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Didactic program with innovative
strategies mediated by the use of ICT for
the development of the reading habit in
students of the second year of General
Basic Education.
Programa didáctico con estrategias innovadoras
mediado por el uso de las TIC para el desarrollo del
hábito lector en estudiantes de segundo año de
Educación General Básica
Yolanda Cecilia Guiz Rosero
*
Ember Geovanny Zumba Novay
*
Alexandra Patricia Mafla Martinez
*
Patricia Pilar Moyota Amaguaya
*
Abstract
The promotion of the reading habit is a crucial issue for educational
development and success. Few teachers use digital strategies to
enrich reading, which means that students have little developed this
habit. The objective of this article is to propose a didactic program
with innovative strategies mediated by the use of ICT for the
development of the reading habit in students in the second year of
elementary general basic education at the "Hermano Miguel" - La
Salle -Tulcán Physical-Missional Educational Unit. The research
approach was mixed, descriptive, field and documentary. A survey
*
Teacher - Researcher at Universidad Politécnica
Estatal del Carchi (UPEC)
yolanda.guiz@upec.edu.ec
https://orcid.org/0009-0000-8444-0991
*
Teacher - Researcher at Escuela Superior Politécnica
de Chimborazo (ESPOCH),
ezumba@espoch.edu.ec
https://orcid.org/0000-0002-2121-8418
*
Teacher - Researcher at Universidad Politécnica
Estatal del Carchi (UPEC), Av.
alexandra.mafla@upec.gob.ec
https://orcid.org/0009-0009-6030-8940
*
Teacher - Researcher at Escuela Superior Politécnica
de Chimborazo (ESPOCH),
patricia.moyota@espoch.edu.ec
https://orcid.org/0000-0002-0661-2855
Article
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was applied to 30 teachers and an observation form to 30 students.
The results indicated that the digital strategies used by the teachers
of the Educational Unit are scarce and the development of the
reading habit is also irrelevant. The observation made to the students
showed that they do not have the reading habit. In view of this, a
didactic program was proposed with innovative strategies mediated
by the use of ICT, for the development of the reading habit in
students, thus promoting the improvement of reading skills.
Keywords: Gamification intervention, game elements, playful
challenges, branching system, planning.
.
Resumen
El fomento del hábito lector es un tema crucial para el desarrollo y
éxito educativo. Son escasos los docentes que usan estrategias
digitales para enriquecer la lectura, lo que trae como consecuencia
que los estudiantes tienen poco desarrollado este hábito. El presente
artículo tiene como objetivo proponer un programa didáctico con
estrategias innovadoras mediado por el uso de las TIC para el
desarrollo el hábito lector en estudiantes de Segundo de Educación
General Básica Elemental en la Unidad Educativa Fiscomisional
“Hermano Miguel” – La Salle -Tulcán. El enfoque investigativo fue
mixto, de tipo descriptiva, de campo y documental. Se aplicó una
encuesta a 30 docentes y ficha de observación a 30 estudiantes. Los
resultados indicaron que las estrategias digitales empleadas por los
docentes de la Unidad Educativa son escasas y el desarrollo del
hábito lector de igual manera es irrelevante. La observación
realizada a los estudiantes demostró que no tienen el hábito lector.
Ante ello se propuso un programa didáctico con estrategias
innovadoras mediado por el uso de las TIC, para el desarrollo del
hábito lector en estudiantes promoviendo así la mejora de
habilidades lectoras.
Palabras clave: Intervención de gamificación, elementos del juego,
retos lúdicos, sistema ramificado, planeación.
Introduction
The challenge of reading is not limited to current times; its roots
extend to earlier times. Specifically, on April 22, 2013, the National
Institute of Statistics and Census, INEC, released a report stating that
five out of 10 Ecuadorians spend at least one hour per week reading
(Ripalda et al., 2020). Reports from the Program for International
Student Assessment 2018 (PISA-D) (Pacher, 2021), the National
Institute for Educational Evaluation [INEVAL] (Fajardo and
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Valverde, 2019) and the Organization for Economic Cooperation
and Development [OECD], coincide in their observations regarding
reading that in Ecuador, 49% of students have a minimum level of
proficiency in reading, where girls exhibit 8 points more than boys
(Mantilla and Barrera, 2021) (Vélez-Sabando and Macías-Loor,
2022). Donoso (2021), supports that socio-educational inequalities
is one of the main reasons for low scores.
