Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Este estudio tiene como objetivo identificar en qué medida el uso de herramientas tecnológicas facilita el aprendizaje autorregulado entre los estudiantes en formación que estudian inglés. La metodología empleada para este estudio fue un diseño de encuesta y se administró un cuestionario a 497 estudiantes de la Zona 3. Los resultados muestran que las estrategias más utilizadas para autorregular el aprendizaje del idioma inglés de los estudiantes están relacionadas con la búsqueda de información, revisión y memorización, revisión o repaso de apuntes y / o libros, y actividades de autoevaluación. En cuanto a la frecuencia de uso de herramientas digitales para autorregular el aprendizaje del idioma inglés, el 45% de los participantes mencionó que siempre usa estas herramientas. Además, el 63% de los estudiantes considera que el uso de herramientas tecnológicas facilita el aprendizaje autorregulado del idioma inglés. Se puede concluir que la importancia de las herramientas tecnológicas y su aplicación en el contexto académico facilita el aprendizaje de los estudiantes. También se recomienda realizar más investigaciones en el área para explorar las fortalezas que tienen las herramientas TIC para desarrollar el aprendizaje autorregulado.

This research is based on the identification of web 3.0 resources in the classroom application through a virtual education and once checking the level of academic performance of university students. The objective of the research is to identify the use of web 3.0 resources and the report within the academic performance of university students. The methodology used is of an experimental-analytical type through a part-by-part approach, taking first the qualitative through a diagnostic analysis focused on the perceptions of the environment and then through the tabulation of the data obtained through a survey carried out to the students of the Career of Basic Education, the instrument used is based on a 24-item structured questionnaire validated by Cronbach's Alpha statistic with a value of 0.841 reliable for the investigation. To test the hypothesis, the Kolmogórov-Smirnov statistic is used for k independent samples in which two questions are selected, the most representative of the experimentation. For the development of the 3.0 resources, the application of the ADDIE methodology is considered, which allows the pedagogical and technological performance and in addition to the TAM Model, in which the acceptance of the technology is measured for this case that of the based resources on web 3.0. The results of the research were highly favorable, which allowed us to identify the type of 3.0 resources that can be applied in a virtual classroom and after experimentation the acceptability they have in the study population. Finally, it is concluded that these types of resources are of great contribution to the development of a virtual classroom, they promote synchronous and asynchronous learning as well as individual and collaborative.

Introducción. Los conectores discursivos son elementos lingüísticos cuyo objetivo principal es unir oraciones y dotar de fluidez al texto. Objetivo. El presente estudio investiga la relación entre los conectores discursivos y el mejoramiento de la competencia escrita en los estudiantes de tercer semestre de la Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, en el período académico octubre 2020 – febrero 2021. Metodología. La investigación fue cualitativa y cuantitativa, de tipo transversal correlacional con un diseño experimental y revisión literaria de las variables. La población estuvo conformada por 30 estudiantes de la Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 12 mujeres y 18 hombres, de entre 20 y 24 años. Para recolectar la información se elaboró ​​una encuesta con 23 preguntas la cual fue validada por dos expertos en el campo de la escritura. Valoraron la validez, la pertinencia y la coherencia. Los resultados de la encuesta permitieron establecer las estrategias y actividades para enseñar los conectores discursivos. Los participantes también recibieron una prueba previa de escritura independiente, tomada de la Universidad de Cambridge y evaluada con una rúbrica proporcionada por la misma universidad. Luego, con la información obtenida se elaboró ​​una guía didáctica y los estudiantes tuvieron la oportunidad de aprender y practicar los conectores discursivos durante dos meses. Finalmente, se aplicó una prueba posterior para medir la relación de los conectores discursivos y la mejora de la competencia escrita. Resultados. Con la ayuda de las estadísticas se comparó la pre y post prueba. El estudio mostró que los estudiantes usan la puntuación y la ortografía correcta, Adicionalmente, eligen el conector apropiado. Además, eligen el lugar correcto del conector dentro de la oración. Finalmente, sus párrafos contienen oraciones temáticas con idea de control, ideas de apoyo y conclusiones. En consecuencia, mejoraron la competencia de escritura.

