Uso de las TIC y su aplicación a la enseñanza de idiomas

2,223 views
2,114 views

Published on

Uso de las TIC y su aplicación a la enseñanza de idiomas enfocado a profesores de E. Primaria

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,223
On SlideShare
0
From Embeds
0
Number of Embeds
841
Actions
Shares
0
Downloads
37
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Uso de las TIC y su aplicación a la enseñanza de idiomas

  1. 1. Aplicaciones CALL en la clase de inglés de primaria Pascual Pérez-Paredes Universidad de Murcia http://www.um.es/dp-filologia-inglesa/paredes/
  2. 2. En esta sesión... 1. Computer Assisted Language Learning (CALL) / ELAO en nuestra praxis: cuestionario 2. ¿Qué piensan los profesionales sobre la ELAO? 3. Tendencias en ELAO 4. Sesión práctica: exploración de recursos
  3. 3. 1.Computer Assisted Language Learning (CALL) / ELAO en nuestra praxis: cuestionario Resultados de la encuesta
  4. 4. IATEFL Le arning Te c hno lo g ie s S pe c ial Inte re s t Gro up - 2006 2. ¿Qué piensan los profesionales sobre la ELAO? An analysis of the present state of CALL and the direction it will take in the future. Starting point Bax (2003): Bax, S. 2003. ‘CALL—past, present and future’. System 31: 13–28.
  5. 5. Bax (2003) on normalization . . . an integral part of every lesson, like a pen or a book. Teachers and students will use them without fear or inhibition, and equally without an exaggerated respect for what they can do. They will not be the centre of any lesson but they will play a part in almost all. They will be completely integrated into all other aspects of classroom life, alongside coursebooks, teachers and notepads. They will almost go unnoticed. (Bax 2003: 23–4)
  6. 6. Bax (2003) on normalization . . . an integral part of every lesson, like a pen or a book. Teachers and students will use them without fear or inhibition, and equally without an exaggerated respect for what they can do. They will not be the centre of any lesson but they will play a part in almost all. They will be completely integrated into all other aspects of classroom life, alongside coursebooks, teachers and notepads. They will almost go unnoticed. (Bax 2003: 23–4)
  7. 7. The forum debate... (1)  Normalization was generally accepted as the future developmental stage of CALL  The discussion clarified beyond doubt that for the vast majority of the participants, their current situation in relation to CALL, in their countries or in their institutions, was still far from normalization.
  8. 8. The forum debate... (2)  Technological resources and infrastructure available to participants ranged from those at the cutting edge, to situations where tertiary education institutions had only one computer in a couple of classrooms, and to schools which did not yet have any technology in place.  This insight of the present reality of CALL showed that some countries and/or institutions were at the very beginning stages of CALL, with some even being at an incubation stage, planting the seeds for CALL by training future teachers so that they will be able to implement it when their schools are finally equipped with computers.
  9. 9. The forum debate... (3)  There were colleagues who seemed to be closer to normalization, sometimes as the only pioneers in their institutions, and at other times progressing on a par with their colleagues under the policy and guidance of their institution.
  10. 10. The forum debate... (4)  It was not teachers who worked in well- equipped schools and had ample access to technology and technical support that were closer to normalization.  Indeed, it soon became evident that other factors, such as enthusiasm and motivation of teachers, seemed to have the capabilities for a larger impact on promoting CALL normalization than money and equipment alone.
  11. 11. The forum debate... (5) Normalization needs:  Appropriate hardware: a necessary factor. Lack of basic equipment such as computers and printers can constrain development.  Appropriate software: participants maintained that there was a lack of classroom software which agreed with current pedagogy. Most existing software is directed towards self- access and not for classroom use, thus placing obstacles for progress towards normalization.
  12. 12. The forum debate... (6) Normalization needs:  Easy access to technology: many participants mentioned hi-tech labs which were kept under lock-and-key as the school’s precious possession which might be damaged by students or teachers. A key to normalization is for teachers to have access to the technology whenever they need it and, preferably, at all times.
  13. 13. The forum debate... (7) Normalization needs:  ‘Top-down’ policy to use computers: success stories were pointed out where the decision to use computers in teaching came from the management and was strictly adhered to. Even though it is not a democratic procedure, it was found to work as long as the administration offered plenty of support to the teachers.
  14. 14. The forum debate... (8) Normalization needs:  An integration of the technology into the syllabus: it is important for technology to be integrated into the syllabus and not to be an extra add-on which is used whenever ‘there is time’. A process which schedules technology into regular syllabus activities helps teachers and students view and use technology as an integral part of the lesson.
  15. 15. The forum debate... (9) Normalization needs:  Teacher training as regards technological literacy: teachers should be trained so that they are confident users of technology.  Familiarization of technical support with EFL methodology: a positive factor would be for technical staff to be initiated into FL methodology so as to improve co-operation between teaching and technical staff.
  16. 16. The forum debate... (10) Normalization needs:  Provision of plentiful support to teachers: technical and pedagogical support is essential in order to save teachers’ time spent on maintaining the equipment and help build teachers’ confidence in their efforts to use new technological applications.
  17. 17. The forum debate... (11) Normalization needs:  Personalization of technology: learners and teachers should have free access to technology and should have a sense of ownership towards technology, feel comfortable, and at ease with the tool. It was argued that perhaps for this to be achieved teachers and students should have their own computers.
  18. 18. The forum debate... (12) Normalization needs:  Involvement of teaching staff in decisions about technology: this is important in that it involves the teachers in the process of CALL implementation and promotes the feeling of ownership, which teachers should have about technology.
  19. 19. The forum debate... (13) Normalization needs:  Technological developments: it was often felt that normalization could not yet be achieved because technology itself does not yet offer the tools we require. It cannot, for example, offer natural interaction/ conversation sessions.
  20. 20. 3. Tendencias en ELAO (1)  Enfoque clásico ELAO: software, drills, repetition.
  21. 21. 3. Tendencias en ELAO (2)
  22. 22. Tendencias en ELAO (3)  Paradigma integrador: integration, customization, local needs, web 2.0.
  23. 23. 4. Sesión práctica: exploración de recursos

×