This document outlines a final project portfolio for a topics in linguistics course. It discusses various ways that technology can be used in language teaching, including the benefits it provides to students and teachers. It explores how technology has emerged in language education over time, providing both opportunities and challenges. Specific approaches and skills that can be taught with technology-assisted language learning are also examined.

1. PONTIFICIA UNIVERSIDAD CAATÓLICA DEL ECUADOR
FACULTAD DE COMUNICACIÓN, LINGÜÍSTICA Y
LITERATURA
TOPICS IN LINGUISTICS
FINAL PROJECT PORTFOLIO
MELANIE BERMEO
JONATHAN REGATO
DECEMBER 8TH, 2014

2. Outline
1. Ways to use technology
a. Ways to interact with technology
2. The emergence of technology and its benefits
a. The emergence of technology in language teaching
b. The benefits of TLLT
3. TLLT current teaching approaches
a. Communicative language teaching
4. TLLT and language skills
a. Teaching the four skills
5. The challenges of TLLT
6. Discussion questions
References

3. 1. Ways to use technology
Have you ever tried to incorporate a new technology into your classes? What
issues did you face in doing so?
Almost all teachers have tried technology at least once in their classes. Sometimes
technology is misunderstood by very sophisticated devices or “new generation”
machines. The truth is that the only fact of using a computer is considered to make use of
technology. Tablets and cellphones –so students look up words in a dictionary app, for
example- is also a case in which technology is being used in class with an academic
purpose. In Chapter 19, it is stated that these simple hardware and the software that is
used with them, are considered technology.
Using technology as a tool brings several benefits for students and teachers.
Honeycutt (2013) cites the NMSI expert Jeremy Posey, who shares his experience with
technology in the classroom, especially focused in blended learning. He states the
following benefits on his blog:
1. It can keep students focused for longer periods of time. The use of computers
to look up information/data is a tremendous time saver, especially when used to
access a comprehensive resource like the Internet to conduct research. This time -
saving aspect can keep students focused on a project much longer than they would
with books and paper resources, and it helps them develop better learning through
exploration and research.
2. It makes students more excited to learn. When technology is integrated into
school lessons, learners are more likely to be interested in, focused on, and excited
about the subjects they are studying. Subjects that might be monotonous for some
– like math and science – can be much more engaging with virtual lessons,

4. tutoring, and the streaming of educational videos. Check out our free lessons page!
We just updated it with brand new content that we believe will be a tremendous
benefit to you and your students.
3. It enables students to learn at their own pace. With the integration of
technology, students are able to get direct, individualized instruction from the
computer. This form of supplemental teaching allows them to engage with the
information at times that are most convenient for them and helps them become
more self-directed in the learning process. It also gives the teacher more time to
accomplish classroom objectives, while freeing them up to help the students who
might be struggling with certain lessons.
4. It prepares students for the future. By learning to use technology in the
classroom, both teachers and students will develop skills essential for the 21st
century. But more than that, students will learn the critical thinking and workplace
skills they will need to be successful in their futures. Education is no longer just
about learning and memorizing facts and figures; it’s about collaborating with
others, solving complex problems, developing different forms of communica t ion
and leadership skills, and improving motivation and productivity.
Figure 1. Students engaging in groups with iPads in the classroom.
Retrieved from: http://www.nms.org/Blog/TabId/58/PostId/188/technology-in-the-classroom-the-benefits-
of-blended-learning.aspx

5. In contrast, we can find teachers being against some aspects of technology. Kelly
(2014) holds a B.A. in History and a M.Ed. in Instruction and Curriculum from the
University of Florida and has 15 years of experience in both the traditional classroom and
the online environment. She thinks that the biggest problem is that schools buy devices
and think that is enough to reach excellence, but the truth is far from that. In her article
Issues with Integrating Technology in the Classroom, Kelly names eight big problems
with this concern. All of these are related to the lack of assessment, training and planning.
Most schools must invest in technology because they have an amount of money directed
to it. Thus, they buy any product they think is innovative, but do not take their time to
think of important aspects such as the following:
 Is the new acquirement actually useful and good quality?
 Teachers are going to need to learn how to use them. It takes time and in most
cases, a professional who gives them proper training.
 New software might have problems in compatibility with existing systems.
 Teachers’ opinion is not taken into account when acquiring new technology.
Teachers know what they need in order to create a successful learning
environment, but their requests are not often listened to.
 Some devices are excellent for a single student, but not for a whole class.
Now, that we have seen both sides, we can agree that technology has great advantages
when used properly. Moreover, it is not only useful, but it is necessary. Teachers should
educate themselves more on how to use technology and get the best out of it; this will
bring benefits to everyone involved in the teaching- learning process.

