Reading and Information and Communication Technologies: a challenge in teacher training

Abstract

Introduction: This research addresses the challenge of reading and the use of Information and Communication Technologies (ICTs) in the training of primary school teachers at the University of Oriente (Cuba), given the evidence of poor reading habits and limited use of technological tools to motivate reading and develop comprehension among student teachers. Materials and methods: A mixed-methods approach was used under the socio-critical paradigm with an action-research design. Theoretical methods included inductive-deductive and analytical-synthetic reasoning; empirical methods included interviews with 10 experienced teachers, a survey of 50 third-year students in the program for working adults, and a documentary analysis of the Language and Communication and Children's Literature curricula. Results: The survey revealed that only 10% of students enjoy reading, 30% do partial reading due to lack of time, and 25% hardly read at all; The teachers agreed that 50% of the students exhibit limitations at the third level of comprehension (critical judgments and evaluations). Three theoretical-didactic workshops were designed for teachers in the humanities, aimed at introducing technological tools to motivate reading in new ways and methods. Discussion: The findings coincide with studies that reveal difficulties in reading habits and comprehension among university students regarding the development of critical thinking; technological tools constitute a way to transform traditional reading instruction by offering interactive environments that allow for the integrated development of linguistic and digital competencies. Conclusions: Reading is an essential skill for teacher training, and ICTs offer effective and motivating ways to develop reading habits in pre-service teachers; the systematization of the use of technological tools in educational practice enables substantial changes in reading methods and approaches, promoting comprehension and the development of communicative and intellectual skills.