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I. INTRODUCTION
Reading as an enriching action is not basically an indicator of learning or a determinant that allows establishing levels of learning or coefficients in the human being, on the contrary, it is an essential factor to develop skills and abilities that allow the individual to acquire knowledge about different areas and topics of knowledge. Education at its different levels assumes reading ability as an essential requirement for linguistic communication and content assimilation, however, the present study visualizes and proposes to promote the reading habit so that the student (children and young people) become aware of their environment to their academic and social development and that this process becomes part of their daily life.
Reading is a very important and relevant factor in any formative process of children, which is why it is teaching and learning starts long before school and ends long after, it ends with life. Understanding is an endless road. (...) it can always be understood better, more extensively and deeply (1). In order to achieve comprehension, it is important to focus attention on the didactics used by teachers, since it is the central axis so that reading is presented as a skill to be constantly developed and improved. The didactics of reading requires their deepening and knowledge to recognize and take advantage of their strengths and opportunities that allow them to act when frustrations arise in the process.
Reading as such is not an innate ability or that is acquired genetically, but rather it is acquired as the individual grows, therefore, the first cycles of schooling are of great importance for the acquisition of reading, so the techniques, methods and activities to be developed must be started from this first instance, with the purpose of forming a habit of wanting from an early age and not in the tension of duty (2). Therefore, this ability could even occur in formative education from home, where the family environment plays an extremely important role for the individual. This communication aims to influence the need to structure reading comprehension in the school curriculum, as well as remind families in particular and society in general, the fundamental role they play in the motivation and reading training of the student. This communication proposes to unify family and school to work together on the reading ability of students.
To talk about the responsibility that the school has in relation to reading competence, we must start from the fact that teachers assume full responsibility for the reading competence of students. Therefore the job of the school is not to create good readers or lovers of literature, but competent readers (3). Teachers face a common problem, young people who suffer from an unprecedented lexical shortage, with difficulty in understanding sentences, who use punctuation marks incorrectly, with difficulty acquiring good notes, with impersonal writing, reading problems textbooks, lack of criteria when holding a debate. All these problems derive from the communicative aspect of language. In this sense, in the same way that each teacher is responsible for communicative competence, they are also teachers of reading competence, because without communication or understanding there is not learning.
To these issues, which have a direct impact on the teaching task, it must be added that in recent decades the book has lost its exclusivity as a central object in reading processes, to which is added the lack of research activities with direct bibliography in physical texts and the lack of management of these resources in the classroom. The text has been expanded to form a plural text, a hybrid space, where the same digital or printed book, electronic texts, multimedia are mixed in a great mixture.
Not only has the text changed, the way of reading has also changed. Consumption, the ephemeral, the fragmentation, the spectacle, surfing, are characteristics that directly contradict a reading that is delay, prolonged construction of time (4). But it is that the current reader has also changed, it is a reader integrated into a literate society and with a strong presence of the audiovisual media. Thus, cohesion and linearity in reading is broken, the new reader grants great autonomy to sequences or other minor units of discourse, mixes elements of different genres, interrupts the narrative thread and includes other types of texts within the narration. It is read differently because it is a reading adapted to the new market proposals (5). The Ministry of Education is in constant monitoring of the faithful compliance with the quality standards, for this reason the need of the teacher regarding the application of a new methodology, in such a way that he can develop learning strategies based on the use of technological resources to meet the achievement of the objectives proposed in education (6).
The evolving technology of the 21st century requires continuous training in the domain of Web 2.0 tools, in this sense, it is very important to be innovative to capture the attention of students and to be able to build meaningful learning that allows them to develop their language skills and abilities to function in a new society. Developing the habit of reading in the education process is fundamental, the student must be permanently induced in the proper use of technological resources to achieve a scientific training and thus can become a research, creative and critical entity, that is to say, achieve the effective training of competent, visionary and evolutionary professionals. Transforming education is the duty of every teacher and fulfilling educational purposes is an institutional mandatory.
The objective of this research is to apply didactic strategies with a Web 2.0 digital tool to develop the habit of reading in high school students. For this, the teaching-learning process of foreign languages is established as an object of study and the development of the reading habit is delimited as a field of action.
