Fortalecimiento de la Lectoescritura Mediante una Aplicación Móvil en Estudiantes de Cuarto Grado (4°) de Básica Primaria
Digital
- Autores:
-
Suarez-Montiel,Kelly,Vanesa
- Tipo de recurso:
- Fecha de publicación:
- 2022
- Institución:
- Universidad de Santander
- Repositorio:
- Repositorio Universidad de Santander
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.udes.edu.co:001/10130
- Palabra clave:
- Aplicación Móvil
Lectoescritura
Competencias
Pedagogías Alternativas
Mobile Application
Literacy
Competencies
Alternative Pedagogies
- Rights
- openAccess
- License
- http://purl.org/coar/access_right/c_abf2
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Fortalecimiento de la Lectoescritura Mediante una Aplicación Móvil en Estudiantes de Cuarto Grado (4°) de Básica Primaria |
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Strengthening Literacy Through a Mobile Application in Fourth Grade (4th) Elementary Students |
| title |
Fortalecimiento de la Lectoescritura Mediante una Aplicación Móvil en Estudiantes de Cuarto Grado (4°) de Básica Primaria |
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Fortalecimiento de la Lectoescritura Mediante una Aplicación Móvil en Estudiantes de Cuarto Grado (4°) de Básica Primaria Aplicación Móvil Lectoescritura Competencias Pedagogías Alternativas Mobile Application Literacy Competencies Alternative Pedagogies |
| title_short |
Fortalecimiento de la Lectoescritura Mediante una Aplicación Móvil en Estudiantes de Cuarto Grado (4°) de Básica Primaria |
| title_full |
Fortalecimiento de la Lectoescritura Mediante una Aplicación Móvil en Estudiantes de Cuarto Grado (4°) de Básica Primaria |
| title_fullStr |
Fortalecimiento de la Lectoescritura Mediante una Aplicación Móvil en Estudiantes de Cuarto Grado (4°) de Básica Primaria |
| title_full_unstemmed |
Fortalecimiento de la Lectoescritura Mediante una Aplicación Móvil en Estudiantes de Cuarto Grado (4°) de Básica Primaria |
| title_sort |
Fortalecimiento de la Lectoescritura Mediante una Aplicación Móvil en Estudiantes de Cuarto Grado (4°) de Básica Primaria |
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Suarez-Montiel,Kelly,Vanesa |
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Sánchez-Medina,Irlesa,Indira |
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Suarez-Montiel,Kelly,Vanesa |
| dc.contributor.jury.none.fl_str_mv |
Torres-Rodríguez,Gloria,Elisa |
| dc.subject.proposal.spa.fl_str_mv |
Aplicación Móvil Lectoescritura Competencias Pedagogías Alternativas |
| topic |
Aplicación Móvil Lectoescritura Competencias Pedagogías Alternativas Mobile Application Literacy Competencies Alternative Pedagogies |
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Mobile Application Literacy Competencies Alternative Pedagogies |
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Digital |
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2022 |
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2022-12-14 |
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2024-03-22T19:44:07Z |
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2024-03-22T19:44:07Z |
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Trabajo de grado - Maestría |
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http://purl.org/coar/version/c_71e4c1898caa6e32 |
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Universidad de Santander |
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T 106.22 S817f |
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Repositorio Digital Universidad de Santander |
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https://repositorio.udes.edu.co/ |
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Almalki, S. (2016). Integrating Quantitative and Qualitative Data in Mixed Methods Research— Challenges and Benefits. Journal of Education and Learning, 5, (3), p. 288. Canadian Center of Science and Education. https://doi.org/10.5539/jel.v5n3p288 Ah-Nam, L. & Osman, K. (2017). Developing 21st Century Skills through a ConstructivistConstructionist Learning Environment. K-12 STEM Education, 3(2), 205-216. The Institute for the Promotion of Teaching Science and Technology (IPST). https://www.learntechlib.org/p/209542/. Bieńkowska, I., Klimczok, A., Polok, K., & Modrzejewska, J. (2021). Use of Mobile Assisted Language Learning (MALL) in Teaching Vocabulary to ESP Students. https://ijrte.penpublishing.net/files/5/manuscript/manuscript_2614/ijrte-2614-manuscript085919.pdf Bindu, C. N. (2016). Impact of ICT on teaching and learning: A literature review. International Journal of Management and Commerce Innovations, 