Las tic, recurso pedagógico docente en el diseño de evaluaciones para el aprendizaje, en el fomento de la comprensión lectora en estudiantes de grado 10° de la institución Liceo Santa Bárbara

Abstract

Reading comprehension skills and competencies are fundamental in the training process in girls, boys, adolescents and young people, thanks to the fact that they strengthen skills of deepening, critical and argumentative analysis, which can be inferred from various situations that are exposed and experienced in context. The new information and communication technologies (ICT) have been linked within the educational processes due to the fact that the flow of information that is presented in a constant, creative and interesting way for students can be accessed in an effective way world. However, the impact that has been generated in the use of these technologies in the educational field generates the need to analyze and understand the scope, benefits and difficulties of the use of these tools in various areas of knowledge approached within the classroom. In this sense, the purpose of this research is to determine the correlation between the pedagogical use of ICT in the development of evaluations for learning with the promotion of reading comprehension skills in students of Grade 10 of the Liceo Santa Bárbara Educational Institution. In this sense, it is important to indicate that evaluation for learning is understood as one given in a cyclical and comprehensive manner where all educational actors are immersed in promoting a true pedagogical transformation. This research exercise with a mixed approach (quanti-quali), is part of the socio-critical paradigm due to its emancipatory and reflective nature in the face of the proposed research problem that seeks to corroborate the suitability of ICT as a mediating tool in the acquisition of reading skills. Keywords: TIC, Assessment for learning, Reading comprehension, teaching practice, Reading level.