Interactive Mobile Applications to Support the Teaching of Reading and Writing of Spanish for Children in Primary Education

Hernández-Campos, Eduardo; Jaimez-González, Carlos R.; García-Mendoza, Betzabet

doi:10.3991/ijim.v14i14.14925

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…Finally, it should be noticed that the mobile application presented in this paper is part of a set of web and mobile applications that are under development, which aim to support the teaching and learning processes of different subjects of primary education. These applications include a web platform to create memory games for educational purposes [23], and a mobile application to support the teaching of reading and writing of Spanish [24].…”

Section: Discussionmentioning

confidence: 99%

Mobile Application to Practice Fractions through Games for Primary School Children

Flores-Velazquez¹,

Jaimez-González²,

García-Mendoza³

2021

ujer

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This paper presents a mobile application that supports the learning process of mathematics for fifth grade students, which specifically focuses on the practice of fractions through a series of different games, such as determining if a fraction is less, greater or equals to another fraction; distributing a pizza in fractions; weighing fractions of watermelons; making equivalent fractions; among others. A comparative analysis of existing mobile applications is provided, which is based on some relevant features, such as the types of operations included, the game modes supported, the interactivity of games, the support for two players in the games, the orientation of the games to fractions, the cost of use, the possibility to drag and drop elements in the games of the mobile application, the orientation to fifth grade students, among others. Given that information and communication technologies and ludic are two elements that can provide benefits when incorporated into the teaching and learning processes, this paper also examines different studies that review the impact of mobile devices for designing effective learning experiences in the field of mathematics, the difference between traditional teaching training and the use of electronic devices, and the use of ludic as a component that could benefit the teaching and learning processes through games or entertainment activities.

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Section: Discussionmentioning

confidence: 99%

Mobile Application to Practice Fractions through Games for Primary School Children

Flores-Velazquez¹,

Jaimez-González²,

García-Mendoza³

2021

ujer

Self Cite

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“…MALL had a positive impact on the improvement of the Indonesian pre-service teacher's writing skills from a critical thinking point of view as stated in [12]. The use of interactive mobile applications showed a significantly positive impact in improving the reading and writing skills of Spanish students at the primary level [13]. The use of social media and Wikis played an important role in enhancing the writing skills of students as evidenced in the review of 17 research papers [14].…”

Section: Related Literaturementioning

confidence: 92%

Mobile Applications for Developing Second Language Collaborative Writing

Mallampalli

Goyal

2021

Int. J. Interact. Mob. Technol.

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Developing writing skills in a foreign language is one of the demanding tasks for both teachers and students. It not only demands extensive reading and intensive practice in writing both inside and outside the classroom but also timely feedback and error-correction. The experimental study aimed at studying the impact of collaborative writing tasks using mobile applications like WhatsApp, Google Docs, and Google Slides on enhancing the writing ability at the pre-intermediate level of Common European Frame of Reference (CEFR). The participants were tertiary level students of Cihan University who were randomly divided into two equal groups (n=28). One group used WhatsApp and the other group used the Google Docs and Google Slides apps on their mobile devices. The comparative study analyzed the impact of each application on improving the writing skills of the students with pretest and posttest results and semi-structured interviews. The results indicated that the participants who used Google Docs and Google Slides apps have performed better than the participants in the WhatsApp group. The results have implications for teachers teaching writing skills and students who write using mobile applications.

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“…Among them, the problem of limited interaction in learning, device and connection problems (Nguyen, 2021). The solution that has been done so far to deal with this problem is the teacher's actions to provide support to parents if problems occur properly related to technology that is directly used in the learning process (Churiyah et al, 2020;Hernández-Campos et al, 2020;Vagg et al, 2020). UNESCO recommends distance learning and education programs with open applications during school closures caused by Covid-19 so that schools and teachers are used to teach their students and tie up educational interruptions.…”

Section: Introductionmentioning

confidence: 99%

Teacher's Perspective for Thematic Learning Systems During the Covid-19 Pandemic

2022

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Covid-19 has brought comprehensive changes in the field of education such as conducting learning with a distance learning system. The main purpose of this research is to analyze the teacher's view of learning needs and explore the factors that become obstacles in online thematic learning in elementary schools. This type of research is a mixed methods research, namely qualitative and quantitative research designs. The subject of this research is to take a sample of teachers in 20 elementary schools with a population of 200 teachers with a sample of 20 teachers. The sampling method used simple random sampling. Quantitative data in the form of samples based on questionnaire scores from 5th grade teachers with a sample of 20 teachers from 20 elementary schools. Data analysis is used to draw final conclusions on the results of the data, both from interviews, observations, and documents using interactive analysis techniques, namely data collection, data condensation, data display (data display) and drawing conclusions. The results showed that the thematic learning system had not been maximally implemented in schools; it is necessary to get used to implementing an android-based system which includes zoom for face-to-face online meetings, learning materials and evaluation of learning, so that teachers can explore the learning system used during the Covid-19 pandemic. In conclusion, the learning system in thematic learning during the Covid-19 pandemic still needs to be developed and explored because there are obstacles in the implementation of the learning process.

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Interactive Mobile Applications to Support the Teaching of Reading and Writing of Spanish for Children in Primary Education

Cited by 7 publications

References 2 publications

Mobile Application to Practice Fractions through Games for Primary School Children

Mobile Application to Practice Fractions through Games for Primary School Children

Mobile Applications for Developing Second Language Collaborative Writing

Teacher's Perspective for Thematic Learning Systems During the Covid-19 Pandemic

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