Creative Writing Web Site 3.0 for 3rd Year General Education

Students

Daniela Michelle Vilatuña Alomoto

, Paúl Francisco Baldeón Egas

, Norma Molina Prendes

and Ernesto Fernández Rivero

Fundación Caminitos de Luz, Escuela María Troncatti, Quito, Ecuador

Universidad Tecnológica Israel, Quito, Ecuador

Keywords: Creative Writing, Significant Learning, Web 3.0, Information and Communication Technologies (ICT).

Abstract: This work is the basis of a web 3.0 site to contribute to the process of Teaching and Learning of creative

writing of third year students of Basic General Education of the "María Troncatti" school, Quito, Ecuador;

which allows the student the use of web 2.0 tools, the integration of Google Classroom as a learning manager.

Each academic block in the web 3.0 site develops communication skills for creative writing, in which the

teacher can work processes of expression, communication and creation with students, awakening from the

beginning the intrinsic motivation in the student through questions that generate both curiosity to learn and

innovate. The proposal was evaluated by specialists with good results in a general sense.

1 INTRODUCTION

The development of science and information and

communication technologies has marked important

changes in the present; this affects education and, of

course, culture, and at the same time demands a

different view of the teaching-learning process within

educational institutions; where the student must

assume a leading role and develop skills oriented to

the 21st century as demanded by UNESCO, where the

development of the ability to "learn to learn" as its

essence requires, integrating, motivating and flexible

contents (UNESCO, 2017).

The teacher, in turn, becomes a mediator of the

teaching and learning process by supporting student

collaboration and participation, thus promoting

meaningful learning and active assessment.

The 21st century and ICTs have transformed

several concepts in society, so it is important to

develop skills that cover new needs such as creativity

and innovation because both skills have allowed the

human being throughout history to adapt and survive

in the face of new changes.

https://orcid.org/0000-0002-5288-1992

https://orcid.org/0000-0001-8939-8964

https://orcid.org/0000-0002-9589-3723

https://orcid.org/0000-0002-6954-7042

Multiple studies refer to what to understand by

creativity; even theories about creativity have been

developed; some circumscribe it to the ability to

connect ideas, establish original thoughts or

transgress the known, cross limits, break schemes or

the pre-established (Bellón, 2012). It has also been

linked to art, literature, music, science, and even

education (Chacón, 2005). This term has even been

associated with people with certain skills. The truth is

that creativity is one of the essential qualities to

develop in children and young people through

education and has become one of the main challenges

for teachers.

This research assumes the criteria that value the

importance of developing creativity in students and

how this depends on "creative teaching action driven

by the teacher", where the methods, the classroom

organization take a relevant role (Summo, Voisin, &

Téllez-Méndez, 2016). Following these criteria and

given the technological development and the

educational aspirations described above, in the

present research, technological and educational

strategies are designed to promote the development of

creative writing in children in the third year of

192

Vilatuña Alomoto, D., Baldeón Egas, P., Molina Prendes, N. and Fernández Rivero, E.

Creative Writing Web Site 3.0 for 3rd Year General Education Students.

DOI: 10.5220/0010407901920199

In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021) - Volume 2, pages 192-199

ISBN: 978-989-758-502-9

General Basic Education, through the use of a 3.0

JIMDO website, emphasizing the Significant

Learning Process (SLP).

UNESCO in 2013 considers the use of ICTs as a

gateway to a process of quality teaching and learning,

allowing the professional development of teachers

through the acquisition of knowledge and

information, management, direction and

administration of an education system.

On the other hand, the Ministry of Education in

Ecuador, has recognized the great development of

new information technologies and education (ICT) in

the country and has encouraged the development of

new teaching strategies, as these enrich the learning

processes and facilitate the exchange between

students in virtual contexts and of course, allows the

development of oral and written communication

skills, as well as the ability to make decisions, work

collaboratively and self-learning in the exploration

and search for information on the Internet for

educational purposes (MinEduc, 2019).

The prominent researcher, precursor of Soviet

neuropsychology Lev Semionovich Vygotsky,

addressed the close link between thought and

language, since: "thought is not simply expressed in

words, but exists through them". (Rodriguez, 2018)

and argued that writing was the main vehicle for

communication and information exchange, as it went

beyond simple motor skills.

In this way, learning to read and write allows the

human being to develop a series of skills and abilities

that are indispensable in the social, academic and

work development of the human being, defining

writing as a social fact par excellence.

Faced with a time of great technological change, it

is important to generate links that motivate affective

communication, whether oral or written, decision

making, the development of critical thinking and

empowerment, because we face challenges that require

creative solutions. However, it is important to take

advantage of the potential of the use of technological

tools that encourage creativity in students, so that if we

educate in creativity we direct the student to discover

new ways of finding solutions, the ability to choose

between various options and innovation.

