Mendoza chavarria valeria_carolina

UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“INTERNET AND MULTIMEDIA”
Fifth Semester “ A”
Student´s name: Valeria Carolina Mendoza Chavarria
Professor´s name: Ing. Mg. Carlos Andrés Morales
AMBATO – ECUADOR
Abril – Septiembre 2016

TABLE OF CONTENTS.
MISIÓN............................................................................................................................ 3
VISIÓN............................................................................................................................. 3
PERFIL DEL EGRESADO.............................................................................................. 4
CURRICULUM ............................................................................................................... 5
STATEMENT OF PERSONAL LEARNING GOALS....................................................6
SYLLABUS ..................................................................................................................... 7
ELEMENT 1 .................................................................................................................. 21
ELEMENT 2 .................................................................................................................. 24
ELEMENT 3 .................................................................................................................. 27
ELEMENT 4 .................................................................................................................. 31
ELEMENT 5 .................................................................................................................. 33
FINAL REFLECTION....................................................................................................37
FINAL PORTFOLIO RUBRIC.......................................................................................38

EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN
Formar profesionales líderes competentes, con visión humanista
y pensamiento crítico a través de la Docencia, la Investigación y la
Vinculación, que apliquen, promuevan y difundan el conocimiento
respondiendo a las necesidades del país.
VISIÓN
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la
Educación de la Universidad Técnica de Ambato por sus niveles de
excelencia se constituirá como un centro de formación superior
con liderazgo y proyección nacional e internacional

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRRERA DE IDIOMAS
2.3 Perfil del egresado
Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y
desarrollado las siguientes competencias, capacidades, habilidades, destrezas y
desempeños como resultados de su formación profesional:
1. Usa el idioma inglés a un nivel B2 del Common European Framework.
2. Maneja competentemente los métodos y estrategias metodológicas para la enseñanza
del idioma inglés según las exigencias del Teaching Knowledge Test (TKT)
3. Diseña programas o cursos específicos y sus respectivos materiales didácticos.
4. Elabora materiales didácticos mediante la utilización de NTIC´s.
5. Transforma el contexto educativo a tráves de la práctica de valores.
6. Genera escenarios de aprendizaje significativos dando lugar a la investigación
participativa, el aprendizaje basado en problemas y el trabajo en equipo.
7. Maneja leyes y reglamentos de Educación Ecuatoriana.
8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio
desempeño docente.
9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes para
promover el aprendizaje.
La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de ingreso dos
simulaciones de exámenes con estándares internacionales. Siendo así, Teaching Knowledge Test
(TKT) test de acreditación internacional para la enseñanza del inglés y Test of English as a Foreign
Language (TOEFL) para la competencia

STUDENT´S C.V.
 PERSONAL INFORMATION:
NAME: Valeria Carolina Mendoza Chavarría
I.C: 2300621063
DATE AND PLACE OF BORN: Santo Domingo June 5th
, 1996
AGE: 20 years
ADRESS: Ambato- Ecuador
TELEPHONE: 0982258094
E-MAIL: valeriamendoza0@hotmail.com
 STUDIES:
ELLEMENTARY SCHOOL: “Jorge Washington” (2008)
HIGH SCHOOL: Unidad Educativa “Eloy Alfaro” (2014)
UNIVERSITY: Universidad Técnica de Ambato

STATEMENT OF PERSONAL LEARNING GOALS.
English is one the most important and spoken languages around the world, its
importance stimulates people to manage it in all the skills (listening, speaking, reading
and writing) in an almost perfect way. Also, everybody is involved with this language in
all aspects: economic, social, political and others. So, that is why people want to learn or
acquire more knowledge of this language, but in some cases teachers don´t know the best
way to teach it, and that is the main reason because I have chosen this subject.
Internet and Multimedia, will help me in my professional development by learning
the most innovative strategies to transmit the knowledge to students, because in some
cases we don´t know how to teach especially a new language to students and what are the
best techniques and methods to apply in a class. Also, in this subject I will Describe
evaluation criteria used to critically analyze the content of Web pages, develop research
skills by using the Internet to obtain and bookmark free online journals and Web sites
about language skills, grammar, functions, pronunciation and other linguistic and
methodological aspects of English language learning and teaching, develop
microteaching presentations using Internet resources that promote authentic language
learning and enhance the learners’ EFL communicative competence, integrate different
Web 2.0 tools to teach English in a collaborative problem -and project- based learning
approach, create effective teaching electronic materials and online resources to
implement them in the EFL classroom in order to get the expected learning outcomes. At
the end of this course with these specific objectives I will Generate verbal and nonverbal
communication in order to optimize communication skills in academic and professional
process as ethical and social principles.
I will contribute to attain the learning outcomes successfully by investigating and
applying the different methods that will be teach in class. Also, I will ask for teacher´s
advice to correct my mistakes while trying to apply the methods on students to achieve
in them the objectives proposed.

