ICT Implementation as a strategy to support a literacy process. Application case: Institución Educativa Maipore, Branch A, Bucaramanga
This article, presents a virtual classroomimplementation as a strategy to support thesophomores reading - writing process to stimulatethe interpretation, critical analysis and writingskills, for improving them into an academic andpersonal context, through a Moodle complementaryonline course. This pr...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2019
- Institución:
- Universidad Católica de Pereira
- Repositorio:
- Repositorio Institucional - RIBUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.ucp.edu.co:10785/15396
- Acceso en línea:
- https://revistas.ucp.edu.co/index.php/textosysentidos/article/view/172
http://hdl.handle.net/10785/15396
- Palabra clave:
- Rights
- openAccess
- License
- Derechos de autor 2019 Textos y Sentidos
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ICT Implementation as a strategy to support a literacy process. Application case: Institución Educativa Maipore, Branch A, Bucaramanga Implementación de las TIC como estrategia de apoyo al proceso de lectoescritura. Caso de aplicación: Institución Educativa Maipore, sede A, Bucaramanga |
| title |
ICT Implementation as a strategy to support a literacy process. Application case: Institución Educativa Maipore, Branch A, Bucaramanga |
| spellingShingle |
ICT Implementation as a strategy to support a literacy process. Application case: Institución Educativa Maipore, Branch A, Bucaramanga |
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ICT Implementation as a strategy to support a literacy process. Application case: Institución Educativa Maipore, Branch A, Bucaramanga |
| title_full |
ICT Implementation as a strategy to support a literacy process. Application case: Institución Educativa Maipore, Branch A, Bucaramanga |
| title_fullStr |
ICT Implementation as a strategy to support a literacy process. Application case: Institución Educativa Maipore, Branch A, Bucaramanga |
| title_full_unstemmed |
ICT Implementation as a strategy to support a literacy process. Application case: Institución Educativa Maipore, Branch A, Bucaramanga |
| title_sort |
ICT Implementation as a strategy to support a literacy process. Application case: Institución Educativa Maipore, Branch A, Bucaramanga |
| description |
This article, presents a virtual classroomimplementation as a strategy to support thesophomores reading - writing process to stimulatethe interpretation, critical analysis and writingskills, for improving them into an academic andpersonal context, through a Moodle complementaryonline course. This proposal methodology is aqualitative-quantitative, which gathers informationby a questionnaire or surveys. This informationis analyzed for generating a solution proposal tothe observed problem; besides, being followed upand controlled by linking it to socio-constructivist contributions, where the use of language and theindividual’s relationship with his environment,generates knowledge. Now, Information andCommunication Technologies (ICT), refer tocomputing resources that have revolutionizedcommunication between subjects, and through whicha relationship between acquiring and generatingknowledge is found. The virtual pedagogical proposalvalidation, allowed to verify this objective by showingsignificant progress in the students’ literacy process.The proposed activities were developed efficiently,as teachers hosted virtual elements in a very friendlyand practical way, by overcoming resources limitationand opening different improvement possibilities.From the obtained results, the relevance of ICTs useto support learning processes is confirmed. Futurework includes other ICT implementation strategiesthat strengthen the learning process, and stimulatingthe students’ development in different areas ofknowledge. |
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2019 |
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2019-05-30 2023-08-30T00:50:46Z 2023-08-30T00:50:46Z |
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Artículo de revista http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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https://revistas.ucp.edu.co/index.php/textosysentidos/article/view/172 http://hdl.handle.net/10785/15396 |
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https://revistas.ucp.edu.co/index.php/textosysentidos/article/view/172 http://hdl.handle.net/10785/15396 |
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spa |
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spa |
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https://revistas.ucp.edu.co/index.php/textosysentidos/article/view/172/166 |
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Derechos de autor 2019 Textos y Sentidos https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
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Derechos de autor 2019 Textos y Sentidos https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES http://purl.org/coar/access_right/c_abf2 |