6. What are some benefits students can get from collaborative blogging?
First, as its name suggests, collaborative blogging refers to the creation of blogs in
which two or more persons are included. Depending on the type of blog, anyone is
allowed to type entries, or just people who have been invited to do so. In any case, it is
true that two heads are better than one. This will give the students benefits as readers and
as writers. As writers, they will have the opportunity to share their experiences, opinion,
knowledge or whatever information they want to share. As readers, they can learn from
other people’s shares and from different points of view.
These blogs will not only help the students with the obvious: reading and writing
skills; but will also help them to develop critical thinking and reflecting skills.
a. Ways to interact with technology.
Which of the aspects of technology above are available to teachers and students
in schools in your country?
First of all, the aspects listed are physical level, management level, applications level,
resource level and component technology level.
From the first one which includes the use of mobile phones and tablets, for example,
it is sad that most elementary and high schools in Ecuador do not have those resources
and, even sadder, do not allow students to use them if they can afford one of these devices.
It is a bit different in universities, where the use of cellphones depends on the teacher.
When it comes to computers, it is a requirement for any educational institution to have a
computer centre. This aspect offsets the previous one. The bad thing again, is that

7. sometimes these computers are very old or do not have maintenance in terms of hardware
and software.
Figure 2. Computer centre at Francisco Flor School, Huachi Chico (Tungurahua)
Retrieved from: http://www.lahora.com.ec/index.php/noticias/show/1101086482/ -
1/Entregan_centro_de_c%C3%B3mputo_en_escuela_de_Huachi_Chico.html#.VISgfzGG-So
Now, in the management level, which includes learning management systems that
enable the administration of a language course, there might be a limited quantity of
teachers who have actual knowledge of these programs and how to use them. Not a lot of
primary and high schools have a language lab, because most of them limit the use of
computers to computer classes. In some universities, it is different. There are platforms
in which the teachers create a virtual classroom, uploading contents, homework, quizzes,
etc. so the students can work at home or any place out of the classroom. This is also up
to the university, the teacher or the planning that has been given to the teacher. This level
is crucial in blended-learning classes, because if the professor is not trained to work with
such platforms, he or she will not be able to hold one of these classes. Some universit ies
in Ecuador are known for holding such classes. Among these we have ESPE (Escuela
Politécnica del Ejército) and PUCE (Pontificia Universidad Católica del Ecuador) using
the Moodle platform. UTPL (Universidad Técnica Particular de Loja) which is the most

8. known for offering distance classes, uses EVA (Entorno Virtual de Apredizaje) but does
not specify which platform it uses.
Now, concerning the three following levels –applications, resource and component
technology-, it is good to say that most universities work with programs such as word-processing
software, social-networking sites, websites for learners, electronic dictionar ies
and more. These can be whether on-line or off-line.
2. The emergence of technology and its benefits
a. The emergence of technology in language teaching.
How has the use of technology changed since you started teaching or learning a
language?
Major changes have been made in the last years. The language teaching process used
to be limited to the methods of a “traditional class” which includes the use of text books,
notebooks so the students take notes and make homework, teachers using a whiteboa rd
and markers. It was all simple, generally there were no extra materials and everything
was written on paper. The whole process of teaching, assessing and grading had to be
made by the teacher.
Now, there are tons of different programs that make this work easier for the teacher
and the student. Digital text books are available now, so there is no need to have a physical
one, which in some cases is more expensive. It brings economic benefits to the student
and ecological ones to the environment. Grading homework and quizzes is way easier for
the teachers, not only because they do not have to carry heavy stacks of paper anymore,
but also because there are websites and programs that grade quizzes automatically. And

9. not only that, some websites also offer percentages, graphics, and even feedback to the
student.
The entire environment has changed because teachers have more resources and ways
of teaching. Projecting a video on class can make the students feel less stressed. Images
can help them to learn better. Listening to songs or podcasts can help them improve their
listening skills. The examples are almost infinite. And the truth is that teachers do not use
these resources only because they want to, but because they have to. This generation of
learners have the actual need of using different methods. They were born in a moment
where everything was technological and, obviously, need technology in order to learn.
Figure 3. The interactive whiteboard is an example of computers replacing traditional classroom
technology.
Retrieved from https://www.boundless.com/education/textbooks/boundless -education-textbook/
technology-in-the-classroom-6/edtech-25/advantages-of-using-technology-in-the-classroom-77-
13007/images/interactive-whiteboard/
What resources are available in your school? Consider the computers and
the software installed on them, the resources in the computer lab and the materials
in the library and on your network (if you have one) and that you use in your
classroom. Would you classify these as behavioristic, communicative or integrative?