II. DEVELOPMENT
Currently, there are different technological tools that allow the student to interact with their environment, adequate education in the management of the different applications that are constantly updated, it will lead to the acquisition of new learning that will allow access to these tools, achieving the development of the student's cognitive skills and the goals set in education. The new educational model requires the application of methodologies and techniques that allow motivating the student in their intellectual self-enrichment, in the self-discipline of daily reading in order to develop intellectual abilities and achieve an expressive language that allows them to develop as upright professionals contributing significantly with the progress of the community (6).
The new technologies allow access to all information for the self-education of a young person or adolescent, digital reading involves the development of perceptive, associative and reactive abilities in the face of various events presented in pages linked to each other, a world full of information whose access allows the teacher interact with the student, capture the attention and achieve a relevant inter-learning. Science, as a model of interpretation of reality, allows to train more critical, reflective and responsible human beings; able to understand and question the world around them. Through virtual platforms, it is intended to educate the student towards a digital culture, the proper use of websites will allow creative learning that entails double (3).
A. Didactic strategies to strengthen pedagogical processes
It indicates that they are procedures that the teaching agent uses in a reflective and flexible way to promote the achievement of significant learning in students. Didactic strategies are based on methodological principles as hallmarks of a specific educational performance. It would say that they are those actions that characterize them and allow them to be differentiated from other types of actions, depending on the moment in which the teaching-learning process of the group-class to which they are directed is found (7).
The concept of didactic strategies is involved with the selection of activities and pedagogical practices in different formative moments, methods and resources in the Teaching-Learning processes (8). Didactic strategies contemplate learning strategies and teaching strategies. For this reason, it is important to define each one. Learning strategies consist of a procedure or set of steps or skills that a student acquires and uses intentionally as a flexible tool to learn meaningfully and solve academic problems and demands. On the other hand, the teaching strategies are all those aids proposed by the teacher, which are provided to the student to facilitate a deeper processing of the information (9). "Didactics is the art of teaching. As such, it is a discipline of pedagogy, registered in the educational sciences, which is in charge of the study and intervention in the teaching-learning process” (10).
That didactics is a pedagogical science, and as part of this, it is in charge of the study and elaboration of the elements and methods necessary to put pedagogical theories into practice. In this sense (11), didactics has two expressions: one theoretical and the other practical. At a theoretical level, didactics studies, analyzes, describes and explains the teaching-learning process in order to generate knowledge about educational processes and postulate the set of rules and principles that constitute and guide the theory of teaching. In more technical terms, didactics is the branch of Pedagogy that is in charge of finding methods and techniques to improve teaching, defining the guidelines to ensure that knowledge reaches the educated more effectively (7).
Experts say that didactics is understood as that discipline of a scientific-pedagogical nature that focuses on each of the stages of learning. In other words, it is the branch of pedagogy that allows to approach, analyze and design the schemes and plans destined to capture the bases of each pedagogical theory. This discipline, which establishes the principles of education and serves teachers when selecting and developing content, pursues the purpose of ordering and supporting both the teaching models and the learning plan. The teaching circumstance for which certain elements are needed is called a didactic act: the teacher (who teaches), the student (who learns) and the learning context. Regarding the qualification of didactics, it can be understood in different ways: exclusively as a technique, as an applied science, simply as a theory or as a basic science of instruction. The didactic models, for their part, can be characterized by a theoretical profile (descriptive, explanatory and predictive) or technological (prescriptive and normative).
It should be noted that, throughout history, education has progressed and, within the framework of these advances, didactic references have been modernized. On a practical level, for its part, didactics works as an applied science, since, on the one hand, it uses teaching theories, while, on the other, it intervenes in the educational process by proposing models, methods and techniques that optimize the processes teaching-learning (12). The task of teaching is a profession with eminently social purposes, it is the one that offers greater and better opportunities to benefit others, for which reason teaching implies a great responsibility as well as great importance, since education plays a fundamental role in the production and direction of change at this moment in the history of the country. The teacher must know the didactic implications of the epistemological nature of his discipline. When the teacher clearly distinguishes the different ways of learning, the student will also be able to do so, the clarity that the educator has of these aspects will be perceived in the methodological strategies that he uses; it is through them that the student has the opportunity to make the distinctions and syntheses necessary for a clear understanding (9).