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openAccess |
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application/pdf |
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Universidad Católica de Pereira |
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Universidad Católica de Pereira |
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Textos y Sentidos; Núm. 15 (2017); 71-92 2215-8820 2215-8812 |
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Universidad Católica de Pereira |
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1844494684570779648 |
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ICT Implementation as a strategy to support a literacy process. Application case: Institución Educativa Maipore, Branch A, BucaramangaImplementación de las TIC como estrategia de apoyo al proceso de lectoescritura. Caso de aplicación: Institución Educativa Maipore, sede A, BucaramangaThis article, presents a virtual classroomimplementation as a strategy to support thesophomores reading - writing process to stimulatethe interpretation, critical analysis and writingskills, for improving them into an academic andpersonal context, through a Moodle complementaryonline course. This proposal methodology is aqualitative-quantitative, which gathers informationby a questionnaire or surveys. This informationis analyzed for generating a solution proposal tothe observed problem; besides, being followed upand controlled by linking it to socio-constructivist contributions, where the use of language and theindividual’s relationship with his environment,generates knowledge. Now, Information andCommunication Technologies (ICT), refer tocomputing resources that have revolutionizedcommunication between subjects, and through whicha relationship between acquiring and generatingknowledge is found. The virtual pedagogical proposalvalidation, allowed to verify this objective by showingsignificant progress in the students’ literacy process.The proposed activities were developed efficiently,as teachers hosted virtual elements in a very friendlyand practical way, by overcoming resources limitationand opening different improvement possibilities.From the obtained results, the relevance of ICTs useto support learning processes is confirmed. Futurework includes other ICT implementation strategiesthat strengthen the learning process, and stimulatingthe students’ development in different areas ofknowledge.El presente artículo muestra la implementación de un aula virtual como estrategia de apoyo al proceso de lectoescritura de los estudiantes del grado Décimo, con el fin de estimular la interpretación, el análisis crítico y la redacción, mejorando estas habilidades en los ámbitos académicos y personales a través de un curso virtual complementario en la plataforma Moodle. La metodología de esta propuesta es cualitativa y cuantitativa, pues reúne información bajo cuestionario o encuestas. Esta información es analizada y se genera una propuesta de solución a la problemática observada; además, se realiza un seguimiento y control y se enlaza con los aportes socio-constructivistas en los cuales el uso del lenguaje y la relación del individuo con su entorno generan conocimiento. Ahora bien, las Tecnologías de la Información y la Comunicación (TIC) hacen referencia a los recursos informáticos que han revolucionado la comunicación entre los sujetos y a través de los cuales se busca una interrelación entre adquirir y generar conocimiento. La validación de la propuesta pedagógica virtual permitió verificar este objetivo, mostrando avances significativos en el proceso de lectoescritura en los estudiantes. Se desarrollaron las actividades propuestas de forma eficiente y los docentes acogieron los elementos virtuales de una forma amigable y práctica, superando la limitación de recursos y abriendo posibilidades de mejoramiento. De los resultados obtenidos, se confirma la pertinencia del uso de las TIC como apoyo a procesos formativos. Trabajos futuros incluyen la implementación de otras estrategias TIC que fortalezcan los procesos de aprendizaje, estimulando el desarrollo de los estudiantes en las diferentes áreas del conocimientoUniversidad Católica de Pereira2023-08-30T00:50:46Z2023-08-30T00:50:46Z2019-05-30Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_2df8fbb1application/pdfhttps://revistas.ucp.edu.co/index.php/textosysentidos/article/view/172http://hdl.handle.net/10785/15396Textos y Sentidos; Núm. 15 (2017); 71-922215-88202215-8812spahttps://revistas.ucp.edu.co/index.php/textosysentidos/article/view/172/166Derechos de autor 2019 Textos y Sentidoshttps://creativecommons.org/licenses/by-nc/4.0/deed.es_EShttps://creativecommons.org/licenses/by-nc/4.0/deed.es_ESinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Porras Alarcón, Carlos AlbertoPérez León, Javier Enriqueoai:repositorio.ucp.edu.co:10785/153962025-01-27T23:59:13Z |