Director/ Chief

 Pedro García Guirao, UMA, España

 Raúl Gutiérrez Fresneda, UA, España

Editora base/ Base editor

 Macarena Becerro Quero, UMA, España

Equipo editorial invitado/ Guest editorial team

 Antonio León Martín Ezpeleta, UV, España

 María Aurora García Ruiz, UMA, España

Editores versión en inglés/ Editor English version

 Pedro García Guirao, UMA, España

Secretaria/Secretary

 Inmaculada Santos Díaz, UMA, España

 Salvador Almadana López del Moral, Instituto Cervantes,

 Yrene Natividad Calero Leo, Asociación Internacional de

 Mercedes Garcés Pérez, U. Marta Abreu, Las Villas,

 Rubén Cristóbal Hornillos, Liceo XXII José Martí de

 Victoria Rodrigo Marhuenda, Georgia State University,

(Committee)

 Rocío Marivel Díaz Zavala, U. Nacional San Agustín de

 Osbaldo Turpo Gebera, U. Nacional San Agustín de

 Almudena Barrientos Báez, U. Complutense de Madrid,

 Efrén Viramontes, E. N. Ricardo Flores Magón, México

 Marek Baran, U. de Lodz, Polonia

 Cacylia Tatoj, U. de Silesia, Polonia

 Xaquín Núñez Sabarís, U. do Minho, Portugal

 Sergio Arlandis López, UV, España.

 Emilia Smolak Lozano, UMA, España.

 Eugenio Maqueda Cuenca, UMA, España

 Ana Cea Álvarez, U. do Minho, Portugal

 Inmaculada Guisado Sánchez, UNEX, España

 María Auxiliadora Robles Bello, UJAEN, España

Universidad de Málaga

Abstract:

From the educational scope, the benefits of audiovisual and interactive media are known in the acquisition of knowledge.

For this reason, and as Primary Education teachers have created and implemented an educational, digital and interactive

proposal associated with the area of Spanish Language and Literature, which not only contemplates merely curricular

aspects but also emotional and social ones, in addition to contributing to a more comprehensive development in the

student. Some of these children have specific needs for educational support in the area of Hearing and Language and

difficulties in acquiring psycholinguistic skills related to speech. Therefore, the didactic proposal helps to discover, assess

knowledge. of the subject. Thus, the aim was to achieve the proposed objectives not only related to competence in

linguistic communication, but also to interpersonal and intrapersonal skills.

consumers of the frequent teaching method such as the

master lesson (Marco & Bañón, 2016; Mora, 2022).

However, it can be an appropriate methodological strategy

if it is complemented with others opposite ones, enabling

the enrichment and attention of children in the teaching-

learning process (Gómez-López, 2002).

Based on what was stated above, the latest proposals for

curricular frameworks propose teaching basic knowledge

based on the acquisition and development of competencies,

when carried out. Undoubtedly, they are not based on

If reference is made to these premises, the student would

legislative documents covering the Primary Education

stage. Because if –really– the competency learning and the

usefulness of the contents in the daily life of the students

would not be faced with an irrefutable fear about

implementing active methodologies that benefit learning in

the learners.

Thus, the inclusion of technologies in the daily work of

students is highly favorable in the society in which they

live, because it is appreciated that educational centers have

difficulties, because:

We must point out that these students do not

innately master technology, obviously, and in

some areas the term digital natives has been

confused when contrasted with that of digital

immigrants, stating that some master technology

others. In that case, we have to make a

significant effort to adapt and assume digital

culture (Céspedes, 2017, p. 63).

From then on, the learning situation has been carried out in

box in capture. The reason for selecting this film and not

video clips extracted from it to be incorporated into each of

the missions. What's more, the film is interesting because

it deals with themes such as love, feelings, life, second

chances, etc., in addition to the ability of human beings to

relate to others.

The presence of characters like Carl –being somewhat

grumpy– allows us to empathize with the viewer because it

is a true mirror that nobody is perfect, that is, all human

of learning keeps the magic of the students for whom this

significantly– differed from the language that it used at

school (Spanish).

Continuing with the above, it is necessary to emphasize the

represent 36.75% of the total, while those of cooperation

and solidarity add up to lower data.

However, it is clear that the audience for which this

animation is children (Porto, 2014). Likewise, the use of

Participants

his research design contains a descriptive

methodology, focused on the technique of content

analysis through a case study. The sample was

made up of two classes of 21 students, of which six were

students with special educational needs. Furthermore, two

of them had specific needs for educational support, given

that one subject had a delay in language associated with

specializing in Hearing and Language due to serious

teacher specializing in Therapeutic Pedagogy. Therefore,

the design of the learning situation was focused –above all–

on the difficulties of these two students described.

Instruments

developed. This included the following items: “performing

classroom routines, maintains attention on the task, masters

the content without difficulties, asking questions, answers

questions asked by the teacher, respecting game turns,

valuing constructive opinions of others during the course

of the mission, communicating his productions audibly and

clearly, verbalizing his ideas in writing and observations.

These –in turn– had a qualitative scale corresponding to:

this way, those issues that covered the research objectives

could be refined and redefined.

were established, based on article 7 of Real Decreto,

157/2022, de 1 de marzo, por el que se establecen la

ordenación y las enseñanzas mínimas de la Educación

Primaria. These were: b) and e); the first of these is related

to teamwork and the second was selected for the connection

it has with the area of Spanish Language and Literature,

together with the development of the activities that had

been proposed. The didactic objectives included two

conceptual ones, two procedural ones and one attitudinal

one.

noun in children in the 3rd year of Primary Education with

linguistic learning difficulties.

number of these were distributed over three weeks, using

the use of digital technologies as a teaching methodology.

used, the four phases of a didactic sequence could be

carried out, established by Granados & Pagès (2011) and

which are: exploration phase (mission 1); knowledge

introduction phase (missions 2 and 3); knowledge

structuring phase (missions 3 and 4); and application phase

(mission 5). Based on this, the project is structured into five

challenges to be solved that led to the opening of an

learning (Sánchez-Montero, 2021; Vicente-Yagüe &

Marco, 2016).

Thus, the development of each of the missions was

indicated with the drawings, if they want to get the first

number to open the final box.

must classify words, according to the number of syllables

memory, which leads them to the third code.

open the capture box.

Therefore, before carrying out this action, they must carry

out four exercises that have the same format as those of the

of data, an analysis and interpretation of the results

obtained is carried out. Therefore, taking into account the

first specific objective formulated, it can be seen that the

use of digital technologies favors students –during the

development of the missions– who interact in the

classroom, express their ideas and emotions, ask questions

The assessment scale used was qualitative and from highest

to lowest degree of achievement was never, almost never,

which this didactic proposal contributed to the stimulation

personalized Action Plans of students with specific

CONCLUSIONS

to be the reason for justifying the diversity in which some

of them were framed. The notable difficulty –when putting

the project into practice– was the organization of the

group with a diversity of students and that it would allow

social and communication problems to be solved. For this

cinema, together with teaching skills in the area, allowed

children to develop skills around “knowing how”, since the

latest educational and legislative proposals support this

(Céspedes & Ballesta, 2018; Elizondo, 2022).

In this way, the evaluation had a less relevant role, since it

abilities and attitudes, through the use of digital

technologies with interactive presentation, with direct

observation in class being the technique that allowed

Consequently, one of the lines of work –which can be

in an isolated and rote manner– in the area of Spanish