Investigación Documental Apoyada con la Tecnología

Tema: Los Problemas de Aprendizaje y el Uso de las Tecnologías de Apoyo a la Diversidad (TAD) como un Reto para el Docente del Siglo XXI.

Pregunta generadora: ¿Cómo debe el docente identificar los distintos problemas de aprendizaje que pueden tener sus estudiantes y cómo las TAD favorecen su proceso de aprendizaje?

Nombre: José Pablo Corrales Paniagua

¿Para qué queremos sistematizar?

Sobre su pregunta

¿Cuáles experiencias queremos sistematizar?

Cuando un profesor se enfrenta ante algún caso donde algún o algunos estudiantes presentan alguna discapacidad y el docente no sabe como identificarla, tratarla y que pasos seguir para guiar al estudiante en su proceso de aprendizaje.

¿Qué aspectos centrales de esa experiencia nos interesa sistematizar?

Habilidades que pueda tener el docente para hacerle frente a la situación.

¿Cuál es el enfoque principal de su investigación?

El enfoque principal sería cuantitativo y cualitativo.

¿Qué utilidad tiene para usted esta investigación?

Como docente me parece que nunca se nos ha enseñado a lidiar con estas situaciones en nuestra aula. En mi caso, soy docente de inglés, pero nunca recibí mas que cursos para enseñar inglés pero a como abordar estas discapacidades.

¿Cite cuáles han sido los principales hallazgos encontrado de su investigación?

- Las discapacidades pueden ser incluso habilidades ya que los estudiantes puede que no sean buenos para algo, pero para otras tareas sí.

-  Es un proceso de investigación por parte del docente.

- El estudiante merece ser tratado al igual que sus otros compañeros. Sin embargo, se pueden hacer ciertos ajustes al currículum de clases y las evaluaciones.

- Existen muchas nuevas tecnologías tales como Jaws, Apple VoiceOver, WebAnywhere que son aplicaciones que se pueden utilizar para personas con discapacidades visuales. Al igual que estas existen muchas más para muchas otras discapacidades. Por eso, es tarea del docente investigar e indagar para que sus estudiantes puedan aprender a pesar de ciertas limitaciones que tengan.

Sobre el proceso vivido

-Reconstruya y coloque aquí las etapas del proceso vivido en este curso, en forma ordenada:

1. Información

2. Estrategia

3. Tratamiento

4. Sistematización

-Reflexione sobre el proceso que ha tenido que pasar, (análisis, síntesis, búsqueda, retroalimentación, factores claves) con base a esto conteste ¿Por qué sucedió lo que sucedió?  Haga un comentario crítico de la experiencia, tomando en cuenta logros y limitaciones.

Durante el proceso, primeramente, me equivoqué al plantear de forma negativa mi pregunta generadora. Recibí realimentación de mis compañeros y decidí plantearla de otra forma. Luego cuando busqué información descubrí que había muchas fuentes desactualizadas y de años anteriores. Así que tuve que clarificar y organizar las fuentes. Además de encontrarme con algunas no tan confiables. Seguidamente utilicé el formato APA para organizar las bibliografías. El proceso ha sido satisfactorio y de hecho me gustó mucho mi tema ya que es algo que nosotros como docentes podemos tener y debemos, además, hacerle frente.

-Anote aquí aprendizajes novedosos obtenidos durante la experiencia sobre el proceso de una investigación.

- Que las fuentes debe ser confiables

- Las fuentes no deben ser tan antiguas porque tienen a estar desactualizadas.

- Que hay que tener un plan para realizar la investigación.

- Que existen herramientas como Peartress y otras que nos ayudan a calificar y curar la información.

- Que existen formatos como el APA o Chicago que ayudan a organizar las fuentes bibliográficas.

-Formule algunas conclusiones de la experiencia.

La experiencia ha sido gratificante. He aprendido muchas cosas que anteriormente no conocía sobre el proceso de investigación. Me parece que como profesores debemos de iniciar este proceso con nosotros mismos para luego guiar a nuestros estudiantes a realizar sus propias investigaciones.

"Three Hundred Pesos:" Story Analysis

Biography
Manuela Williams Crosno (1950 - 1977) lived most of her life in Las Cruces, New Mexico.  She really liked that state, and living right there was her inspiration and the setting for her stories. All of them happened in and around Santa Fe, Albuquerque, and Taos. She was interested in Spanish culture and then, she made up her mind to write about what happened one hundred years back. Furthermore, Crosno taught English for a living. So to speak, she was so quite good at writing that she won First Prize in a statewide writing contest.  

Summary

The story told us about a countryman called “Anastacio Perea” whose two siblings were named “Emilio Perea and Berta”. He was a miser due to he wished he would have had three hundred pesos to own a store. When his siblings were actually in need, he refused to help them out at all times. In the end, he was able to collect all the money he required to start it down, but it was just used to pay for his funeral. 

Plot Analysis 

Conflict: Anastacio just wanted to get three hundred pesos to start his own store.

Rising actions:

• Emilio Perea showed up visiting her sister.
• Emilio asked Anastacio for one peso to buy some medicine.
• There was a terrible storm that night and Anastasia’s cornfield was destroyed.
• Anastacio planted his corn once again.
• Berta asked him for some money to make her house’s repairs.
• He discovered his cornfield had been ruined by a flock of wandering sheep.
• He decided to plant pinto beans.

