Las TICS como mediación pedagógica para fortalecer el aprendizaje del español como lengua escrita en estudiantes del grado tercero con diversidad funcional auditiva.

Abstract

The present research project is focused on the use of TICS as a pedagogical mediation in the learning of written language, in students with functional auditory diversity, which is carried out in an educational center called Technical Guaimaral headquarters Alma Luz Vega Rangel. The general objective of this research is to propose a strategy based on information and communication technologies as a pedagogical mediation that contributes to the learning of Spanish as a written language in students with functional third grade auditory diversity for which the following specific objectives : A) To diagnose the failures in the production of written texts of the students with third degree functional auditory diversity. B) Identify the strategies implemented by the teacher and the teaching of written language in children with third grade auditory functional diversity; and c) Design a pedagogical mediation that supports the learning of Spanish as a written language in students with third grade functional auditory diversity . In the theoretical bases that base the present investigation we find: Decroly with the realization of the global method which consists of the visual, natural and easy teaching that allows the quick understanding of what is read, also are authors like Linares that talks about The phonological awareness, Alvarez proposing the use of tics in education, Etxaberria talking about the educational possibilities of the video game among other authors, which verifiably strengthened this research. The type of methodology used is called a theory founded by means of which it was possible to analyze each of the results that respond to the variables of the problem postulated by the researchers, where information gathering instruments such as interviews were used, Problem raised at the beginning of the same.