Herramientas tecnológicas y didácticas para el proceso de enseñanza y aprendizaje en un niño con dislexia.

Abstract

In this research work, dyslexia is seen in the educational environment from virtual and face-to-face scenarios, in turn, the application of technological and didactic tools in the teaching-learning process is framed. Taking into consideration that dyslexia is the result of neurodevelopmental problems in children, the inability to understand and write letters or words correctly, a sensory problem located in the areas of hearing and primary vision, which makes it a disorder that prevents the optimal use of existing skills. Allowing to establish categories of analysis in relation to the case study, thus giving the research problem what influence do technological and didactic tools have on the teaching and learning process of a child with dyslexia? Thus, the objective set for the development of this work is to analyze the influence of technological and didactic tools for the teaching and learning process of a child with dyslexia. The theoretical foundation of the research is based on the connectivist theory of learning, its precursor is George Siemens who conceives it as a construct within the digital era, taking references from behaviorism, cognitivism and constructivism to explain knowledge and the learning process, through the use of ICTs from their manipulation to the use they have in the educational field, with an approach to the reality of the needs of students. The methodology used is qualitative, since it allows obtaining information through the collection of data that can be analyzed and interpreted, which will serve as an aid for the case study. The scope of the research is descriptive, because it sets its objective in the description of fundamental characteristics, using systematic criteria that allow analyzing, establishing and understanding the structure or behavior of the case, providing information that can be compared by other sources, likewise, it strengthens decision making based on the statistical analysis of the data. The instruments for data collection were the structured observation guide, which allowed to analyze and observe the object of study in the classroom, structured interviews for the child, the mother and the teachers who were with the child in the virtual environment and currently in the classroom. When analyzing the results obtained and making the corresponding classification of the same, it is found that the technological and didactic tools do influence the teaching-learning process of the child with dyslexia, so that, by making use of them, significant learning occurs in the student when watching videos, listening to spoken books, solving puzzles and tasks in liverworkship, performing didactic activities that encourage their participation in the classroom, stimulate their motivation for the acquisition of knowledge and enhance their academic performance in all areas. For this reason, it is recommended to broaden their knowledge about the different technological and didactic tools that allow fostering the development of learning, to train both teachers and students on how to deal with dyslexia and to complement the development of this case from a mixed approach that allows obtaining information from other variables or scenarios.