4(1), 24-31. Bujang, M. A., Omar, E. D., & Baharum, N. A. (2018). A Review on Sample Size Determination for Cronbach’s Alpha Test: A Simple Guide for Researchers. Malaysian Journal of Medical Sciences, 25, (6), pp. 85–99. Penerbit Universiti Sains Malaysia. https://doi.org/10.21315/mjms2018.25.6.9 Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE Publications. http://epedagogium.upol.cz/pdfs/epd/2016/04/08.pdf de Souza, A. C. de, Alexandre, N. M. C., Guirardello, E. de B., Souza, A. C. de, Alexandre, N. M. C., & Guirardello, E. de B. (2017). Propriedades psicométricas na avaliação de instrumentos: avaliação da confiabilidade e da validade. Epidemiologia e Serviços de Saúde 26, (3), pp. 649–659. FapUNIFESP (SciELO). https://doi.org/10.5123/s1679- 49742017000300022 Díaz-Giráldez, F. (2020). Lectura, escritura y variables cognitivas en español. Universidad de Málaga – Tesis Doctoral. https://hdl.handle.net/10630/19327 Díaz-López, A., Maquilón-Sánchez, J.-J., & Mirete-Ruiz, A.-B. (2020). Maladaptive use of ICT in adolescence: Profiles, supervision and technological stress. Comunicar, 28, (64), pp. 29–38). Grupo Comunicar. https://doi.org/10.3916/c64-2020-03 Ertmer, P. A., & Newby, T. J. (2016). Learning Theory and Technology. In The Wiley Handbook of Learning Technology (pp. 58–76). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118736494.ch4 Etikan, I., & Bala, K. (2017). Sampling and Sampling Methods. Biometrics & Biostatistics International Journal, 5, (6). MedCrave Group, LLC. https://doi.org/10.15406/bbij.2017.05.00149 Fosnacht, K., Sarraf, S., Howe, E., & Peck, L. K. (2017). How Important are High Response Rates for College Surveys? The Review of Higher Education, 40, (2), pp. 245–265). Project Muse. https://doi.org/10.1353/rhe.2017.0003 Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research, 12(21), pp. 11242- 11251. http://www.ripublication.com/ijaer17/ijaerv12n21_102.pdf Girlado-Torres, C. P. (2020). Influencia del Modelo Pedagógico Social-Cognitivo en el Rendimiento Académico en Instituciones de Educación Básica Primaria. Conocimiento, Investigación y Educación CIE, 2(10). https://revistas.unipamplona.edu.co/ojs_viceinves/index.php/CIE/article/view/4407 Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3–17. Retrieved from http://llt.msu.edu/issues/june2017/emerging.pdf González-López, M. (2021). Teaching management to reading and writing in children of elementary school. International Journal of Educational Administration, Management, and Leadership, pp. 27–34. Har press Indonesia. https://doi.org/10.51629/ijeamal.v2i1.17 Hsu, L. (2016). Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: a partial least square approach. Computer Assisted Language Learning, 29, (8), pp. 1287–1297. Informa UK Limited. https://doi.org/10.1080/09588221.2016.1278024 Huang, H.-M., & Liaw, S.-S. (2018). An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches. In The International Review of Research in Open and Distributed Learning (Vol. 19, Issue 1). Athabasca University Press. https://doi.org/10.19173/irrodl.v19i1.2503 Jha, A. (2017). ICT Pedagogy in Higher Education: A Constructivist Approach. In Journal of Training and Development (Vol. 3, pp. 64–70). Nepal Journals Online (JOL). https://doi.org/10.3126/jtd.v3i0.18232 Klimova, B., & Zamborova, K. (2020). Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study. Education Sciences, 10, (12), p. 391. MDPI AG. https://doi.org/10.3390/educsci10120391 Lu, J., & Price, J. (2018). Chinese Students’ ICT Readiness for a Blended Teaching and Learning Environment. EURASIA Journal of Mathematics, Science and Technology Education, 14, (7). Modestum Publishing Ltd. https://doi.org/10.29333/ejmste/90991 Mahdi, H. S. (2017). The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning. International Journal of English Linguistics 7, (4), p. 1). Canadian Center of Science and Education. https://doi.org/10.5539/ijel.v7n4p1 Mann, K., & MacLeod, A. (2015). Constructivism: learning theories and approaches to research. In Researching Medical Education (pp. 49–66). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118838983.ch6 Martínez, L. A., & Trabada, A. (2022). La dimensión semántica como fundamento pedagógico para superar las dificultades de aprendizaje del lenguaje escrito. Revista arbitrada del centro de investigación y estudios gerenciales, 56, pp. 244-261. https://revista.grupocieg.org/wp-content/uploads/2022/06/Ed.56244-261-Martinez-yTrabada.pdf McKim, C. A. (2016). The Value of Mixed Methods Research. Journal of Mixed Methods Research,11, (2), pp. 202–222. SAGE Publications. https://doi.org/10.1177/1558689815607096 Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. 