Virtuality: use of technological pedagogical resources to strengthen understanding, working memory, imagination and reasoning with perspective in meaningful learning

Abstract

Introduction. Virtual education contributes to the development of the learning process through the introduction of information and communication technologies (ICT). It promotes students' skills and knowledge at their own pace, during a predetermined period; Being an open system controlled by the user, it facilitates the exchange of ideas and knowledge through various spaces under the guidance and support of educators (that is, teachers who direct educational activities). Objective. The purpose of this study was to theoretically substantiate the study variables; diagnose the level of development of reading skills; and identify what resources applied in reading comprehension. Methodology. The qualitative and quantitative approach is adopted, the design was non-experimental, the exploratory and descriptive level, the sample was made up of 38 students, the diagnosis of difficulties in reading comprehension was used to identify the technological resources used by teachers. Results. It was found that performance is insufficient (07.9), it does not encourage communication by externalizing difficulties in understanding the written text (06.3), and it does not make inferences (06.8). Through the literature review, there was a correlation between problems in the use of technological teaching resources and reading skills. Conclusion. That the level of reading skills raises the need to use technology, especially in students who have difficulty reading and understanding texts, in this way it contributes to academic performance, expressiveness, interactivity, autonomy and creativity. General study area: Pedagogy. Specific area of ​​study: meaningful learning, understanding, technological pedagogical resources, virtuality. Study type: Original articles