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Uso de TIC'S y el aprendizaje significativo en discentes universitarios

en tiempos de pandemia

Use of ICT and meaningful learning in university students in times of pandemic

Juan Carlos Cotrina-Aliaga

Ingeniero de Sistemas y Computación, Magister en Docencia Universitaria, Docente,

Universidad Cesar Vallejo, jcotrinaal@ucvvirtual.edu.pe, ORCID (0000-0003-0293-0394),

Google académico (https://scholar.google.es/citations?user=q8_InOEAAAAJ&hl=es

Revista Iberoamericana de la Educación

Vol – Especial 1 2021

e-ISSN: 2737-632x

Abstract: This project was conducted at the Benemérita Sociedad

Filantrópica Educational Unit in the seventh grade of basic education, school

year 2015 - 2016. The objective of the research was to examine the influence

of critical reading on the quality of meaningful learning through a

bibliographic study and statistical field analysis. The research used surveys

that were applied to teachers, administrators and students of the school, the

data analysis detailed the lack of interest shown by students towards reading,

making the comprehension of reading complex. From the students'

perspective, the readings done in class become theoretical and tedious, which

leads them to be easily distracted in the teaching-learning process. This has

created barriers at the moment of encouraging active interaction among class

members. On the other hand, it was found that some teachers did not apply

dynamic activities that relate educational content with different experiences,

minimizing the development of meaningful learning in students. This series

of aspects led to the elaboration of a proposal that allows teachers to apply

innovative activities that can be adapted to the different educational content

present in the area of Language and Literature.

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Key words: Critical reading, learning, dynamics

Resumen: El presente proyecto se lo ha realizado en la Unidad Educativa

Benemérita Sociedad Filantrópica en el séptimo grado de educación básica,

periodo lectivo 2015 – 2016. El objetivo de la investigación fue examinar la

influencia de la lectura crítica en la calidad del aprendizaje significativo

mediante un estudio bibliográfico y análisis estadístico de campo. En la

investigación se emplearon encuestas que se aplicaron a docentes, directivos

y estudiantes del plantel, el análisis de los datos detalló la falta de interés que

presentan los estudiantes hacia la lectura, tornando compleja la comprensión

de la misma. Desde la perspectiva de los estudiantes, las lecturas realizadas

en clase se tornan teóricas y tediosas, lo cual los direcciona a distraerse con

facilidad dentro del proceso de enseñanza-aprendizaje. Esto ha creado

barreras al momento de fomentar la interacción activa entre los miembros de

la clase. Por otra parte, se constató que algunos docentes no aplicaban

actividades dinámicas que relacionen los contenidos educativos con diversas

experiencias vividas minimizando el desarrollo de aprendizajes significativos

en los estudiantes. Esta serie de aspectos fundamentaron la elaboración de

una propuesta que permita al docente aplicar actividades innovadoras que

puedan adaptarse a los diferentes contenidos educativos presentes en el área

de Lengua y Literatura.

Palabras clave: Lectura crítica, aprendizaje, dinámica

INTRODUCTION

Nowadays it is essential that students can count on a quality education that

allows them to understand each of the contents developed in class in a

comprehensive and meaningful way, minimizing the impact of the different

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aspects that affect the normal development of the student, when there are

deficiencies in critical reading, the student is directed to minimize the

essential analysis processes in the school stage, which directly influences

their academic performance.

One of the aspects observed is framed in the traditional pedagogy applied by

several teachers, which does not allow the development of an environment

that favors the active participation of each of the students to integrate their

knowledge in the resolution of situations and problems that are generated in

daily life, taking away the necessary relevance of critical reading.

For the present research project, the following question was considered: how

does critical reading influence the quality of meaningful learning in the

writing of seventh grade students of general basic education in the area of

Language and Literature.

The lack of strategies that promote a more critical reading in students is one

of the problems that most affect the low school performance of students in

the area of language and literature, because it fails to grasp the message of

reading and therefore does not give the necessary importance at the time of

using it in the resolution of situations that arise in the school environment.

When students do not focus their attention on the contents proposed by the

teacher, it is much more difficult for them to understand what is proposed in

class, minimizing the creation of significant learning that can be put into

practice in daily life, directly affecting their process of adaptation to the group

in which they develop.