Climax: When he left for the village to sell the pinto beans, he had an accident. 

Resolution: Even though he got all the money, he lastly passed away, and three hundred pesos were only used for giving him a nice funeral. 

Characterization

Character	Physical and psychological features
Anastacio Perea	He was the protagonist. He was a lonesome, hardworking, egotistic, greedy and unfeeling countryman who just thought to himself. He did not even care about the others as long as making his dream come true.                                                                ..
Emilio Perea	He was a secondary character. He was an open-hearted, poor, kind, hardworking, not go-getter countryman that had a cornfield too. In addition, he was not married and did not have any children, but took care of Pedro.
Berta Perea	She was also a secondary character. She was a generous, obliging, kind-hearted, caring, helpful, poor, conformist, independent, humble, thin and frail countrywoman.

The teaching of the story

The story taught us an important life lesson, which was:  "Being a good person and helping the others in need" It showed us that we must not be as Anastacio who refused to help people and especially to his family in need. The money is important to live every day, but it is not everything in life. Also, Happiness cannot be bought by it. If you’re too greedy and you hold on tightly to money, you will probably end up all alone and with nothing. 

My opinion

I think that the story is very interesting because we can learn a significant real-life lesson. All of us sometimes forget to think about helping people or relatives who really need a hand to get ahead. We only concentrate in order to get to our “Happiness” and do not see beyond our eyes. Being a nice person and giving a little bit of what God has shared with us are some important aspects to feel better about ourselves.   

José Pablo Corrales P.

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"Dr. Heidegger's Experiment:" Story Analysis

Biography

  
Nathaniel Hawthorne (1804 - 1864) was born in the city of Salem, Massachusetts. His ancestors included John Hathorne, a judge during the Salem Witch Trials.   He started writing short stories, and then began to write novels too. The Scarlet Letter is Hawthorne’s best known novel. It became him famous around the world. Hawthorne is one of America’s greatest writers. 



Summary 
The story told us about an old man called “Dr. Heidegger” who lived in isolation. He had been in love and been about to marry a woman, but she became ill and died fifty years ago. Just one remembrance of her he kept between a book’s pages. It was a dry-out and faded rose. He  once invited four unfortunate friends to do an experiment with them. He just wanted to know what would happen if a person drank water from the Fountain of Youth. It became them into young people again. In the end, they kept on making the same mistakes as did before and then, they grew old over again.

Plot Analysis 

Conflict:   Dr. Heidegger did an experiment. He just wanted to know how the water from the Fountain of Youth would take effect on his aged friends. Perhaps, they had changed their minds about their past mistakes. 


Rising actions:

• Dr. Heidegger invited four friends to do a little experiment with them.
• He poured some water onto the rose and it began to bloom in a short while after.
• He told them that they thought about the mistakes to not made them over again.
• They drank water and they grew young once again.
• The four ones kept on drinking water from the Fountain.           
• Men started to fool around and fight for the woman.                    

Climax:  Three men quarreled over the woman and the vase with water from the Fountain fell to the ground.
  

Resolution: Dr. Heidegger learned that they had not learned nothing from their mistakes when being young people once again.

Characterization 

Character	Physical and psychological features
Dr. Heidegger	He was the protagonist. An elderly, lonely, strange, heartbreaking man who was interested in things like "The Fountain of youth". Moreover, he was cheerful by being such as he was because he had learned and had accepted his mistakes. He had gray hair and was probably around seventy years old.  ..........
Mr. Medbourne	He was a secondary character. By the time he was young, he was well-off and fortunate. He had to beg for money because was very greedy in past years. Furthermore, he was old, miserable, unlucky man who had gray hair and white beard.                                 ...                     ,,
Mr. Gascon	He was a secondary character. When he was young, he was a very well-known politician. Unfortunately, he was sent to jail by being dishonest. Also, he was old, greedy, miserable man who had gray hair and white beard too.                               ..
Colonel Killigrew	He was a secondary character. Even though he was a great soldier in the past, he just spent his life eating and drinking too much. Now, he was the poor wretch. In addition, he was old, greedy, unfortunate man who had gray hair and white beard.
Widow Wycherly	She was a secondary character. She was once quite beautiful when she was young. The three men was hopelessly in love with her, but she was only in love with herselft. Moreover, she was completely a conceited, vain and unfortunate narcissist.

Teaching of the story
The story taught us a meaningful real-life lesson which was: "Learning from our mistakes" It showed us that we merely made mistakes, but forget to learn something about them sometimes. We should raise awareness of things did not go well in life and in this way; we might be able to learn from ourselves by not making the same mistakes all over again in the near future.


My opinion
Well, I liked this short story so that we could learn a vital lesson. We do not think about our mistakes and do not play attention to them at all times. We must learn something what did not turn out right to not make it time and time again. Nobody is perfect in the world and it does not matter how many times we might stumble upon. The most important things are to learn from the past events and trust that God is the only one who really knows what is the best for us.

                                                                                                     José Pablo Corrales P.  

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