Introduction: In the educational context, one of the main objectives is to work on children's integral development; the Early Education curriculum characterizes the areas of development and learning for infants and describes the objectives and skills to be developed. Thus, sensory stimulation is significant in the development of the cognitive, affective-social, motor, and language areas affected by social distancing. Objective: To synthesize the studies on sensory stimulation in child development during social distancing. Methodology. The study followed a descriptive methodology; the use of theoretical and empirical methods and the SLR (Systematic Literature Review) allowed consulting in degree projects linked to the research project of the Program "Early multisensory stimulation based on the Montessori methodology for children from 0-5 years old with or without special educational needs after social distancing" carried out by the students of Nursery Education and Early Childhood Education of the periods that correspond to social distancing. Results: the selection of 6 investigations that contributed to synthesizing the theoretical foundations on the sensorial stimulation in integral child development, facilitating the concretion of the stimulation in 7 senses that promote the child's integral development, such as 2. Auditory stimulation. Tactile stimulation. 4. Taste stimulation. Olfactory stimulation 6. The vestibular stimulation 7. The proprioceptive stimulation allows executing the essential functions of the child such as comprehension, attention, memory, language, sensoperceptions, body scheme, laterality, directionality, temporal notions, fine and gross motor skills in the cognitive area, social, affective, motor, and language vital in childhood and a permanent challenge that in time of social distancing has been limited. Conclusions: The systematization of previous research on multisensory stimulation in child development highlights the need for the child to have an adequate stimulation of the environment to enhance his or her integral development, which has been limited by social distancing.

Introducción. La destreza hablada del inglés es una destreza productiva que requiere de mucha práctica y de estrategias creativas de tal manera que los estudiantes adquieran el lenguaje siguiendo etapas que les permitan hablarlo de forma espontánea y fluida. La estructura de ECRIF es el camino para atender este requerimiento. Objetivo. Analizar la forma en la que la estructura ECRIF facilita la planificación de actividades para desarrollar la destreza hablada. Metodología. Para alcanzar este objetivo, se tomó una muestra de 32 estudiantes, 18 varones y 14 mujeres de edades entre 12 a 14 años. Además, la investigación se desarrolló desde un enfoque cuantitativo con un diseño experimental y la investigación bibliográfica. Debido a la pandemia del Covid-19, el estudio se llevó a cabo en la modalidad en línea. Diez sesiones consecutivas fueron necesarias para la recolección de la información las cuales fueron dictadas a través de las aplicaciones Zoom y WhatsApp. Los instrumentos para la recolección de datos incluyeron una pre prueba, una post prueba y una rúbrica para la destreza hablada. Una vez aplicado el experimento y obtenidos los resultados de las pruebas se utilizó el software SPSS, la prueba de Wilcoxon y la prueba Shapiro-Wilk para el análisis de los datos y la validación de la hipótesis. Resultados. Al final del estudio se demostró que, la estructura ECRIF ciertamente facilita la planificación de actividades para el desarrollo de la destreza hablada en los adolescentes ya que brinda un apoyo al estudiante para que hable con precisión y espontaneidad. Conclusión. Los investigadores descubrieron que los estudiantes que participaron en el estudio demostraron una mejora significativa en su nivel de dominio de la destreza hablada ya que el modelo ECRIF facilita la planificación de actividades tanto de práctica controlada por el profesor como actividades iniciadas espontáneamente por los estudiantes.

Introduction. Virtual education is an inescapable reality today. After the effects of the global pandemic, many sectors have been affected, including early childhood education. Undoubtedly, teachers have had to adapt methodologies, strategies and resources to be able to reach students and continue with schooling from home. Objective: Analyze puppets as an interactive teaching resource that helps in the virtual modality for the classroom learning process at the early childhood level. Methodology: The methodology used was based on critical theory with an emergent design, qualitative approach and a descriptive and explanatory scope. The established objectives were achieved using interview and observation techniques with their respective instruments. Results. Among the most relevant results obtained when analyzing the information gathered, it is argued that puppets are used to create a relationship of trust within the virtual classroom in the present educational context; at present the need to improve the learning environment and turn it into a work-play space, despite its virtuality, is clear. Conclusion. After analyzing the information collected, it was concluded that the puppet is an interactive didactic resource which, among its multiple objectives, enhances interpersonal relationships from a suitable environment. As a resource, puppets offer countless advantages in the learning process such as concentration, stimulation of the imagination, development of social and communication skills, the opportunity for expression, development of spontaneity, and reflection.

