Communicate...Reading and Writing Strategy
The research process was developed at the Antonio Baraya District educational institution located in Bogotá, south of the city, with first grade students. The general objective of the research was to implement a pedagogical strategy mediated by didactics and technology, which would strengthen the re...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2023
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| Online Access: | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/15372 |
| _version_ | 1801706743880744960 |
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| author | Hernández-Lozano, Lissa-Lorena Galvis-Berrio, Luz-Omaira Tibavizco-Erazo, Sandra-Katherin |
| author_facet | Hernández-Lozano, Lissa-Lorena Galvis-Berrio, Luz-Omaira Tibavizco-Erazo, Sandra-Katherin |
| author_sort | Hernández-Lozano, Lissa-Lorena |
| collection | OJS |
| description | The research process was developed at the Antonio Baraya District educational institution located in Bogotá, south of the city, with first grade students. The general objective of the research was to implement a pedagogical strategy mediated by didactics and technology, which would strengthen the reading and writing processes of students, whose educational reality was disrupted by the covid-19 pandemic. The method used in this research was based on Action Research, the research paradigm was socio-critical, the research approach was qualitative of an ethnographic type; Regarding the research route, it was developed according to the stages, phases and transversal activities to the schedule, dates and the relationship with the proposed objectives. The elaboration of strategies (guides and digital tool) and their application were carried out taking into account the previous elaboration and implementation of the research instruments (questionnaire and interview) for data collection. In relation to the results, it was possible to show that the strategy implemented to strengthen the reading and writing process had a great impact on both the students and the first grade teachers, who report progress in said process according to the academic performance. In conclusion, the importance of generating pedagogical strategies that involve the use of technological tools that enhance and strengthen student learning from initial education, considering the context and current situation, as well as the support that the population requires to overcome the difficulties that arise. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-15372 |
| institution | Revista Pensamiento y Acción |
| language | spa |
| publishDate | 2023 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-153722023-03-31T12:56:02Z Communicate...Reading and Writing Strategy Comunic-Arte...Estrategia de lectura y escritura Hernández-Lozano, Lissa-Lorena Galvis-Berrio, Luz-Omaira Tibavizco-Erazo, Sandra-Katherin aprendizaje dificultad en el aprendizaje escritura método de enseñanza learning learning difficulty teaching method writing The research process was developed at the Antonio Baraya District educational institution located in Bogotá, south of the city, with first grade students. The general objective of the research was to implement a pedagogical strategy mediated by didactics and technology, which would strengthen the reading and writing processes of students, whose educational reality was disrupted by the covid-19 pandemic. The method used in this research was based on Action Research, the research paradigm was socio-critical, the research approach was qualitative of an ethnographic type; Regarding the research route, it was developed according to the stages, phases and transversal activities to the schedule, dates and the relationship with the proposed objectives. The elaboration of strategies (guides and digital tool) and their application were carried out taking into account the previous elaboration and implementation of the research instruments (questionnaire and interview) for data collection. In relation to the results, it was possible to show that the strategy implemented to strengthen the reading and writing process had a great impact on both the students and the first grade teachers, who report progress in said process according to the academic performance. In conclusion, the importance of generating pedagogical strategies that involve the use of technological tools that enhance and strengthen student learning from initial education, considering the context and current situation, as well as the support that the population requires to overcome the difficulties that arise. El proceso de investigación se desarrolló en la institución educativa Distrital Antonio Baraya ubicada en Bogotá al sur de la ciudad, con estudiantes de grado primero de primaria. El objetivo general de la investigación fue implementar una estrategia pedagógica mediada por la didáctica y la tecnología, que fortaleciera los procesos de lectura y escritura de los estudiantes, cuya realidad educativa fue irrumpida por la pandemia producto del covid-19. El método utilizado en esta investigación partió de la Investigación-Acción, el paradigma de la investigación fue el sociocrítico, el enfoque de investigación fue cualitativo de tipo etnográfico; en cuanto a la ruta de investigación se desarrolló de acuerdo a las etapas, fases y actividades transversales al cronograma, fechas y la relación con los objetivos planteados. La elaboración de estrategias (guías y herramienta digital) y su aplicación se realizó teniendo en cuenta la previa elaboración e implementación de los instrumentos de investigación (cuestionario y entrevista) para la recolección de datos. Con relación a los resultados, se logró evidenciar que la estrategia implementada para el fortalecimiento del proceso lectoescritor fue de gran impacto tanto para los estudiantes como para las docentes de grado primero, quienes reportan un avance en dicho proceso de acuerdo con el desempeño académico. Como conclusión se resalta la importancia de generar estrategias pedagógicas que involucren el uso de herramientas tecnológicas que potencien y fortalezcan el aprendizaje de los estudiantes desde la educación inicial teniendo en cuenta el contexto y la situación actual, así como el apoyo que requiere la población para superar las dificultades que se presentan. Universidad Pedagógica y Tecnológica de Colombia 2023-03-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/15372 10.19053/01201190.n34.2023.15372 Pensamiento y Acción; No. 34 (2023): January-June 2023; 16-32 Pensamiento y Acción; Núm. 34 (2023): Enero-Junio 2023; 16-32 2619-3353 0120-1190 spa https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/15372/12743 Derechos de autor 2023 Lissa-Lorena Hernández-Lozano, Luz-Omaira Galvis-Berrio, Sandra-Katherin Tibavizco-Erazo http://creativecommons.org/licenses/by/4.0 |
| spellingShingle | aprendizaje dificultad en el aprendizaje escritura método de enseñanza learning learning difficulty teaching method writing Hernández-Lozano, Lissa-Lorena Galvis-Berrio, Luz-Omaira Tibavizco-Erazo, Sandra-Katherin Communicate...Reading and Writing Strategy |
| title | Communicate...Reading and Writing Strategy |
| title_alt | Comunic-Arte...Estrategia de lectura y escritura |
| title_full | Communicate...Reading and Writing Strategy |
| title_fullStr | Communicate...Reading and Writing Strategy |
| title_full_unstemmed | Communicate...Reading and Writing Strategy |
| title_short | Communicate...Reading and Writing Strategy |
| title_sort | communicate reading and writing strategy |
| topic | aprendizaje dificultad en el aprendizaje escritura método de enseñanza learning learning difficulty teaching method writing |
| topic_facet | aprendizaje dificultad en el aprendizaje escritura método de enseñanza learning learning difficulty teaching method writing |
| url | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/15372 |
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