READING AND TECHNOLOGY IN CONTEMPORARY EDUCATION: AN ANALYSIS OF NEW CLASSROOM PRACTICES
DOI:
https://doi.org/10.56219/trascendere.v2i7.5639Keywords:
Critical reading, pedagogical mediation, Classroom practices, multimodality, digital technologiesAbstract
This research analyzes the strategic relationship between reading and digital technologies in contemporary education, based on the tension between the digital culture that characterizes students and the permanence of traditional pedagogical practices that incorporate ICT in an instrumental and superficial way. The main objective was to explore how the strategic relationship of digital technologies affects the development of reading comprehension and the transformation of classroom practices, identifying difficulties in reading, current theoretical references and forms of teacher integration. A mixed sequential explanatory approach was used, with a non-experimental descriptive-interpretive and correlational design. The sample was made up of 60 basic education students, 6 teachers and 2 directors, selected intentionally. Surveys, semi-structured interviews, classroom observations, and document analysis were applied. The analysis combined qualitative coding (open and axial) with descriptive and correlational statistics. The results showed that 75% of students achieved high levels of reading comprehension when ICT was integrated through planned didactic sequences, compared to 35% in situations of limited use. In addition, 67% of teachers use technologies for predominantly instrumental purposes. It was concluded that improving reading does not depend only on the incorporation of technology in isolation, but on integrating it critically through coherent didactic sequences, proposing an integrative model of reading - ICT - critical mediation to strengthen new classroom practices.
Downloads
References
Cabero Almenara, J., & Martínez Gimeno, A. (2023). Usos educativos de las TIC: retos y oportunidades pedagógicas. Education in the Knowledge Society (EKS), 24, 1–12. https://doi.org/10.14201/eks.30833
Calle, J. (2024). Comprensión lectora en la era digital: una revisión teórica. Revista Latinoamericana de Estudios Educativos, 54(1), 1–18.
Disponible en: https://www.redalyc.org/journal/7300/730077730001/html/
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Strasbourg: Council of Europe Publishing. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/1680a090f3
Chen, D. y Macleod, G. (2021). Eficacia de las herramientas digitales para apoyar la lectura en secundaria: Una revisión sistematizada. Revista Internacional de Aprendizaje Móvil y Combinado, 13 (2), 1–16. https://doi.org/10.4018/IJMBL.2021040101 DOI: https://doi.org/10.4018/IJMBL.2021040101
Kress, G. (2020). Multimodality: A social semiotic approach to contemporary communication. London: Routledge. https://www.routledge.com
Marín, V. I. (2020). Innovación educativa y tecnología digital en la formación docente. Revista Educación y Pedagogía, 32(82),23 https://www.redalyc.org/ journal/280/28064146030/
Martínez, M. E. (2022). La enseñanza de la lectura en contextos digitales: secuencias didácticas y multimodalidad. Kénosis, 10(18), 55–68.
Disponible en: https://revistas.uco.edu.co/index.php/kenosis/article/view/563
Oakley, G. (2024). Digital technologies and reading development in primary education: A systematic review. Education Sciences, 14(6), 633.https://www.mdpi.com/2227-7102/14/6/633 DOI: https://doi.org/10.3390/educsci14060633
Organization for Economic Co-operation and Development. (2025). The impact of digital technologies on students’ learning: Results from a literature review (OECD Education Working Papers, No. 335). OECD Publishing. https://doi.org/10.1787/9997e7b3-en DOI: https://doi.org/10.1787/9997e7b3-en
Salmerón, L., García, A., y Vidal-Abarca, E. (2022). Reading comprehension in digital environments. Educational Psychology Review, 34(1), 1–27. https://doi.org/10.1007/s10648-021-09635-4 https://www.researchgate.net/ publication/360091944
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
La revista TRASCENDERE conserva los derechos patrimoniales (copyright) de las obras publicadas, que favorece y permite la reutilización de los mismos bajo la licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 , por lo cual se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que se cite la autoría y fuente original de su publicación (revista, editorial, URL y DOI de la obra), no se usen para fines comerciales u onerosos y se mencione la existencia y especificaciones de esta licencia de uso. Si remezcla, transforma o crea a partir del material, debe distribuir su contribución bajo la misma licencia del original.