This means that the use of ICT within the process

of teaching and learning is increasingly necessary

particularly for reading and writing, as it becomes a

complement to the printed text and therefore can

contribute to the SLP of creative writing.

The research was developed in the third-year

classroom of Basic General Education of the María

Troncatti school in the city of Quito, Ecuador; whose

general objective was to develop a 3.0 website to

contribute to the process of Teaching Learning of

creative writing of students.

2 GENERAL

CONTEXTUALIZATION OF

ART

The present research starts from theoretical

conceptions about the object of study such as: main

concepts, theoretical sources consulted and other

similar research that seeks to support the

investigation.

Nowadays, "the technological era" has been

synonymous with new challenges and innovation in

educational solutions, which has allowed the human

being to develop countless skills of the 21st century,

based also on philosophical, methodological and

pedagogical foundations that allow us to get involved

in a process of teaching and learning. The following

is a summary of the theoretical foundations that serve

as a basis for the development of the project:

2.1 Applied Theoretical Foundations

The website 3.0 is based on the exposition of the

articulation of three components of the Pedagogical

Model mediated by ICT.

2.2 Theoretical Component

The research assumes as a theoretical component to

constructivism and connectivism.

2.2.1 Constructivism

The constructivist approach in the teaching-learning

process proposes to be a path where the teacher stops

being the only channel of knowledge transmission

and becomes a learning mediator. It is based on Jean

Piaget's theory, who talks about the development of

differentiated cognitive learning in different learning

stages where the construction of knowledge is

continuous, focusing in this way on the way a child

learns. Important are the Piagetian conceptions in

terms of conceiving the acquisition of knowledge

through a dynamic and not static relationship between

the individual and the object;

since the active subject interprets the information of

the environment, from previous knowledge and from

what has been acquired, reconstructs, restructures and

transcends it.

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In the same way we mention Ausubel's Significant

Learning, which sustains as significant learning the

relationship of previous knowledge with the

acquisition of new concepts (Larios, 2018).

Constructivism as a reaction to traditional

conceptions of learning, where the student passively

receives the knowledge transmitted by the teacher,

supports the need to learn and is linked to the

development of creativity, in this sense Rodriguez

Ramirez et al, refer that "you cannot think of

constructivism without linking it to critical thinking,

since this can be produced through experiences of

students' lives located (Ramirez & Trejo, 2018). The

individual acquires his own learning in an active and not

passive way which allows to propitiate a significant

learning where the previous learning plays an important

role in order to achieve cognitive structures. Add to this

Vygotsky's contributions about the importance of the

"specific socio-cultural and historical context that gives

meaning" (Castellaro, 2012).

2.2.2 Connectivism

Currently one of the main objectives in education is

focused on improving the processes of teaching,

learning, connectivity, innovation and criticality.

On the other hand, UNESCO considers ICTs as a

source of information that allows users to

complement, enrich and transform their teaching and

learning process (UNESCO, undated).

For this reason, the connectivism of George

Siemens as a representative is considered as a

theoretical approach for the present investigation, this

theory generates a representative impact in the

process of learning, discovery and communication.

According to Siemens (2004; 2006) defines

connectivism as a continuous learning process that

occurs in the midst of various changing elements

through ICT. According to Siemens "Learning

(defined as actionable knowledge) can reside outside

of ourselves" (Siemens, 2004); which means that

connectivism is about managing knowledge and

connecting with people.

In view of the mentioned, the technological

advances, the incidence in the use of the ICT to

promote the SAP, the importance of considering the

connectivism as a learning theory in the present

investigation can be identified.

2.3 Methodological Component

The resources and forms that the teacher uses for the

process of teaching and learning, is thus structurally

based on PACIE, pedagogically FONTÁN.

2.3.1 PACIE

PACIE is considered the methodology that is applied

in a virtual learning environment and that contributes

"to achieve the objectives of the teaching-learning

process through the incorporation of ICT in a gradual

and reflexive way" (Basantes & Ojeda, 2018).

2.3.2 FONTÁN

Fontán's relational education is based on the student's

self-learning, respecting his work rhythm, developing

intellectual, personal, social and emotional

competences important for his integral development.

FONTÁN education also aims to develop

important skills so that each individual can develop

their maximum potential, improving their quality of

life through the following principles: each person is

an author, an actor and is unique and diverse.

Julio Fontán, in an interview with the media,

mentions that one of the basic principles of the

methodology mentions the student as the main author

of his own life, which allows him to set goals and

achieve them in a natural way, in this way his

educational process is much more significant

(Fontan, 2017).