3 ed. Sage publications. https://eric.ed.gov/?id=ED500340 Piñeros-Garzón, A.M., Orjuela, D. & Torres, A (2018). Una mirada crítica a las prácticas escriturales del grado quinto de la básica primaria. Cuadernos de Lingüística Hispánica, (31), pp. 173-190.http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0121- 053X2018000100173 Pujolà, J.-T., & Appel, C. (2022). Gamification for Technology-Enhanced Language Teaching and Learning. In Research Anthology on Developments in Gamification and GameBased Learning (pp. 992–1010). IGI Global. https://doi.org/10.4018/978-1-6684-3710- 0.ch045 Purgina, M., Mozgovoy, M., & Klyuev, V. (2016). Developing a Mobile System for Natural Language Grammar Acquisition. In 2016 IEEE 14th Intl Conf on Dependable, Autonomic and Secure Computing, 14th Intl Conf on Pervasive Intelligence and Computing, 2nd Intl Conf on Big Data Intelligence and Computing and Cyber Science and Technology Congress(DASC/PiCom/DataCom/CyberSciTech). https://doi.org/10.1109/dasc-picomdatacom-cyberscitec.2016.72 Purgina, M., Mozgovoy, M., & Blake, J. (2020). WordBricks: Mobile Technology and Visual Grammar Formalism for Gamification of Natural Language Grammar Acquisition. Journal of Educational Computing Research, 58, (1), pp. 126–159. SAGE Publications. https://doi.org/10.1177/0735633119833010 Rahi, S. (2017). Research Design and Methods: A Systematic Review of Research Paradigms, Sampling Issues and Instruments Development. International Journal of Economics & Management Sciences, 06, (02). OMICS Publishing Group. https://doi.org/10.4172/2162-6359.1000403 Roque, N. A., & Boot, W. R. (2016). A New Tool for Assessing Mobile Device Proficiency in Older Adults: The Mobile Device Proficiency Questionnaire. Journal of Applied Gerontology, 37, (2), pp. 131–156. SAGE Publications. https://doi.org/10.1177/0733464816642582 Rosell-Aguilar, F. (2017). State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications. CALICO Journal, 34, (2). Equinox Publishing. https://doi.org/10.1558/cj.27623 Sasan, J. M., & Rabillas, A. R. (2022). Enhancing English proficiency for Filipinos through a multimedia approach based on constructivist learning theory: a review. Science and Education, 3(8), 45-58. Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30, (3–4), pp. 284–303. Informa UK Limited. https://doi.org/10.1080/09588221.2017.1308383 Snelson, C. L. (2016). Qualitative and Mixed Methods Social Media Research. International Journal of Qualitative Methods, 15, (1), p. 160940691562457. SAGE Publications. https://doi.org/10.1177/1609406915624574 Soto-Arango, D. E., & Molina-Pacheco, L. E. (2018). La Escuela Rural en Colombia como escenario de implementación de TIC. In Saber, Ciencia y Libertad (Vol. 13, Issue 1, pp. 275–289). Universidad Libre. https://doi.org/10.18041/2382-3240/saber.2018v13n1.2086 Suner, A., Yilmaz, Y., & Pişkin, B. (2019). Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students. PeerJ, 7, p. e7391). PeerJ. https://doi.org/10.7717/peerj.7391 Sung, Y.-T., Chang, K.-E., & Yang, J.-M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational Research Review,16, pp. 68–84). Elsevier BV. https://doi.org/10.1016/j.edurev.2015.09.001 Uddin, M. J., & Agarwal, P. C. (2020). Teaching-Learning Strategies for the improvement of Science Education in Government Schools in India. IOSR Journal of Humanities And Social Science (IOSR-JHSS). 25;(9)-3. e-ISSN: 2279-0837, p-ISSN: 2279-0845. Wang, Z., & Han, F. (2021). Developing English language learners’ oral production with a digital game-based mobile application. IF. Papa (Ed.), PLOS ONE, 16, (1), p. e0232671). Public Library of Science (PLoS). https://doi.org/10.1371/journal.pone.0232671 Wong, L.-H., Sing-Chai, C., & Poh-Aw, G. (2017). Seamless language learning: Second language learning with social media. Comunicar, 25, (50), pp. 9–21. Grupo Comunicar. https://doi.org/10.3916/c50-2017-01 |
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Universidad de Santander |
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Bucaramanga |
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Facultad de Ciencias Sociales |
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Bucaramanga, Colombia |
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Maestría en Tecnologías Digitales Aplicadas a la Educación |
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Universidad de Santander |
