doi: 10.56294/shp202216

ORIGINAL

Influence of digital platform use on reading and writing for cognitive development in eighth-grade students in general basic education. Case study: Monseñor Juan Wiesneth educational unit

Influencia del uso de plataformas digitales en la lecto escritura para el desarrollo cognitivo en los estudiantes de octavo año de educación general básica. Caso de estudio: unidad educativa Monseñor Juan Wiesneth

Héctor David Plaza Escandon¹, Guillermo Segundo Del Campo Saltos¹, Fabricio Guevara Viejó¹

¹Universidad Estatal de Milagro (UNEMI), Milagro. Ecuador.

Cite as: Plaza Escandon HD, Del Campo Saltos GS, Guevara Viejó F. Influence of digital platform use on reading and writing for cognitive development in eighth-grade students in general basic education. Case study: Monseñor Juan Wiesneth educational unit. South Health and Policy. 2022; 1:16. https://doi.org/10.56294/shp202216

Submitted: 29-02-2022                   Revised: 03-06-2022                   Accepted: 12-10-2022                 Published: 13-10-2022

Editor: Dr. Telmo Raúl Aveiro-Róbalo

ABSTRACT

The objective of the research was to analyze the impact of digital platforms on the literacy of eighth-year students of Basic General Education of the Monseñor Juan Wiesneth Educational Unit located in the El Rosario Campus belonging to the Naranjito canton, Guayas province. The result obtained made it possible to demonstrate the link that exists between the students with the virtual learning environments and resources that it presents on the internet. This work developed is theoretical and its purpose is to obtain information of a different nature that will serve as a basis for making long-term forecasts in a reliable way of good practices on literacy. The object of study is descriptive, it details properties, characteristics, profiles of people, groups, communities, according to the proposed variables, with a statistical quantitative approach, this research is non- experimental, based on the inference it is eminently deductive, it is here about study reality in this study center.Make correct use of the different digital tools, applications, web pages, where our fingerprint is linked. The good linguistic practices obtained through educational platforms will contribute to the benefit of the academic training of students, especially in literacy, thus improving the writing and omission of spelling rules, among others, despite studying in a virtual environment. or face-to- face are basic competencies that will serve the entire student life of the human being and will not be disadvantaged or later harmed their student career.

Keywords: Literacy; Cognitive Development; Digital Platforms; ICT; Pandemic.

RESUMEN

El objetivo de la investigación fue analizar el impacto de las plataformas digitales en la lectoescritura de los estudiantes de octavo año de Educación General Básica de la Unidad Educativa Monseñor Juan Wiesneth ubicada en el Recinto El Rosario perteneciente al cantón Naranjito, provincia del Guayas. El resultado obtenido permitió evidenciar la vinculación que existe de los estudiantes con los entornos virtuales de aprendizajes y recursos que presenta en internet. Este trabajo desarrollado es tipo teórica y su propósito es obtener información de diferente naturaleza que servirá de base para realizar pronósticos a largo plazo de manera confiable de las buenas prácticas sobre la lectoescritura. El objeto de estudio es descriptivo detalla propiedades, características, perfiles de personas, grupos, comunidades, de acuerdo con las variables planteadas, con un enfoque cuantitativo estadístico, esta investigación es no experimental, en función a la inferencia es eminentemente deductiva se trata aquí de estudiar la realidad en este centro de estudio. Realizar un correcto uso de las diferentes herramientas digitales, aplicaciones, páginas web, donde se vincula nuestra huella digital. Las buenas prácticas lingüísticas que se obtienen mediante las plataformas educativas contribuirán en beneficio de la formación académica de los estudiantes especialmente en la lectoescritura, de esta forma se mejora en la redacción y omisión de reglas ortográficas entre otras, a pesar de estudiar en un entorno virtual o presencial son competencias básicas que servirán para toda la vida estudiantil del ser humano y no se vea en desventajas o se perjudique posterior su carrera estudiantil.

Palabras clave: Lectoescritura; Desarrollo Cognitivo; Plataformas Digitales; TIC; Pandemia.

INTRODUCTION

This research aims to investigate the impact of digital platforms on reading, writing, and cognitive development in eighth-grade students at the Monseñor Juan Wiesneth Educational Unit, which is part of the fiscal education system.^(1,2,3,4,5)

In today's societies, reading and writing are considered essential skills for acquiring knowledge and participating in a significant portion of cultural life.^(6,7,8,9,10) Reading and writing is the compilation of practices articulated in different types of texts, books, newspapers, magazines, social networks, advertising, etc.^{(1,11,12,13,14)}

The pandemic forced all education actors worldwide to migrate to digital platforms or use digital educational platforms as a current pedagogical resource.^{(15,16,17,18,19)} This brought about a significant change in education as classrooms transitioned to virtuality and assignments were moved to educational platforms.^{(20,21,22,23,24)} Innovation in the school developed hand in hand with digital platforms and applications for mobile devices and computers that support educators.^{(25,26,27,28,29)}

The most used tools in the pandemic times in education are Microsoft Teams, Google Classroom, e-learning platforms or LMS, Moodle, WhatsApp, Zoom, and Facebook, among others,^{(30,31,32,33,34)} which make knowledge fun and are user-friendly platforms.^{(35,36,37,38,39)}

The current education has migrated to the web and, with it, has had a profound impact on society as a whole. Teachers of this time have the responsibility to seek new digital didactic resources,^{(40,41,42,43,44)} that are pedagogical and easy to understand for their students to develop cognitive,^(45,46,47) emotional abilities, teamwork, creativity, critical thinking, problem-solving, and the ability to learn more effectively, among other skills that will serve them throughout life.^(48,49,50)

How does the use of digital platforms in reading and writing impact the cognitive development of eighth-grade students in basic general education?

Objective

To analyze the use of technological platforms in reading and writing to determine the level of cognitive development in eighth-year students of general basic education at the Monseñor Juan Wiesneth Educational Unit.

METHOD

Type and design of research

The present research is theoretical, aiming to gather information of a different kind that will serve as a basis for making reliable long-term prognoses of good reading and writing practices among students in the upper basic education sub-level. The object of the study is descriptive; it details properties, characteristics, and profiles of people, groups, and communities according to the variables proposed with a quantitative statistical approach; this research is non-experimental; in terms of inference, it is eminently deductive; it is about studying the reality in this study center.

The population and the sample

Characteristics of the population

This investigation is located in Benjamín del Guayas Naranjito, situated northeast of Guayaquil. Its geographic position is 2° 11' 42'“ of south latitude and 5° 17” 40'' of west longitude. Its borders are adjacent to the cantons of Milagro, Marcelino Maridueña, Bucay, and Simón Bolívar. It has a population of 32 963 inhabitants, predominantly urban and male.