SYLLABUS
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍLABO
“INTERNET AND MULTIMEDIA RESOURCES”
ABRIL – SEPTIEMBRE 2016
CARLOS ANDRÉS MORALES FIALLOS
Magíster en Tecnologías de la Información y Multimedia Educativa
Ingeniero Agrónomo
AMBATO – ECUADOR
2015

I. SYLLABUS GENERAL INFORMATION
Subject: Internet and Multimedia Resources
Program: Carrera de Idiomas
Code:
FCHE/I/MP/2129/05/02
Prerequisites:
Study Modality: On
Campus
Subject: Code
NTIC’s I
NTIC’s II
FCHE/I/MP/2129/01/06
FCHE/I/MP/2129/02/06
Curricular Organization Unit: Humanista
Credits: 4
Level: Fifth
Corequisites:
Subject Code
EFLT Methods and Approaches.
Lesson Planning and Observation.
Educational Psychology.
FCHE/I/MP/2129/05/04
FCHE/I/MP/2129/05/05
FCHE/I/MP/2129/05/01
Hours per Week
Class Hours: 4 Theoretical: 2 Practical: 2
Tutoring Student
Hours: 0
On campus: 0 Virtual: 0
TOTAL LEARNING HOURS: 180
Hours per week: 4
Hours in the semester: 72
Weekly autonomous hours: 6
Total autonomous hours: 108
Academic tutoring hours: 0
Total hours: 180

II. PROFESSOR'S TEACHING PROFILE
Professor’s name: Carlos Andrés Morales Fiallos
Academic degree: Magíster en Tecnologías de la Información y Multimedia Educativa
Broad field: 01 Education
Narrow field: 011 Education
Detailed field: 0113 Teacher training without subject specialization
Bachelor’s degree: Ingeniero Agrónomo
Broad field: 08 Agriculture
Narrow field: 081 Agriculture
Detailed field: 0811 Agricultural production
Professional experience: 3 años
Teaching experience: 10 años
Program Academic Area: Competencias Genéricas
Professsor's schedule (practical application and learning experimentation): Lunes y
Miércoles de 10h00 a 12h00
Professor's schedule (Academic tutoring):
Phone: 0994907485
E-mail: carlosamoralesf@uta.edu.ec
III. COURSE DESCRIPTION AND OBJECTIVES
Purpose:
The purpose of this subject is to teach students the proper way to search information on the
web, developing research skills by using the Internet to discover new ways of teaching English
to students by means of technology.

Course Specific Objectives:
1. Describe evaluation criteria used to critically analyze the content of Web pages.
2. Develop research skills by using the Internet to obtain and bookmark free online journals
and Web sites about language skills, grammar, functions, pronunciation and other
linguistic and methodological aspects of English language learning and teaching.
3. Develop microteaching presentations using Internet resources that promote authentic
language learning and enhance the learners’ EFL communicative competence.
4. Integrate different Web 2.0 tools to teach English in a collaborative problem -and project-
based learning approach.
5. Create effective teaching electronic materials and online resources to implement them
in the EFL classroom in order to get the expected learning outcomes.
Course Specific Objectives:
Generate verbal and nonverbal communication in order to optimize communication skills in
academic and professional process as ethical and social principles.
Course Description:
Internet and Multimedia Resources is a module which trains future teachers in the use of
Information and Communications Technology (ICT) tools to teach English as a foreign language.
On successful completion of this module, students will be able to search information on the web
and describe evaluation criteria used to critically analyze the content of Web pages. There will
also be emphasis on developing research skills by using the Internet to obtain and bookmark
free online journals and Web sites about language skills, grammar, functions, pronunciation and
other linguistic and methodological aspects of English language learning and teaching. Future
teachers will also have to develop microteaching presentations using Internet resources that
promote authentic language learning and enhance the learners’ EFL communicative
competence. Another goal of this course is to train teachers to integrate different Web 2.0 tools
to teach English in a collaborative problem -and project- based learning approach. This course
will be developed through a learning platform or virtual learning environment in Moodle as well
as online tools such as email, Google docs, etc. Problem -and project- based learning will be
used throughout the course. Students will also develop tasks and projects for formative and
summative assessment purposes. Mastery on these aspects will develop the students’
competence to use the Internet and multimedia resources to research and update knowledge
for learning and teaching English.

IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Describe evaluation criteria used to critically analyze the content of Web pages.
Thematic units
Class Hours
Tutoring
hours
Independent hours including
research and community
service
Assessment toolsTheoretica
l
Practical
Evaluation criteria to analyze the content of Web pages 3 2 6 Diagnostic assessment
Characteristics of a trust worthy web page 3 2 7 Workshops
Examples of web pages and the application of criteria 3 2 8
SUBTOTAL HOURS 9 6 21 TOTAL HOURS 36
Learning outcome: Presents a written assignment comparing two web sites based on the evaluation criteria to revise web content.
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, bibliography and e-books.
U.2 Develop research skills by using the Internet to obtain and bookmark free online journals and Web sites about language skills, grammar,
functions, pronunciation and other linguistic and methodological aspects of English language learning and teaching.
Class Hours

Thematic units
Theoretic
al
Practical Tutoring
hours
Independent hours
including research and
community service
Assessment tools
Diigo 2 1 Diagnostic assessment
Questionnaires
Concept maps
Workshops escritos
Summative assessment
Gateways sites and resources 2 1 3
Online Journals and Newsletters 1 1 3
Academic Resources 1 1 3
Organizing Online Resources 1 1 6
Applying online resources to academic writing 1 2 6
Learning outcome: Creates a bookmarking account with at least 20 web sites to teach English based on the different web resources seen in class.
U.3 Develop microteaching presentations using Internet resources that promote authentic language learning and enhance the learners’ EFL
communicative competence.
Class Hours

Thematic units
Theoretica
l
Practical Tutoring
hours
service
Assessment tools
Web sites to develop the four language skills 2 3 Diagnostic assessment
Workshops
Questionnaires
On line Workshops
Lesson planning form 2 2 3
Approaches to computer assisted language learning 1 2 3
New trends in Computer assisted language learning 1 6
CALL in the Ecuadorian context 2 3 6
Learning outcome: Create and present a micro teaching presentation using Web resources based on what was covered in class.
U.4 Integrate different Web 2.0 tools to teach English in a collaborative problem -and project- based learning approach.
Thematic units
Class Hours
Tutoring
hours
Independent hours
including research and
community service
Assessment tools
Theoretical Practical

One Drive 2 1 6 Diagnostic assessment
Workshops
Questionnaires
Concept maps
On line Workshops
SlideShare 2 2 6
Podcast 1 2 3
Webquests 1 1 3
Youtube 1 1 3
Dropbox 1
Learning outcome: Create and present microteaching presentations with the application of Web 2.0 tools to teach English based on the resources indicated
in the module.
U.5 Create effective teaching electronic materials and online resources to implement them in the EFL classroom in order to get the expected
learning outcomes.
Thematic units
Class Hours
service
Assessment toolsPractical

Theoretica
l
Tutoring
hours
EFL Websites for multimedia materials 2 1 6 Workshops
Questionnaires
Concept maps
Course design for online learning 2 1 6
Edx for course creation 1 1 6
Moodle for teachers 1 1 3
Project creation 1 1 3
Learning outcome: Create and present a project integrating ICT tools for EFL teaching based on the choice of each student.

V. NORMATIVE STANDARDS FOR EVALUATION
Specific Objectives Diagnostic Evaluation Formative Evaluation Summative
Evaluation
1. Describe evaluation criteria used to critically analyze the content of Web pages.
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
2. Develop research skills by using the Internet to obtain and bookmark free online journals and Web
sites about language skills, grammar, functions, pronunciation and other linguistic and methodological
aspects of English language learning and teaching.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
3. Develop microteaching presentations using Internet resources that promote authentic language
learning and enhance the learners’ EFL communicative competence
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Integrate different Web 2.0 tools to teach English in a collaborative problem -and project- based
learning approach.
Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
5. Create effective teaching electronic materials and online resources to implement them in the EFL
classroom in order to get the expected learning outcomes.
Techniques and
instruments:
Observation Oral Presentations Quiz

Check list Written Works
Portfolio
Questionnaires
Oral presentations
Projects
Test

VI. BIBLIOGRAPHY
BIBLIOGRAPHY
AUTHOR (S)
ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
EDITORIAL CITY/COUNTRY NUMBER OF PAGES
Thomas, M., Reinders, H.,
& Warschauer, M. (Eds.).
2012 Contemporary Computer-
Assisted Language Learning
1st Bloomsbury
Academic
London, GB 414
CODE/ DATABASE LOCATION: COMMENTS:
Contemporary Computer-Assisted Language Learning (CALL) is a
comprehensive, one-volume work written by leading international figures in the
field focusing on a wide range of theoretical and methodological issues. It
explains key terms and concepts, synthesizes the research literature and
explores the implications of new and emerging technologies.
Number of itemsPRINTED:
DIGITAL: 1
VIRTUAL: X
URL: http://site.ebrary.com/lib/uta/detail.action?docID=10632566
AUTHOR (S)
ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
EDITORIAL CITY/COUNTRY NUMBER OF PAGES
Orellana, V. 2010 Cómo utilizar la tecnología
en el aula
1st Santillana Quito, Ecuador 64
CODE/ DATABASE LOCATION:Inv. 9293f
Cod. 373:681.3.O668
COMMENTS:

