THE READING PROCESS IN PRIMARY BASIC EDUCATION MEDIATED BY EDUCATIONAL TECHNOLOGIES

Abstract

This article derives from an ongoing research project that critically examines the difficulties observed in the teaching and learning of the reading process in primary education, with a particular focus on the early grades. The identified issues are related to traditional, often ineffective pedagogical practices and the limited use of educational technologies in the classroom. In this context, the integration of digital tools is proposed as an alternative to strengthen students’ reading competencies. The main objective of the study is to develop a theoretical foundation for the reading process mediated by educational technologies at Colegio General Santander, located in Villa del Rosario, Norte de Santander (Colombia). The research is framed within the interpretive paradigm, with a qualitative approach and phenomenological method. The application of semi-structured interviews with five purposefully selected teachers is projected as the primary data collection technique. It is expected that the analysis of this data, through categorization, will help identify teachers' pedagogical conceptions, their reading practices, and their perceptions regarding the use of technological resources. The anticipated findings suggest that a critical, contextualized, and pedagogically planned integration of ICT could revitalize the reading process, increase student motivation, and foster more meaningful learning outcomes in the early stages of literacy development.