The Monseñor Juan Wiesneth Educational Unit is located in El Rosario Precinct, 18 kilometers from the cantonal capital on the Naranjito Bucay road; it has more than 2000 inhabitants and in recent years has grown in population and is a center of commerce for other neighboring areas, In this town there is a lack of drinking water, sanitary sewage, most of its roads are of second order, its inhabitants are dedicated to the agriculture of tropical climate products such as cocoa, passion fruit, bananas, flowers, bananas, there are also fish farms and commerce. There is a Catholic church called Virgen del Rosario, from which the name of this place was derived, and there are also other houses of worship where various religions are practiced.

Table 1. Population or sample
Sample	Quantity	Selection	Percentage
Teachers	35	35	9,5
Representatives	600	83	32
Students	1050	150	58,5
Total	1685	268	100

Delimitation of the population

My population is located at the Monseñor Juan Wiesneth Educational Unit for the school year 2021-2022, within the Costa and Galapagos cycle. This educational center is public, and its education is free; it currently has more than 1000 students enrolled, and it works for two academic days, morning and afternoon; its students live in different sectors of the campus and places close to it since 2020, until the delivery of this scholarly work, the classes are developed virtually with the help of digital platforms.

Sample size

The sample of this study is specifically in the students of the upper basic sub-level comprising the school years of eighth, ninth, and tenth year in addition to the first year of high school because the study is raised for students who are 11 to 15 years old and at this educational level also meets the established range.

A sample of approximately 200 students was used for this research. The representatives also contributed to this study, as well as all the teachers and directors of this Monseñor Juan Wiesneth Educational Unit, which welcomes new students every year.

Sample selection process

The students of the eighth, ninth, and tenth grades of general basic education will be selected to participate in this educational research on the use of digital platforms in reading and writing for the cognitive development of the students. The surveys will cover various topics that, if directly or indirectly affect their academic development, will be examined in the results. The application of methodological strategies that contribute to the development of their oral skills, particularly when reading and writing documents or participating in school activities, will be analyzed by study groups.

In addition to the students, the 35 teachers of the two educational days and the representatives of the selected school cycle are included in the general population of 268 people.

Table 2. Sample formula
K	Level of confidence (1,96)
PQ	Population variance (0,25)
N	Population size (268)
E	Sampling error (0,05)

Methods and techniques

For this study, the method employed was bibliographic synthesis, which involves searching for information in various documentary sources, such as scientific journals, books, theses, newspapers, and websites, analyzing it, and providing an explanatory approach.

The chosen technique was a survey, and the selected instrument was a questionnaire that the participants developed from the comfort of their homes, utilizing new study methodologies or digital platforms that facilitate educational processes.

The development of the methodological guide serves as a valuable resource for the entire educational community, enabling them to implement any tool, website, program, or application on the internet that promotes good educational practices for students in virtual learning environments.

Proposal for Statistical Processing of Information

All planning was carried out using a chronogram before sending the surveys and requesting authorization from the district education authorities. There were three forms addressed to students, representatives, parents, teachers, and directors.

Then we proceeded to send the Google forms to the academic groups of the institution through the WhatsApp instant messaging application to be developed by students, teachers, and managers; for this, we requested the help of teachers and managers tutors for monitoring the same, with 24 hours of difference the survey was conducted with representatives and parents. The surveys were closed, and the respective analysis and tabulation of the data collection was carried out. All the material received was also placed in the annexes.

RESULTS

Descriptive analysis of the results

The teaching team was able to consolidate their knowledge and that of the students through the appropriate use of educational platforms focused on reading and writing.

Surveys serve as an efficient measurement tool in the academic world because they provide researchers with a resource to measure and collect data through questionnaires that are made in advance and verified by experts. In this way, the following information about the topic ‘Influence of the use of digital platforms in reading and writing for the cognitive development of students in the eighth year of general basic education’ was obtained from the teachers of the Monseñor Juan Wiesneth Educational Unit of the El Rosario Precinct. Among the questions raised in this research, an individual analysis was developed, highlighting the most important ones.

This question focused on understanding the importance of reading in the learning process and utilizing digital platforms to support academic development. 45,7 % expressed a high level of importance; the next 40 % considered it very important, 8,06 % found it necessary, and 5,7 % stated that it is basic but essential for their education. The next question asks whether reading comprehension is critical and valuable in the area of teaching performance. 54,3 % said it was necessary, 28,6 % said it was essential, and 11,4 % said it was both helpful and required for the subject, as well as basic and essential for their training.

Among the fields addressed, it should be noted that most of the teachers and managers surveyed agree with the new educational paradigm that is being developed in the country's educational environments; there has always been a barrier when it comes to embracing new knowledge, but we must move forward as a team and ensure that all of them feel at ease in the educational environments.

I continued with the following question, which focused on whether reading influences the use of language and the social and cognitive development of the student. The majority of the professionals (more than 85 %) stated that it is of great importance because this tool is the basis for better developing their capacities from the beginning of their educational life, working directly and indirectly on the development of this skill with criteria and performance, as time goes by, more complex content is related and social and cognitive development is achieved in the pupils. 14,3 % stated that a basic skill is fundamental to their education. These areas, which deal with language, form the basis of teaching programs; therefore, teachers should pay full attention to them, as reading, writing, and mathematics should be developed in their entirety.

Another question raised in the research concerned the performance of each teacher in the area of reading comprehension: How useful and important is it? It is necessary to emphasize that between the sublevels and the level of baccalaureate, multiple matters are taught to the students between eight to ten; in all the areas of study, it is indispensable to give importance to reading comprehension and even more evidencing that a group of students does lack to motivate in the reading, in the analysis of the collected data the value of 89,9 % positively agree the companions and contribute to this area of common trunk which is present in all sublevels and levels of education is counted on. 11,4 % expressed that it is essential, in the opinion of the researcher should be a priority to strengthen one of the most spoken and written languages in the world, even to develop mathematical, statistical, and physical problems should read, analyze, and develop the activity as it is stipulated therefore we must improve in providing more emphasis on its application.

Figure 1. Degree of importance of reading comprehension among teachers

This question is fundamental and related to the previous one as it seeks to know if reading comprehension affects and corresponds to all areas of teaching; reading is always associated with all academic areas and has a close relationship with the understanding of content, be it linguistic or numerical activities, among others, which have a direct relationship with all areas of study.

In this study center, the majority of teachers committed to studying and sound educational practices stated that it is essential and has a direct relationship with everything that is taught, with 71,4 % strongly agreeing and 22,9 % somewhat agreeing; the perception of these colleagues can be improved by the simple fact of thinking that to carry out an academic order, what usually happens first is that the student must read and understand it to develop then what has been entrusted, only 5,7 % disagree very much, which are only two people who did not analyze in depth this critical survey in which they read the contents.

How do you consider the general level of comprehension of your upper primary school students? There are many points of view to analyze this approach, but it is approached according to a specific number of respondents who, for the most part (57,1 %), expressed an average level of comprehension,

This can be attributed to the experiences of the last two years, resulting from the pandemic, as well as the demanding situations faced by many families worldwide.