Students describe the construction of meaning in

what they learn by allowing them to develop

criticality, work discipline in decision making, goal

planning and time management.

FONTÁN Education handles as planning

"Learning Guides", based on 4 moments of learning

as:

Starting Point: It is the initial stage of the

process, the objective is to remember the things that

the student already knows from his daily experience,

considered as a trigger activity that allows to identify

previous knowledge.

Research: In this stage, relationships are

established between previous knowledge and new

knowledge, thus influencing the PAS, giving

meaning to what we want to investigate, considered

as a stage of thought, students usually use thought

maps and graphic organizers.

Skill Development: In this stage the student will

put into practice what he or she learned in the thinking

stage, his or her objective is to test his or her learning

through any type of action.

Relationship: It is the final stage of the process,

its objective is to reflect on what has been learned and

put it into practice in its own context and other topics,

it is important to reflect on what this knowledge is for

and how I can apply it in my daily life and

environment.

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Writing and creativity have helped humans adapt

to change and progress by putting both hemispheres

of the brain to work, learning to recognize and

transform concerns, memories and moments.

It is taken into consideration to carry out the

development of creative writing through the use of

FONTÁN methodology in three areas:

Table 1: Academic blocks.

Development of

creativity

It is proposed to work on

self-identification, to

encourage the habit of

readin

The writer's work The student has the

opportunity to have

experiences that allow

inspiration and creative

locka

e to work.

Fiction Genres Allows the student to

understand literary

relationships such as the

story

2.4 Practical Component

It is proposed to use techno-educational strategies that

allow to achieve the desired objective.

The project was based on the very demands of the

world context characterized by great technological

changes that require a different look at the teaching-

learning process; where it is important to generate

links that motivate emotional communication,

whether oral or written, decision-making, the

development of critical thinking, empowerment and

creative solutions. In the María Trocatti educational

unit in the city of Quito, Ecuador, there are great

potentialities for the use of ICT, given the

technological equipment, distributed in three

laboratories that need to be used more in classes. On

the other hand, students are highly motivated by the

use of technology and all have access to ICT outside

the institution, which facilitates the development of

virtual activities that, with the development of virtual

activities due to the Pandemic, as it increased the

relevance of the Project.

Now, on the other hand, it is important to take

advantage of the potential of the use of technological

tools that promote creativity in students, so that if we

educate in creativity we direct the student to discover

new ways of finding solutions, the ability to choose

between several options and innovation.

Said aspirations and potentialities of the

educational context contrast with the reality within

the classrooms, where traditional learning

conceptions are assumed; especially in Language and

Literature classes, making this process monotonous

and not very motivating for the student, specifically

in the writing process.

2.4.1 Techno-educational Strategies

The techno-educational strategies aim to influence

the teaching and learning process through the

integration of ICT, with the objective of improving

the Significant Learning Process (SAP) by generating

motivation and interaction between the teacher and

the student who are the main actors.

It is worth mentioning that the acquisition of

learning changes according to the person, since there

are people who learn with practice, others in a visual,

auditory way, etc. Therefore, the following is a list of

techno-educational strategies that are best adapted to

the Significant Learning Process of creative writing

by third-year students in Basic General Education.

Table 2: Learning strategies.

Learnin

strate

Descri

tion

Surprising questions consists of elaborating a

series of surprise

questions so that the

student can respond

quickly and

automaticall

Fantastic Binomial Create a story from two

words.

Description Generate characteristics

of an ob

ect

Antidescription From own characteristics

use anton

ms.

Deformed Words Create words from your

imagination

Discussion forums Discussions

Incomplete ends create endings from your

ima

ination and creativit

Storytelling Listening to stories,

imagining them to

recreate the

Impossible headlines Create stories from

headlines or fantas

tales

What would happen if? Building stories from

fictional questions

3 PROPOSAL

The research aims to develop an interactive website

3.0 for creative writing, for this reason JIMDO was

selected as a website focused on learning, based on

the concept of Web 3.0 (Semantic), where embedded

code is used for insertion into the website and Google

Creative Writing Web Site 3.0 for 3rd Year General Education Students

195

Classroom, based on the concept of bringing together

conceptually in one place, allowing the

implementation of activities and resources of

technological tools 2. 0 (social collaborative web),

where there is bidirectional interactivity between the

student and the teacher; in addition to the articulation

with Google Classroom as a Learning Management

System, where the learning process is complemented

through the monitoring of the student's participatory

evaluation and feedback.

The website is public and can be accessed through

the following link: https://dmvilatuna-

digital.jimdofree.com.

