Estrategias pedagógicas mediadas por las TIC para la apropiación de la lectura y escritura en estudiantes de primaria con dificultades de aprendizaje de la Institución Educativa Colegio Técnico la Presentación.

Abstract

This grade work shows the strategies used to improve the reading and writing process, based on the learning difficulties presented by certain students. The objective of the project is: to design ICT-mediated pedagogical strategies for the appropriation of reading and writing in primary school students with special educational needs of the educational institution technical college presentation. A qualitative approach was used, and the context is represented by 9 students from the first to fourth grades of the Presentation technical college. The planned data collection techniques are: participant observation, characterization test, content analysis and survey. Also the instruments: field diary, observation guide. literacy test, monitoring charts, student observation guide, student portfolio and questionnaire. Among the reflections of the teacher in training, the following stand out: a) take into account the learning rhythms, b) the use of digital tools to facilitate the understanding of the contents, and c) the motivation of the student. Regarding the recommendations, it is pertinent to keep the institution at the forefront of technology, following permanent teacher training processes, where training is carried out to help them better manage with these tools; additionally offering parents training, where they are provided with support techniques to manage in the homes of students, especially those with special educational needs associated or not with disabilities.