Human dramas, lack of economic resources and emotional instability, and lack of internet connection, among others, 20 % of teachers so far in the school year 2021 - 2021 expressed having a significant level in the understanding of content, between low add up to 17,1 % thus demonstrating the digital divide that exists when educating from home, the positive thing about this was that two people out of 35 said that their students had a high understanding with 5,7 %. These data can be improved not only by the teachers but also by the student's ability to educate themselves in subjects related to their areas of study and to continue with their student life by paying more attention.

For the teachers of this school who have the arduous task of teaching children and young people, the following question was posed: How important do you consider reading and writing to be for the academic development of your students? The analysis of the importance of reading and writing in the academic development of the students continues, as was to be expected; the majority of the teachers agreed on the importance of these skills, with 82,9 % of them saying that reading is necessary for any activity in the course of a human being's life.

A clear example is visiting a family member to look up their address on a map, whether digitally or traditionally. When interacting on an educational platform or social network, they must know how to write and do it correctly without omitting any rules.

As a complement to this study, the following question was asked: As a teacher, do you think that pupils do not manage to develop their literary skills due to the excessive use of social networks, digital platforms, or online games? It was accurate and appropriate to know that the majority of teachers thought in association with this question, as 48,6 % responded very much in agreement and 31,4 % somewhat in agreement; adding these two values together, the result was 80 % of the total number of respondents, this result, questioned by some, is the reality of the educational context of this study center, dozens of young people spend a large part of their time on their social networks, online games and abandon the classroom, Some question this result, it is the reality of the educational context of this study center, dozens of young people spend a large part of their time on their social networks, online games and leave the virtual classrooms or do not study for other reasons.

Figure 2. Level of literary skills and use of social networks, digital platforms digital platforms

Linking new study methodologies is a key element for the education of children, young people, and adults in post-pandemic times. The question addressed to the teachers of this school was as follows: Do you consider that using digital technological resources will enhance the interest and practice of literary competencies among your students?

Educational technologies or EdTech were strengthened as a result of the pandemic at the beginning of the year 2020 in the world as a result of which new changes were implemented in traditional educational models, the way of receiving or giving a class was seen by many people as impressive, a mobile device, the computer, an electronic tablet were the most used resources in pandemic times, schools closed but opened virtual campuses, education migrated to the virtual changed a little the traditional model or the way of teaching and learning of the actors of education, In this preamble, digital resources favour students' interest and practice in literary skills, as confirmed by the survey carried out among professionals, 60 % said that they strongly agree with the use of new study methodologies, 34,4 % somewhat agree, always respecting the choice of teachers, and the drawback was that many people learn to master these new tools, Adding the other points of view somewhat in disagreement and very much in dispute gives as a result 5,8 % only 2 people out of 35 have poorly seen the use of multimedia resources in times when education is advancing by leaps and bounds and we must be prepared to continue hand in hand with it.

When developing a class, various methods, techniques, and instruments must be employed. Once the class had been created, we asked the teacher the following question: What level of satisfaction do you consider the reading work you carry out in class to have? Reading is essential as a transversal axis in teacher education, as it depends on the teacher to encourage their students to do it in a correct, faultless, and error-free manner. Between the two positive options in this question, we have very satisfied and somewhat satisfied with more than fifty percent of the respondents, specifically 88,6 %, teachers feel fulfilled when they teach their students every day, 5,7 % mentioned that they have little time to work and another 5,7 % fulfill the programmed activities, they do not manage to achieve success or satisfaction at the time of teaching.

In a text, you can write wonders, but in the fieldwork, you can feel the reality in different ways. In this opportunity, based on the experience and analysis of my colleagues, this question was formulated to determine in which aspects of reading you encounter more practical difficulties. It depends on the sub-level to introduce reading and to have optimal results; it is not possible to develop a high school text if one is working with elementary school students; it will be a mistake or bad practice on the part of the teacher or deliver a reading and not explain what it is about, it will be achieved 100 % when linking the types of education with resources applicable to the years of schooling, an audiobook can be helpful in several sub-levels. Still, it will depend on what is being read.

The lack of reflection is perhaps associated with the lack of time to develop a deeper understanding, as not all students grasp the material in the first reading. This objective should be wholly fulfilled and not advance to the next one, leaving curricular gaps that will have repercussions in their academic life, as evidenced by the 20 % who do not critically analyze a text; according to the statistics, this vital part of pupils' development is not being fulfilled, with 11,4 % of teachers stating that this is the case. There is also a lack of enjoyment of reading.

How can one show a taste for good reading practice if, in reality, only the majority of pupils have school books and not books of literary genres that attract their attention to enter this beautiful world of literature? There will always be more room for improvement in the national tax system because of the concern to comply with a curriculum or timetable and lack of concern for the basics such as reading comprehension, critical analysis, reading technique, the taste for reading; all this has happened as the teachers surveyed stated in 22,9 %, there will be time to improve in post-pandemic times and strengthen this vital area for learners.

Figure 3. Reading Difficulties

The academic days before the pandemic, caused by the coronavirus, took approximately 6 hours, including a break. The timetable for each day consisted of between 6 and 8 teaching hours of 40 minutes. The question is based on this approach: How much time would you dedicate to strengthening reading in your students? The majority of teachers reported spending more than 20 minutes a day. Once this period caused by the pandemic is over, a self-evaluation of knowledge should be carried out. Progress should be made based on the results obtained to develop reading with literary taste and continuity to achieve in future studies a higher percentage of teachers who include this good practice in their working days and not just 34 %; the teachers who practiced reading for less than fifteen minutes can, with time, increase and analyze the results in the linguistic part of their students, in the same way with the teachers who only dedicate 10 or 5 minutes, which between them add up to 34,3 %, a large number of the sample.

Figure 4. How much time do you spend reading in face-to-face classes?

Sharing responsibility for the education of their constituents is a key factor in the educational success of representatives.

Understanding the educational reality within the national context is primarily the responsibility of the actors in this environment, which includes students, representatives, and teachers. As part of this research and to ensure an acceptable sample for the academy, representatives, parents, or relatives in charge of the education of those they represent were included. In allusion to this introduction, the following question was posed: Do you consider that the responsibility for the education of those you represent is primarily the responsibility of the educational community made up of students, representatives, and teachers?

It is pleasant to share responsibility, especially knowing how important it is to educate young people; this is how most representatives thought when they answered, with 66,3 % expressing excellent agreement. This is to be congratulated and to continue to motivate the rest of their responsibility, 26,5 % somewhat agreed that they were not aware of what they answered, but their point of view is acceptable in the study, and 7 % did not give their opinion about this question, perhaps not knowing what to answer is better than choosing something that is in doubt.

We have approached the analysis with the understanding of the representatives' responsibility for the student's education and its importance. Now, we link an additional question: How much time do you dedicate to your representative in support of literacy?

