Nowadays educational contexts are changing, while technological solutions have caused a major revolution in the way students learn, and by extension teaching methodology is also adapting to new motivations and interests. But if teachers have not developed these skills and abilities how can they guide and accompany students in this technological-digital quest. ?
With the aim of answering the question ASONUFED in coordination with COMUNDOS, is implementing a methodology of digital storytelling, where among others things; the participants develop their capacities for video and audio editing, writing, analysing, synthesing, and the structuring of thoughts and ideas, designed for use as a pedagogical tool inside and outside the classroom.
(original text is in spanish)
We are part of a globalized world, where technology has taken on a lot of importance in several areas, such as among many others, engineering, architecture, and accounting, and in education it is having important impacts.
Oral communication - speaking and listening: "The use of the verbal code of each community has its starting point in the oral use of the language to communicate. In addition to the conceptual basis for the communication process, the use of dialogue as a means of seeking consensus is also contemplated. This component is also related to the communication and use of non-verbal language, which includes patterns of behaviour, gestures, voice modulations as to tone and timbre ... "
Written communication - reading and writing: "Reading is both a pathway to and a source of new knowledge. The aim is to consolidate reading skills related to speed, reading habits and comprehension... In terms of written production, students are accustomed to using the four basic stages of writing; School work in the field of orthographic norms aims to consolidate the habits that have already been worked on in the Primary Education Level and reinforced in the immediate upper grades of the Average Basic Cycle Level of Education. This component, together with the other components of the subarea, will allow students to approach the use of the written and formal variant of Spanish, which will, in turn, facilitate work with increasingly specialised materials and texts. , It will also diminish the marked separation or rural - urban dichotomy present in the variants of Spanish or Castilian in Latin America.
Communicative production and creation: "This component covers oral and written expressions and includes aspects related to the general linguistic description of the language, grammatical aspects, expansion of vocabulary and the use of language for learning ... The highly appropriate management of a verbal code has to do with the enrichment of vocabulary; and in multilingual countries like this one, the levels of bilingualism are defined by the lexical flow and the use that speakers make of the words both in their mother tongue and in their second language. This last component focuses on the functional use of the word at the oral level and above all at the written level, to acquire, reorganise and present data and information.
Appreciation: This stimulates the perception of the students, so that the information collected is assimilated and the qualities of the objects or images observed are appreciated. By teaching students to observe, they will not only respond to the visual stimulus of images, but also become capable of analyzing and objectively questioning them. This facilitates a personal taste and therefore allows you to evaluate the visual information of your environment in more objective terms.
