respuestas e intervenciones educativas en una ...

RESPUESTAS E INTERVENCIONES EDUCATIVAS EN UNA SOCIEDAD DIVERSA

Mohammed El Homrani Inmaculada Ávalos Ruiz Diego E. Báez Zarabanda (Coordinadores)

© Los autores Editorial Comares, S.L. Polígono Juncaril C/ Baza, parcela 208 18220 • Albolote (Granada) Tlf.: 958 465 382 http://www.editorialcomares.com • E-mail: [email protected] https://www.facebook.com/Comares • https://twitter.com/comareseditor ISBN: 978-84-9045-519-7 • Depósito Legal: Gr. 623/2017

Respuestas e intervenciones educativas en una sociedad diversa

CAPÍTULO 35. A MODEL TO WORK THE LEARNING OF LITERACY THROUGH THE USE OF MOBILE LEARNING

Álvaro José Martínez Gálvez [email protected] University of Granada José María Romero Rodríguez [email protected] University of Granada Literacy competence through mobile learning Currently the incursion of technology in education makes possible new learning places, this is the case of literacy where traditionally this competence has developed through books and notebooks. In this area, the implementation of teaching methodologies such as mobile learning enhances the acquisition of literacy competence due to its features, which are explicit in the model presented here. First, it is necessary to in explaining and establishing this model define the concept of competence. According to Rickheit, Strohner, & Vorwerg (2008) “competence is the inferred ability to produce the observed performance in the future” (p. 17). In this sense verbal communicative competence would be defined as that action that has as a focus of interest the symbolic behaviour efficient and timely and that develops in a given context, in relation of a person or groups of people with whom main and secondary objectives are shared. Verbal communicative competence is the key of intercultural processes of social inclusion. Consequently, literacy competence would be the interaction of skills, operations and strategies that allows efficient and timely decoding of graphic and verbal symbols. It is, therefore, a complex competence that must be taught using oral language and integrated with written production. But, how is taught such a complex competence? Zabala, & Arnau (2014) say that “in order to be able to establish the most appropriate teaching methods for the development of competences, it is necessary to go first, to the existing knowledge about how people learn” (p. 22). The way of learning of the human being defines the different components that make up the competences, since these are integrated in the cognitive structures of the subjects of different way according to their differential characteristics. According to the authors mentioned, these components are: concepts and procedures.

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Starting from the base of the two components mentioned above, we propose a learning model of literacy competence in which other fields are involved such as motivation, social interaction, significant learning and shared knowledge. Taking into account these considerations on the literacy learning, integrating ICT tools in this process affects in how to learn and develop this competence. Following Suárez et al. (2015) when implementing ICT in the development of reading comprehension is directly linked to a process of significant learning, since it arouses interest and motivation in students. These conditions originate from the daily use of these tools outside the formal context of education and the fact that they leave the routine of traditional teaching. Therefore, the possibility that the students have a touch screen device that presents a keyboard with letters and signs conditions in one way or another their interaction and literacy competence (Parra, 2014; Laidlaw, & O'Mara, 2015; Wong, 2015). On the other hand, if we look at data from the National Institute of Spain (INE) in 2014, 77.1% of Internet connections were through mobile devices, drawing a panorama in which the education system must adapt the new technologies (Rodríguez, & Muñoz, 2016). In this context, mobile learning is becoming increasingly consolidated as a learning methodology established in classrooms. García, & Gómez (2016) emphasize that "the three priority trends in the applications of literacy are personalization, gamification, and outward interaction" (p.9). In relation to personalization, the student is the protagonist, who can interact and adapt the app to his interests and needs. In terms of gamification, we introduce playful resources (games) that in principle do not have didactic intentionality in formal educational contexts. These types of apps are mainly focused on working with vocabulary (García, & Gómez, 2016). Finally, the outward interaction has to do with the diffusion of the app, as well as asses and share information about it with users. Although the types of apps that favor literacy are actually related to those that enable the ability to write, record audio, add images..., in order to organize the answers graphically (Hutchison, Beschorner, & Schmidt-Crawford, 2012). In addition to educational apps to work the literacy competence through devices such as mobile or tablets can use other tools for this purpose. In this sense, as proposed by Alvarez (2012), it is possible to complement the use of social networks, such as Facebook, where a group is created in which users can be connected, with platforms like 314


blogs or Moodle that collect interactive exercises of comprehension of text to improve the literacy abilities. In this way, activity is built between all, favoring the participation and joint development of both writing and reading. To this end, participatory activities should be proposed where users are the protagonists, like: Peer review; Wikis; Text construction among multiple users; Folksonomy.

Model for learning literacy According to the learning model proposed (Figure 1), it is emphasized the importance of motivation in social relations in order to achieve significant learning, effective and opportune. Firstly, to arrive at the concept of competence in the learning of literacy, it is necessary to develop the motivation that allows, in turn, the good development of both concepts and procedures. In this sense, the very fact of using the mobile as a learning tool leads to a motivation and good predisposition in the students. Regarding the procedures and concepts, both integrated in the motivational section, refer, on the one hand, to the mental operations that the subjects develop and on the other hand, to answer to what, how and why the concepts related to literacy are justified and developed. Secondly, with the use of mobile learning, social interaction is promoted, as it reveals a problem solving as a whole and generates shared knowledge for this purpose (Rodríguez, Aznar, & Alonso, 2016). Consequently, in the development of this ability, social interactions play an essential role because they are the first motivational impact of students. That is, when students develop a degree of motivation towards the concepts, procedures and people involved in the learning process, it functions as an engine that enables the stability of procedures and the integration of content. It is the concepts and procedures worked in a social, affective and positive context those that allows to create attitudes. So learning competencies is creating attitudes. In summary, all the factors mentioned above are influenced by the context in which they develop and influence significant learning, due to the inclusion of motivational components and social interactions between equals. Therefore, the importance of mobile learning in the construction of shared knowledge is fundamental if it is to successfully achieve the learning of the literacy competence.

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Figure 1. Learning model of literacy from mobile learning.

Final considerations The model presented here responds mainly to the need to implement new technologies in education, specifically the mobile learning. Also, the implementation of this learning model entails a series of positive implications for the development of literacy competence, between them: -

The inclusion of the mobile implies a greater motivation of the students.

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Social interaction is encouraged and therefore knowledge is shared.

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All the components converge in a significant learning on the part of the student, which affects in a greater development of the literacy competence than using other traditional methods.

Finally, with the presentation of this work is intended to address a new model of work for the literacy learning in different populations, as long as the context is adapted to them.

References 316


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