We address the critical issue of dedicating time to studying our constituents, children, and relatives in this way, thereby strengthening various skills learned in school and college. For the majority of representatives (39,8 %), they help or contribute to the study of their constituents when they feel the need to do so, a negative result that is evident at the moment of receiving school activities, letting homework accumulate, and then doing it one after the other becomes something similar to a punishment and the pupil is discouraged from advancing in their process because they have many pending tasks. It is late when the representative takes on the task of helping or feels the need to do so. The same thing happens with representatives who sporadically contribute to the improvement of the educational process because they are not fully committed. Therefore, we have 27,7 % of students who lack commitment, and then we have 15,7 % of representatives who only help the student once and 14,5 % who help once a week. The experience has shown that as the student progresses in their studies, the representative leaves the responsibility to the teacher; more commitment is observed in representatives of initial classrooms, high school, and middle school, little commitment in upper basic as well as high school level, assuming that the student or students are old enough to develop their academic activities.

Age to carry out their academic activities.

Figure 5. Dedicates to his or her represented in support of reading and writing

Another question posed in this survey was addressed in the following context. Do some students not develop their literary skills to 100 % because of the excessive use of social networks, online games, or streaming platforms? It is evident that there is a new hobby in the families of those surveyed, and it does not allow them to concentrate on their academic activities as in previous years; among the social networks most used by this group of students are Facebook, Free Fire online games, streaming platforms such as Netflix, this is the new reality that exists in the Educational Units and should be addressed with a more academic approach because they can become tools linked to education or we request to link new methodologies that are booming in educational models in developed countries.

Classrooms can be created on social networks where students have the pleasure of entering and seeing what they have sent or what homework they have uploaded to the virtual course, watching a film related to the subjects of study or inventions that have contributed to modern society, producing content such as games, designing them consistently with the observation and supervision of a responsible teacher who has mastered the technology so as not to be exposed to people who threaten the students.

The sample showed that 55,4 percent of respondents strongly agreed that their representatives use these new platforms, 33,7 percent somewhat agreed, 6 percent disagreed, and 4,8 percent of respondents preferred not to give an opinion on this question.

Figure 6. Some students do not develop their literary skills due to excessive use of social networks, online games or streaming platforms

Cyber citizens are linked to the internet, and student representatives are also developing a taste for this technology. As part of this study, the selected sample was presented with the following question: How often do you use the internet? It is evident that different digital platforms, websites, YouTube channels or tutorials, social networks, and streaming platforms like Netflix and Amazon Prime are part of the daily life of many people; there are different resources, so to speak, on the internet where you can learn from other experts and ways to spend your free time as well. In addition to this introduction, a guide to home confinement for 2020-2021 is provided, outlining what to do and what not to do so that confinement does not directly or indirectly affect family members and allows for leisure time at home.

The post-pandemic time that this research work was carried out showed that ordinary users of the aforementioned still form part of these communities of digital citizens, and the results obtained were as follows: 89,2 % stated that they use the internet every day, 8,4 % once or twice a week, 1,2 % once a month and again 1,2 % never use the internet. It is worth noting that this study was conducted in a rural area of Naranjito, primarily dedicated to agriculture.

Figure 7. Representatives use the Internet

Smart devices are part of the social sphere; citizens feel the need to express themselves in a different way than usual; new models of social interaction deployed by target groups of people are the reality of a society that increasingly permeates its digital footprint in this changing world and linked to technology, to go deeper into our study the following question was presented which was one of the quickest to answer by the representatives.

How have you seen that your client accesses reading through which devices? Here, 80,7 % of the respondents indicated that their representative uses a mobile phone and accesses reading materials; computers facilitate interaction and open up a new world to surfers. Here, 13,3 % of the sample have observed this practice. Only 1,2 % have a Tablet, and 4,8 % did not show their representative reading with any device mentioned in this study. Unfortunately, there are still people who are not familiar with technology. Perhaps it is assumed that this is because they do not have access to reading materials through the use of a mobile phone.

It is assumed that this is due to the high cost of these elements and the low purchasing power of the people in this rural sector of Naranjito.

A question was also asked about the following topic: How much time do you spend using technology each day, whether it's social networks, YouTube, series, or other platforms? The sampling on this occasion showed that the majority of subjects 66,3 % connect to the internet for less than 30 minutes, i.e., they are frequent users of different digital platforms, while another 30,1 % spend more than 30 minutes a day connected, these cyber-citizens are content generators, They interact through social networks and have specific tastes in the network, the recommendation for this segment would be to take care of their steps they take on the internet and not to be a victim of any crime, Cyberbullying or other activities that directly and indirectly affect their performance in the same, we end with 3,6 % do not use the internet at all.

The context or place where this work is carried out makes it difficult to stay connected to the network for extended periods, or it is related to the value of megabytes that must be credited to their mobile device, which are essential points to consider. Perhaps in the next two years, this margin will change, and network users will be able to access the network more easily and at lower costs. It should be noted that 96,4 % of the representatives in this question have access to the technology. The development of the questionnaire continues, providing an opportunity to ask representatives about their constituents' reading habits, children's reading, or family members' reading. The books that your child or the person you represent usually reads. They were given to them at school was the answer with the highest percentage (56,6 %) Monseñor Juan Wiesneth provides academic texts in different areas every year.

Over the last two years, integrated texts have been provided, which have helped develop this habit, and several representatives have contributed from their homes by purchasing books.

The survey shows that 22,9 % of respondents have access to this literary resource, 15,7 % receive the books as gifts after reading them, 1,2 % lend them, and the remaining 3,6 % do nothing, choosing not to buy books so that they can read them at home or school.

Easy access to a good book is also only one click away, so to speak; it is enough to have a mobile phone and access to the internet, and we can download more books, sharing them among representatives, students, and teachers would be a fabulous idea so that we encourage more reading and this leads to enriching the lexicon, not committing spelling mistakes, being able to write and express ourselves better, which we need so much.

Figure 8. The books your child usually reads or represents

It is appropriate for the study to determine what kinds of books the representatives have at home. In general, in the homes of Ecuadorian students, there are different types of textbooks in their homes; some were inherited from older siblings, others were given as gifts, many were bought, including encyclopedias that were used twenty years ago in traditional education,6 %, history books with 14 %, books from people who studied in previous years and are still kept on the shelves, home bookshelves, 12 % children's stories bought to be read at home, and 12 % children's stories bought to be read at home.

12 % of children's stories were purchased to be read to their children when they were young or to an infant family member, 4 % were classic books, 4 % were novels, and 7,2 % had no books in their homes.

Many of the families surveyed are known to be farmers with little basis in academic training, and this is a reflection of what happens with the representatives of an educational sub-level that has many students from various sectors near the El Rosario Precinct, the same question would have another answer is formulated in a city with more literary culture. Of course, it develops in every way; you do not go without knowing the history, and every day, we must promote this culture in our work.

The central theme in this research is reading and writing, and it would be beneficial to understand how the representatives relate to it through the following question: Which of the following sentences best explains their relationship with reading?

