Digital school journal and web 3.0: an experience to strengthen reading and writing skills in rural institutions in Montería, Colombia
https://orcid.org/0000-0001-8641-7605
This research attempted to answer the question: How can the use of a school digital journal, supported by Web 2.0 tools, improve the reading and writing skills of students in some rural schools in the city of Montería, Colombia? The methodology used was qualitative and phenomenological in design. The convenience samples used were teachers, students, and administrators from the two schools chosen to participate in the study. The results showed that, on the one hand, the digital journal, conceived as a space where stakeholders could express and communicate, was indeed highly enriched. This approach also helps make learning more engaging for students and allows them to collaborate. Furthermore, it can be easily implemented in rural settings. This paper will also discuss an innovative pedagogical model to stimulate critical digital literacy in rural areas through a locally established pedagogy.
Area, M. & Pessoa, T. (2012). De lo sólido a lo líquido: Las nuevas alfabetizaciones ante los cambios culturales de la Web 2.0. Comunicar, 38, 13-20.
Aghaei, S., Nematbakhsh, M. A., & Farsani, H. K. (2012). Evolution of the World Wide Web: From Web 1.0 to Web 4.0. International Journal of Web & Semantic Technology, 3(1), 1–10.
Coll, C. (2008). Aprendizaje escolar y construcción del conocimiento. Graó.
De Sousa Santos, B. (2009). Una epistemología del sur. CLACSO.
Freire, P. (1970). Pedagogía del oprimido. Siglo XXI.
Freinet, C. (1964). La educación por el trabajo. Ediciones Mascaró.
Gee, J. P. (2008). Social linguistics and literacies: Ideology in discourses. Routledge.
Giraldo, F. & Rincón, J. (2020). La Web 3.0 y la educación: oportunidades y desafíos. Revista Colombiana de Educación, 79, 102-119.
Lankshear, C., & Knobel, M. (2007). A new literacies sampler. Peter Lang.
Mauris, L., Beiro, M., & Domínguez, B. (2022). Impacto de las TIC en el desempeño de los estudiantes en las pruebas estandarizadas durante la crisis sanitaria generada por el COVID-19 en Colombia. Revista Estudios Psicológicos, 2(4), 20-34. https://doi.org/10.35622/j.rep.2022.04.002
MEN (Ministerio de Educación Nacional de Colombia). (2022). Sistema Nacional de Evaluación de la Educación. MEN.
UNESCO. OECD. (2021). PISA 21st-Century Readers: Developing literacy skills in a digital world. Paris: OECD Publishing.
Quintana, M., Caballero, M., & Gómez, M. (s.f.). El diario escolar como estrategia de reflexión pedagógica. Revista Iberoamericana de Educación, (en línea).
Van Manen, M. (1990). Research Lived Experience: Human Science for an Action Sensitive Pedagogy. SUNY Press.