It is necessary that the directors of the school constantly evaluate the teachers,

certifying that each of the plans include activities directed to a specific year

and area of basic general education, emphasizing that each child is a different

world and therefore it is important that the classes become inclusive and

inclusive, focusing the teacher's attention on the group in charge.

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This research on critical reading allows us to learn more about the

shortcomings of the students, with the goal of helping to develop techniques

for rapid, comprehensive and critical reading, which are the cause that led us

to study it.

Through the analysis of the students' environment, it can be seen that little

support is provided at home, due to factors such as parents who work and

leave their children alone all day, migrant parents with children in the care of

grandparents or uncles, illiterate parents who immigrated from rural areas to

the city, the socio-affective factor, parents with alcohol and drug problems,

among others.

One of the main objectives is to determine the influence of critical reading on

the quality of meaningful learning, through a bibliographic and field study,

and statistical analysis, in order to design a didactic guide focused on skills

with performance criteria.

The main beneficiaries would be the students, teachers and legal

representatives who will be able to satisfy their needs and interests in terms

of improving the quality of correct reading, with the application of the project

will increase the quality of learning in students with difficulty in critical

reading.

For this reason, the development of the educational project is of great

contribution to science, with the help of its guide would point to the

reinforcement, recovery and activation of neuropsychological functions and

brain gymnastics as a means of support to the sensory-motor aspect, taking

into account that these functions are the basis of all learning.

At the international level, a study conducted in Sincelejo - Colombia by

(Herrera Ucros & Villalba Mercado) entitled "Critical reading processes,

pedagogical medication to promote the development of critical thinking

skills", is based on the need to effectively use all existing pedagogical tools

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to stimulate the need for students to read so that they can adapt to the

educational environment in a satisfactory manner, developing intellectual,

psychological and social skills and improving their performance in the

classroom.

This study allowed to learn more about the different pedagogical strategies

that can stimulate an efficient development of thinking skills, directly

influencing academic improvement, applying the knowledge acquired in the

classroom in different situations and problems that arise in daily life, thus

increasing their interrelation with the environment.

A study entitled "Critical reading strategies for academic improvement"

conducted by (Benítez Villacís & Gaibor Mestanza) in the city of Babahoyo,

province of Los Ríos, promotes the application of different knowledge aimed

at improving the reading comprehension of students, adapting to their

educational needs by promoting active learning.

The aforementioned study suggests the need for teachers to be aware of the

educational needs of students, in order to develop activities that promote

greater performance of their intellectual skills, facilitating the understanding

of content, as well as its implementation, improving the process of adaptation

to the educational environment while generating new significant learning

based on experiences.

"Critical reading and meaningful learning is inscribed in a concrete totality

approach; that is to say, within a historical, social, ideological, political,

economic, scientific, technological and cultural context in which it develops

in permanent interrelation." (Gavilánez Gavilánez, 2013, p. 14).. From this

perspective, the efficient use of critical reading allows to create a greater

number of possibilities to create in the student different significant learning

not only within the educational area, but also within all areas of knowledge,

improving the adaptation with the environment, as well as making the right

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decisions, based on the cultural and social context in which an individual

develops.

From another perspective, critical reading "Is a technique that allows

discovering ideas and information within a written text." (Baquerizo Matute,

2013, p. 23).. Considering the above quote, critical reading is proposed as a

strategy that allows greater concentration and understanding of what is read,

stimulating the brain to analyze the information received by the individual,

keeping the most relevant aspects of it so that they can be applied at the

necessary time.

Likewise, "It constitutes a skill that allows us in these times the understanding

of the reality in which we are immersed". Gamboa Romero, M. A., Barros

Morales, R. L., & Barros Bastidas, C. (2016), (Baquerizo Matute, 2013, p.

23).. From this perspective, the author shows us how reading allows us to

open new ways to knowledge, taking into account that reading leads us to the

truth, an example of this is given in audio visual advertisements, in which

everything is painted in the most practical and easy way, however, people do

not realize the textual message shown in it, where the real values of the object

are presented due to the disinterest in reading leaving aside the most essential

aspects within communication.

