El uso de Wordwall y Storyjumper como estrategia didáctica para el desarrollo de la comunicación escrita en Educación General Básica

Abstract

Abstract: When students fail to master word identification based on their accentuation and correct spelling, this becomes a challenge that hinders written communication; however, this problem can be addressed through the pedagogical incorporation of ICTs. This research begins by following this approach, the main focus of which is the use of Wordwall and Storyjumper as a teaching strategy for developing written communication in Basic General Education. The main objective is to determine teaching strategies using these technological tools to improve this skill in tenth-year Basic General Education students at Bethel del Valle School. A mixed approach will be applied to enable the collection of quantitative and qualitative data from twenty tenth-grade students and two language and literature teachers. A correlation will be achieved between the initial and final states to establish that Wordwall promotes the correct application of stress on the last syllable (acute), second-to-last syllable (grave), third-to-last syllable (esdrújula), and third-to-last syllable (sobreesdrújula) of words, and that Storyjumper facilitates the effective application of acquired knowledge.