READING AND WRITING ANIMATED
Proposal submitted by:
JOHN ALEXANDER PULIDO VARELA
COLOMBIA
2016
Summary of experience:
The animated reading-writing project is a process of constructing experiential experiences of reading through the methodology of projects through which interdisciplinary work (language and technology and computer science) allows to promote the improvement and learning of literacy skills and competences (Literal, inferential, coherence, cohesion) for life, as well as collaborative work (including through work teams from different countries), motivation and creative processes that strengthen language and digital competencies.
The possibility of making experiential, constructive and enriching literacy allows students based on their interests and experiences to appropriate concepts, skills and communicative skills, but above all to be constructors of their own learning and recognized as capable, autonomous and Creative around language; These are elements that are strengthened in the proposal. With this experience, achievements have been observed in terms of the appropriation of linguistic elements, construction of knowledge and appropriation of themes, but above all an interest and motivation for the appropriation of the work developed, greater autonomy and an improvement in the quality of the Language resources.
The experience is a significant contribution in terms of the vivenciality of language construction (written, oral, graphic), in the appropriation of tools that promote not only the interest of an assertive reading but also the construction of written and artistic elements that depart Of common and personal realities and interests towards extrinsic expression and representation through the technological; All of the above based on the work of methodology by projects that allows meaningful learning beyond the classroom.
Likewise, reading habits are created and it strengthens writing in relation to its creative potential, which has already begun a process of reference for other institutions, particularly with the collaborative work project with institutions from different Latin American countries in the didactic approach Of literacy.
Presentation of the educational institution and the context where the experience is developed:
The proposal is developed in grades sixth, seventh and eighth, which means that it has half of the secondary population of the institution, which works for approximately 4 months in which activities focus on capacity development Communicative, reading, writing and development and strengthening of digital competences, all this in support of the institution's reading and writing project.
The institution where the proposal is developed is located in Chia Cundinamarca, in an area previously rural and now of urban expansion, exactly in the village of Bojaca, hence its name. Educational Institution Bojaca, which has two headquarters, the main one with the Same name and the headquarters of primary and preschool denominated Mercedes of Calahorra, at present with a student population of 730 students.
The population is known as floating, because of its short intervals of permanence and with a socio-economic level in strata of 1 to 3, in which there is a pedagogical focus focused on the strengthening of autonomy and a processual evaluation.
Justification:
The low motivation towards reading of all types, including that linked with digital texts and the deficiency in terms of argumentation, comprehension and analysis of different types of texts are the first element of departure and that is evidenced in the institutional results of the test 9 And 11 where levels of reading comprehension are an element of work in the institutional curriculum.
The writing shows difficulties in the processes of literal and inferential analysis as well as in semantics and grammar, so that the panorama allows a large space of work and improvement: In the area of technology and information technology on the other hand, evidence of greater Acceptance of the linking of multimedia elements that allows us to think that combining these aspects with formal structured texts can open greater spaces of meaningful learning and literacy habits in these subjects, as well as make evident the need to support from different areas the Project of literacy of the institution, which raises the question, if through the use of technological means can generate the motivation, learning, reading and writing of texts in which competences and literacy skills are developed in a playful, didactic way And creative?
Theoretical frame of reference:
Literacy in spaces of creation and construction beyond the symbology (1) through constructive experiences of the literate-writers processes (2) that is consistent with methodologies to which the use of ICT focuses on the processes of learning by doing, favoring that the role Of the student becomes more active and reflective (3). Literacy is often done on digital documents that combine with audiovisual elements (images, sounds, videos) and require new skills (4). This proposal contributes from the difference of the students and enriches the processes of learning as raised by the theory of inclusive education (5): (1) Ausubel, David. Educational psychology. A cognitive point of view. (2) Kaufman, Ana María. Literacy and school: a constructivist experience. (3) The role of ICT in the literacy process. Reading and writing in school ... by clicking. (4) Pere Marques Graells. (5) Ministry of Education, Culture and Sport of Spain. Inclusive education, equal in diversity.2012.
Main objectives: With the development of the proposal, two objectives are clear, which are explained below: Main objectives:
• To strengthen the reading and writing process in students.