B. Importance of reading for learning
The etymological meaning of reading has its origin in the Latin verb legere, it becomes very revealing because it connotes the ideas of collecting, harvesting, acquiring a fruit. Reading is an act by which meaning is given to facts, things and phenomena and through which an encrypted message is also revealed, be it a map, a graph, a text. In this way it comes to be a response to the concern to know reality, but it is also the interest to know ourselves, all with the purpose of dealing with the messages contained in all kinds of materials. In the field of communication, reading becomes an act of harmony between an encrypted message of signs and the inner world of man, it is to become the recipient of an emission of symbols that was made in almost unpredictable times and places, remote or close, but at the same time it is to make something very personal emerge, making it possible for the identity that is congenital to us to emerge from the depths of our being.
Reading is a process of interaction between the reader and the text, a process by which the former tries to satisfy the objectives that guide the reading. Reading is entering into communication with the great thinkers of all time. Reading is above all establishing a dialogue with the author, understanding his thoughts, discovering his purposes, asking questions and trying to find the answers in the text. Reading is also relating, criticizing or overcoming the ideas expressed; it does not imply tacitly accepting any proposition, but requires that the person who is going to criticize or offer another alternative, have a full understanding of what is being valued or questioned. The effectiveness of reading depends on these two aspects being sufficiently developed. This has some consequences: 1) The active reader is the one who processes and examines the text; 2) Interpretation of what is read, the meaning of the text is constructed by the reader (13). Reading is an activity characterized by the translation of symbols or letters into words and phrases that have meaning for a person. Once the symbol is deciphered, it is reproduced, thus, the first phase of learning to read is linked to writing. The ultimate goal of reading is to make it possible to understand written materials, evaluate them, and use them for our needs.
C. Technology as support for the development of the reading habit
Technological development has affected all activities of society. The society has never been as articulated as it is today around technologies, both domestically, culturally, politically and socially, without forgetting the impact it has had on education. These technological changes have impacted all walks of life (14). Regarding the processing of information. (15) it has generated changes in two ways; on the one hand, in the diversification of information supports, new information supports are being developed more and more quickly and others remain in disuse, which not only generates a problem in terms of the migration of supports so as not to lose information, but also the adequacy of the guidelines and standards to process the information in the new supports. On the other hand, technological development directly affects the tools and instruments available to teachers to process the information contained in the different supports. The bibliographic records and data found in the texts have undergone a deep and constant evolution along with technological development (15).
Web 2.0 implies collaboration, networking, links related to shared interests, social networks. The wealth and educational possibilities that open up are enormous, so it is interesting to analyze the main educational applications of Web 2.0 technologies that could serve as support in education, specifically for the development of the reading habit (16). There are countless representative applications of these tools. The most used currently in this environment are blogs, wikis and social networks, although in this study we work with two: blogs and wikis. The reason for choosing it is the potential that they present as tools of the constructivist model for student learning (17). Although, it is true that the habitual use of such tools does not make their theoretical analysis essential, it is just as true that when you want to face their use in certain contexts, in this specific case in education, it is important to know what you are talking about, what characteristics it responds to in social terms to address its historical evolution, the technological framework where they are born and develop, and their technical, educational or didactic characteristics, to assess their implications in the teaching-learning process.
The Web provides a medium for collaboration, social dialogue, interaction, and communication, where students can learn both formally and informally through interactions with other students. Accessibility, flexibility and self-directed learning can lead to new ways of learning. Yet, these very possibilities raise important questions and challenges for teachers (18). Therefore, the activities require a reflection on the part of the teaching staff on the functional nature and the significance of the learning that they intend to develop. If we understand learning activities as active and orderly ways of carrying out learning experiences, and that include everything from the prior knowledge that every student possesses to the assessment of acquired skills, they become a teaching strategy, but also a learning, for which they must be well planned and, why not, subject to the viability of the technological tools available.
The relationship between technology and pedagogy is complex and symbiotic. Faced with the perspective "they are only tools", in certain educational circles the perspective of "they are nothing less than tools" is preferred, with which human beings transform the world and, in doing so, transform themselves. Technology and pedagogy influence each other. Technology shapes educational practice by offering possibilities and limitations that teachers must know how to “see”. Educational practice shapes the use and implementation of technology, evolves it and makes it an inseparable part of the practice (19). It is impossible to abstract from the underlying technologies when talking about the applications that use them. The term "emerging technologies" has been coined to define those technologies that are not yet widespread and used, whose impact is incipient but which generate great expectations. In fact, technologies and uses that will be important in the future have been referenced, which constitutes almost a genre within what could be called “futuristic” reports on education and ICTs. The ideas that make up this definition can be understood as applicable to both tools (hardware and software) and their use in Teaching-Learning processes (19).
