EFICACIA DE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN EN EL APRENDIZAJE DE LA LENGUA MATERNA

Abstract

Language develops comprehensive thinking (Sanz, 2010), improves processes and imagination and expression. The Venezuelan State guarantees the compulsory use of the Spanish language in educational institutions and centers. From the 20102CI cohort, the "José Antonio Páez" University has implemented the subject Language and Communication, Introductory Course, in the blended modality through the Acropolis platform, to train autonomous students in the use of the mother tongue and respond to the recommendation of the Unesco (2009), assumed as an Educational Public Policy in the Simón Bolívar Plan 2007-2013, to train teachers for face-to-face and virtual didactic modalities. However, the effects of this didactic strategy have not been determined, so an evaluative research, responsive model (Stake, 1967) was carried out to evaluate the effectiveness of the incorporation of information and communication technologies in language learning. maternal, determining the congruence and contingencies between what was planned and what was executed. Readings, illustrative videos, forums, uploading files with tasks were incorporated. It was observed that before the class the students reviewed the uploaded materials, downloaded others to complement, improve their level of information on the subject, clarify doubts, participate massively in face-to-face and online sessions. They self-assessed themselves in the fulfillment of tasks, degree of preparation for the written tests and they kept themselves informed of the conditions of approval of the Introductory Course. Attendance, study motivation, participation in face-to-face classes and online discussions increased, with cognitive and argumentative depth of the response considering the opinion of peers and mediating facilitator.