El M-learning en el aprendizaje de la ortografía.
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2018
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Universidad de Guayaquil, Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
La presente investigación se realizó en los estudiantes del octavo EGB de la Unidad Educativa Luis Alfredo Noboa Icaza. Por medio de una investigación de campo se observó las falencias y problemas de los estudiantes de los cursos mencionados para redactar un escrito y la dificultad que presentan para aplicar el aprendizaje ortográfico, afectando su desempeño académico. Tomando en cuenta esta problemática que ha sido identificada, nace el interés por saber que tan frecuente es el uso del M-Learning como un recurso para la enseñanza aprendizaje. Usar herramientas que sean más atractivas hacia el estudiante como el uso de una aplicación móvil despierta el interés por parte del estudiante por ser un recurso novedoso y actual que facilita una mejor compresión de la ortografía durante su periodo de preparación académica. Esta aplicación está dirigida a estudiantes y docentes que se clasifican dentro del grupo investigativo, lo que se permite identificar que hay metodologías tradicionales, haciendo un desuso de las TIC como una estrategia en su proceso de aprendizaje, así como también se identifican errores por parte del alumnado lo que dificulta una correcta comunicación en la parte escrita. Se utilizó encuestas para determinar lo que piensan los docentes y estudiantes acerca del M-Learning como recurso en el aula.
The present investigation was carried out in the students of the eighth EGB of the Luis Alfredo Noboa Icaza Educational Unit. Through field research, students' shortcomings and problems of the aforementio ned courses were observed, as well as the difficulty they have in applying orthographic learning, affecting their academic performance. Taking into account this problem that has been identified, there is an interest in knowing how often the use of M-Learning is a resource for teaching and learning. Using tools that are more attractive to the student, such as the use of a mobile application, arouses the interest of the student to be a new and current resource that facilitates a better understanding of the spelling during their period of academic preparation. This application is aimed at students and teachers who are classified within the research group, which allows identifying that there are traditional methodologies, making a disuse of ICT as a strategy in their learning process, as well as errors are identified by the students what hinders a correct communication in the written part. Surveys were used to determine what teachers and students think about M-learning as a resource in the classroom.
The present investigation was carried out in the students of the eighth EGB of the Luis Alfredo Noboa Icaza Educational Unit. Through field research, students' shortcomings and problems of the aforementio ned courses were observed, as well as the difficulty they have in applying orthographic learning, affecting their academic performance. Taking into account this problem that has been identified, there is an interest in knowing how often the use of M-Learning is a resource for teaching and learning. Using tools that are more attractive to the student, such as the use of a mobile application, arouses the interest of the student to be a new and current resource that facilitates a better understanding of the spelling during their period of academic preparation. This application is aimed at students and teachers who are classified within the research group, which allows identifying that there are traditional methodologies, making a disuse of ICT as a strategy in their learning process, as well as errors are identified by the students what hinders a correct communication in the written part. Surveys were used to determine what teachers and students think about M-learning as a resource in the classroom.
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APRENDIZAJE ORTOGRÁFICO, M-LEARNING, DESEMPEÑO ACADÉMICO