In the La Salle Educational Unit in the city of Tulcán, Ecuador, the
PISA-D test reports revealed that 25% of students achieve basic
skills in the subject of language. However, Mora and Gaona (2021)
emphasize that greater efforts are needed in the processes of reading
and writing, reading habits, personal and academic development of
students. In previous years, reading and the formation of the reading
habit of students was affected by the administrative load of teachers.
This caused a reduction in teaching time and negative impacts.
Teachers had to keep documentation and evidence up to date. Faced
with this scenario, the reform of the Organic Law of Intercultural
Education (LOEI, 2021) and the signing of ministerial agreements
reduced administrative tasks, thus giving teachers back their leading
role in the classroom.
This research study originates in the experiences of teachers. One of
its primary motivations lies in exploring options to encourage the
pleasure of reading among students at an early age. Fajardo and
Valverde (2019) mention that the reading habit is nothing more than
the self-interest generated by the subject for reading on a regular
basis.
From the above background, the research problem emerges: How
does a didactic program with innovative strategies mediated by the
use of ICTs help the development of the reading habit in students of
the second year of General Basic Education (EGB) in the Unidad
Educativa Fiscomisional Hermano Miguel - La Salle, during the
school year 2022 - 2023?
While it is true that the Ecuadorian state, through different programs,
has wanted to develop the reading habit, however, they have not had
the expected results. For this reason, a proposal has been developed
based on the educational task and considering the reality of the
educational unit. The objective of this article is to propose a didactic
program with innovative strategies mediated by the use of ICT for
the development of the reading habit in students.
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Materials and methods
The Unidad Educativa Fiscomisional Hermano Miguel - La Salle
belongs to the parish of Tulcán, in the canton of Tulcán, province of
Carchi. It is located on 10 de Agosto Street and is currently part of
Zone 1, (Educational District 04D01 San Pedro de Huaca - Tulcán),
belonging to Circuit 04D01C02-05-06-08. It is made up of 1300
students, 60 teachers, 3 administrative and 3 support staff from the
Student Counseling Department.
The methodology of this study responds to a mixed approach with a
descriptive type of research since it was necessary to describe the
influence of different methodological strategies used by teachers in
the formation of the student reading profile. It was also framed in a
documentary research because documents and regulations issued by
the Ministry of Education, the National Curriculum with emphasis
on competencies 2021, the Institutional Educational Plan (PEI), the
school's reading plan and evaluation reports were analyzed.
The selected population comprised 30 students of the second year of
EGB, of parallel "A" with ages between 6 and 7 years old. In
addition, there were 30 teachers, women and men of different ages,
with different levels of experience and lengths of service, who work
in the second year of GBS due to the nature of their contract,
appointment and training.
Phase I. Development of reading skills in students
To address this phase, it was necessary to prepare the questionnaire
that was applied to second grade EGB students, and the observation
sheet to record actions related to reading. The questionnaire was
designed and validated by two experts who certified its viability.
Four non-participant observations were made to the group of
students during the month of January 2023 and during class hours.
In order to execute the survey in the group of students, the respective
adaptations were made to their age of development. Printed
questionnaires with questions and suitable possibilities and images
were used, in addition to the development of the reading competence
in process, with the use of iconography and images. The anonymous
questionnaire was applied to students of second grade EGB, parallel
"A". A pilot test was previously applied, which allowed modifying
the vocabulary of the questions to make them clearer. Even images
were incorporated to pictographically associate the answer options,
since this type of language is a domain for children of these ages.
The questions evaluated four dimensions: (1) Resources
(technological resources, resources available at home and Internet
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navigation); (2) Reading technology (reading applications,
technological resources at school, technological resources used at
home); (3) Evaluation (frequency of use of reading skills, types of
reading evaluation, digital activities); (4) Reading habit.
The second form of data collection was through observation, for
which the students' attitudes and aptitudes were recorded in the
observation form when the four reading observations were carried
out. Two of them were done using educational applications to
promote the reading habit and two in the classroom when reading
without educational applications. Through observation, the students'
behavior was systematically recorded when they presented different
behaviors, reactions to reading, and reactions to reading.
Phase II. Identification of methodological strategies used by
teachers.
