Ambiente Virtual de Aprendizaje para fomentar el proceso de lectoescritura en el Subnivel de Preparatoria

Abstract

The objective of this research is to design a Virtual Learning Environment as a dynamic space to promote the literacy process in children of the High School Sublevel of the Santa María de la Esperanza Educational Unit, Chordeleg-Ecuador. Its theoretical foundation is supported by Ferreiro (2010), Igualada and Aparicio (2019), Constante et al. (2020), Rossaroli and Monsalvo (2022), among others, who affirm that the learning of reading and writing is carried out with appropriate stimuli and in accordance with the age of the group of students. Likewise, the importance of designing and using a VLE was supported, according to Infante and Pacheco (2020) it is an interactive, personalized and accessible resource that promotes comprehensive development. This research focuses on the socio-critical paradigm with a mixed approach and involves the actors immersed in this process: teacher, students and parents. Survey, interview and observation techniques were applied with their respective instruments: a questionnaire, an interview script and an observation guide. Through which it was identified that students present difficulties in the recognition and discrimination of vowels, retention and transfer of phonetic knowledge, shortcomings in naming, writing vowels and tracing vowel graphemes. Finally, the AVA was designed to promote the literacy process, it was validated by experts, this digital space is created according to the age of the learners, with recreational activities and interactive resources that promote literacy, a metacognitive process, so essential that it begins at this school level.