On the other hand, "Reading must be influenced by the purpose for which we

read and by the nature of the text itself." (Paúl & Elder, 2014, p. 1).. Based

on the above quote, a student should read with a previous purpose that is

linked at the same time with a common interest, so that reading becomes

interesting and concludes with the achievement of reaching different

knowledge related to education in this case, for this the teacher should use

tools that stimulate the need to expand the mental landscape guiding their

students to self-educate in their free time.

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When developing critical reading processes, it is important to establish

different aspects that improve and delimit the essential purpose of reading,

capturing the greatest number of data and information that serve as a basis for

the understanding of educational content, increasing their performance inside

and outside the classroom, expanding their capacity for reception, processing

and analysis of the knowledge acquired.

The fact of reading productively should be focused on the area of knowledge

that is intended to strengthen, for example, if you intend to read a historical

novel in order to improve their knowledge in history, it would be important

that at the same time read other books of real history taking into account that

not everything embodied in a novel can be real, and the information would

reach the reader wrongly.

When making a reference to meaningful learning in the school environment,

this is oriented to how all the curricular contents presented to the students can

give a logical meaning to the actions and experiences of daily life, keeping

them permanently in the student's mind, waiting for the need to use them

again at the right time.

The development of meaningful learning leads students to optimize their

performance in the educational environment, since they can intertwine the

curricular contents with the previous knowledge acquired in daily

experiences, exploiting the teaching-learning process and systematizing the

use of this knowledge in the resolution of situations that occasionally arise.

Significant learning is based on three essential developers, the first is the

location of the resources, elements and didactic tools within the classroom,

the second on the student's previous knowledge and finally the third is based

on the motivation of the student in the acquisition of new significant learning.

Currently, there are still teachers who do not give the respective importance

to the efficient development of meaningful learning through the use of active

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and playful techniques, making classes tedious and boring, often forcing them

to memorize the contents without taking into account that in doing so, the

information is only stored for a moment and instantly discarded by the

student's subconscious, leaving educational gaps.

It is essential that the teacher uses activities that help develop meaningful

learning in the different areas of learning, so that the student's mind is

exercised by processing knowledge in an interactive and reflective way,

accelerating the assimilation of the same, as well as decision making

depending on the relevance of the data in the student's mind.

MATERIALS AND METHODS

The need to efficiently use different processes aimed at collecting truthful

information from the very point where the problem arises, allowed the use of

a methodology based on the qualitative paradigm in order to make a detailed

description of the fact of study, facilitating the understanding of the aspects

that caused it.

This research takes into account the importance of an efficient critical reading

in the development of new significant learning, therefore, it uses different

theoretical axes with the aim of promoting the study of a number of theories

that support the issue raised, in order to generate viable proposals that can

minimize or eliminate the problems encountered.

This study focuses on a field research that allowed to attend the place where

the problem arises, also for the same the participation of the different strata

belonging to the educational community was considered, analyzing in detail

the perspective provided by each of them, checking the degree of knowledge

about the influence of critical reading in the meaningful learning of students.

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The survey was used as a data collection tool, which was framed in a

quantitative approach that facilitated the necessary analysis that could be

shown in the different graphs and tables, respectively.

For the present work we have worked with a field research which allowed us

to develop a systematic, strict and logical process of information selection,

using different strategies that served as a basis for understanding the reality

found without manipulating or controlling the variables, establishing itself as

a reliable source of data.

Considering the theory of (Ibarra, 2011, p. 3). the exploratory research

provides us with a more generalized vision of the problem established in the

Educational Unit under study, analyzing different aspects that influenced the

deficient critical reading of the students, thus optimizing the formulation of

hypotheses and their verification within the context indicated above.

Documentary research served as a strategy to critically evaluate different

documents that supported the research process, interpreting them in a

methodical way to express the most representative ideas about the observed

reality.

It is necessary to emphasize that this type of research promotes a systematized

analysis of the different aspects related to critical reading and meaningful

learning using documentation coupled to the existing needs, in an orderly and

scientific manner, which served as a contribution to the construction of new

knowledge.