10. The library at PUCE consists of five floors and distributes them as follows :
newspaper archives in the basement, Social Sciences in the ground floor, Pure and
Applied Sciences in the first floor, Art and Literature in the second floor, and
Dissertations in the third floor. The library collection includes 120 676 volumes in
different areas, 12 153 PUCE dissertations, 1 873 magazine titles, 300 vertical file folders,
1454 topographic sheets and 2710 slides.
Concerning hardware, PUCE students have at their disposal 340 desktop
computers, 270 laptops and 10 printing kiosks. The desktop computers are available in
the Computer Centre and the library. The students only need their username and password
to log in. The laptops are also available in the Computer Centre and can be used by the
students only for two hours straight. They cannot be taken out of the campus. The printing
kiosks are spread all over the campus, around one per faculty and in the library. Teachers
have the same resources, plus a computer and a projector per classroom.
Now, concerning software, most of the computers and laptops are equipped with
Windows XP and Windows Vista, and all of the basic programs that come with it. There
are some labs in which the computers are Apple and work with Mac OS. These and other
ones that are equipped with special software are only available to students who need them
for an academic purpose. Engineers, art students and architects are the ones who need
such special programs. Besides, all of the desktop computers have access to the internet
and there is a wireless internet coverage in the 85% of the campus.
Among the on-line resources that the PUCE webpage offers students have access
to EVA (Entorno Virtual de Aprendizaje) that includes the Moodle platform, e-mail
service, Intranet, Blackboard Collaborate and several virtual libraries and newspaper
archives that will be detailed below.

11.  Biblioteca Básica Medicina
 CABI
 NetAnatomy
 Harrison Medicina Interna
 BIBLIOTECHNIA
 EBL
 SPRINGER LIBROS
 GETABSTRACT
 DIGITALIA
 Ebrary
 E-Libro
 Libros jurisprudencia – FUNDACIÓN KONRAD ADENAUER
 Espiritualidad Católica
 VATICANO Documentos Pontificios, Textos fundamentals
 TEOLOGÍA
 BIBLIOTECA AYACUCHO
 Centro de Documentación Virtual Distrito Metropolitano de Quito

12. Figure 4. Some of the resources that PUCE offers in its webpage.
Retrieved from
http://www.puce.edu.ec/portal/content/Bibliotecas%20Virtuales/174?link=oln30.redirect
The teachers have the same resources as well, plus the access to Urkund, an anti-plagiarism
tool.
These tools have a little bit of all the three approaches: behaviorist ic,
communicative and integrative. Behavioristic because some MOOCs (Massive Open
Online Course) on languages still have a drill method to practice pronunciation, for
example. They are also communicative because they strongly allow the user to interact
with the program. Lastly, they are integrative because most of them integrate all of the
skills in an only website or software program.
b. The benefits of TLLT.
Can you choose three benefits from those listed above that you think offer the
strongest reasons for the use of the technology?

13. 1. Increased opportunities for authentic interaction. This is one aspect that has
always been inviting for students to learn a new language. They feel so happy
that they will be actually capable of interacting with native speakers of that
language. And as a learning method it is excellent to practice pronunciation if
you are lucky enough to have a friend who wants to talk to you.
Figure 5. Screenshot of a Russian man practicing his English with an Indian man through Skype.
Retrieved from http://learn-english-skype.blogspot.com/
2. Enables flexible learning. Flexible has a wide meaning here because it refers
both to time and place. The students can learn at their own pace and in any
place they want. Generally, homework and quizzes have a deadline, so the
students can organize their time as they want to. Also, they can do their
assignments or study wherever they have access to an electronic device, as a
tablet for example, they will be able to work in a park, cafeteria or even in a
bus.
3. Provides a stress-reduced environment. The use of technology is often linked
to individual work. Thus, students will not fell the pressure of being compared
to their classmates or to participate in class. Shy and introvert students will be
specially benefited from these methods.

