Tecnologías emergentes en el área de comunicación en educación primaria: revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El presente estudio de revisión tiene como finalidad determinar cuáles son las tecnologías emergentes más significativas dentro de la educación primaria centrándose en su impacto hacia las competencias comunicativas en lectura, escritura y expresión oral. Se procedió a revisar 24 artículos publicados durante el período 2020-2024 extraídos de bases de datos académicas de renombre como Scopus, ERIC, ScienceDirect, Web of Science y ProQuest, mediante las pautas PRISMA. De los resultados se concluye la tendencia hacia el empleo de dispositivos móviles y herramientas digitales como parte del proceso de enseñanza-aprendizaje, producto del impacto en los aspectos cognitivos que se producen los estudiantes, en el ámbito de mejora en la comprensión lectora, el desarrollo del vocabulario o las habilidades comunicativas. El uso de la tablet y de smartphones se ha incrementado de forma exponencial para fines educativos, dado que han tenido un impacto inmenso hacia la forma de enseñar, lo que conlleva un cambio en la enseñanza tradicional. Dicha tendencia hacia la digitalización en la educación primaria se plasma en el aumento del uso de tecnologías móviles, observando la progresiva importancia que toman estos instrumentos hacia el aprendizaje de los estudiantes. La revisión facilita una visión global de cómo las tecnologías emergentes están transformando el panorama educativo en el nivel primario, siendo una oportunidad para mejorar las nuevas competencias en el área de comunicación.
This systematic review study examines emerging technologies in primary education, focusing on their impact on learning communication skills such as reading, writing, and oral expression. Twenty-four articles published between 2020 and 2024 were analyzed, selected from recognized academic databases including Scopus, ERIC, ScienceDirect, Web of Science, and ProQuest, following PRISMA guidelines. The results reveal a growing trend towards the adoption of mobile devices and digital tools in the teaching-learning process. Significant improvements were identified in students' cognitive skills, particularly in reading comprehension, vocabulary development, and communication abilities. The use of tablets and smartphones has experienced a notable increase for educational purposes, evidencing a transformation in traditional teaching methods. This trend towards digitalization in primary education is manifested by the significant increase in the use of mobile technologies, reflecting the growing importance of these tools in student learning. The review provides a comprehensive view of how emerging technologies are changing the educational landscape at the primary level, offering new opportunities to enhance communication skills.
This systematic review study examines emerging technologies in primary education, focusing on their impact on learning communication skills such as reading, writing, and oral expression. Twenty-four articles published between 2020 and 2024 were analyzed, selected from recognized academic databases including Scopus, ERIC, ScienceDirect, Web of Science, and ProQuest, following PRISMA guidelines. The results reveal a growing trend towards the adoption of mobile devices and digital tools in the teaching-learning process. Significant improvements were identified in students' cognitive skills, particularly in reading comprehension, vocabulary development, and communication abilities. The use of tablets and smartphones has experienced a notable increase for educational purposes, evidencing a transformation in traditional teaching methods. This trend towards digitalization in primary education is manifested by the significant increase in the use of mobile technologies, reflecting the growing importance of these tools in student learning. The review provides a comprehensive view of how emerging technologies are changing the educational landscape at the primary level, offering new opportunities to enhance communication skills.
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Vol. 9, No. 40