• Promote the use of ICT as a didactic strategy that allows the promotion of reading and digital competences. The first of these aims in large measure to generate a significant advance in the reading processes from a digital context, although not exclusively, since it opens the possibility to be initiated with physical means as elements of work that are also of value and interest For this proposal, with which students approach the texts of their preference and perform a process of analysis in a literal and inferential, this with a participatory and collaborative interaction from the encounter of social relations that allow the exchange of criteria , Tastes and the meeting of diversities. The diverse aspects will allow in turn the knowledge of diverse options of readings, of thematic ones and of ways of appropriating them, with which in a process of construction from the reading not only textual but also of graphic order, they arrive to generate an enrichment In the form, method and possibilities of a recreation of these readings through technological means. Specifically, it seeks to strengthen interest in reading, to rediscover the diversity of options, and to strengthen literacy, interpretation, inference, among other aspects. The second of the objectives, allows to interact with technological means to promote both digital competences as the search and selection of information, debugging of this and interpretation of the contents read, but above all that support the reading processes; So that the technological criterion also allows the reading to be meaningful since it empowers the student to recreate what is read and build the process of interpretation that are translated in graphic contexts that will recognize as evidence all communicative, symbolic and graphic construction process that manifests itself .
Description of the process developed and its phases: The proposal raises the work for the first three levels of secondary, in each grade a different didactic strategy is applied to approach the creation of diverse proposals that can be varied in each year in relation to the necessity of Reinforcement and improvement in each required competition where different technological devices (pc, Tablet, smartphone) and various software and applications are used, even some suggested by the students. In the sixth grade the story animation is worked through applications such as go-anime, In the seventh grade the production of audio stories through audacity and power point, in the eighth degree the creation of multimedia elements with stop motion strategy, where narrative, abstraction and representation are developed, in a construction process And graphic expression that enhance literacy skills and competences through reading processes until the subsequent literary creation of guins and scales, always ending with the multimedia creation of each activity. Each process has different times that are between 3 to 4 months. At the end of each realization are presented and socialized as a motivating exercise to their effort, dedication and proposal. The process begins in the search, selection and reading of texts that are of personal interest, later it is generated a space of interaction that allows work teams to share the readings made through guide formats of literary analysis; Subsequently to enter into a process of selecting one of the readings based on concepts of agreements in relation to astes, projection of the activity in an environment of participation and decision; As a third instance through a guide format (script and recording channel) begins the construction process where the projection of multimedia development is formalized through the creativity of the proposal but within the formal limits of the readings and initiates A space of artistic expression and planning in which the recreation of the previously selected reading is designed by means of the writing of its scripts and scales; The design is developed through the application technology where they even appear the construction of scenarios and props, with the consecutive development of the graphic, animation or recording as the case and finally the moments of socialization are realized in a participatory valuation environment And feedback that allows the recognition of the work and diversity of topics, points of view and materialization of reading in a broad cultural landscape.
At the same time, in a particular way, a collaborative work process with the use of tics has been initiated in which a Mexican institution works in the construction of channels of communication, participation and development of activities aimed at the exploration and knowledge of the culture of both Countries, with the subsequent development of activities oriented to the meeting and recognition of the participants through the textual construction of their biographies on the Google platform (gmail, google docs, google drive) accompanied by images of their life stories, Myths and legends, as well as joint creation of stories, all mediated by technological platforms that allow synchronic and asynchronous interaction and has allowed open spaces of learning beyond the classroom. The most important factor of the experience is the possibility of generating environments where reading is recreated in a playful, didactic and motivating way through the use of technological resources to give life to the text through the syntactic and semantic construction of its scripts since The optics of imagination and staging with an emphasis on the diversity of oral, written, gestural, graphic language transcending the artistic. An important element is that it has been possible to transform in a concrete way through the reading and writing linked by technological means an improvement in skills and reading skills (analysis, interpretation, retention and valuations) and computer (use of office tools and web As well as digital competences), as well as to motivate learning processes with a high meta-cognitive level, which has allowed the exploration of skills that depending on the activity go from the directives, entrepreneurs, citizens to the cultural ones, that is to say that the literacy Create experiences beyond academic ones.
