The management of teaching and the value of personal learning environments as a mediation for English reading competences

Authors

  • Levis Lozano Universidade La Salle - Programa de Pós-graduação em Educação
  • Isabel Sierra Pineda

DOI:

https://doi.org/10.18316/recc.v23i3.4870

Keywords:

English as a Foreign Language, Personal Learning Environment, Personal Learning Teaching Management Environment, Communication Skills, Information and Communication Technologies.

Abstract

In this research, it is interesting to establish the influence of personal learning environments mediated by web 2.0 environments in the development of reading skills in English. A quasi-experimental study was proposed, whose results were analyzed with nonparametric tests (Wilcoxon and U de Mann). -Whitney) The sample consists of 10th students from the Manuel Ruíz Álvarez de Montería Educational Institution. It was intervened with a system of pedagogical work with technological mediations in environments where the focus of Personal Environments for the Management of Teaching and Learning, Personal Learning and Teaching Management Environment (PLTME), model based on the proposal of PLTRE, Personal learning, took precedence, teaching & research environment, Sierra, 2014. The contents were chosen to meet the English competency standards, defined by the Ministry of National Education and the Basic Rights of Learning. The results show that the control group, maintained insufficient results in the three levels of reading comprehension (literal, inference and criticism) in the pre and posttest, while the experimental group, which had an insufficient performance in the previous test, significantly improved the three levels of reading comprehension after the intervention.

Author Biography

Levis Lozano, Universidade La Salle - Programa de Pós-graduação em Educação

Doutor em Educação pela Universidade Federal do Rio Grande do Sul, com estágio doutoral (SWE-CAPES) na Université Paris 8 - Vincennes-Saint Denis, Departamento de Filosofia. Mestre em Educação pela Universidade Federal do Rio Grande do Sul. Graduado em Psicologia pela UNISINOS. Professor no Programa de Pós-graduação em Educação da Universidade La Salle, na Linha de Pesquisa Formação de Professores, Teorias e Práticas Educativas e nos cursos de Pedagogia e Psicologia. Tem experiência profissional nas áreas de Educação e Psicologia. Atualmente pesquisa temas relacionados à formação de professores, práticas educativas em classes multisseriadas/heterogêneas, ensino-aprendizagem, cuidado de si, currículo, corpo. Tem publicações e pesquisas em formação de professores, interdisciplinaridade, estética, currículo, Análise de Discurso. É pesquisador desde 1999 do Grupo de Pesquisa Sobre Educação e Análise de Discurso (GPEAD) - UFRGS/CNPq, vinculado à Linha de Pesquisa Educação: Arte Linguagem Tecnologias (PPGEdu/UFRGS). Líder do Grupo de Pesquisa em Tecnopoéticas, Neuroestética e Cognição - UFRGS/CNPq, vinculado à Linha de Pesquisa Arte, Ciência e Tecnologia.

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Published

2019-01-02

Issue

Vol. 23 No. 3 (2018)

Section

Articles

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