desarrollo de recursos audiovisuales como apoyo de enseñanza en la asignatura de lengua y literatura en los estudiantes de primer año de bachillerato “a” del colegio mario minuche de la ciudad de machala.

Abstract

The experience within educational audiovisual resources is a great way to get teachers to learn, improve and instill various skills and attitudes in the classroom, being innovative learning the focus of attention of educational institutions as a new way to stimulate different pedagogical approaches depending on their adaptation. The current study's main objective is to develop audiovisual resources in the Nearpod tool as a source of support in the teaching process to promote meaningful learning in the discipline of Language and Literature in first year high school students, whose specialty is computer science, of the parallel “A” in the High School “Mario Minuche Murillo” in the city of Machala. In this research, the qualitative approach has been used where the interview technique was used taking into account the opinion of the teacher, while in the quantitative approach the survey technique was selected to collect data and information regarding the students. In addition, this study used the ADDIE model, which is a five-phase instructional guide for the incorporation of educational audiovisual resources in Nearpod with a user-friendly interface, whose learning experience motivates learners to participate in classes through multimedia materials, activities and themes proposed in the Didactic Unit Plan (PUD). For the development of the resources, various strategic and multimedia elements were used in a simple and practical way, adaptable to different topics, allowing the development of an experiential learning context that focuses learners to significantly use their knowledge in a constructive and autonomous way. The execution of the prototype prevails in two rewarding experiences: in the first stay, the resources applied in Nearpod were focused on the units and themes of the PUD didactic unit provided by the Language and Literature teacher and the inclusion of digital tools to enhance the experience and recreational activities, with the participation of the teacher, who gave her opinions and ideals about the prototype. For the second experience, there was socialization and participation with the students, promoting an innovative, diverse and interactive learning approach, which resulted in better teacher-student interaction and pedagogical reflection. The results guarantee a positivity around the structure of the prototype and the multimedia elements that have facilitated the teaching and learning of the learners, incorporating technology as a main strategy when it comes to an updated approach to education and the construction of competent futures of knowledge.