Many opinions consider interesting the use of the Internet in the teaching field, and it is even possible to highlight good proposals for the preparation of Teaching-Learning activities in the classroom. Web 2.0 offers new functionalities that make it possible to speak of the internet not only as a great source of resources, but also as the platform for working with those resources. The challenge faced with so many possibilities is to know how to choose the most appropriate one for the desired purpose and the age group the teacher is targeting, but since the Internet environment does not differ that much from the natural environment, it should not be a problem to find the right activity (20). Like any other didactic resource, ICTs enable the development and implementation of different learning tasks of a diverse nature, being able to carry out activities as (21): 1) search, select and analyze information on the internet with a determined purpose; 2) acquire skills and abilities to manage different technological tools and resources (manage software, manage an operating system, among others); 3) complete and carry out different learning tasks (write written texts, prepare multimedia presentations, solve exercises and online games, develop work projects, publicly present work, communicate and work collaboratively -blogs, wikis, social networks, forums, express themselves and disseminate ideas and work, etc.).
Using these tools, the teacher can assess both the final result of the work and the cooperative skills and abilities of the group members. Spending ten minutes per work group is enough to check how they have carried out the planning, coordination, materials used, among others. We have everything online, so it is easy to follow up and even participate in group work (22). The overall vision is that personalization, collaboration, and informal learning will be at the core of learning in the future. These terms are not new to education or training, but they will become the guiding principle for educational organizations. The opinion of the experts underlines and confirms that in the next fifteen years the learning strategies will be: personalized, tailored and directed; collaborative and networked; and informal and flexible. ICTs will play an important role in facilitating lifelong learning opportunities as a range of sophisticated and adaptive learning tools and programs will become available in the future, making it easier for people to improve their skills and boost their careers (23).
Web 2.0 marks a dividing line in terms of a significant change in practices. A number of factors contribute to this change, such as: advances in technological infrastructure; increased Internet and broadband adoption; and friendlier interfaces for browsing, filing, communicating, and collaborating on the Web. All of them have contributed to broadening user access and participation. In OECD countries, web services are progressively cheaper, faster, and increasingly based on wireless technologies. Advances in access and speed have been matched by similar advances in software development and data management. Common browsers have become more versatile, allowing not only a wide range of user interactions, but also interoperability with numerous desktop applications (24).
III. METHODOLOGY
This research is considered in a qualitative and quantitative approach from which information is obtained through resources such as interviews, surveys and observations that support the strengths or deficiencies that students have in terms of reading skills and the use of technological tools for this purpose and thus have a holistic vision of the problem to be investigated. In this regard, it is consider "the qualitative approach uses the collection and analysis of data to refine the research questions or reveal new questions in the interpretation process" (25).
The research is documentary and field, the theoretical information was obtained from specialized bibliography: books, brochures, magazines and indexed articles. The field research is supported by surveys, as well as the interview, which were carried out in the educational institution, for which there was the support of the teacher who guides the students and parents for the adequate collection of information. The documentary research allowed the bibliographic compilation and the postulations of several essential authors to argue the study; references were taken from books, journals, magazines, etc. that allowed to conceptualize the phenomena and facts and thus establish the criteria of analysis and the solutions. It is also a constructivist investigation, since it allows those involved to be the creators of their own knowledge, motivating their self-preparation based on their cognitive needs.
The methods that were used in the development of the investigation are the theoretical methods: the induction-deduction method that is an analytical-synthetic process through which the study of a particular fact will start to arrive at the discovery of a principle, this method follows the following steps: observation, experimentation, comparison, abstraction and generalization (26). The quantitative method is based on established knowledge, that mean, from a theory from which it extracts certain explanations about facts or situations that are intended to be verified (27). From this perspective, this method is known as an analytical and positivist part, always based on the numbers or amounts of data collected, which allow generating a field investigation (28). In this sense, it is considered as a main part of the data collection of the reading habit, the statistical percentage helps to establish precise data before the information collected, estimating to analyze the level of the reading habits that the students present, allowing to have a clear and readable picture of what happens through the process.
