo, provincia del Cañar, año lectivo 2018 – 2019. [Trabajo de Grado]. Universidad Politécnica Salesiana, Sede Cuenca. https://dspace.ups.edu.ec/handle/123456789/17160
  57. Sormunen, M., Saaranen, T., Heikkilä, A., … y Salminen, L. (2020). Digital Learning Interventions in Higher Education. CIN: Computers, Informatics, Nursing, 38, 613-624. https://doi.org/https://doi.org/10.1097/cin.0000000000000645
  58. Tondeur, J., Scherer, R., Siddiq, F., y Baran, E. (2020). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study. Educational Technology Research and Development, 68(1), 319-343. https://doi.org/10.1007/s11423-019-09692-1
  59. Valencia, A., Rosas, G., y Sánchez, V. (2023). Aproximaciones conceptuales para la construcción de un modelo de gestión del conocimiento en educación ecocientífica. Bibliotecas. Anales de investigación, 19(3), 1. https://dialnet.unirioja.es/servlet/articulo?codigo=9117088
  60. Velásquez, L., y Paredes-Águila, J. (2024). Revisión sistemática sobre los desafíos que enfrenta el desarrollo e integración de las tecnologías digitales en el contexto escolar chileno, desde la docencia. Región Científica, 3(1), 2024226. https://doi.org/10.58763/rc2024226
  61. Wangid, M., Putra, C., y Rudyanto, H. (2021). The Science-Math Stories Based on Digital Learning: Digital Literacy Innovation in Increasing Ability to Solve Problems. Int. J. Emerg. Technol. Learn., 16. https://doi.org/10.3991/IJET.V16I09.22039
Tutorials

Autors:

How send article?

Evaluator pair

Most read in the last 30 days

Information

Language

QR code

Keywords

Sistema OJS 3.4.0.9 - Metabiblioteca |