Uso de las TIC y la inteligencia artificial como estrategias psicopedagógicas para fortalecer la lectura crítica en estudiantes con necesidades educativas específicas
DOI:
https://doi.org/10.71112/jcqx1318Schlagwörter:
inteligencia artificial, TIC, lectura crítica, necesidades educativas específicas, estrategias psicopedagógicas.Abstract
El estudio analizó el uso de las Tecnologías de la Información y la Comunicación (TIC) y la inteligencia artificial como estrategias psicopedagógicas para fortalecer la lectura crítica en estudiantes con necesidades educativas específicas. Se desarrolló bajo un enfoque cuantitativo, con diseño no experimental, transversal y descriptivo-correlacional. Participaron 100 estudiantes de Educación General Básica Superior y Bachillerato General Unificado de una institución educativa fiscal del Ecuador. La información se recopiló mediante un cuestionario estructurado de 20 ítems, organizado en cuatro dimensiones y aplicado con escala Likert de cinco opciones. Los resultados evidenciaron valoraciones favorables en el uso educativo de las TIC, la inteligencia artificial, las estrategias psicopedagógicas inclusivas y la lectura crítica. Asimismo, se observaron asociaciones positivas entre estas variables, destacándose la integración conjunta de TIC e inteligencia artificial con la lectura crítica. Se concluyó que estas herramientas representaron recursos pertinentes para apoyar procesos de aprendizaje inclusivos, siempre que fueran utilizadas mediante una mediación psicopedagógica planificada, responsable y orientada al análisis, la reflexión y la valoración crítica de la información por parte de los estudiantes participantes.
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Copyright (c) 2026 María Isabel Sabando Guerrero, Brenda Cristina Calle Santistevan, Yadira Rocío Ordoñez Lapo, Noelia del Carmen Lupú Benavides, Janet Alexandra Bajaña Suárez (Autor/a)
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.