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Sánchez-Medina,Irlesa,Indira17cd0045-97c8-4414-b373-d20227dbba89-1Suarez-Montiel,Kelly,Vanesaf1d2a378-ad48-4556-bde0-43d2ba229939-1Torres-Rodríguez,Gloria,Elisacc46fa7d-ddf9-4d22-9c66-4260319be6be-12024-03-22T19:44:07Z2024-03-22T19:44:07Z2022-12-14DigitalLa enseñanza y el aprendizaje de los elementos lingüísticos mediadores y generadores de la comunicación, constituyen un apartado primordial y vital en el proceso educativo del estudiante durante estadios tempranos de su formación. No obstante, existen muchos factores por los cuales estos procesos formativos se ven minados y truncados en cuanto a sus alcances e impactos, reflejándose esto en brechas cognitivas que principalmente tienden a ser producto de contextos sociales y educativos precarios; como los que se presentan en las instituciones educativas rurales del caribe colombiano. Por estas razones en esta investigación se desarrolló una estrategia pedagógica para el fortalecimiento de la lectoescritura mediante una aplicación móvil en los estudiantes de cuarto (4°) grado de la Institución Educativa Los Morales en el municipio de Tierralta, departamento de Córdoba. La cual fue diseñada mediante el desarrollo de una aplicación móvil denominada QuizApp, implementada como estrategia didáctica de intervención, generando un mejoramiento estadísticamente significativo (p<0,05) en el grado de conocimiento, dominio y desarrollo las habilidades de lectura y escritura evaluadas en los estudiantes del grado cuarto (4°) a través del análisis y comparación de los Índices de Rendimiento de cada estudiante (IDR), en ambos momentos de la investigación: anterior y posterior a la implementación de la aplicación móvil mediante los diagnósticos pre-test y posttest, respectivamente. Se concluye que la aplicación móvil QuizApp representa una herramienta útil para el mejoramiento de los conocimientos y las habilidades de lectura y escritura en los estudiantes de esta escuela rural.Teaching and learning of linguistic key elements and generators of communication, represent a crucial and fundamental point in student’s educational process during early stages of their formation. However, there are many factors which these training processes are undermined by in terms of their scope and impacts, reflecting this in cognitive gaps that mainly tend to be product of social and educational precarious contexts; as those that occur in rural educational institutions in the Colombian Caribbean. For these reasons, in this research, a pedagogical strategy was developed in order to strengthen literacy through a mobile application in fourth (4th) grade students of Los Morales Educational Institution in Tierralta municipality, department of Córdoba. This pedagogy was designed through the development of this mobile application named QuizApp, implemented as a didactic intervention strategy, showing a statistically significant improvement (p<0,05) in degrees of knowledge, mastery and development of reading and writing competencies evaluated in fourth grade (4th) students through the analysis and comparison of the Performance Indexes of each student (IDR), in both moments of this research: before and after the implementation of QuizApp through pre-test and post-test diagnoses, respectively. It is concluded the use QuizApp mobile application represents an pedagogical useful tool for improving the knowledge along reading and writing competencies in fourth grade (4°) students in this rural school.MaestríaMagíster en Tecnologías Digitales Aplicadas a la EducaciónCapítulo 1. Presentación del trabajo de grado ..........................................................................15 Planteamiento del problema..........................................................................................15 Descripción de la situación problema.................................................................16 Identificación del problema ................................................................................17 Pregunta problema ............................................................................................21 Justificación...................................................................................................................21 Objetivos .......................................................................................................................22 Objetivo general.................................................................................................22 Objetivos específicos .........................................................................................22 Capítulo 2. Bases teóricas ........................................................................................................24 