The survey technique was used to identify the methodological
strategies used by teachers for the development of reading
competence, and the questionnaire was designed and validated and
applied to 30 teachers. The application of data collection instruments
was carried out by means of an electronic form, data were collected
for academic purposes, which were tabulated, processed and
analyzed by means of a descriptive analysis in relation to this
population. The structure of the questionnaires consisted basically of
single-choice and multiple-choice questions with a Likert scale, and
they are of a descriptive-qualitative type. By measuring the
perceptions of the population, we sought to determine whether
teachers perceive technology as a viable option for the development
of the reading habit. The questionnaire contained 9 questions
catalogued in three dimensions. Each question was made up of items
and response options. Based on the judgment of two experts, who
validated the instrument, the respective modifications were made,
limiting the suggestions and observations.
Phase III. Design of the didactic program with innovative strategies
Five applications have been considered for the design of the
resources: Wordwall, Genially, Live Worksheets, YouTube, Kahoot.
These tools were selected because they are versatile for teachers to
design activities, easy to create, use audiovisual media, facilitate the
reading of texts, etc. All of them can be accessed through Google
Chrome, a browser familiar to the students. Additionally, these
applications required image files, voice and PDF documents, where
the required information was previously recorded or designed. After
that, the information was loaded in the applications, and tests were
made with students, in order to review its operation, and proceeded
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to copy links, make screenshots and connect with the pedagogical
part, explaining its operation, interdisciplinarity and flexibility
(information not shown).
Results
The present research shows that teachers prefer traditional activities
and resources. The use of technology is not frequent, and students
consider that they spend more time using technological devices at
home than at school. Even teachers do not use cell phones,
computers or tablets. Accompaniment also plays a crucial role in the
formation of the reading habit, and it is possible to achieve this
through good practices and technological alternatives.
These practices should awaken motivation in children. According to
the students' opinion, the activities in which reading skills are used
are limited to homework. Fun and enjoyment take a back seat, and
the use of applications on computers or cell phones is not common.
Although technology offers the possibility of overcoming barriers of
time and place, it is necessary for resources to be used outside of
school for their own motivation and by regulating their regular use.
In addition, it is highlighted that students mainly use YouTube
videos shared through WhatsApp as a technological resource, which
coincides with the students' observations. These platforms represent
the highest percentages in terms of their use. Students do not
perceive reading as an activity intended for leisure or free time.
Therefore, the program should consider the use of technology as an
opportunity to increase motivation in these times and spaces.
The teaching staff considers the lack of resources as the biggest
problem in promoting reading. However, it is also demonstrated that
no activities have been created for students to do at home and take
advantage of the available resources. It is important to highlight that
the program should facilitate the understanding of how to connect
academic activities with reading technologies. Teacher training
should address the design of resources and the management of
applications to create digital strategies, since teachers often resort to
the same usual strategies to promote reading.
Based on the survey conducted, we have seen the need to propose a
program that is review material for teachers, as an alternative to form
the reading profile of students. The promotion of reading through
technology has been a neglected topic in the Educational Unit
studied, which is why we want to give an answer to the challenges
faced by our modern society in terms of decreasing reading levels
and increasing use of electronic devices.
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In recent years, numerous applications and digital platforms
designed specifically to promote reading have been developed.
These tools offer a wide range of functionalities, but have not been
efficiently explored by the school. For this reason, we intend to make
technology available, adapting e-books enriched with multimedia
elements, such as interactive images, videos and audios, which
provide a more immersive and engaging reading experience,
especially for children.
Table 1. Operating Model
Activities
Method
Weather
Evaluation
Proposal
submission
Session
30 min
Record of
delivery
Socialization
Meeting
60 min
Socialized
teachers
The structure of the program has considered: reading objectives,
reading habit development objectives, evaluation indicators and
criteria, activities and resources adapted as digital material to
promote the reading habit, skills to be developed, descriptions of the
applications used, incorporation of the methodology,
recommendations for their use, adaptation, modification or updating,
and examples.
Table 2. Description of indicators
Questions
Indicator
Description
To whom?
Number of
students with
reading habits
Number of students motivated by
independent reading.
Why?
Improved
academic
performance
Significant increase in evaluation
results, visible in reports.
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What for?
Educational
quality.
Improves the families' perception
of the school, improves the
image.
What?
Reading
habits.
Number of books read, use of
free time for reading seen as fun.
Who?
Teachers.
Number of teachers trained,
introducing technology in the
classroom.
When?
School year
2022 - 2023.
Program relevance for other
groups and school years.
How?
Program.
Activities.
Evaluation.
Use of the program by teachers.
Number of adapted activities.
