Aplicación móvil para favorecer la lecto-escritura en estudiantes de séptimo año de la unidad educativa Dr. José María Velasco Ibarra.

Abstract

The origin of this research points towards the changes and benefits that the technological resources that exist today provide us and that are becoming more and more present and important within the educational processes, it is for them that the present research work understands the need to create an educational mobile application as a support tool in strengthening the reading and writing of students in the seventh year of basic education at the Dr. José María Velasco Ibarra Educational Unit. The intention of the research is based on the development of an educational mobile app with which it is intended to attract the attention of students, to develop participation skills and cooperative learning, to allow them to know and learn differently by acquiring digital skills, since For years traditional education has been monotonous and rigid, leaving the student often confused, with gaps and with many questions to ask, that is why we try to develop an attractive, interactive and above all easy-to-use tool with a very consistent interface at the age of the students, with feedback activities, thus achieving significant learning and improving the reading-writing process. In the present study, the research methodology based on design was used with a qualitative approach, since with this orientation educational experiences are sought from an interpretive perspective, for this process due to the virtual modality that today applies the educational field, it was carried out in two interactions. The first interaction was carried out with two experts in educational technology and the teacher of the language and literature subject, in this interaction a matrix of evaluation of the mobile application was used for the experts and an interview for the teacher. In the second interaction, students and the teacher of the subject participated, in this interaction a survey was applied to the students with Google Forms and the teacher helped in the participant observation. In the two interactions, 5 criteria were considered to assess the educational mobile application: Pedagogical practice and curricular relevance, Authentic learning experiences, Flexibility of the environment, Feedback for learning, Ease of use, and Motivation to learn. Thus, it was concluded that the educational mobile application favors the learning of reading and writing in students of the seventh year of Basic General Education. That is why the teacher is recommended to use interactive digital activities through the use of educational mobile applications that strengthen self-learning and self-preparation of students during this educational process, since the teaching role and the competencies that possess, because without their prior preparation it would not be possible to provide resources that may be useful and innovative when giving the class to the student body One of the tasks of the education of the future is to maximize student skills and develop self-learning, but above all to preside over digital tools that allow them constant and meaningful learning.