Vol. 10 (2026): Identidad Bolivariana: 1era Edición Especial
Original Items

Manual for the Effective Use of Chatgpt in the Personalization of Literacy Activities in Pre-primary Education

PDF (Spanish)
María Jazmín Alcívar Quijije
Universidad Bolivariana del Ecuador
Carlos David Solórzano Macías
Universidad Bolivariana del Ecuador
Gretel Vázquez Zubizarreta
Universidad Bolivariana del Ecuador
Dyron Rumbaut Rangel
Universidad Bolivariana del Ecuador

Published 2026-05-20

Keywords

  • generative artificial intelligence,
  • ChatGPT,
  • literacy,
  • educational personalization,
  • digital education,
  • didactic manual
    • ...More
    Less

How to Cite

Manual for the Effective Use of Chatgpt in the Personalization of Literacy Activities in Pre-primary Education. (2026). Identidad Bolivariana, 10, 322-334. https://doi.org/10.37611/IB10ol%p

Abstract

This qualitative, applied, and descriptive–propositional study was carried out with high school teachers in Portoviejo (Ecuador). Using participant observation, practices of using ChatGPT to design literacy activities were documented. The analysis identified generic prompts that do not consider reading level or skill, a lack of explicit references to the curriculum, and insufficient pedagogical verification of the outputs. From this, a teaching manual was designed that integrates: principles of responsible use, a skills map (5–6 years), prompt templates parameterized by skill and profile, and a checklist for quality control, as well as sample sequences and traceability records. The proposal was validated through expert judgment, showing high relevance, coherence, and applicability.

PDF (Spanish)

Downloads

Download data is not yet available.

References

  1. Alcívar Quijije, M. J., Solórzano Macías, C. D., Vázquez Zubizarreta, G., & Rumbaut Rangel, D. (2025). Manual didáctico para el uso de ChatGPT en Preparatoria (v1.0) [Material suplementario]. https://www.canva.com/design/DAG2jMzQOXk/o4Xe54fJlQNhtlU6iA-zJA/view?utm_content=DAG2jMzQOXk&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h9c1656877f
  2. Baldrich, K., & Domínguez-Oller, J. C. (2024). El uso de ChatGPT en la escritura académica: Un estudio de caso en educación. Píxel-Bit. Revista de Medios y Educación, 71, 141–157. https://doi.org/10.12795/pixelbit.103527
  3. Bayly Castañeda, K., Ramírez-Montoya, M. S., & Morita Alexander, A. (2024). Crafting personalized learning paths with AI for lifelong learning: A systematic literature review. Frontiers in Education, 9, 1424386. https://doi.org/10.3389/feduc.2024.1424386
  4. BERA. (2024). Ethical guidelines for educational research (5th ed.). https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024
  5. Berrones Yaulema, L. P., & Buenaño Barreno, P. N. (2023). ChatGPT en el ámbito educativo. Esprint Investigación, 2(2), 45–54. https://doi.org/10.61983/esprint.6
  6. Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y
  7. Federiakin, D., Molerov, D., Zlatkin-Troitschanskaia, O., & Maur, A. (2024). Prompt engineering as a new 21st-century skill. Frontiers in Education, 9, 1366434. https://doi.org/10.3389/feduc.2024.1366434
  8. Hennink, M., & Kaiser, B. (2022). Sample sizes for saturation in qualitative research. Social Science & Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523
  9. Kania, N., Budiharto, M. A., & Kania, S. (2024). Constructing and providing content validity evidence through Aiken’s V index. REID (Research and Evaluation in Education), 10(1). https://doi.org/10.21831/reid.v10i1.71032
  10. Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
  11. Mai, D. T. T., Tran, N. T. T., Nguyen, T. T. H., & Ngo, V. T. (2024). The use of ChatGPT in teaching and learning: A systematic review. Frontiers in Education, 9, 1328769. https://doi.org/10.3389/feduc.2024.1328769
  12. Ministerio de Educación del Ecuador. (2019). Currículo de Educación General Básica – Subnivel Preparatoria [Excepción normativa vigente]. https://educacion.gob.ec/wp-content/uploads/downloads/2019/09/EGB-Preparatoria.pdf
  13. Merino Soto, C. (2023). Validez de contenido y V de Aiken: Precisiones para su interpretación. Revista de Investigación en Psicología, 26(1), 1–10. https://doi.org/10.15381/rinvp.v26i1.23969
  14. National Association for the Education of Young Children. (2020). Developmentally appropriate practice (DAP): A position statement. https://www.naeyc.org/resources/position-statements/dap/contents
  15. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2023). Guidance for generative AI in education and research. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000386693
  16. Organización para la Cooperación y el Desarrollo Económicos. (2023). OECD digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https://doi.org/10.1787/c74f03de-en
  17. Park, J., & Choo, S. (2024). Generative AI prompt engineering for educators: Practical strategies. Journal of Special Education Technology. Advance online publication. https://doi.org/10.1177/01626434241298954
  18. Rehfeld, D. M., Kirkpatrick, M., O’Guinn, N., & Renbarger, R. (2022). A meta-analysis of phonemic awareness instruction provided to children suspected of having a reading disability. Language, Speech, and Hearing Services in Schools, 53(4), 1177–1201. https://doi.org/10.1044/2022_LSHSS-21-00160
  19. Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7, 33. https://doi.org/10.1186/s40561-020-00140-9
  20. Valcárcel Jiménez, M., Yumus, M., Schiele, T., Mues, A., & Niklas, F. (2024). Preschool emergent literacy skills as predictors of reading and spelling in Grade 2. Journal of Experimental Child Psychology, 244, 105927. https://doi.org/10.1016/j.jecp.2024.105927
  21. Wolff, U., & Gustafsson, J.-E. (2022). Early phonological training preceding kindergarten training: Effects on reading and spelling. Reading and Writing, 35(8), 1865–1887. https://doi.org/10.1007/s11145-022-10261-x

Similar Articles

You may also start an advanced similarity search for this article.