Este estudio se realizó para establecer la efectividad de la estrategia de Gamificación en la adquisición de vocabulario en el idioma inglés en los estudiantes del primer semestre del Programa de Pedagogía en Lenguas Nacionales y Extranjeras de la Universidad Técnica de Ambato. Se utilizó una metodología descriptiva y correlacional, y como técnica de recolección de datos se aplicó un pre-test y pos-test de conocimientos. En este estudio de investigación participaron 73 estudiantes (36 estudiantes estuvieron en el grupo de control y 37 en el grupo experimental). Los resultados del pretest mostraron que la mayoría de los estudiantes tenían un vocabulario limitado en la lengua inglesa. Por ello, se propuso el uso de la plataforma de aprendizaje Duolingo como estrategia de gamificación para mejorar el nivel de vocabulario que los alumnos demandan. Finalmente, se aplicó un pos-test, que mostró que los alumnos pasaron de un nivel básico a uno intermedio, estableciendo la efectividad de la estrategia de gamificación propuesta (plataforma de aprendizaje Duolingo) en la adquisición de nuevo vocabulario.

Introduction. This article is based on research conducted by Sánchez & Sánchez in the year 2021, that allowed to deepen the importance of the toy in group play at the initial level; for which the bibliographic references were extensively reviewed, and the technical and pedagogical characteristics of the toy were identified. Objective. To propose types of toys that allow optimal learning. Methodology. The research design was qualitative, due to the nature of the data and the type of information, with a descriptive depth level, for this reason the research is basic type. For the collection of information, the techniques of interview, focus group and for the analysis of the information the triangulation of data were applied; The population is made up of six early childhood teachers from the Teresa Flor Educational Unit and five psychologists and teachers who are experts on the subject. Each person has been considered as the unit of analysis. Results. The main contributions of the research can be summarized as follows: most authors indicate that toys facilitate the child's socialization in a better way in group games; the toy is a pedagogical instrument that stimulates learning with multiple benefits in terms of playful activity, while group play is considered the child's language. Conclusion. The toys most suitable for children from initial level I and II, from 3 to 5 years old, are: puppets, puzzles, stringing games, musical instruments, role plays, dolls, stories, legos, plasticine, among others, which allow them to develop comprehensively and, at the same time, improve their capacity for concentration and attention.

The Sandbox is a didactic resource for the development of gross motor skills in early-age children, enhancing capacities, abilities and skills that would later become competencies. The smaller the child is, the better he assimilates the conceptions of his context through the internalization of the parts of his body. Sand is a tactile and stimulating element, which, adapted in the educational field, becomes a didactic resource for the experimentation of children, where they can play, socialize, build, design, helping the development of their motor skills and creativity. Objective. The study aims to analyze the importance of using the sandbox in the development of children's gross motor skills. Methodology, a mixed methodology is applied, it is qualitative because the results of the research were entered into a criteria analysis to support the theoretical framework, and quantitative because data and results obtained scientifically in a numerical way were processed. Conclusion. Finally, it is concluded that it is important to carry out playful activities inside the sandbox since they still contribute to the development of gross motor skills, especially in the initial age, since different body areas are stimulated through play, awakening the interest of children.

This research shows that as part of a new global health standard, it seeks to create new healthy lifestyles that improve people's quality of life. The objective of this research is to define the foods that children need for adequate growth; Based on this concern, the research moves to a two-part process: the first begins with the compilation of reliable information based on experts and begins the proposed topic, a case study of the culinary heritage of Ecuador, and on the other hand to help to improve the nutritional wealth of our country and the benefits it can offer, in the second step, a theoretical and practical analysis was developed, the search for real data to verify the hypothesis: food, nutrition and healthy habits improve the growth of children from 3 to 4 years, with a work method applicable to a questionnaire for children of the aforementioned age group, a Child Growth Map and the food-based nutrition registry of Ecuador, and to conclude but at the same time provide a starting point towards an innovative nutritional proposal for children, a nutrition guide is developed that is nothing more than a summary of the research. The purpose of the research focuses on creatively prepared dishes, with the right ingredients, prepared in the right portions, and mixes right for children.