14. What do you think are the most difficult challenges teachers face in moving
to TLLT?
As answered before, one of the most difficult challenges for a teacher is to actually
learn to use one of these tools. They will need a lot of time and dedication in order to
achieve this. They might live a nightmare in the process of learning and training.
Problems with the internet connection and the equipment in general can also be a
pain. This, unfortunately, does not depend on the teachers’ knowledge and, likewise, will
be hardly fixed by the teacher. This becomes a serious issue when the teacher has a
specific planning and depends heavily on the technological tools. If something goes
wrong, the class will not be successfully held.
It is said that MOOCs and online courses will never replace a traditional classroom
for many reasons, however these are currently taking thousands of students out of the
classrooms. This has the students comparing the teachers’ methods with those of the
online courses. Thus, the teachers are in need of always looking for better tools and
improving their teaching methods. Of course, this is something that teachers must do, but
it becomes a challenge when they have to do it with this negative pressure.
Which of the potential benefits for teachers above have you experienced
yourself?
1. Provides new roles for teachers. The role of the teacher broadens from being
a transmitter of knowledge to being a facilitator who supports and guides
student learning.

15. 2. Creates a better learning environment. TLLT offers ways of creating a more
interactive learning environment, where students are engaged in interact ions
and communication among themselves.
3. Supports teaching with mixed-level classes. Allowing students to take more
control of their own learning is particularly helpful in mixed-level classes.
Students can be working on skills they most need to practise, rather than all
working on the same materials.
4. Offers support for teacher development. The teacher can join a virtual
teacher’s group or network to share ideas and materials and discuss problems.
Some sites allow teachers to share materials they have developed on a public
web server.
3. TLLT current teaching approaches
a. Communicative language teaching.
How do you think computer-me diated communication can lead to “increased
participation”?
It can lead to increased-participation in a way that students feel free to collaborate
and share meaning in a written form. As it was mentioned in one of the benefits of using
technology, shy and introvert students will feel more comfortable with this method rather
than in the classroom. All of the students are afraid to do wrong when answering a
question or sharing an idea, but in computer-mediated communication there will be no
fear.

16. Students are also more comfortable because they will write a comment without
the fear of being interrupted. One of the advantages of computer-mediated
communication is that every student has their own place and opportunity to share
whatever they want to. Plus, it is easier to have a common idea when sharing your ideas
orderly.
Finally, the students will not only participate more, but better. They will have
more time to think of what they are going to say and will express themselves better.
Figure 6. Results of a survey made to 2 067 middle and high school teachers on their opinion on
the use of technology.
Retrieved from http://www.pewinternet.org/2013/07/16/the-impact-of-digital-tools-on-student-writing-
and-how-writing-is-taught-in-schools/
4. TLLT and language skills
a. Teaching the four skills.
Have you observed differences in your students’ communicative behaviour
during traditional classroom speaking practice and online communication?

17. Anna Ya Ni, assistant professor of Public Administration at California State
University San Bernardino, held a research focused on e-government, informa t ion
assurance, public–private partnership, organization performance, and learning
effectiveness. As a conclusion in her work Comparing the Effectiveness of Classroom
and Online Learning: Teaching Research Methods, (Ya Ni, 2012) she states:
This study compares the effectiveness of online and classroom learning,
attempting to go beyond grades and to include a logical assessment of interaction,
effectiveness in achieving learning objectives, and student persistence. The results
of this study indicate that although student performance is independent of the
mode of instruction, certain courses (such as Research Methods in
Administration) are more challenging to students who persist in the virtual
environment than in the classroom. Furthermore, participation may be less
intimidating and the quality and quantity of interaction may be increased in online
classes.
The last sentence is crucial to answer the question. Online classes encourage
students to participate more. She thinks that through online courses, the students will
interact easily and will make quality comments.
It is very common that the students who participate less in the classroom, make
larger comments in the online classes.
5. The challenges of TLLT.
In what ways does reading a text in a book differ from reading a text online?