Aportes al estado del arte..............................................................................................24 Marco teórico.................................................................................................................27 Capítulo 3. Diseño metodológico...............................................................................................31 Tipo de investigación.....................................................................................................31 Alcance .........................................................................................................................33 Hipótesis .......................................................................................................................33 Variables o categorías...................................................................................................34 Operacionalización de variables....................................................................................36 Población y muestra......................................................................................................37 Procedimiento ...............................................................................................................38 Instrumentos de recolección de información..................................................................39 Técnicas de análisis de datos........................................................................................43 Capítulo 4. Consideraciones éticas.............................................................................................43 Capítulo 5. Diagnóstico...............................................................................................................46 Capítulo 6. Estructura de la propuesta de intervención...............................................................49 Propuesta pedagógica...................................................................................................50 Implementación de la propuesta con el desarrollo de las actividades......................................56 Componente tecnológico...............................................................................................65 Capítulo 7. Análisis e interpretación de datos.............................................................................77 Capítulo 8. Conclusiones.............................................................................................................89 Capítulo 9. Limitaciones............................................................................................................92 Capítulo 10. Impacto, recomendaciones y trabajos futuros .......................................................93 Impacto .........................................................................................................................93 Recomendaciones y trabajos futuros.............................................................................93 Referencias......................................................................................................................93 Anexos....................................................................................................................................100110 papplication/pdfUniversidad de SantanderT 106.22 S817fRepositorio Digital Universidad de Santanderhttps://repositorio.udes.edu.co/https://repositorio.udes.edu.co/handle/001/10130spaUniversidad de SantanderBucaramangaFacultad de Ciencias SocialesBucaramanga, ColombiaMaestría en Tecnologías Digitales Aplicadas a la EducaciónAlmalki, S. (2016). Integrating Quantitative and Qualitative Data in Mixed Methods Research— Challenges and Benefits. Journal of Education and Learning, 5, (3), p. 288. Canadian Center of Science and Education. https://doi.org/10.5539/jel.v5n3p288Ah-Nam, L. & Osman, K. (2017). Developing 21st Century Skills through a ConstructivistConstructionist Learning Environment. K-12 STEM Education, 3(2), 205-216. The Institute for the Promotion of Teaching Science and Technology (IPST). https://www.learntechlib.org/p/209542/.Bieńkowska, I., Klimczok, A., Polok, K., & Modrzejewska, J. (2021). Use of Mobile Assisted Language Learning (MALL) in Teaching Vocabulary to ESP Students. https://ijrte.penpublishing.net/files/5/manuscript/manuscript_2614/ijrte-2614-manuscript085919.pdfBindu, C. N. (2016). Impact of ICT on teaching and learning: A literature review. International Journal of Management and Commerce Innovations, 4(1), 24-31.Bujang, M. A., Omar, E. D., & Baharum, N. A. (2018). 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