The representatives surveyed said that they like to read from time to time, with a total of 51,2 %, an acceptable number, thinking that at some other time, the number will be higher, and they will be able to enjoy a text of their preference. 24,4 % do not like reading very much, and 24,4 % do not like reading very much. 24,4 % do not like reading very much, perhaps here the writer goes back to previous years when teachers used to punish those who did not develop this skill, and this is the reason why this habitual activity does not have an impact on them, 18,3 % read a little, 1,2 % do not like reading and 4,9 % like reading.

When you are an adult, there are several points to consider and take advantage of the activity, the use of reading glasses is one of them, a clear place also contributes, a comfortable armchair, a hammock, there are countless places where you can enjoy this activity, you can also accompany a good book with an espresso so that the caffeine will influence its development.

In this question, the representatives were asked: Have you created a space in your home for you and your family to practice reading? Here, there was a tie between those who meet in the reading room and those who do not have one, both with 37,3 %; we highlight the initiative of the representatives who look for an ideal place to read, 9,6 % will implement it in their homes because it is essential to develop the pedagogical activities of those represented, 19,3 % if they have this space for reading, it would be prudent to implement reading clubs at sector level. More people can be included in these environments at some time of the day.

Linguistic thinking of upper basic education students at the Monseñor Juan Wiesneth Educational Unit in the upper basic education sub-level.

The survey developed for students of basic general education had an age range of 11 to 15 years, divided into two groups according to the female gender, which predominated with 52,3 % compared to 47,7 % male; this sample was asked a questionnaire to encourage good linguistic practices; correct use of writing, reading habits, use of digital platforms, among other educational topics that will serve as a basis for this study.

Among the questions posed, the following topic was explored: If you could choose a book that you would like to improve your reading habit, which would it be? Among all the options, they decided to have a physical book because it would give more emphasis when practicing this good reading habit, easy consultation of topics addressed, could manipulate the book, mark it to know where it goes, have quicker access to its content, greater familiarity among other advantages of having a physical book, the percentage who preferred this type of book was 63,5 %.

Another option was to download it from the internet for free and read it on a mobile device, perhaps for the convenience of not carrying extra weight in the luggage, losing it or leaving it behind, having it stolen, or simply having it on the mobile and reading it at a particular time of the day.

Indeed, we cannot demand it at the moment. Still, we must comply with educational planning in comparison to 15 years ago, when students had to read two books at school and the representative paid for it. Now, there are free digital books, and we must motivate and incorporate these contents into our classes each year, preferably so we can guide young people to become diligent readers for the rest of their lives.

Figure 9. Selecting a book

In the questionnaire developed for upper-basic school students, one of the questions asked: What literary genre would you like to read in your leisure time? This opens up a wide range of possibilities and scholarly tastes, allowing respondents to choose their favorites; however, the respondents were more interested in the genres of action, comedy, and horror. Based on their experience, the language and literature texts of the eighth, ninth, and tenth grades have a relationship with each other or a chain of literary content, including stories from Ecuador, legends, horror stories, poems, biographies, and novels.

Because of this, it can be deduced that the students' attention was drawn to something that in their subconscious exists notions of what they have done and have had the pleasure of developing; the percentage here was 37,1, followed by sport, comics, science fiction, the tone is similar and the personal taste of the respondents, many prefer to read a journalistic account of a football match that brings them closer to the plays that in many cases cannot be observed because the channels today are managed by multinationals that generate income for the different leagues and their companies.

Other categories include suspense, drama, and novels, which are literary genres that have been read for several years in activities inside and outside the classroom. Urban legends, such as The Weeping Woman, Cantuña, The clan of the cave bear, and the black cat, have several chapters, and the students are intrigued to know what will happen in the next chapter.

Often, many students feel the pleasure to continue reading, and they advance the work of the following class, that is the idea to reinforce the following class reading; in this way, is achieved to make more bearable the linguistic process inside the classroom, audiobooks of the same novels can be used where the student only follows with the look the reading, listens attentively. It is repeated to measure feedback until the contents are transmitted through a speaker, cellular device, or system of amplification that the teacher chooses, and it does not affect the other classes that are together.

Conclude central ideas, secondary ideas, and characters, among other techniques that the teacher wishes to implement. For the rest of the sample who chose another genre, it would be wise to ask them to bring their books and develop them as a theme in parallel with the other students so everyone is linked. No one is excluded from reading a genre they like; in education, it can encompass a wide range of topics.

In addition, collaborate if in case you have a student with extraordinary abilities in an opportunity to involve educational videos on a mobile device and the issues raised in parallel take effect, having good results and feeling the pleasure of being able to teach a class as in large schools in major cities in the country, it is only in becoming oneself and walk without looking back thinking about the goal set at the beginning of the class.

Figure 10. Students' choice of literary genre

Knowing what they do in their free time led this research to pose the following question: How often do you practice the habit of reading? Students occasionally read the majority of respondents because there is no direct connection with the study center, and there is no total control over what the students do in their day. Usually, the representatives spend working from the early hours of the day and return very late; there is no space in many cases to require them to read every day a bible, a book that the institution gave them, a website or a blog of things that can promote cognitive development at the age they are, The respondents here also spend a lot of time during the day helping with housework, taking care of their younger siblings, because this is a population that is in the rural sector. There is a significant need, as reflected in the percentage of this option, at 38,7 %. Those who read daily apparently have more time during the day than the first ones who detailed this.

In addition to being a measure of the literary part, it also has a relation with the economic part of the homes of these students; not all have access to a newspaper, a magazine, or a comic, and in this group, more time to dedicate to the studies it is presumed in addition that many students also help in the agricultural part to their representatives due to that many have farms and always must give him maintenance to the same one to make it produce better in time of harvest this sample reads 30 %, we continue with the students who read every week, here the students are immersed in the pedagogical cards, which are printed educational resources of all the subjects given to the students who do not have connectivity. Once a week at the Monseñor Juan Wiesneth Educational Unit.

As in their homes, this group contributed 27,1 % to the study; in an educational institution, there are different environments in each of the homes as detailed in this question, there is a minimal sample that mentioned that they read once a month or did not realize that to carry out any academic activity, whatever the subject, they must read, The analysis ends with 2,7 % who never read. This test was administered randomly, and they only completed it because the teacher in charge sent the link to their academic group, where they were instructed to read the information sent.

The strategy for administering this questionnaire was to pose direct questions and to obtain tangible results. The question was: How many books do you usually read in the year approximately? Leaving free the option to choose none only here we had a tiny but worrying sample of students who have not read a book often either for any reason that directly and indirectly affects their lives; we must continue on the path of education and overcome the obstacles that one encounters in life, we speak on this issue that is directly related to students who suffered losses of people close to their environment and now do not have the desire to study and have other obligations or responsibilities and only dedicate little time to study.

Reading is synonymous with discovering, studying, analyzing, and much more than just words; there must be a link that, in most cases, is imitated from family figures; it is an inheritance that is transmitted without realizing it, sensations that are little understood by people who live with eagerness daily, sometimes you only need a good book and any space to enter into that magical world that can be of mythological beings, space, the future, the imagination never ends, the writer always delivers his work so that they feel pleasure and finish reading his book.

