nteractive activites on Canvas to promote literacy among second-year students at the Orly Tixilima López Educational Unit

Abstract

Introduction: This paper explores the use of the Canvas platform to implement interactive activities that promote literacy among second-year students at the Orly Tixilima López Educational Unit. Various teaching strategies are highlighted, such as word games, interactive readings, and creative writing exercises, which seek to actively engage students in their learning process.
The proposal was developed based on the scientific problem: How can we contribute to the effective use of digital educational tools for literacy learning among second-year elementary school students in the area of ​​Language and Literature? The importance of technology in current education was also analyzed, emphasizing how digital tools can facilitate reading comprehension and the development of writing skills.
Materials and Methods: The methodology used in this research is a qualitative approach based on a case study, involving a group of 24 second-year elementary students at the Elementary Sublevel. Observation techniques were used to understand the current development of these students, a student survey, teacher interviews, and the corresponding documentary review. The proposal was also validated by subject specialists.
Results: Observations conducted in the four classes indicated that teachers, in general terms, were not optimally utilizing the potential offered by the Language and Literature content to foster students' reflection, independence, argumentation, and the application of what they had learned in new contexts. Furthermore, the development of feelings, characteristics, and values ​​was not adequately promoted through the use of technological resources, despite educators' recognition that these media can facilitate student learning. The results are shown in the checklist that allowed observations of four class sessions.
Discussion: This research adopted the main theoretical contributions related to learning, a methodology promoted by constructivist theory, defended by authors such as Piaget and, more recently, by authors such as Jonassen (2011) and Bruner (2016). It argues that learning is an active process in which students construct their own knowledge based on experiences and reflections. In this context, interactive activities on digital platforms such as Canvas allow students to actively participate in their learning. By interacting with texts, games, and forums, students not only consume information but also process and apply it, which facilitates a deeper understanding.
Conclusions: The use of Canvas not only improves students' interest in reading and writing but also fosters a collaborative and dynamic learning environment.