Use of technology in evaluation.
With what?
Digital
strategies.
Technological
resources.
Number of devices created.
Number of resources used at
home and at school.
Where?
Institutional
spaces for
reading.
Places adapted for reading.
Number of classrooms that offer
conditions.
Table 3. Session 1 of the proposal
Session 1. I dare you to guess.
Dexterity
Construct sentence meanings from object-attribute relationships
through interactive educational applications. Ref. LL.2.3.1.
Content
Description - a riddle.
Strategies for learning
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• Classroom routine. Plan the topic, objective, materials
needed for the class.
• Remember the rules during the session: listen attentively,
raise your hand to speak, ask for a turn or permission,
respect the opinions of others, participate in group work in
a responsible, supportive and active way.
• Listen and sing: the video about the little house.
https://www.youtube.com/watch?v=wq1WOUB-Sg0
• Brainstorming: About the objects being observed.
Did the size of the house change? Do the houses have the same
color? What materials are the houses made of? Are the houses
artificial or natural objects?
• Individual work: develop p. 45 and 46 integrated text of 2nd
EGB.
• Write sentences with the characteristics of the pencil.
• Interdisciplinary: graph and paint four objects that they have
at home and of the shapes studied: circle, square, triangle
and rectangle. Paste the work on the course mural duly
identified. The course members will look at the objects
chosen by their classmates and identify if they are artificial
or natural and what shapes they have.
Digital strategy for learning
Gamification:
https://wordwall.net/es/resource/57618692/adivinanzas-pág-55
Gamification can improve reading comprehension by providing
challenges, rewards and immediate feedback, which stimulates
students' interest and engagement in reading.
Description of the resource
The maze chase game is a recreational activity where participants
must evade enemies and search for the box with the correct answer,
after having read the riddle, using strategy, speed and spatial ability.
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Inside the game a maze is observed, the riddle can be read at the
bottom. The student will have to move with the controls (directional
dates of the keyboard, mouse buttons, movement and touch gestures
of the cell phone) to advance in the maze. There are three answer
boxes and only one is the arrival or correct answer. While moving
there are also enemies that you must avoid otherwise you will lose
lives in the game. There is a window option to occupy full screen
and a sound option to configure the sound. In the upper left corner
the time is displayed.
The answer boxes change randomly, in case of reaching the correct
option a green window of success is shown, in case of choosing a
wrong window a red X will be shown, in case of being hit by one of
the enemies the character will be restarted and will lose a life. At
the end you can see the score, the list of questions and answers is
displayed for the student to review its development, finally the
leaderboard or simply the option to start over.
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Evaluation activities
Evaluate. Individual activity, develop p. 47 integrated text of 2nd
EGB. Look at the graphs and write the characteristics.
Table 4. Session 2 of the proposal
Session 2. Fearful squirrel.
Dexterity
Understand the implicit contents of a text based on cause-effect
inferences in a playful way. Ref. LL.2.3.2.
Content
Deduction - self-esteem.
Strategies for learning
• Class routine. Mention the topic, objective, materials needed
for the class.
• Remember the rules during the session: listen attentively,
raise your hand to speak, ask for a turn or permission,
respect the opinions of others, participate in group work in
a responsible, supportive and active way.
• Listening and watching: the video on self-esteem.
https://www.youtube.com/watch?v=AxqqSa6eE8o
• Comment: Who are the characters, what happened to the
lamb, what did the lamb learn, what do we deduce from the
story?
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• Discuss the actions at home and mention those experiences
that are similar.
• Read, compare and comment on the interactive story: La
Ardilla Miedosa.
• Write down three inferences from the stories to discuss with
the class.
Digital strategy for learning
Interactive story The Scary Squirrel:
https://view.genial.ly/6457afa05f9b7100116f4452/interactive-
content-cuento-ardilla-miedosa
The interactive story is a digital narrative that allows the active
participation of the reader, who can make decisions, explore
different paths and trigger events, creating a personalized and
immersive experience.
Description of the resource
To navigate through the different sections of the story there is the
navigation date on the right or the option to show interactive
elements. Clicking on these will open text boxes or images related
to the reading.
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In this window you can see an interactive element that displays an
image to enlarge the content of the reading. To return to the main
window you can close it or simply click on any part of the main
window.
You can continue to look at the interactive options, which do not
necessarily provide readers with more text, in some cases they are
images that help with the pictographic representation of the story.
