Reading and Writing Skills through a ubiquitous and collaborative learning system
This article shows the results of the research that had the objective of evaluating the incidence of the implementation of a ubiquitous and collaborative learning system, in the strengthening of the reading and writing competences in the 9th grade students of the Antonia Santos Educational Instituti...
| Main Author: | |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universidad de Córdoba
2020-12-01
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| Series: | Assensus |
| Subjects: | |
| Online Access: | https://revistas.unicordoba.edu.co/index.php/assensus/article/view/2243 |
| _version_ | 1819061396381368320 |
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| author | Erika Petrona Velásquez Ramos |
| author_facet | Erika Petrona Velásquez Ramos |
| author_sort | Erika Petrona Velásquez Ramos |
| collection | DOAJ |
| description | This article shows the results of the research that had the objective of evaluating the incidence of the implementation of a ubiquitous and collaborative learning system, in the strengthening of the reading and writing competences in the 9th grade students of the Antonia Santos Educational Institution. A methodological design of evaluative research was applied - evaluation of educational programs, where the effects of a language program designed with Dee Fink's Taxonomy of Significant Learning, centered on goals and skills that the student should develop at the end of the formative process on his strengthening in the communicative competence of reading and writing. The research involved a diagnostic phase, a program design phase, a program implementation phase, and an evaluation phase of program implementation. The results obtained reflected that there was improvement in the communicative competence of reading and writing, in comparison with the diagnostic test applied at the beginning of the school year. Finally, it is viable to consider that it is indispensable to understand that reading and writing are the main training tools for understanding the world, being able to interact and solve problems in diverse disciplinary and sociocultural contexts. |
| first_indexed | 2024-12-21T14:42:13Z |
| format | Article |
| id | doaj.art-496bd459bd6a4824949a9ec463d03182 |
| institution | Directory Open Access Journal |
| issn | 2619-3884 2619-3884 |
| language | Spanish |
| last_indexed | 2024-12-21T14:42:13Z |
| publishDate | 2020-12-01 |
| publisher | Universidad de Córdoba |
| record_format | Article |
| series | Assensus |
| spelling | doaj.art-496bd459bd6a4824949a9ec463d031822022-12-21T19:00:08ZspaUniversidad de CórdobaAssensus2619-38842619-38842020-12-0159171189https://doi.org/10.21897/assensus.2243Reading and Writing Skills through a ubiquitous and collaborative learning systemErika Petrona Velásquez Ramos0https://orcid.org/0000-0002-3210-6980Institución Educativa Antonia SantosThis article shows the results of the research that had the objective of evaluating the incidence of the implementation of a ubiquitous and collaborative learning system, in the strengthening of the reading and writing competences in the 9th grade students of the Antonia Santos Educational Institution. A methodological design of evaluative research was applied - evaluation of educational programs, where the effects of a language program designed with Dee Fink's Taxonomy of Significant Learning, centered on goals and skills that the student should develop at the end of the formative process on his strengthening in the communicative competence of reading and writing. The research involved a diagnostic phase, a program design phase, a program implementation phase, and an evaluation phase of program implementation. The results obtained reflected that there was improvement in the communicative competence of reading and writing, in comparison with the diagnostic test applied at the beginning of the school year. Finally, it is viable to consider that it is indispensable to understand that reading and writing are the main training tools for understanding the world, being able to interact and solve problems in diverse disciplinary and sociocultural contexts.https://revistas.unicordoba.edu.co/index.php/assensus/article/view/2243ubiquitous learningcollaborative learningreading and writing skillseducational program |
| spellingShingle | Erika Petrona Velásquez Ramos Reading and Writing Skills through a ubiquitous and collaborative learning system Assensus ubiquitous learning collaborative learning reading and writing skills educational program |
| title | Reading and Writing Skills through a ubiquitous and collaborative learning system |
| title_full | Reading and Writing Skills through a ubiquitous and collaborative learning system |
| title_fullStr | Reading and Writing Skills through a ubiquitous and collaborative learning system |
| title_full_unstemmed | Reading and Writing Skills through a ubiquitous and collaborative learning system |
| title_short | Reading and Writing Skills through a ubiquitous and collaborative learning system |
| title_sort | reading and writing skills through a ubiquitous and collaborative learning system |
| topic | ubiquitous learning collaborative learning reading and writing skills educational program |
| url | https://revistas.unicordoba.edu.co/index.php/assensus/article/view/2243 |
| work_keys_str_mv | AT erikapetronavelasquezramos readingandwritingskillsthroughaubiquitousandcollaborativelearningsystem |