Estrategias didácticas 2.0 y la construcción del texto expositivo-explicativo en el contexto de las inteligencias múltiples

Abstract

This project aims to guide teachers and students throughout the process of writing the expository-explanatory text, through the use of Web 2.0 tools, in the context of Multiple Intelligences. In the first place, the theoretical framework of this type of text was constructed; then, a repertoire of 49 Web 2.0 applications was structured, related to the Viso-spatial, Linguistic-Verbal, Inter and Intra personal intelligences. Afterwards, a survey was applied to the students of the Language, Literature and Audiovisual Language career to know the level of use of digital tools during the writing process. Finally, a lesson plan was designed, and was applied in the third cycle in personal way, and through a virtual platform. The results reveal that students use limited Web 2.0 tools in writing processes. With this project the classes became more dynamic, the different ways of learning were strengthened and the repertoire of tools in the writing exercise was extended. The project turns out to be a valuable didactic instrument that promotes academic writing in a virtual and assisted way, in front of the traditional learning schemes. This means that Web 2.0 tools are effective in the development of didactic strategies, such as: organizing, ranking and classifying information, developing a writing scheme, structuring the subtypes of the explanatory-explanatory text, using textual cohesion mechanisms, solve ortho-typographical problems and show models of presentation and evaluation.