Responsible team: The work, although focusing on the development of the subject of technology and informatics in the head of the teacher John Pulido, allows that the subject of language is related and becomes involved as a support to the process in which it is jointly intended that Is the progress in lecto-writers processes in the students of the institution. Likewise, in the field of interaction with the foreign institution, a communication, support, interaction and resource management channel was created, in which coordination, support and evaluation were combined; All of the above with knowledge and interest of the parents who became involved through the development of some activities. Participating population: The participating population is centered in grades sixth through eighth with a total of approximately 150 students, which is about 50% of high school, as well as the invitation and participation of parents in the processes of support and interaction With the activities of the students of this institution. The foreign institution (Mexico) that initially became a participant, so that the benefit of the experience makes it possible to show that the consolidation of the proposal is sought in order to achieve the institutional objectives and of this proposal and later and in a current way the interaction with Grade sixth of other institutions particularly from Argentina and another Colombian (Medellín). So the benefit although it focuses on achieving the objectives with the above mentioned students, it is considered that in general the institution has been seen and will see benefited in terms of advancing in the process of reading and writing raised.
Results obtained or expected and evidences of implementation including photos or videos properly identified: With this experience have been observed achievements in terms of the appropriation of linguistic elements, construction of knowledge and appropriation of thematic, But above all an interest and motivation for the appropriation of the work developed because they are proud of their proposal and of their elaboration process generating a greater autonomy and an improvement in the quality of the resources of the written language, verbal and nonverbal than with the Activities has been increasing, as well as the possibility of sharing these experiences among their peers and the interest to participate in extracurricular activities such as the national story contest and the publication of their activities on the web and observe that other people are interested in their Activities, are some of the elements initially evidenced. As well as the participation of the proposal in academic events with the sample of the realized process of the project that have been awarded. At this moment a pilot project has been concluded so that our students share their experiences and particularly with a Mexican institution where they could initiate a collaborative work process in the reading-writing field with the sharing of fables and legends, in the same way it was started A project with other institutions of the continent and the country as Argentina, Chile and another Colombian Medellín. The proposal was initially presented as an activity for the CREA_TIC training in 2014 and I was able to bring it back to present in my training as a Master Teacher. In relation to the advances of this pedagogical projects with use of ICT I have obtained the recognition of the Telefónica-Movistar Foundation through AFT (FundaciónTelefónica Classrooms) for innovation and creativity in educational projects in 2015 and I have been recognized with the "CERTIFICATE OF RECOGNITION: MICROSOFT INNOVATIVE EDUCATOR EXPERT" in 2015 and 2016. Video project: Blog: Videoconference Latin American schools: Aa62PKlZpdw We are currently working on a joint work with the Mexican school where the pilot project of collaborative work in reading and writing With use of tics for the development of a document of pedagogical experience. Some other institutions of the municipality through the technology and computer teachers who have known the project guide have been applying it, as well as being able to link other Latin American institutions with the process has generated great motivation and expectation for the development and application of the same.
Conclusions and recommendations: The conclusions about the project can be defined within the parameters that determine the objectives. In the first instance it can be concluded that the very development of the activity generated the possibility of students immersing in reading according to their criteria, tastes, motivations and personal interests and that this action will be carried out with guidelines that have allowed That the reader processes affect the discovery of content, inference and literary analysis increasingly structured and with the strength that allows meaningful learning. In relation to the possibility of carrying out a multimedia construction of the same reading processes, I generated a high level of motivation of interest to know the reading thoroughly, to review it in depth and with the clear meaning of what was abstracted, as well as in Its interpretation, analysis and particular elements of its contents, characters, scenarios, times, among other elements that allowed a reading comprehension to be made such that there was a total understanding of what was read. In relation to the incorporation of technological means with the aim of generating that the realization of the projection of the stories was "real" and materialize, besides allowing the enhancement of the digital competences, not only support the process of the subject of technology that In last in the middle of the realization of bringing stories to life, but in the area of language they allowed themselves to build and advance in enhancing communicative skills that transcend in their daily life, this was evidenced throughout the process from the same activity Of developing the construction formats of the moments of the activities, where the appropriation of the reading was reflected, but of the written and collaborative proposal of what would be the script of the stories and finally the staging of the same ones . Regarding the contribution of the use of digital skills, it was completely successful, since from the moment of the search and selection of information until the operability of the actions to conclude with the commitment to share and work collaboratively beyond the classroom in communication And dissemination of Some stories, myths and legends with students from other Latin American institutions was a motivating and enhancer element of interest and of wanting to learn. The continuity and strengthening of the project at this moment is already being generated, given the possibility of extending the process to the other levels of the institution and of linking other institutions (even more Latin American ones) to the development of the experience, as well as being able to follow Sharing this practice in other academic spaces is one of the priorities for its expansion.