18. Figure 7. Reading books.
Retieved from: http://www.huffingtonpost.com/phil-edwards/stop-bingewatching-and-st_
b_4832548.html
When reading online, a student can find words easily with the word searcher tool,
so he or she can safe time when investigating a specific topic. Whereas, if a student is
trying to investigate on a book, he or she will have to make a scanning in order to find
words. Reading online does not require paper, and we can save a huge amount of books
in one only device.
The challenges of TLLT
TLLT in practice: some teachers’ experiences
Which of the above have you tried yourself? Can you think of additional purposes
for each of these uses of technology?
‘I have used electronic books to teach’-says L. Yang –‘one day, one of my students
brought her tablet, and we were checking vocabulary with nice pictures. Since that day,
I’ve made efforts to bring mine to classes, and make other of my classes much more
interesting’.

19. ‘As additional purposes for each use of technology, I could mention that
technology is not only good for teaching in a class room, but also to learn online by
ourselves’.
6. Discussion questions
1. How much training and support is available for teachers in your school, in
the use of technology? Draw up a plan for the kind of training program that
you think would be useful, particularly for new teachers.
Figure 8. Teachers teaching teachers.
Retrieved from: http://sites.fcps.org/trt/content/teachers -teaching-teachers
At PUCE the platform Moodle is quite used by almost all of the teachers. They
use that to add files, videos, and extra material for their students, as well as to send and
receive assignments.
Plan: First of all, we will have to make sure that the teacher that is getting involved
with the training program has some previous knowledge about technology manageme nt.

20. For those who don’t, we will ask them to sing in a course of basic computer manageme n t,
and then come back with it to the training program.
Then, at the training program, the teachers will be taught on how to use the
platform. Of course, the platform hast to be created and working already. We will teach
them how to upload material, how to check e-mails, how to make comments, and how to
upload grades in the platform.
2. Talk to teachers in your school (or go online) and find out what kind of
current websites your colleagues recommend for both teachers and
learners, and why.
We talked to one of our previous teachers. Her name is Katy.
In order to teach Translation, she always used online dictionaries in pages such as
Dictionary.com, WordReference.com, or Linguee.com, just to name a few. She advices
her students to check on several websites until they are completely sure about the
translation they are about to provide. She also shows in class webpages that help the
learners to adopt new realia, which are the most difficult terms to translate, for they carry
a huge cultural charge. Of course, this was just an example because the webpages each
teacher may recommend will depend on the kind of major.
3. In section 19.2, Levy lists five levels at which TLLT fits with current
thinking in second language acquisition and can support language teaching.
Can you think of an example of how technology could help with each of
these?

21. On management level: The teacher can take a look into the whole process of
grading and development of the study plan.
On physical level: A teacher could make use of technological devices, and allow
their students to bring tablets or laptop, or even their cellphones, so they can check online
dictionaries and improve their knowledge when they are in a second language class.
On the resource level: Teachers will be able to check information in several
sources, as many as they want. They can be online sources as well.
On the application level: The student will be able to share the knowledge, he or
she acquired with the other students.
On the component technology level: The use of technological devices helps the
teacher to give his/her class in a better way, and the students will receive important
information in a more entertained way.
4. Review the three phases of CALL, identified by Warschauer, and some
defining characteristics of each phase. How would you situate popular
programs like Rosetta Stone in terms of these three phases?
The behavioristic phase deals with grammar and pronunciation-practice software.
The communicative phase has to do with computer used for practice, reading, writing and
discussion skills. And the integrative phase refers to internet, social network tools, and
mobile technologies.
We would situate programs like Rosetta Stone in these phases noticing that those
programs include grammar drills, as the behavioristic phase. Besides, those programs
provide options of interaction, and the improvement of the four skills; and those, of

22. course, require the use of internet; which has to do with the communicative and
integrative phase respectively.
5. What new skills might learners and teachers need to acquire to use TLLT
effectively?
It would be hard to specify which exact skills someone would have to acquire to
use TLLT because technology is about constant changes, and, as technology advances
according to human needs, the people also have to adapt to technological improveme nts.
What we can say, however, is that people will have to be willing to learn. They
will have to get used to new tools, to experience problems and be able to solve them, to
not be afraid of a progress in terms of technology.
6. This chapter listed many ways that technology can support the teaching of
the four skills, as well as vocabulary, grammar and intercultural awareness.
Choose one of these areas and develop a lesson plan where technology is
fully integrated.
We will focus on reading skills.
Plan

