The Role of the Teacher in Integrating Technology to Promote Critical Reading in Primary Education

Abstract

In primary education, the teacher is essential for students to acquire critical reading skills. The strategies, activities and resources used by teachers must be constantly analyzed and refined. According to Pinto Maldonado (2021), technological advancement, especially through social networks, offers new opportunities to develop this skill. Teachers act as guides in the implementation of innovative tools that develop critical and reflective reading, integrating technology effectively into the educational process. This study focuses on two objectives: observing the pedagogical processes that foster critical reading competence, and integrating technological resources to enrich teaching strategies, providing diverse and relevant learning experiences. To achieve these objectives, 15 primary school teachers were surveyed, 40 students were evaluated, and 4 classes were observed to evaluate the pedagogical processes used. As results in the teaching methodological strategies, evident strengths in teaching planning stand out. On the other hand, even though classrooms are equipped with technology, many teachers lack the skills to use these tools to teach critical reading. In conclusion, this research suggests that appropriate pedagogical strategies can improve the understanding and analysis of texts, while highlighting the importance of addressing challenges such as technological mastery and disciplinary management in the classroom.