DIGITAL NARRATIVES AND THEIR IMPACT ON LITERACY IN SECOND YEAR BASIC STUDENTS OF THE SATHYA SAI FISCOMISIONAL EDUCATIONAL UNIT OF BAHÍA DE CARÁQUEZ

Autor: Zambrano-Hidalgo, Fanny Beatriz, Arroyo-Cobeña, María Verónica
Jazyk: Spanish; Castilian
Rok vydání: 2022
Předmět:
Zdroj: REVISTA CIENTÍFICA MULTIDISCIPLINARIA ARBITRADA YACHASUN-ISSN: 2697-3456; Vol. 6 No. 11 Ed. esp (2022): REVISTA CIENTÍFICA YACHASUN (Edición especial agosto 2022); 89-118
REVISTA CIENTÍFICA MULTIDISCIPLINARIA ARBITRADA YACHASUN-ISSN: 2697-3456; Vol. 6 Núm. 11 Ed. esp (2022): REVISTA CIENTÍFICA YACHASUN (Edición especial agosto 2022); 89-118
ISSN: 2697-3456
Popis: The purpose of carrying out this research is the difficulty that occurs in the second year basic students in the development of literacy, at the same time it must be taken into account that literacy is one of the most important foundations that they have to face. the students, to transcend in the training and acquisition of knowledge that will mark their professional life in the future, in addition to the presence of the Covid-19 pandemic, these digital tools gain a great boom through them, it was possible to continue in the process of education in a synchronous and asynchronous way that broke paradigms in teaching-learning. It should be noted that this study deals with digital narratives and their impact on literacy, therefore, the main objective of this article is to analyze digital narratives and their impact on literacy in the academic performance of second-year students. basic year of the Sathya Sai Fiscomisional Educational Unit of the City of Bahía de Caráquez. To emphasize the role played by digital narratives as a teaching-learning methodological resource in literacy that guides them to a transformation of the learning model to stimulate educational contexts through the senses such as auditory, visual and sensory. The digital narratives from the various language systems that are integrated as texts, images, animation, videos and sounds. It has been verified that the research was developed under a quantitative approach, applying a type of non-experimental descriptive study, showing that the study population consisted of 17 teachers to whom a survey with dichotomous questions was applied, to carry out the discussion , analysis of the results obtained, in addition, empirical, statistical, theoretical methods were used, although it is true that teachers use the various digital tools, therefore the different activities implemented in the class sessions as feedback strategies or previous knowledge that lead to great advantages academic since they help develop creativity, critical thinking, interaction, cooperation in students and it is not only skill but also skills that students think they could not, the most important thing to obtain the skills and abilities in reading and writing of the students of second year of basic, it is worth signaling ar that from the teaching experience it is concluded that the different digital tools is an opportunity and strategy for teachers and resources or techniques for students, especially in the use of the different applied digital narratives, it can be pointed out the one that has been most relevant and used by teachers is Liveworksheets for its pedagogical academic techniques, strategies and methodology that strengthens student performance in literacy in their teaching-learning. Keywords: Digital tools, literacy, significant learning.
