TECHNOLOGY AS A BRIDGE TOWARDS SUSTAINABLE READING HABITS IN SIXTH GRADE STUDENTS.

Abstract

Education is immersed in the digital era, which suggests the integration of technologies that not only respond to the demands of the environment, but also lead to significant transformations in pedagogical practices. The challenge lies in the fact that traditional strategies used in school settings often fail to establish a connection with the interests and needs of children. Based on this premise, the present article presents a qualitative research study aimed at analyzing how the pedagogical use of technological tools can promote a sustainable reading habit in sixth-grade students. Using the case study metol, the research was conducted with a group of 26 students, employing participant observation, field diaries, and the analysis of digital products generated during reading activities as data collection techniques.
The results show that the intentional use of platforms and interactive applications such as Canva, Educaplay, and Wordwall, among others, fostered reading motivation, autonomy, and meaningful comprehension of texts. This turned the student into an active protagonist by allowing them to create, interpret, and share relevant contenta in accordance with their digital environment. Thus, it is concluded that effectively guided technology can act as a powerful bridge to redesign and revitalize the connection between students and reading in current school contexts.