In cities of the European continent, it is more evident to observe people on trains reading a physical book; in Latin America, the context is different when they travel, but with the mobile device on or with the headphones on, they are different environments and cultures that are on the same planet and must at some point change for the good of society so we will have more students who read not only one, not two, not three books a year but more.

Figure 11. Books read per year

In taste, every human being decides from the beginning, and at the moment of reading, there should also be an ideal moment. This is why the following question was posed to the students or study group: What time of day do you prefer for reading?

More than fifty percent of the sample decided that in the day, this is evidenced by multiple factors of the environment of each home; respondents receive classes in the mid-morning and early afternoon, and this is the starting point where they perform or practice some reading directly induced by those responsible for each subject that is dictated virtually with the help of digital platforms and more educational resources. After the synchronous classes, assignments are often developed on the same day or during the week and are due later in the week.

After the synchronous lessons, assignments are, in many cases, completed on the same day or within a week and then sent to the person responsible for each one, ensuring they are completed academically, either during the day, in the afternoon, or the evening.

During the second week of September 2021, this form was presented to the students of the upper basic sub-level, and in one of the questions, the following was asked: What have you read during the last week? The date is important because it was from here that these data were extracted, which is very surprising due to the large number of students who have read more social networks; it is now innate for human beings to be linked to these technologies and to dedicate a lot of time to them that would be used positively in another academic activity.

But we are talking about the generation of digital natives, which are also called generation Z; the pseudonym also knows its members of centennials or post-millennials; this sample will always want to express what is happening in their environment; it is a necessity to resort to it, each entry is satisfactory, it can always be cataloged as an addiction to virtuality because of the dependence on this resource now very much exploited.

Many of those surveyed also stated that they practiced reading with school, professional, technical, or scientific textbooks; the important thing was that they developed this essential skill, and it will serve to continue promoting the linguistic capacities of this population; the same happened with the other students who chose newspapers, magazines, and literary works, the taste is constantly varied, even more so when the students are more at home than at school, with virtual classes that make up for the moment we are going through of the pandemic, we only have to continue to pay attention to the changes that are made in education and contribute to the knowledge society.

Knowing what students are reading has been the keynote of this study, but now it poses the following question: Through what devices are you accessing reading? With these answers that are posed directly, it is evident that more than 80 % of students are accessing reading through a mobile phone, Tablet, or application that is used in them; whatever the type of reading that is found on the web, the student or the human being their instinct will always be to read, you can read through images even but in the world's largest network called internet there are other alternatives such as advertisements, posters, subtitled films, social networks, online games, homework, reading as a hobby, in short, there are countless resources at the moment and to develop something new and employ reading as a tool. It is alarming that a small sample cannot access a mobile device, so this is a way for parents to take care of their children and not get too deep into this network, which has many immersed in technology and also causes addiction in users.

Figure 12. What devices do you use to read?

The question to be addressed in this section is based on a hypothesis posed to the students, which reads as follows: If you had to be away from home for 15 days and in a distant and isolated place, which object would you most prefer to have and use? Here, more than half of the respondents chose their mobile phone as their ideal or most desired companion, indicating that students are becoming increasingly attached to and dependent on technology.

It is a connection or companion that you can spend hours a day with and only asks you to charge it, activate data, or connect to Wifi to have full access to different platforms on the internet; years ago, it was an extraordinary task for a letter from a country like Ecuador to reach Europe in several days or months, this generation of which we are studying only makes a video call and in a second connects with a relative abroad, or through Google Heart visualizes through a satellite as is the maps of the earth and multiple functions that are achieved there, technology has evolved and the human being as well.

But we must know how to make good use of this resource; we must also detail the importance of books, magazines, the evolution of digital TV, digital texts, and video games; taking advantage of everything will be a key part of education in a world where humans are increasingly exposed to the changes brought about by technology.

The hypotheses continue as questions for the leading actors of education in the Monsignor Juan Wiesneth Educational Unit are as follows: If you are alone in a waiting room, what would you prefer to do? In waiting rooms, there are always many magazines, and the eye is struck by the many details, colors, and photographs in each one of them. It is impossible not to take advantage of the moment and browse through those magazines that may not be revisited for some time. Still, one takes the opportunity to delve into a good subject that pleases and excites the eye.

Other respondents want to take a book that they have acquired to pass the time when they move from one place to another or when they have to visit a professional and have to wait for it; others travel light and only depend on their mobile phones and spend the waiting time with it, in this way they browse, share and create content in their digital environments, a small part in this question decided to sit down to rest and do absolutely nothing, which is also respectable, or analyzing the type of accelerated life that they lead to fulfilling all their responsibilities.

All the questions have had this commitment to touch the reality of what is going on in the students' heads.

And we always encourage them to take on more in the role we have. This question addresses the student in the following way. When did you practice the habit of reading? Do you consider that? Half of the sample imagined and thought creatively about what I read. This is specifically what reading is about: feeling inside the text, creating that atmosphere in the imagination, living this hallucinating experience favors the intellectual part and with it raises their ability to think faster, to do things concentrated, to supply the needs that exist, reading is a tool that empowers the human being. Therefore, we must continue to encourage future generations to enter this magical world.

When there is no concentration or multiple distractions, there will always be shortcomings in the focus of what is read, the purpose of reading, and why it is read in this manner. The sample studied is identified in the wording of this paragraph; it is always good to have a suitable place to practice reading without noises that disturb the concentration; it would be beneficial to listen to a Mozart melody at a minimum volume so that the concentration will flow and we will be able to have enough arguments of what we have read, we will encourage the critical part, or we will always understand what we are going to read, each human being is different, many need that incentive or indispensable support to achieve it, others only with a look at the document will have the facilities to express what they read, this is called photographic memory because what they read will be remembered in a faster way.

Figure 13. Aspects of reading practice

Correlational analysis of the results

The results obtained from the research on the subject were analyzed and linked to the actors involved in the education of young people at the Monseñor Juan Wiesneth Educational Unit in the El Rosario Precinct, belonging to the Naranjito Canton.

One of the questions presented to the three groups mentioned the learning processes and the importance of reading; the teachers responded that it is of high and very high importance with a total of 85,7 %; the students in this context prefer physical books to improve reading with 63 %, and 29,7 % prefer to use digital texts, the representatives have shown attraction for the good linguistic practices of their represented between the answers very much agree and somewhat agree to total 85,5 % show that there is a high interest in the educational community to improve the education of students and develop cognitive abilities in the new academic environments.

To determine whether reading comprehension is valuable and essential in this academic group, the teachers expressed that it is of high importance, with 82,9 % agreeing. To assess whether there is reading practice at home, the representatives were asked to identify the type of text they read.

In addition, the educational actors were asked how they felt while reading. The majority (50,7 %) imagined and thought about what they were reading, 29,9 % found it difficult to understand what they were reading, and 19,3 % concentrated and took time to continue reading.