El propósito de llevar a cabo esta investigación es la dificultad que se presenta en los estudiantes de segundo año básico en el desarrollo de la lectoescritura, al mismo tiempo hay que tener en cuenta que la lectoescritura es uno de los cimientos más importante que tienen que enfrentar los estudiantes, para transcender en la formación y la adquisición de conocimiento que marcara su vida profesional a futuro, además con la presencia de la pandemia de la Covid-19 estas herramientas digitales ganan un gran auge por medio de ellas se pudo continuar en el proceso de la educación de forma sincrónica y asincrónica que rompió paradigmas en la enseñanza-aprendizaje. Cabe resaltar que el presente estudio trata de las narrativas digitales y su impacto en la lectoescritura, por lo tanto, el objetivo principal del presente artículo es analizar las narrativas digitales y su impacto que tiene en la lectoescritura en el rendimiento académico de los estudiantes de segundo año básico de la Unidad Educativa Fiscomisional Sathya Sai de la Ciudad de Bahía de Caráquez. Para dar énfasis el papel que juega las narrativas digitales como recurso metodológico de enseñanza-aprendizaje en la lectoescritura que los orienta a una transformación al modelo de aprendizaje para estimular los contextos educativos por medio de los sentidos como auditivos, visuales y sensoriales. Las narrativas digitales a partir de los diversos sistemas de lenguajes que se integran como textos, imagen, animación, videos y sonidos. Se ha verificado que la investigación se desarrolló bajo un enfoque cuantitativo, aplicando un tipo de estudio descriptivo no experimental, evidenciando que la población de estudio estuvo conformada por 17 docentes a quienes se les aplico una encuesta con preguntas dicotómicas, para llevar a cabo la discusión, análisis de los resultados obtenidos además se utilizó métodos teóricos empíricos, estadísticos, si bien es cierto los docentes utilizan las diversas herramientas digitales, por ende las diferentes actividades implementadas en las sesiones de clases como estrategias de retroalimentación o saberes previos que inducen a grandes ventajas académicas puesto que ayudan a desarrollar la creatividad, pensamientos críticos, interacción, cooperación en los estudiantes y no solo es habilidad sino también habilidades que los estudiantes piensan que no podían, lo más importante para obtener las habilidades y destrezas en la lectoescritura de los estudiantes de segundo año básico, cabe señalar que desde la experiencia docente se concluye que las diferentes herramientas digitales es una oportunidad y estrategia para los docentes y recursos o técnicas para los estudiantes sobre todo en la utilización de las distintas narrativas digitales aplicada se puede señalar la que más ha sido relevante y utilizada por los docentes es Liveworksheets por sus técnicas, estrategias y metodología académicas pedagógicas que fortalece el desempeño en los estudiantes en la lectoescritura en su enseñanza-aprendizaje. Palabras claves: Herramientas digitales, lectoescritura, aprendizaje significativo. Abstract The purpose of carrying out this research is the difficulty that occurs in the second year basic students in the development of literacy, at the same time it must be taken into account that literacy is one of the most important foundations that they have to face. the students, to transcend in the training and acquisition of knowledge that will mark their professional life in the future, in addition to the presence of the Covid-19 pandemic, these digital tools gain a great boom through them, it was possible to continue in the process of education in a synchronous and asynchronous way that broke paradigms in teaching-learning. It should be noted that this study deals with digital narratives and their impact on literacy, therefore, the main objective of this article is to analyze digital narratives and their impact on literacy in the academic performance of second-year students. basic year of the Sathya Sai Fiscomisional Educational Unit of the City of Bahía de Caráquez. To emphasize the role played by digital narratives as a teaching-learning methodological resource in literacy that guides them to a transformation of the learning model to stimulate educational contexts through the senses such as auditory, visual and sensory. The digital narratives from the various language systems that are integrated as texts, images, animation, videos and sounds. It has been verified that the research was developed under a quantitative approach, applying a type of non-experimental descriptive study, showing that the study population consisted of 17 teachers to whom a survey with dichotomous questions was applied, to carry out the discussion , analysis of the results obtained, in addition, empirical, statistical, theoretical methods were used, although it is true that teachers use the various digital tools, therefore the different activities implemented in the class sessions as feedback strategies or previous knowledge that lead to great advantages academic since they help develop creativity, critical thinking, interaction, cooperation in students and it is not only skill but also skills that students think they could not, the most important thing to obtain the skills and abilities in reading and writing of the students of second year of basic, it is worth signaling ar that from the teaching experience it is concluded that the different digital tools is an opportunity and strategy for teachers and resources or techniques for students, especially in the use of the different applied digital narratives, it can be pointed out the one that has been most relevant and used by teachers is Liveworksheets for its pedagogical academic techniques, strategies and methodology that strengthens student performance in literacy in their teaching-learning. Keywords: Digital tools, literacy, significant learning. Información del manuscrito:Fecha de recepción: 01 de junio de 2022.Fecha de aceptación: 10 de agosto de 2022.Fecha de publicación: 11 de agosto de 2022.
Databáze: OpenAIRE
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