Impact of ict on writing and reading skills: a systematic review (2010-2020)

José María  Fernández Batanero; Marta  Montenegro Rueda; José Fernández Cerero; Pedro Román Gravan

doi:10.35699/1983-3652.2021.34055

Autores

José María Fernández Batanero {Universidad de Sevilla, Facultad de Ciencias de la Educación, Departamento de Didáctica y Organización Educativa, Sevilla, España http://orcid.org/0000-0003-4097-5382
Marta Montenegro Rueda {Universidad de Sevilla, Facultad de Ciencias de la Educación, Departamento de Didáctica y Organización Educativa, Sevilla, España https://orcid.org/0000-0003-4733-289X
José Fernández Cerero {Universidad de Sevilla, Facultad de Ciencias de la Educación, Departamento de Didáctica y Organización Educativa, Sevilla, España https://orcid.org/0000-0002-2745-6986
Pedro Román Gravan {Universidad de Sevilla, Facultad de Ciencias de la Educación, Departamento de Didáctica y Organización Educativa, Sevilla, España https://orcid.org/0000-0002-1646-9247

DOI:

https://doi.org/10.35699/1983-3652.2021.34055

Palavras-chave:

TIC, Escrita, Leitura, Revisão sistemática

Resumo

Devido ao potencial das TIC para melhorar ou desenvolver habilidades de leitura e escrita, ela se tornou um campo emergente de pesquisa científica. O objetivo deste trabalho foi examinar a produção científica que investiga ou utiliza as TICs e não desenvolve competências em escrita e leitura para os anos de 2010 e 2020 em cinco bases de dados. Foi seguida uma metodologia descritiva e quantitativa para apresentar as características e resultados mais importantes de dois 16 artigos científicos selecionados. Na análise dos resultados de duas pesquisas, exploramos os dados bibliométricos mais significativos e a eficácia das TIC na memória das habilidades de escrita e leitura de dois alunos. Os resultados irão confirmar que, apesar da produção científica nessa área ainda ser pouco desenvolvida, as tecnologias digitais podem contribuir para o não desenvolvimento da leitura e da escrita. Há necessidade de formação de professores para integração efetiva de tecnologias, tanto no ensino não pedagógico quanto na aprendizagem da leitura e da escrita.

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