Efectos en el desarrollo cognitivo y comunicativo del uso prolongado de los dispositivos tecnológicos en estudiantes del grado tercero de básica primaria del Centro Educativo José Gregorio Hernández
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Date
2025-05-15
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Corporación Universitaria Minuto de Dios - UNIMINUTO
Type
Monografía
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Acceso Abierto - http://purl.org/coar/access_right/c_abf2
Abstract
En el centro educativo José Gregorio Hernández de Medellín, específicamente en el grado tercero de educación básica primaria, se evidenció la influencia que los dispositivos tecnológicos han tenido en el mundo. Si bien, desde una perspectiva positiva, estos dispositivos han contribuido al desarrollo de ciertas habilidades en los niños, favoreciendo la creación de experiencias significativas tanto en su proceso de desarrollo social como educativo, también es cierto que, en ocasiones, se hace un mal uso de estos. Por lo tanto, se pudo observar que las tecnologías están afectando de manera adversa el progreso cognitivo de la mayoría de los alumnos, principalmente a causa del tiempo excesivo que se dedica a ellas.
Con un enfoque real del aprovechamiento de las TIC, se hace necesario la relevancia entre diversos interrogantes que, como docentes, se puede plantear para llevar a cabo la implementación, no de nuevos, pero sí de importantes medios: ¿será entonces posible que los alumnos puedan tener una supervisión adecuada para los procesos mediados por las TIC?
En Colombia, el modelo tampoco se aleja de lo que está viviendo el mundo globalizado, pues cada vez el acceso a las TIC es más universal. (Según Polkan García, s.f, como se citó en Monterrosa, 2018) experto en tecnología, “lo mejor para los niños es no darles teléfonos inteligentes tan pronto y acudir a los que permiten tener comunicación sin que estén conectados” de igual manera afirma que para que esta navegación en la web sea sana los padres deben ser guías para sus hijos y mantener una comunicación constante con ellos.
Por otro lado, (Marcelo Cataldo, s.f, como se citó en Monterrosa, 2018), también bajo esa misma percepción, reafirma que la participación de los padres y docentes en el uso que los niños, niñas y jóvenes indican que la tecnología es fundamental para mitigar los riesgos a los que se ven enfrentados.
Por lo tanto, al iniciar un proyecto aplicable a la realidad educativa e institucional, es fundamental considerar todas las posibles consecuencias, tanto positivas como negativas, que pueda acarrear. Además, es crucial implementar estrategias efectivas que promuevan el desarrollo de habilidades y aptitudes, las cuales se vayan generando y profundizando a lo largo de la vida.
At the José Gregorio Hernández School in Medellín, specifically in the third grade of primary education, the influence that technological devices have had on the world was evident. While, from a positive perspective, these devices have contributed to the development of certain skills in children, favoring the creation of meaningful experiences in both their social and educational development, it is also true that they are sometimes misused. Therefore, it was observed that technologies are adversely affecting the cognitive progress of most students, primarily due to the excessive time spent on them, which is producing adverse effects. With a real focus on leveraging ICTs, it becomes necessary to highlight various questions that, as teachers, we can ask ourselves when implementing, not new, but important means: Will it then be possible for students to have adequate supervision for processes mediated by ICTs? In Colombia, the model is also closely aligned with what the globalized world is experiencing, as access to ICTs is increasingly universal. According to Polkan García, a technology expert, "it's best for children not to give them smartphones too early and instead opt for ones that allow them to communicate offline" (quoted by Monterrosa, 2018). He also states that for this web browsing to be healthy, parents must be their children's guides and maintain constant communication with them. On the other hand, Marcelo Cataldo, president of Tigo UNE, cited by Monterrosa (2018), also under the same perception, reaffirms that the participation of parents and teachers in the use that children and young people indicate that technology is essential to mitigate the risks they face. Therefore, when initiating a project applicable to the educational and institutional context, it is essential to consider all possible consequences, both positive and negative, that it may entail. Furthermore, it is crucial to implement effective strategies that promote the development of skills and aptitudes, which are generated and deepened throughout life.
At the José Gregorio Hernández School in Medellín, specifically in the third grade of primary education, the influence that technological devices have had on the world was evident. While, from a positive perspective, these devices have contributed to the development of certain skills in children, favoring the creation of meaningful experiences in both their social and educational development, it is also true that they are sometimes misused. Therefore, it was observed that technologies are adversely affecting the cognitive progress of most students, primarily due to the excessive time spent on them, which is producing adverse effects. With a real focus on leveraging ICTs, it becomes necessary to highlight various questions that, as teachers, we can ask ourselves when implementing, not new, but important means: Will it then be possible for students to have adequate supervision for processes mediated by ICTs? In Colombia, the model is also closely aligned with what the globalized world is experiencing, as access to ICTs is increasingly universal. According to Polkan García, a technology expert, "it's best for children not to give them smartphones too early and instead opt for ones that allow them to communicate offline" (quoted by Monterrosa, 2018). He also states that for this web browsing to be healthy, parents must be their children's guides and maintain constant communication with them. On the other hand, Marcelo Cataldo, president of Tigo UNE, cited by Monterrosa (2018), also under the same perception, reaffirms that the participation of parents and teachers in the use that children and young people indicate that technology is essential to mitigate the risks they face. Therefore, when initiating a project applicable to the educational and institutional context, it is essential to consider all possible consequences, both positive and negative, that it may entail. Furthermore, it is crucial to implement effective strategies that promote the development of skills and aptitudes, which are generated and deepened throughout life.
Description
Analizar los efectos en el desarrollo cognitivo y comunicativo del uso prolongado de los dispositivos tecnológicos en estudiantes del grado tercero de básica primaria del Centro Educativo José Gregorio Hernández de Medellín.
Keywords
Inclusive education, technology, childhood, cognition, language, mental health, Educación inclusiva, tecnología, infancia, cognición, lenguaje, salud mental