IMPLEMENTATION OF A VIRTUAL RADIO STATION AS A PEDAGOGICAL STRATEGY THAT STRENGTHENS LEARNING AND CITIZENSHIP COMPETENCIES IN AN EDUCATIONAL INSTITUTION IN GAMARRA, CESAR
DOI:
https://doi.org/10.56219/trascendere.v1i7.5382Keywords:
active participation, Virtual radio station, educational technology, learning process, educational level, civic competencies, communication skills, inclusionAbstract
This study aims to address the needs of an educational community serving rural and urban areas in the municipality of Gamarra, Cesar Department, Colombia. The purpose of this study is to evaluate the effectiveness of a virtual radio station with educational and social content, designed to be managed and operated by teachers and students at the same educational institution.
The purpose of this research is to determine whether the creation of the virtual radio station effectively contributes positively to improving the educational level of these students and sparking their interest in participating more actively in their academic training process, as well as promoting the inclusion of students with special talents or difficulties.
It also seeks to encourage the active participation of the educational community in activities that develop their communication and cognitive skills, leading to the strengthening of civic competencies that directly contribute to improving school coexistence. According to the research, the ultimate purpose of the educational institution's virtual radio station is to articulate the core curricular areas and develop their thematic content.
Through a quasi-experimental design with a mixed approach, the virtual radio station was evaluated to determine its technical feasibility and implementation, as well as its acceptance and receptivity among members of the educational community.
The inclusion of technological tools in the field of education, proposed by Pinargote and Cevallos (2020) as "tools, supports, and channels for information processing" (p. 521), improves and facilitates the teaching-learning process. This demonstrates that technological advances must be integrated into the training process to facilitate its implementation for educational institutions. This also confirms that ICTs and education must be integrated as a pedagogical strategy that makes learning much more engaging and facilitates the delivery of content programmed for the different areas of knowledge. Furthermore, it becomes an innovative source of learning in the context where this type of tool is implemented to improve educational quality and promote healthy school coexistence.
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