Given the importance of the reading process in the education of children and young people through various techniques, such as reading comprehension, critical analysis, reading techniques, cultivating a taste for reading, and reflection, among others. It is evident in the samples that there is a need for improvement because 29,9 % do not understand what they read, do not manage to concentrate, or have not been sufficiently motivated to activate in them a taste for reading using various resources that are currently available due to the easy access to digital platforms, web pages and more research related to this topic.

Another question posed to the study groups was directed to the fact that they do not manage to develop their capacities completely due to the use of social networks, digital platforms, or online games, the teachers in their experience, expressed in the items very much in agreement and somewhat in agreement with 80 %, somewhat in disagreement and very much in dispute 17,1 % and 2,9 % did not pronounce themselves on this subject. The representatives expressed themselves in response to this question regarding the excess of social networks, games, and streaming platforms, with 89,1 % strongly agreeing and somewhat agreeing, 6 % somewhat disagreeing, and 4,8 % having no opinion.

The question posed to the students was about what they had read during the last week. The result was similar to the answers of the teachers and representatives, as this sample chose to have read through social networks (38,4 %), textbooks (26,5 %), professional, technical, and scientific works (12,6 %), literary works (12,6 %), newspapers (11,9 %), and magazines (10 %).

Social networks have arrived, and citizens are part of this digital community. Through this analysis, it was observed that 58 out of 150 respondents use it, 74 out of 83 are internet users, and teachers also utilize this resource for their academic, training, and leisure activities. Social networks can be linked,

streaming platforms and other educational resources in the national curriculum to effectively utilize these platforms that are booming and in high demand worldwide. Success will depend on the effective use and monitoring provided by the educational community, students, representatives, and teachers.

Working with academic texts or digital documents is a reality in the educational context, and this was one of the questions developed for this study. Teachers responded that they download every week (17,1 %), almost every month (14,3 %), occasionally (53,3 %), rarely, and never, which adds up to 100 %. The young subjects of the study expressed in a similar question that they prefer to download books for free and read them on mobile devices 29,7 %, in contrast to 63,5 % who wish to practice reading traditionally with physical books, the representatives their part collaborate from their homes creating spaces to promote reading either traditionally or with mobile devices.

It is a reality in Ecuador's public schools that technology has arrived and changed many aspects of daily life. Little by little, reading has been linked to the digital era, thanks to the help of computers, mobile phones, and tablets, which have facilitated access to the enjoyment of a good book, whether for work, research, or leisure time. Some time ago, we would make long trips to obtain a book on a study or literary topic; now, we can download it from the comfort of our own homes or buy it online if we prefer to have a physical book.

Among the materials used by teachers to promote reading with students in upper basic education, digital books account for 34,4 %, a novel approach that captures students' attention as they are often linked to mobile devices. In this sample, 150 students were included, with 79 students choosing mobile phones, which represents 52,7 % of the study sample. Also part of this study are teachers who bring their printed materials, tailored to the chronological age or literary genres of their students, to enhance reading instruction during teaching.

This sample prefers action, comedy, and horror with 37,1 %, followed by sports, comics, and science fiction at 27,2 %, and suspense, drama, and novels at 23,2 %.

Schools, colleges, and universities have managed to adapt to this era of change in educational models by integrating their studies with the help of information and communication technologies, linking them to national realities, and promoting knowledge at all levels and sub-levels of education.

Methodological guide applied to educational technology

Education in the last year has received significant support from educational technologies, also known as EdTech. The pandemic arrived, and with it, several changes were implemented in the traditional educational models, changing the form of direct communication to now we do it through a screen, the way of teaching migrated from the classroom to virtuality, the way of teaching and learning was a little modified for the benefit of students.

This is an option that details various strategies, resources, and applications used worldwide in the new digital education, which brings together the teacher, student, and representative. We cannot exclude one of them, as education lays its foundations in the educational community, now a virtual one.

Virtuality consists of using digital resources that provide solutions and guide students to be able to develop some essential skills according to their chronological age, which is why educational technologies are designed for each segment and, in many cases, can be used in different sub-levels, levels and especially in other universities, which are the ones that have innovated the most in their traditional educational model.

Educational technologies have grown in the global market by 2 % since March 2020, mainly due to the increased use of various digital resources. There is a projection that digital citizenship will continue to expand, and these technologies, designed for specific segments, can be applied at various sub-levels, especially in diverse universities.

It will continue to boom, and these technologies, applications, and educational programs will emerge, guiding all users who wish to implement them in their classrooms.

‘Education is transforming and active methodologies such as the inverted classroom, project-based learning or cooperative learning, as well as the development of soft skills, teamwork, creative problem solving or leadership are gaining prominence’.⁽¹⁾

Below is a table of contents explaining the main characteristics of different technological actors linked to education.