3.1 General Structure

The general structure of this research is based on the

PACIE and FONTAN methodology, in which there

are three blocks: zero block, academic blocks and

closing block. This structure establishes the exchange

of information in a dynamic and interactive way, in

addition to developing students' digital competencies,

autonomy in learning and the fulfillment of

objectives.

Each section has a strategic name that motivates

and empowers students to carry out activities that

allow them to develop their learning process.

Figure 1: General structure.

3.1.1 Zero Block or PACIE

PACIE is the result of sequential processes such as

Presence: Motivating structure for the student

Scope: Objectives to be achieved

Training: Development of the Teaching and

Learning Process

Interaction: Resource and collaborative work

activities

Elearning: Use of ICT in the SLP

Figure 2: JIMDO and GOOGLE CLASSROOM zero block.

3.1.2 Academic Block

Each academic block will be executed weekly

through the application of FONTÁN methodology.

Figure 3: Academic block 1.

The following is the matrix of the articulation of

the product made with the theoretical,

methodological and technological supports of

academic block 1 - Writing about us. We identify:

● A: resources

● AA: asynchronous activity

● AS: synchronous activity

● Q: presentations

● OG: graphic organizers

● A: resources

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● E: evaluation

● S: simulator

● I: interaction

● Or: others

Figure 4: Academic Block Articulation Matrix 1.

As an example, the figure of an academic block of

the topic Development of Creativity is presented.

Figure 5: Example of an academic block.

3.1.3 Integrator Project

In the last block, according to the methodologies

applied, an integrative project was developed in

which the Web site developed in JIMDO is

articulated with the learning management system

Google Classroom, where the learning process is

complemented with evaluation and feedback, based

on interactive and dynamic activities.

In general terms, if we exemplify a class in three

phases: introduction, where the motivation is made

and the objectives set for the class are presented;

development, the activities according to the techno-

educational strategies; and, the closing, where the

evaluation or verification of knowledge and its

respective feedback is made. Phases one and two are

developed with the support of the web site and phase

three in the learning management system.

The link to Google Classroom for the last phase is

available on the website in each academic block.

Figure 6: The Integrator Project.

4 EVALUATION BY

SPECIALISTS

The proposal was submitted for consideration by

specialists with a scale of values: Excellent, Very

Good, Good, Fair and Deficient; the indicators for

evaluation were the following: level of operation,

communication, educational impact, thematic

coherence and design.

To determine the specialists, the following

indicators were established:

● Be a graduate of the specialty of Language and

Literature.

● Have a master's or doctorate.

● Have at least 5 years of experience in the

exercise of the profession.

● Have carried out research related to

educational ICT.

Creative Writing Web Site 3.0 for 3rd Year General Education Students

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The proposal was evaluated by 15 specialists, to

whom the proposal was given, as well as a guide for

its evaluation.

The assessment made by specialists using the

Delphi method and the results obtained in table 4

which are the indicators by category. This is how the

cut-off points obtained confirm that the indicators are

in the range of "Excellent".

Table 3: Cutting point table.

Excellent Very

Ade

uate

Adequate Regular Deficien

1,61948 2,69692 3,49 3,49

Table 4: Results of the assessment.

Indicators N-P Category

1 -0,86214037

Very suitable

2 -0,86214037 Very suitable

3 -0,45178944 Very suitable

4 -0,45178944 Very suitable

Therefore, it can be said that the virtual

environment design in Jimdo for the creative reading

process is possible to implement it in the educational

context.

5 COPYRIGHT FORM

The copyright of this project is held by the authors

and the companies Jimdo and Google through two

types of license, which the Jimdo website belongs to

the same company and the content being a public

space is through Creative Commons, where it can be

used freely for non-commercial purposes. The access

to the content of the virtual classroom of the learning

management system Google Classroom is under

approval of the authors and was made privately for

the group of students who are part of the project, and

being part of the Google company, the copyright

belongs to them.

6 CONCLUSIONS

The proposal is theoretically based on constructivism

and connectivism, which allows the student to

participate in his/her learning through the use of

technological tools, improving his/her level of

understanding and communication of verbal and

written language, allowing the development of a

creative language through the use of ICT.

The adequate use and participation of ICT within

the teaching-learning process is evident, as well as the

access to technological resources of both students and

language and literature teachers, which allows

determining the necessary conditions for the use of a

3.0 website that contributes to the teaching-learning

process of creative writing.

The design of the JIMDO virtual environment

facilitates the process of teaching and learning

creative writing, developing cognitive skills such as

memory and perception, as well as affective and

social skills that allow students to relate to the

environment and provide creative and innovative

solutions.

The evaluation by specialists through the Delphi

method was able to determine that the use of the

interactive website 3.0 is feasible for its execution.

ACKNOWLEDGEMENTS

If any, should be placed before the references section

without numbering.

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