La transición del papel a lo digital: las nuevas Tecnologías de Información y Comunicación (TIC) en el proceso de lectura y escritura

Abstract

The of integrationprojectisbornoppositetotheporoblemáticathatpresnetawiththecourse 6C of the College Agustiniano Norte, where his academic results werebajosdebidotothat the notes in the activities thatwereim playing reading and writingwerenotpresentingthenecessaryquality. Beforethisporpone as aim Todesign and toimplement a methodological and didacticofferthatallowstostrengthentheprocess of reading and writingacrossthe TIC as pedagogic mediator. ForthistheytakeVigotsky as theoreticalmodals in thefield of thereading and thewriting, referringtohisZone of next Development, Ana Teberosky and Emilia Ferreiro withregardto the development and process of thereading and thewriting in thechildren. Ontheotherhand, anapproximationis done to the Didacticsby Astolfi and Chevallard whoreferswhenwisepersonknows, comingthiswayto Ruiz and Gómez, whoreferto the owndidactics of the area of Castilian Language. After thisauthorsappear as Lopez, Márquez, Perrenoud and Branches, who do emphasis of theimportance of the TIC insidetheprocess of reading and writing and howthese new technologies and theimplementation of thesameonesinsidetheclassroomreachsignificantly in theprocess of education - learning and of reading and writing. As forthemethodologyitisdesigned, believe and itimplements a web page wherethechildrencouldpublishhiswritings, videoes and otheractivitiesrealized in class, motivatingthiswaytheprocess of reading and writing in the students whobegantoobtain a better performance in hisactivities evaluativas, of equalwaythe use iscarriedout of electronicdevicesinsidetheclassroom, allowingthiswaythe use of applicationsfortheproduction of videoes, publishers, infografías, texts, presentations, audios and other uses that can partwiththesetechnologies, managingto do withoutthe notebook in physicisttotakeit in a virtual way, doing of theclass a space of collaborative, enterteining and significantlearning. As resultsthereisdemonstratedtheimprovement of theprocesses of reading and writing of thestudents and themotivationoppositetotheclass and theproductsthat in herwereelaborated as activities evaluativas.