Table 3. Methodological guide applied to educational technology
Application	Image	Feature
Smartick lectura		It offers a gamified method to increase the motivation of children (from 4 to 14 years old), who accumulate stars that allow them to access a virtual world where they can play and personalise their own avatar.
Photomath		This tool allows students to solve mathematical problems immediately using their mobile phone camera.
Duolingo		It allows you to learn more than 20 languages and personalise lessons, and in its version for schools, teachers can track the progress of each student.progress of each student.
Google Classroom		It helps to organise homework and increase class performance. In May, it was at the top of the ranking in Spain and, with the start of classes, it is likely to be there again.
Kahoot!		This free platform for creating quizzes that students answer using their own mobile devices, with a quiz format that encourages competition among students.
U-Dictionary		Online dictionary in a dozen languages.
Khan Academy kids		A free, personalised education system that allows teachers to monitor the progress of their classes in different subjects.
Wordreference		Online dictionary that allows translation into several languages, with access to a discussion forum where users themselves ask and answer questions.
BinkLearning		Digital platform that allows publishers to adapt their content and books so that students can access them online. It also allows teachers to manage their classes.
Microsoft teams		Es una plataforma que unifica la comunicación entre profesores y estudiantes, tiene varias opciones de trabajo como crear salas de videoconferencia, chat, clases por grupos, almacena información y puede   vincular con otras aplicaciones.
Mentimeter		It is a simple system for creating surveys, which allows users to create them in just a few minutes, free of charge and without the need for registration.
GoConqr		It is a free online personalised study environment that helps you improve your learning. It includes learning tools that allow you to create, share and discover Mind Maps, Study Sheets, Online Worksheets, Online Apps and Tests
Padlet		It is a digital platform that offers the possibility of creating collaborative murals. In the school field, it works as a virtual collaborative board where teacher and students can work at the same time, within the same environment.
Classcraft		It is a free online educational role-playing game in which teachers and students play together during class. The game, which serves as a playful option in any course curriculum, transforms the learning experience in a fun way throughout the school year.
ClassDojo		It is a school communication platform that teachers, students and families use every day to build close-knit communities by sharing what is being learned in the classroom home through photos, videos and messages.
Socrative		This multimedia tool that allows you to create surveys and questionnaires with real-time feedback from students via both computers and mobile devices.
Diccionario de la RAE		The Diccionario de la lengua española is the result of the collaboration of all the academies, whose purpose is to compile the general lexicon used in Spain and in the Hispanic countries.
Celebrity		Online quizzes and skill games. Use your knowledge and challenge your friends to play online memory games at Cerebriti.
Chromville		It's an educational and creative planet made for kids that has a big problem... it's lost its colour! Get it back with our app
Edpuzzle		It is an online tool that allows you to edit and modify your own or online videos to adapt them to the needs of the classroom.
Educaplay		It is a web platform that allows teachers to create different types of multimedia educational activities, through different scenarios or activities such as crossword puzzles, word searches, riddles, dictations, among others.
Flipgrid		It is a Microsoft application where students record videos of varying lengths, from 15 seconds to 5 minutes. The main objective is to empower the student's voice, by listening to their.
Quizizz		It is a website that allows us to create online quizzes that our students can answer in three different ways: In a live game. As a homework the results are sent to the teacher. As an individual game.
Edmodo		It is a virtual social network that allows teachers to: manage classes, exams, share content, resources and communicate with parents and students directly and free of charge.
Genially		It is a software for creating interactive content. It allows the creation of images, infographics, presentations, microsites, catalogues, maps, among others, which can be provided with interactive effects and animations.
Powtoon		It's a presentation tool that allows you to create great presentations in less time than you think it would take and it will be professional, but something that everyone will get something out of.
Prezi		Prezi is an online presentation application and storytelling tool that uses a single canvas instead of traditional, separate slides.
Scratch		It is a programming language created by MIT and specially designed so that everyone can get started in the world of programming.
TinkerCAD		It is an online collection of Autodesk software tools that allows beginners to create 3D models.
Code.org		It is an initiative to learn to program from children with blocks in which they can register directly or with a teacher.
Cmaptools		It is a free software to create cognitive maps or concept maps, it is an aid for both students and facilitators.;
Timeline Read Write Think		It is a very useful programme for use in primary education: There is no need to register to access the tool. It is very easy to use
Draw.io		It is a free diagram creation and editing tool that allows integration with various platforms.
Random Roulette		Random Roulette, also known as Random Roulette, is a free online application to make random draws easy and fun. The roulette to choose participants from your classroom to have a different form of student participation.
WhatsApp		The classroom becomes a virtual space without boundaries. It helps us to provide better follow-up to our students in order to support them in achieving their academic success and comprehensive training success.

It is worth noting that this list of educational resources is designed to enhance students' intelligence. Different teachers around the world utilize these methods, making the educational process more engaging both inside and outside the classroom. Some techniques can be applied directly, while others can be used indirectly. The web offers a multitude of tools, allowing us to select which ones to adopt and which ones best suit our educational environment.

Ecuador is making great strides in virtual education but needs to improve even more in this fundamental point of society; there are still many citizens who are unaware of the proper use of technology, and they are classified as digital illiterates; this is why we must prepare children, young people, and adults by linking them with the new educational environments, in this way we will be able to close the digital divide and can reach even the most remote part of the country to provide an education with international standards where the student is empowered, representative and teacher are those who are empowered by this new style of academic life.

CONCLUSIONS

In this study, it became evident that students are linked to the new study methodologies, applications, virtual environments, reading digital books, and writing educational content. Still, at the beginning of virtual classes for the 2020-2021 school year, there was evidence of dissatisfaction among the educational actors due to the multiple digital tools and lack of knowledge about them; after weeks, it became familiar to have classes using virtual learning environments, also known as LMS, to carry out tasks, write emails, answer questionnaires, read online, and give evaluations was the norm. With this, we aimed to bridge the technological gap at the Monseñor Juan Wiesneth Educational Unit, which is located in a rural area and serves the public sector.

The tools most used by the teaching staff when teaching an online class were Office 365 tools, which met the educational needs with the use of slides, forms, Sway, office tools, among others, as well as educational video channels as a didactic tool YouTube for education, online questionnaires, videoconferencing services such as Zoom served to project and communicate with students in the different subjects of study, here it was possible to develop surveys, create rooms, chat, multiple tools that enhanced the pedagogical processes.

Social networks were also used by teachers and school managers, especially WhatsApp, to communicate the activities of all grades and regular meetings with the different teaching teams; Facebook served as a digital bulletin board for students from various sectors who, in many cases, did not have fixed internet in their homes and recharged to be aware of their activities through these groups. At this thesis determined the degree of influence that the ERCA technique has in facilitating teachers' steps to develop and achieve a structured class, enabling them to reach their students and provide quality education similar to that found in private schools or first-world cities. This technique develops the acquired knowledge and calls it experience,

Then, with the help of the students, he reflects on the subject, continues to conceptualize the subject to be developed, and concludes with the application of the new knowledge. With the pupils in upper elementary school, we have been able to create linguistic processes according to their chronological age; activities with a higher degree of complexity are sent; the idea is to strengthen reading and writing processes and to avoid shortcomings in education, thus strengthening and achieving a better command of the language, both oral and written.

RECOMMENDATIONS

It is of vital importance to continue motivating professionals in educational research processes, to know the degree of difficulty or skills developed in students based on their knowledge of their mother tongue, Spanish, to work assiduously in literacy processes, cognitive development, new study methodologies, to share experiences, to avoid curricular gaps in classrooms, The teacher always strives so that his students can acquire new knowledge, the teacher hopes that his students at some point in their lives will be better professionals than he is, good people, with values, grateful children, better siblings, loving spouses and professionals who contribute to society.

All resources that favor education are valid at the time of teaching a class, whether for fiscal, private, fiscomisionales institutions, among others, only need to devote time to research and implementation of the same, whether these platforms or LMS, website, learning software, blog, social networks, interactive slides, educational videos, inverted class, timelines, mind maps, podcast, audiobooks, pallet, digital books, pedagogical cards, teaching materials everything that favors the educational process. Education has never stopped; it has always been in constant evolution. As trainers of children, young people, and adults, we must be at the forefront of this evolution through ongoing education, whether with the help of the academy or through autonomous training with the vast content available on the Internet.

An inexplicable milestone of achieving a goal is achieved with dedication, dedication, study, responsibility, and desire to get ahead; education should never be excluded in the formation of a person; it is a competition with oneself, and it is conquered little by little with time, and one arrives at the goal of achieving it, there is no documented evidence that humans stop learning.

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FINANCING

None.

CONFLICT OF INTEREST

The authors declare that there is no conflict of interest.

AUTHORSHIP CONTRIBUTION

Conceptualisation: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Data curation: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Formal analysis: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Research: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Methodology: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Project management: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Resources: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Software: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Supervision: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Validation: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Visualisation: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Writing - original draft: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.

Writing - proofreading and editing: Héctor David Plaza Escandon, Guillermo Segundo Del Campo Saltos, Fabricio Guevara Viejó.