Las TIC como recurso didáctico en el proceso de enseñanza aprendizaje de la escritura en preescolar del Colegio Campestre Divino Amor

Abstract

In recent decades significant changes have been seen, where technology plays an important role in everyday life, to the point that it has been thanks to it that the entire society has been able to maintain a certain level of stability after the COVID-19 pandemic that impact for a time the whole world, leaving all people in total isolation. These facts demonstrate the great importance of the implementation of technology and, more importantly, the reduction of the digital divide within the world's populations, which is more evident in low- and middle-income countries, where social inequality affects also in the education expectations of citizens; Thus, the Colombian government has been carrying out programs to extend the reach of these resources to all areas of Colombia, especially those that are more remote and rural, where people have fewer opportunities for growth. The present work aims to show the implementation of ICT tools as a didactic resource for teaching - learning in the transition grade of the Colegio Campestre Divino Amor. Strengthening writing and meaningful learning is one of our objectives in the implementation of this proposal. It is evident that the use of ICT contributes significantly to the development of activities for teaching and learning of students, because access to these resources, programs and materials can offer a more suitable environment to provide both teachers and students. a more enriching experience. As Jerome Morrissey (2010) puts it in his paper The Use of ICT in Teaching and Learning, that ICT can offer a much richer environment for learning and a more dynamic teaching experience. According to Cabero (2007), information and communication technologies have become a fundamental part and more in the educational context where everything revolves around new advances, new policies and educational reforms. It was possible to identify the perception that teachers have about the introduction of ICTs in the teaching-learning process of the Divino Amor Campestre school, emphasizing that the diffusion of technologies has been present in almost all areas of the development of education. humanity and of course the educational field is not the exception. Therefore, the present investigation corresponds to a study of qualitative approach of descriptive type, where the importance of the use of Information and Communication Technologies (ICT) in the teaching and learning processes in students is analyzed and highlighted. of the Transition degree. The incursion of teachers in the world of ICT has transformed educational practices, it is for this reason that teachers have been forced to continuously train to acquire the necessary skills to be at the level with the advances of the era digital, in this way the use of modern technological equipment and information networks, especially the internet, which has become a necessary resource to improve the educational strategies that are carried out with the aim of enriching the teaching-learning process. The proper use of ICT in students also greatly favors their learning and our goal is that their learning be different and more dynamic to get out of the routine and achieve the proposed objectives and goals. The present study consists of five chapters, the first describes the problem situation of the Educational Institution, in which the general objective and the specific objectives set are detailed. The second chapter shows the background framework that is divided into international, national and regional, to offer a better idea of ​​the level of development that there is on these issues at each of these levels of scope; In addition, the theoretical, legal, historical and social foundations that surround the developed theme are incorporated, such as those that refer to ICT, teaching-learning processes and writing. In the following chapter, the methodology used for the development of this study is supported and the analyzes and interpretations of the results obtained are known, which determine that the students welcomed the methodology used by the teachers to implement ICT in the teaching process and learning. For the last chapter, the resolution of each of the specific objectives proposed is presented, in the fifth chapter are the conclusions and suggestions. Finally, the bibliographic references that were supportive throughout the investigation and the annexes that served as a complement to it are shown.