THE TEACHER AS A MEDIATOR OF TECHNO-PEDAGOGICAL STRATEGIES BASED ON AI FOR THE TEACHING OF PHONOLOGICAL AWARENESS FROM THE EDUCATIONAL REGULATORY FRAMEWORK

Abstract

In the digital age, pedagogical methodologies require re-evaluation, especially regarding the integration of technological tools into learning processes. Their proper implementation represents a significant opportunity to enhance students' cognitive development. This article presents the findings of a study that analyzed the impact of the Graphogame app on the development of phonological awareness, as well as the role of the teacher as a mediator and the challenges this entails. The research was conducted at the Sonia Ahumada District Educational Institution and the CEB 201 (Barranquilla, Colombia), using a rationalist epistemological approach, a critical paradigm, a mixed design, and an empirical, theoretical, and propositional phase. A Likert-scale questionnaire was administered to teachers at the selected institutions, and the data were analyzed using exploratory factorial statistics, employing the KMO and Bartlett's sphericity tests, to validate the instrument's structure. The results that students' motivation to use technological tools, the mediating role of the teacher, resistance to change, and the relevance of integrating digital platforms into the curriculum are determining factors.

It is concluded that the use of Graphogame has a positive effect on the development of phonological awareness, provided that it is accompanied by enhanced teacher training to optimize its implementation.