23. Figure 9. Education Technology
Retrieved from: http://www.simpletechintegration.com/
Objective.- The main objective of this lesson is to make students improve their reading
skills by giving them certain tasks related to reading, as well as teaching them that every
story has a main idea and supporting ideas.
Materials.- Tablet, laptop or any other mobile device with access to internet
Procedures.- The teacher will ask their students to check in their e-mails a word document
with a relatively short story in it. Then, the students will read the whole text. After they
finish, the teacher will ask them to search the meaning of words they did not understand
in an online dictionary. If possible, it will not be a Spanish-English dictionary, nor a
translator; but a dictionary written completely in English, or a Synonyms Dictionary in
English.
Then, the student will sort out the main idea and the supporting ideas of each paragraph.
Then, among those sorted out ideas, the student will chose one idea that he or she
considers to be the main idea of the entire text. Finally, the student will get to choose 5
other ideas to be the supporting ideas of the text.
Evaluation.- This exercise will be graded out of 10. The students will receive 2 points for
checking in the dictionary the vocabulary they did not understand, 4 points for sorting out
all of the important ideas, and 4 other points for choosing, among all those ideas, the main
idea and the other 5 ideas appropriately.
7. A teacher who gives out homework for students to complete online after
school is making a number of assumptions about his or her learners, their
learning and their home situations. What are some of these assumptions ,
and are there any pitfalls to be avoided?

24. One of those assumptions certain teachers can make is that some students do not
have access to technological devices such as the ones needed in class. Also, some teachers
consider that their students would like online work rather than in class. It is easy for
students to get bored if their way of learning is monotonous, so if they get in contact with
something as innovative, they will probably not want to go back to their previous way of
learning.
8. Teachers often do not allow students to use mobile phones in class. What
are some ways in which mobile phones CAN be used as learning tools?
Figure 10. How teachers make cell phones work in classroom.
Retrieved from: http://blogs.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-
in-the-classroom/
As much as a teacher can try, s/he will not always be able to check on what his or
her students are doing with their cellphones. If a teacher allows student to use cellphones
in class, s/he will have to accept the fact that they have a very powerful distractor in their
hands. It will depend on the student whether the use of the cellphone I class is appropriate
or not.

25. The student will find several advantages in regard to the use of cellphones in class.
For instance, a student can save time by taking pictures of the board with the phone when
the teacher writes something important, instead of taking notes. Also, a student can record
what the teacher is explaining, so one day the student will check the audio recording and
will study without reading anything. Of course, the use of mobile internet is one of the
main advantages, too.
9. Do your students have access to Skype? Develop an activity that could be
used with Skype.
If we are talking about an important institute, the students will have access to
internet in class, therefore, they will be able to access to Skype.
One activity students can make is that they could talk to someone from an English-speaking
zone, and improve their accent. The teacher will be in charge of volunteers, or
other teachers to make an online call with the students.
10. How can internet be used to develop intercultural awareness? Design an
activity that has this as a focus.
The students can develop their intercultural awareness by chatting with other
people from different places and cultures around the world. Also, the use of Skype,
mentioned in the last question can be used to achieve this too.

26. References
Brooks, Douglas M. (1985). "The Teacher's Communicative Competence: The First Day of
School". Theory Into Practice.
Fraser, B. J., & Fisher, D. L. (1982). Predicting students' outcomes from their perceptions of
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Honeycutt, T. (8 de Octubre de 2013). National Math + Science Initiative. Recuperado el 27 de
Noviembre de 2014, de Technology in the classroom: The benefits of blended learning:
http://www.nms.org/Blog/TabId/58/PostId/188/technology-in-the-classroom-the-benefits-
of-blended-learning.aspx
Kelly, M. (2014). About.com. Recuperado el 27 de Noviembre de 2014, de Issues with
Integrating Technology in the Classroom:
http://712educators.about.com/od/technologyandeducation/tp/Issues-With-
Integrating-Technology-In-The-Classroom.htm
Lepi, K. (14 de Febrero de 2013). Edudemic. Recuperado el Noviembre de 29 de 2014, de The 6
Biggest Challenges Of Using Education Technology:
http://www.edudemic.com/challenges-of-using-education-technology/
Ni, A. Y. (2012). Journal of Public Affairs Education. Recuperado el 30 de Noviembre de 2014,
de http://www.naspaa.org/jpaemessenger/Article/VOL19-2/03_Ni.pdf
PUCE. (2014). PUCE. Recuperado el 28 de Noviembre de 2014, de
http://www.puce.edu.ec/portal/content/Oferta%20acad%C3%A9mica%20-
%20Unidades%20Acad%C3%A9micas/63?link=oln30.redirect