Tesis (Maestría en Educación Mediada por las TIC). Universidad Icesi, 2020. Incluye referencias bibliográficas.
The systematization attempted to identify factors that looked for facilitating student English learning processes, specifically in checking for students¿ understanding of instructions in the online
learning environment. Thus, this systematization had a critical look at both the learning process and the teaching process. It is always important to identify the protagonists and the entity that participated directly or indirectly. The objective of the systematization is to know the aspects and to improve the order to "produce changes, overcome resistance, generate synergies, face other proposals and trends" (Barbosa, Barbosa & Rodríguez, 2015, p. 136). For UNESCO, the ideal systematization changes irregularities. It began with the implementation of situations, those with social situations and cultural meaning, providing the protagonists contexts that went hand in hand with the objectives of educational institutions (UNESCO, 2016).
This systematization would be a process of professional learning and growth for me as a teacher because it asked me to provide different opportunities to achieve the learning objectives and made students understand instructions in the online learning environment. This would help me to develop teaching values, those that encouraged changes that lead to constant reflection on my educational experiences (UNESCO, 2016). In the systematization of checking for students¿ understanding process, the reconstruction of the lived learning experience is carried out taking into account the methodologies, behaviors, and development of the activities. Once I reflected and studied the different factors of the learning experience, an action plan was implemented.
This systematization is based on implementing significant situations in educational practice (Barbosa, Barbosa, Rodríguez, & 2015). Therefore, carrying out this systematization is indeed a great opportunity to develop new reflections on my teaching practice. On the other hand, the investigative factors referred to the methodology that would allow me to produce knowledge about my practices, when facing theoretical-practical challenges taking into account the perspective of transformation and change.