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Another important element is the questions that can be asked of the
readers; in this case, it was decided to ask about the students'
routine. The story is available for them to read at home with their
families; the clarity of the lettering and the length of the story have
been adapted.
Evaluation activities
Thinking routine: What have I learned, How have I learned it,
What has it helped me with, How can I use it?
With your family's help, write answers to the following questions:
How did you solve problems when you were my age? Let's read the
interactive story and draw the scene we like best.
Table 5. Session 3 of the proposal
Session 3. Monosyllables.
Dexterity
Extend understanding of a text by playfully identifying word
meanings. Ref. LL.2.3.3.
Content
Sense of words through pictograms.
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Beginning of reading - global method.
Development of linguistic awareness.
Strategies for learning
Class routine. Mention the topic, objective, materials needed for
the class.
Remember the rules during the session: listen attentively, raise
your hand to speak, ask for a turn or permission, respect the opinions
of others, participate in group work in a responsible, supportive and
active way.
Observe the images of the story on page 12 of the integrated text
for second EGB.
Tell the story and for each scene find a word that represents the
scene.
Narrate the different versions of the story in turn.
Listen to the definition of the meaning of "word".
Identify the importance of vowels in the words of the story.
Brainstorming, writing on the blackboard a list of short words that
we can later graph.
Draw, write and describe the words with their pictogram.
Digital strategy for learning
Matching pairs:
https://wordwall.net/es/resource/57617578/monosílabas
It is a playful activity that consists of finding and matching cards or
elements that share similar characteristics, developing memory,
concentration and cognitive skills of the participants.
Description of the resource
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The matching pairs activity begins by indicating that the student
must touch two cards to uncover them, so he/she can reveal the
image and see if it matches the word. In the global method, the
student is expected to become accustomed to certain words through
the sense of sight.
You can see that the window has the time in the upper left corner,
at the bottom is the options, sound and full screen buttons.
It can be observed that the cards have different colors and that in
case of not finding the pair the cards are marked with an X and then
turned over. Participants must remember the monosyllabic objects
or words and try again with other pairs.
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When you find a pair, it is marked with green spots and then
disappears from the set of cards. The activity continues until all the
cards are uncovered.
At the end, the time taken for the activity is displayed, you can start
over and look at the leaderboard.
Evaluation activities
At home, write down five words that you remember with their
respective graph and identify the vowels used in each word. Present
your activity the next day to the teacher. If you do not remember,
you can use the digital resource.
Table 6. Session 4 of the proposal
Session 4. The Evil Queen.
Dexterity
Develop cognitive strategies such as recreational reading, rereading,
and paraphrasing to self-regulate text comprehension. Ref. LL.2.3.5.
Content
The story - paraphrase.
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Strategies for learning
Class routine. Mention the topic, objective, materials needed for the
class.
Remember the rules during the session: listen attentively, raise
your hand to speak, ask for a turn or permission, respect the opinions
of others, participate in group work in a responsible, supportive and
active way.
Use DUA (Universal Design for Learning) methodology, Objective,
assessment, Methods and materials, implementation and evaluation.
What is learned, how is it learned, why is it learned?
Activate prior knowledge through the strategy of exploratory
questions about the story Snow White.
Watch the story in PDF format and then on video with the teacher's
participation.
https://www.youtube.com/watch?v=Jk9_3MzfSkE
Ask guiding and exploratory questions about the story.
Express opinions about the story, converse according to students'
interests.
Drawing, observing scenes, thinking about what happens and
paraphrasing the story.
Use vocabulary according to the communicative situation.
Digital strategy for learning
Interactive storytelling:
https://view.genial.ly/6485da56774f910012dba79e/interactive-
content-quiz-cuento-bruja-malvada
Interactive stories related to paraphrasing are valuable for language
development, text comprehension, communication skills, creativity
and self-confidence. Integrating these activities into education fosters
more dynamic and enriching learning for children.
Description of the resource
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The story "The Evil Queen" has been adapted for the age of the
students, in the upper left corner you can see the option to read the
PDF, and in the lower right corner the option to start reading.
It is composed of a trivia question, the participant has to select the
correct answer in order to advance. In case of answering incorrectly,
an image is displayed indicating that he/she should be careful with
that answer.
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The trivia screenshots are shown below.
Evaluation activities
Paraphrase the story for a family member. Use the links shared by the
teacher.
Record an audio and send it to the educational platform.
