Diseño de una propuesta pedagógica para desarrollar la escritura a través de la teoría del aprendizaje colaborativo mediado por la web 2.0 en los estudiantes de primer semestre de la Licenciatura en Lengua Castellana y Comunicación.

Abstract

This research on board the problems related to the difficulties encountered in the expression written in the students of primary basic education in the grafomotrices, syntactical, semantic aspects and in the properties of the text such as Coherence and cohesion from a theoretical review and a product of a reflection of the pedagogical practice in the university context. The main objective consisted in the design of a pedagogical proposal to develop the writing through the theory of collaborative learning mediated by the tools of the Web 2.0 in students of first semester of the degree in Spanish language and communication. To comply with this, the following specific objectives were formulated. The first was to identify the textual production of the first semester students. continued to characterize the previous knowledge that students demonstrate with the use of digital writing. Then analyze the results found with the application of diagnostic and characterization. Finally, plan the didactic strategies based on this theory and with the use of the tools of the web 2.0. The approach is a qualitative study with a type of research projective. It chose 15 students through non-probability sampling by convenience. The techniques and instruments for gathering of information used in this research project was a workshop diagnostic based on a written test which const of two parties elaboration of a writing from a set of words and the second draft of a text with regard to the observation of an image all this based theoretically on the author Antonio Nunez in the work of creative writing. Of equal way two questionnaires were used; the first one based on seven open questions and the following one ten ítems were prepared with multiple option in order to characterize the initial knowledge with the use of the TIC and the digital writing in the academic context. For the analysis of the first instrument took account of the categories of grafomotricidad, spelling, syntax, semantics, and text properties with arguments based on the theory and the reflection of the school context. With regard to the second instrument was used the software Atlas ti which defined units of analysis and categories according to the results obtained in each item. In the third instrument employed was a qualitative analysis according to the results in each of the questions. Finally, the didactic strategies have a theoretical basis, the context and the design of the activities or tasks with the support of a template proposed by the teacher Feo Ronald of the Universidad UPEL of Venezuela in which the tools of the Web 2.0 were involved collaborative learning with the teacher’s of and a process of evaluation of the same