IV. RESULT AND DISCUSSION
Based on the proposed hypothesis, it is established that ICTs will not solve any learning situation, but obviously by adopting new pedagogical approaches such as the use of Web 2.0 digital tools, they allow interaction by playing new roles for both the teacher and the students in different inputs such as autonomous, collaborative, critical, creative work, personal expression, sharing resources, creating knowledge and above all learning based on their own experiences and interests. Applying resources such as Web 2.0 provides highly accessible environments where teachers and students can reflect on educational environments by creating, designing, and sharing resources through individual or collective contributions that enrich teacher learning and practice.
Based on the objective of the research, relevant results are obtained on the importance of developing and implementing didactic strategies for the development and improvement of reading skills from school, despite the fact that the research was directed to the second year of high school, these same strategies can be applied at different educational levels since it uses student domain tools such as social networks, E-learning platforms, blogs, Wikis, Postcards, among others.
The technological means that are currently used in the educational field offer a great variety of uses with different purposes, both academically, culturally, and socially as part of the individual's interaction. Resources such as cell phones, tablets, computers, allow both the teacher and the student to develop activities during and after class time, that is, they are developed during the personalized tutoring of the decent as well as the tutoring of professionals who are on the web. This condition allows the student to investigate, compare, contrast, and learn from different sources, reaffirming knowledge.
The accessibility of the resources and information found on the web encourage the investigative interest of the student who naturally develops reading habits in the search for content, analysis, simplification of information and production of new knowledge. Under these premises, the student develops skills such as analysis and content support that allow them to abstract specific information and according to the purpose of study. It is worth mentioning that years ago this activity was carried out strictly with physical texts through the use of the library and that in recent years it has been totally replaced by computerized management through the web.
Based on interviews conducted with teachers in the area of Language and Literature and as experts on the subject and the development of reading habits, it is synthesized that high school students do not carry out reading activities voluntarily but rather as an obligation or academic requirement to pass a certain subject. This activity incurs memorization processes, which means that the student does not reflect, assume or contrast information for his learning, on the contrary, he develops unidirectional thinking behaviors that, by not being reflective, he will forget the manipulated information in the short term. This is one of the main deficiencies that the educational system has with young people who lack knowledge and without the ability to substantiate, argue or defend criteria on a certain topic.
However, there are difficulties regarding the application of technological tools for the development of skills such as reading, this is due to the fact that digital divides continue to be a sad reality in society. The low economic income in the homes, the deficient education, the lack of adequate infrastructure in the educational establishments, the deficient computer management in teachers and even certain geographical barriers in different sectors, limit or make impossible the access to the communication through the Web. The current emerging educational model caused by the Covid-19 pandemic exposed the serious problems of education in a digital environment, all this because educational systems have not evolved hand in hand with computerized environments.
Based on the surveys applied to the students, the following can be interpreted.
The activities or contents that are developed within the class are not in accordance with the cognitive, communicative or social interests of the students. In fact, much of the information that exists in school textbooks is considered difficult to understand and in some cases of absurd content, since they do not find a way of application in their environment.
Students show great interest in being part of a didactic strategy that changes the traditional paradigms of education towards digital education and thereby promotes the habit of reading based on texts, documents and information that arouses their interest. Given this, the use of E-learning platforms as part of Web 2.0 means that the student can use websites as if it were an application or program in which they will have access to a user and an account to develop individual and cooperative activities associated with different subjects. In other words, each student can analyze texts or contents individually and then be exposed to criteria, ideas or perceptions in a group. This not only generates the development of the reading habit, it also promotes communicative practice as a social need to interact with the environment.
CONCLUSIONS
Students are constantly exposed to reading through school books and information that teachers constantly share, however there is no agreed analysis on the quality of information that is shared or the purpose for which said content is studied. This is due to the fact that the time that students dedicate to reading is limited, so it must be strengthened as a communicative activity from home and that evidently, it has not been strengthened as a reading habit at school or at home. In this context, the reading habit is partially distanced from the educational purposes that the national curriculum contemplates for the mastery of learning.
For this, it is important to take advantage of the opportunity that students maintain constant interaction with digital media and resources, but it does not mean that they are pedagogically prepared to direct the use of these media towards learning. It is in this space where innovative teaching action should be focused.