Thinking routine: What have I learned, How have I learned it, What
has it helped me with, How can I use it?
Table 7. Session 5 of the proposal
Session 5. The three little pigs and the wolf.
Dexterity
Construct criteria, opinions, and make judgments about the content
of a text by distinguishing fact from fiction, fact, data, and opinion.
Ref. LL.2.3.6.
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Content
The story - reality - fiction.
Strategies for learning
Class routine. Mention the topic, objective, materials needed for the
class.
Remember the rules during the session: listen attentively, raise
your hand to speak, ask for a turn or permission, respect the opinions
of others, participate in group work in a responsible, supportive and
active way.
Observe and analyze the video.
https://www.youtube.com/watch?v=AKPa9QpNR9cylist=PLBal9At
tAE0u3rsiiYY9WZ942CE4L-Yawyindex=9
Identify sentences of both fiction and fact, write a list of main ideas.
Collaborative work: pair activities, present selected ideas to a
partner, make suggestions and positive comments.
Reflect on the importance of reading to identify the reality of texts.
I discover another way to say sentences or ideas.
Digital strategy for learning
Join with lines: https://es.l iveworksheets .com/gm3460046tl
It is an association and categorization exercise that promotes
understanding and reasoning. Students must establish logical
connections between elements or concepts presented in a list or on
different cards, drawing lines to link those that are appropriately
related. This activity promotes critical thinking, knowledge
organization and the ability to make meaningful connections,
allowing students to strengthen their understanding of concepts and
improve their ability to classify and relate information effectively.
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Description of the
resource
The card is arranged
with images on the left
and right. The central
part contains the ideas
that identify each scene.
When the participant
moves the mouse over
the options, it changes
to a pencil shape and
allows the participant to
draw a line.
Then you will be able to
match the image with
the correct idea. When
you finish, click on the
done button, then you
can see the number of
correct matches. You
can repeat the activity as many times as you need.
Evaluation activities
Read the story of the three little pigs and the wolf.
Observe the story page 114 of the language arts text.
Describe each scene and identify whether they are real or fictitious
scenes.
Complete the activity by connecting the lines with the correct option.
Discussion
The cognitive and sociocultural impact endures over time. In this
sense, technological development has penetrated the educational
field generating continuous and accelerated changes (Cedeño et al.,
2019). For this, in the educational field it is necessary to have reading
training processes that endure over time, as well as digital strategies
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that adapt to current needs and technological educational resources
that are truly effective (Calvo et al., 2018) (Casasola Rivera, 2020).
According to Santillán-Aguirre (2022), the importance of the written
word and its structural impact on society is manifested when people
acquire the ability to read from an early age. However, in the present
study, a lack of focus on the development of the reading habit on the
part of teachers was determined. These results support the study of
Zamudio and Vega (2018) and are contrasted with the findings of
Aixalá et al. (2022), who in their research showed that teachers who
received training in specific strategies to improve their reading
teaching practices managed to increase motivation and reading habit
in the group of students.
Consequently, this deficiency in teacher training is one of the critical
points to take into account (Barzola et al., 2020). Studies suggest that
teachers develop classes with traditional strategies and resources
(Pamplona-Raigosa et al., 2019) (Carrasco et al., 2020). Although
there is teacher awareness of the problem of reading, it is also true
that the emergence of technology has not changed much the teaching
process in the Educational Unit.
In the conclusions of Reyes' (2018) research, the importance of
encouraging enjoyment through reading is highlighted. It also
mentions the need to consider ergonomics, i.e., the ability to adapt
technology to the person, since distractions can alter the cognitive
part (Egan and Judson, 2018). The use of electronic devices may
include distractors that affect attention and memory (Vivar et al.,
2019). However, the proposal of the present article has taken these
problems into account by prioritizing fun and enjoyment as means
to promote reading. In addition, the most appropriate applications
have been carefully selected, taking into account the planning,
indicators, criteria, objectives and competencies to be achieved. In
this way, a connection is established between technology and
pedagogy, also taking advantage of the experience and methodology
of the teaching staff (Castro et al., 2020).
According to research on the use of resources (Canales et al., 2020)
(Feicán et al., 2021) (Parra and Torres, 2018), learning to design and
use a resource is not enough. It is essential to use a resource adapted
to a strategy that promotes reading habits (Mejía et al., 2020)
(Sandoval and Cisneros, 2022). In the present article, the lack of
teaching strategies was also identified as a coincidence. It is possible
that teachers find it difficult to combine different formats according
to the pedagogical objective they wish to achieve.
