Entornos virtuales y habilidades comunicativas en la lectoescritura primaria
Virtual environments and communication skills in primary literacy developmentBarra lateral del artículo
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Contexto: En el marco del ODS 4, se analizó la integración de los entornos virtuales de aprendizaje (EVA) y su vínculo con las habilidades comunicativas y la lectoescritura en educación básica. Objetivo: Determinar la relación entre los EVA, las habilidades comunicativas y la lectoescritura en estudiantes del III ciclo de una institución pública de la UGEL 03, Lima. Metodología: Estudio cuantitativo, básico, con diseño no experimental y correlacional. Participaron 80 estudiantes. Los datos se recolectaron mediante listas de cotejo aplicadas a docentes. Resultados: El 67,5 % accedió a los EVA, destacando niveles favorables en dimensiones tecnológica (87,5 %), pedagógica (73,8 %) y cognitiva (63,7 %). El 86,3 % presentó habilidades comunicativas adecuadas y el 87,5 % un desarrollo satisfactorio en lectoescritura. Se confirmó una relación fuerte entre habilidades comunicativas y lectoescritura (p < 0,001), pero no entre los EVA y las otras variables. Conclusiones: Las competencias comunicativas se asocian significativamente con la lectoescritura, mientras que el uso de EVA no mostró relación directa.
Background: Aligned with SDG 4, this study examines the integration of Virtual Learning Environments (VLEs) and their link to communicative skills and literacy in basic education. Objective: To determine the relationship between VLEs, communicative skills, and literacy among early primary education students at a public institution in Lima, Peru. Methods: A quantitative, non-experimental, correlational study was conducted with 80 students. Data were collected through teacher-administered checklists. Results: While 67.5% of students accessed VLEs, showing high proficiency in technological (87.5%), pedagogical (73.8%), and cognitive (63.7%) dimensions, 86.3% demonstrated adequate communicative skills and 87.5% showed satisfactory literacy development. Analysis confirmed a strong correlation between communicative skills and literacy (p<0.001); however, no significant relationship was found between VLEs and the other variables. Conclusion: Communicative competencies are significantly associated with literacy, whereas VLE usage shows no direct impact on these foundational skills in the studied context.
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