Technologies and the development of text comprehension. Proposal of a diagnostic instrument

Abstract

At present, there are favorable and unfavorable criteria regarding the use of technologies in the teaching-learning process. The aim of the article is to propose a diagnostic instrument that allows to evaluate the development of the comprehension of texts through the use of the virtual classroom. For its construction, the phases proposed by Cabero, Fernández & Córdoba (2016) are followed and techniques such as documentary analysis, observation and interview are applied. It is proposed as a result an instrument aimed at measuring three fundamental categories that show the development of the comprehension of a text: cognitive, affective and behavioral.