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The study conducted by Bernal et al. (2019), focused on elementary
school students and aimed to determine the impact of the Reading
Plan implemented by the school and the family on the formation of
the reading habit. The results revealed that the majority of the student
population did not consider the reading habit as an integral part of
their formation, except in cases where they were required for
academic activities. The center's reading plan has a low impact, since
it is not adequately articulated and does not consider the role of the
family in the formation of the reading profile (Ojeda, 2021)
(Fernández, 2018). Like the research by Franco-Marín et al. (2022),
the school center has failed to establish a connection between the
Reading Plan and family participation. It is intended that the
proposal can serve as a basis for the structure of the Institution's
Reading Plan. Currently, teachers use the students' reading ability
only to carry out school activities, which does not encourage reading
for pleasure, enjoyment and fun. Given this situation, it is necessary
that the planning of the program contemplates the interests of the
students and is articulated in a transversal and interdisciplinary way,
both for the reading plan of the center and for the different subjects
(Rico et al., 2018).
In their study Ramos et al. (2020) analyzed the use of ICT for reading
promotion and concluded that students do not acquire skills to read
autonomously. The acquisition of the alphabetic code is still based
on traditional resources and activities (Yaguachi and Barahona,
2023). In addition, there is little incorporation of technology in the
reading training processes, despite the fact that the necessary
resources are available at home. However, in the school environment
this situation is different due to the lack of technological equipment.
Following the line of research of Ramos et al. (2020), there have
been several studies that highlight the change in the presentation of
books to the community due to technology. These studies also
highlight the existing synergy between print and digital formats, as
well as the fact that students read in different platforms and
modalities. However, there is a lack of ICT-mediated strategies by
teachers to encourage reading.
Barrera and Gómez (2022) also mention that good results were
obtained by promoting the reading habit through applications such
as Educaplay, WordWorld, Canva, Padlet and Zoom. These
applications were associated with the following strategies: reading
corners, individual work, contests, projected readings and Reading
Party. However, in the La Salle Educational Unit, as mentioned
above, these types of digital applications are not used for the
promotion of the reading habit.
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Following Ramos et al. (2020) in Table 5 of their research, they
grouped the research that addressed innovative methodologies with
ICT for reading promotion. Some of the strategies used by other
authors to reach their conclusions included: social reading 2.0,
digital stories, ICT applications, websites, digital libraries,
audiovisual resources, gamified platforms, interviews, reading
corners, forums, messages on social networks and school culture,
among others.
According to Anijovich et al. (2021), the use of these strategies and
devices generates great interest in reading. Of the 19 scientific
articles analyzed, only five focus on primary education. They also
indicate that, to date, technology contributes significantly to the
formation of the reading profile. Through this research, the
following components are presented for consideration: traditional
and digital formats complement each other, digital reading is
motivating, applications are used to enrich texts, spaces conducive
to reading are created, and strategies are used to increase
involvement and motivation.
The contributions of Mora and Gaona (2021) related to and
coinciding with the present research refer to the way materials and
texts are presented. It is not simply a matter of presenting words or
sentences, but rather the texts used should be contextualized, i.e.,
complete stories or tales appropriate to the age group and, if possible,
that encourage interaction among students. Once the reading
materials have been selected, their use should be enhanced through
technology, taking advantage of applications that facilitate access to
the resources.
The study by Barrera and Gómez (2022) argues that technology can
create virtual spaces that allow interaction among participants. By
establishing this type of networks, students can be connected
regardless of their geographic location. When asked about the
technological resources available in their homes, the results were
favorable. In other words, most students are able to access virtual
education or other related activities, which is consistent with the
authors' findings.
Therefore, teachers have been recognized as the people capable of
motivating reading in their students, but it is necessary to introduce
technological strategies to take advantage of the environment in
which we live. Given that students spend many hours in the school
environment, it is crucial that the institution provides opportunities
for the formation of the reading habit, and teachers should act as
companions and guides in student reading. Consideration can be
given to gradually extending the implementation of this program to
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other students in subsequent years or integrating it with the school's
Reading Plan. In addition, the teacher should act as a mediator in this
process, encouraging families to be motivators as well. Their digital
competence should be evident in the creation of this type of didactic
programs that link technology with education and become a dynamic
space that supports reading processes, thus eliminating the idea that
technology is an educational distraction.
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