Google Sities como recurso didáctico para fortalecer la producción textual en la Media Vocacional.

Abstract

In the present research process based on a study carried out and focused on strengthening the textual production of the tenth grade in the Colegio San Antonio educational institution, the implementation of ICT is evidenced by making use of the digital platform Google Sites where, for Through this strategy, the student can develop their critical and creative thinking by creating their own writings and then posting them on their respective educational blog. Therefore, the central objective of this research is to project students to stand out for being autonomous, participatory and critical. In this way, the elaboration of texts in the digital platform Google sites allows young people to be passionate about uploading content to their web page or to their educational blog designed to the taste of each student, it has various tools to develop the activities. The applied methodology is adapted to the proposal framed in the model of the San Antonio School Educational Institute "active pedagogy", this is related to the present research project, insofar as they implement strategies using ICTs as new scenarios that strengthen teaching and learning. learning in such a way that they contribute to the improvement of the results of external tests, consolidating the formation of critical, ethical and participatory citizens. In this same order and direction, it coincides in pointing out paths for personal and social selfdetermination such as the development of consciousness through the analysis and transformation of reality; This is achieved through the preparation of their own writings where the students have previously deepened and investigated the subject to appropriate it, contributing their personal opinion and defending their ideas. Given the situation raised, the qualitative paradigm was supported and framed within the Participatory Action Research, the qualitative approach selected for being the most favorable for this process to occur, which supports the general approach used in this sequence where factors are analyzed in a more open and flexible way, and the course of actions is governed by the field (the participants and the evolution of events), therefore, the design adjusts to the conditions of the scenario or environment. In order to carry out this investigation, the population studied is established, in this case the tenth grade students of the Colegio San Antonio de Villa del Rosario educational institution, who initially underwent a diagnostic test, after being qualified and tabulated. The exam determines that young people have more difficulty in their textual production than in the other axes. During the pedagogical immersion process, students from grades 1 0°1 and 10°2 were taken into account, the first course is made up of 36 members and the second course, made up of 39 young people for a total of 75 students belonging to the sample, the improvement plan is carried out with an intensity of four weekly hours of Spanish Language in each course. By creating a blog on the digital resource Google sites, he takes some topics from the fourth period as it is; the essay, the written discourse, contemporary literature in Spain, among other times that they have acquired knowledge in the previous learning units. Of equal importance, to start the blog in a more personalized way, each student writes his autobiography, taking into account in this process the writing, the use of textual markers, the cohesion and coherence in his writings, the structure of the essay, and without less importance, the management of research sources to deepen some topics. The students advance as they welcome the comments (evidenced on the web page) by the teacher so that they make the respective corrections of each page. In total, they have carried out five activities on the blog, they have produced two essays, one on a free theme and the other on contemporary literature in Spain, they practice orality, they create a political discourse with their respective proposals of their authorship, and, finally, they add the general conclusions of what has been learned in this process of the application of ICT. Equally important, the blog has several options to present educational work, provides very useful tools that promote the use of ICTs, personalizes the interface of a web page (it has predesigned themes) allowing the use of multimedia files (audios, videos, presentations, etc.). documents, etc.). Once the progress of the first part of this project has been uploaded, the activities are reviewed and the comments of the respective corrections that must be made for the next presentation are left. To finish this process, keeping in mind the different opinions of the students about the work carried out for three months, the qualitative investigative approach is applied through a semistructured interview, the design has focused on establishing attitudinal questions about the strategy and explanations of the classes. A resource that analyzes both the positive and negative aspects of this improvement process.