Escritura multimodal digital, formas alternativas de comunicación y su incidencia en el aprendizaje de estudiantes de Educación Básica Primaria

Abstract

Introduction: Communication technologies have made the use of resources additional to alphabetic text and images, easier. Nowadays, it is possible to use audio, video, touch and gestures as elements that communicate and give a whole sense to a text, leading to a greater acknowledgement of multimodal writinǵs importance in learning processes. Objective: To describe the effects of multimodal practices on learning and also the effects of the digital formats that allow communication, representation and interpretation of knowledge in the texts produced by students, beyond conventional alphabetic writing. Materials and methods. This study has an exploratory character. 123 fifth grade students participated, developing writing activities in a 20 weeks period, two periods of the school year. Among other instruments, a learning scale was used and the results analyzed here are derived from it. Results: The results obtained demonstrated that writing multimodal texts contributes to the studentś learning about the conception of writing and the relationship with other curricular areas. Conclusion: A pedagogical perspective about the composition processes mediated by IT applications and/or devices can potentiate skills beyond technical orientations in students, involving cognitive, linguistic and communicative factors that give more sense to the academic work within digital environments.