The main strategies to be used in this project are aimed at carrying out training

courses, workshops and conferences on an ongoing basis, as detailed below:

• Meeting with the leaders of the four communes

• Organization of seminars and workshops

• Project socialization

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Field visits will be made to the San Vicente dam to attend meetings with the

local inhabitants in order to plan the actions and strategies required by this

project, especially with the leaders in the guidelines that obey a suitable

methodology for this type of crop.

The studies and analyses to be carried out are: biological study of the

microorganisms in the reservoir, analysis of the physical-chemical

characteristics of the water body, bathymetry, georeferencing of possible

cultivation sites.

RESULTS

The survey was carried out with the number of students obtained as a result

of the non-probabilistic intentional sample, considering 50 students of the 7th

year of general basic education, as well as 5 teachers and 3 directors of the

Benemérita Sociedad Filantrópica Educational Unit. The surveys were

designed with 10 questions inherent to the importance of the subject and the

proposal, in the model structured under the Likert scale.

Critical reading is indeed influential to a high degree which is demonstrated

by the Chi-Square test which statistically demonstrates its influence on the

quality of students' deficient development of meaningful learning.

Accordingly, it was observed that there are no didactic resources that can be

coupled to the development of meaningful learning in the area of language

and literature, considering that the existing ones are not adapted to the

existing needs of students in the seventh year of general basic education.

Therefore, the bibliographic and field research served as a basis to establish

the problem and elaborate a viable proposal to improve the students' school

performance.

Some teachers do not plan in advance the contents to be presented in class,

which shows that they are not taking into account the learning problems that

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some students may present, leaving aside the application of techniques and

strategies that promote meaningful learning.

The deficient development of new significant learning in students is a

consequence of the lack of dynamic activities that can relate the experiences

lived by the students with the contents presented in class, excluding the use

of essential tools for their understanding.

CONCLUSIONS

The deficient critical reading existing in the students of the Benemérita

Sociedad Filantrópica Educational Unit is caused by the lack of permanent

training of the teachers, who do not motivate the students, causing them to

get bored in class and therefore not understand the contents presented. For

this reason, the teacher must find a way for the students to relate their

experiences with the contents presented in class, indirectly stimulating the

development of new significant learning.

In addition, many times, the strategies used are not directed to the existing

problems, considering that everyone is a different world that needs activities

that fit their requirements, so it is important to consider a bibliographic and

field research to establish viable solutions in the short and long term, aimed

at improving the critical reading of students, as well as their meaningful

learning.

Class hours often become tedious and monotonous due to the little use of

dynamic activities that encourage a more interactive critical reading, allowing

an exchange of ideas about the subject to be treated. That is to say that the

necessary didactic resources should be implemented in the classroom, so that

the student can adapt within their educational environment, strengthening the

development of new significant learning.

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Finally, the teacher must establish a permanent communication with the

representatives, encouraging the reinforcement at home of the contents

learned in class, predisposing them to be interested in their educational

development, motivating them to acquire new learning and therefore to

improve their school performance, therefore the methodological strategies to

be used must be directed to the existing problems.

REFERENCES

Baquerizo Matute, C. (2013). Application of critical reading in the teaching-

learning processes for second year students majoring in language and

literature. Guayaquil, Guayas, Ecuador: Universidad de Guayaquil.

Gamboa Romero, M. A., Barros Morales, R. L., & Barros Bastidas, C. (2016).

La agresividad infantil, aprendizaje y autorregulación en escolares

primarios. LUZ, 15(1), 105-114. Recuperado a partir de

https://luz.uho.edu.cu/index.php/luz/article/view/743

Gavilánez Gavilánez, L. A. (2013). Critical reading and its incidence in the

significant learning of students in the tenth years A and B of basic

general education of the Colegio Nacional Experimental Ambato.

Ambato, Tungurahua, Ecuador: Universidad Técnica de Ambato.

Ibarra, C. (October 26, 2011). Research methodology. Retrieved from

http://metodologadelainvestigacinsiis.blogspot.com/2011/10/tipos-

de-investigacion-exploratoria.html

Mendoza, P. (2015). Anàliss y estrategias didàcticas y su influencia en el

desempeño escolar . Guayaquil, Guayas, Ecuador: Norma.

Paul, R., & Elder, L. (2014). Eduteka. Retrieved from Critical Reading:

http://www.eduteka.org/pdfdir/LecturaCritica.pdf