PRINTED: X Number of items
DIGITAL: 1
VIRTUAL:
URL:

VI. SYLLABUS APPROVAL
Date prepared: March 18th
, 2016
Ing. Mg. Andrés Morales Fiallos
SUBJECT PROFESSOR
Date of approval: April 7th
, 2016
------------------------------- ------------------------------------------
Lcda. Mg. Dorys Cumbe Mg. Verónica Chicaiza Redín Ph.D.
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
-----------------------------------
Dr. Mg. Marcelo Núñez
Faculty Sub-Dean
Approval

EDUCACIÓN
INTERNET AND MULTIMEDIA
EVIDENCE ELEMENT 1
Describe evaluation criteria used to critically
analyze the content of Web pages.
LEARNING OUTCOME
Presents a written assignment comparing two web
sites based on the evaluation criteria to revise web
content.

EDUCACIÓN
EVIDENCE ELEMENT 2
Develop research skills by using the Internet to
obtain and bookmark free online journals and Web
sites about language skills, grammar, functions,
pronunciation and other linguistic and
methodological aspects of English language learning
and teaching.
LEARNING OUTCOME
Creates a bookmarking account with at least 20 web
sites to teach English based on the different web
resources seen in class.

EDUCACIÓN
EVIDENCE ELEMENT 3
Develop microteaching presentations using Internet
resources that promote authentic language learning
and enhance the learners’ EFL communicative
competence.
LEARNING OUTCOME
Create and present a micro teaching presentation
using Web resources based on what was covered in
class.

EDUCACIÓN
EVIDENCE ELEMENT 4
Integrate different Web 2.0 tools to teach English in
a collaborative problem -and project- based learning
approach.
LEARNING OUTCOME
Create and present microteaching presentations with
the application of Web 2.0 tools to teach English
based on the resources indicated in the module.

EDUCACIÓN
EVIDENCE ELEMENT 5
Create effective teaching electronic materials and
online resources to implement them in the EFL
classroom in order to get the expected learning
outcomes.
LEARNING OUTCOME
Create and present a project integrating ICT tools for
EFL teaching based on the choice of each student.

FINAL REFLECTION
English as one of the most taught languages around the world has made teachers
and scientists to find different ways to teach it to students in the best ways, but sometimes
the methods are not well applied to students and they don´t achieve the objectives as they
were expected to be.
Internet and Multimedia, was a subject in which I learnt how to include technology
in a class and how to take advantages of it. Internet and Multimedia helped me to find
ways to make a class better using the big technological strategies we have in these days.
In this subject I learnt different traditional and innovative methods with their
characteristics, their advantages and disadvantages and how to apply them in a class.
Based, on the methods I learnt how to plan lessons according to the objectives I would
like in students to achieve. Also, Internet and Multimedia, made me value the important
role of a teacher in student´s life, because the teacher can make students to have a good
or bad rapport between them and the language. Further, the teacher is the person who is
in charge of find the way to make students learn.
In conclusion, it was one of the most important subjects for me especially for my
future profession as a teacher. Internet and Multimedia, provided me with the best ways
to transmit the knowledge and one of the most important things that is setting objectives.
In addition, this subject is the one who started to prepare me for my future life in the best
way.

PORTFOLIO RUBRIC
FINAL PORTFOLIO RUBRIC
Student´s name: MENDOZA CHAVARRIA VALERIA CAROLINA
Syllabus: INTERNET AND MULTIMEDIA
ASPECTS TO
BE EVALUATED
EXEMPLARY
2,5
GOOD
2
OK
1,5
POOR
1
Format,
completeness
and
Organization
(1. Cover page & index,
(2. Vision statement, Mision
statement, Exit profile
(3. C.V.
(4. Syllabus
(5. Statement of personal
goals according to each
syllabus.
(6. Five evidences
(7. Final Essay
8. Rubric with grade of
portfolio)
The portfolio
contains all the
elements (8
elements described
below) in a very
organized way.
The portfolio is
somewhat organized
and may miss one or
two elements.
The portfolio shows
little organization
and may miss three
or four elements.
The portfolio shows
no organization and
may miss more than
four elements.
Statement of
Personal
Learning Goals
Demonstrates
honest and complex
understanding of
learning goals,
relates goals to
current syllabus,
few or no language
errors.
Good reflection about
future goals, some
parts could use
elaboration or further
analysis, some
language errors that
don´t affect
comprehension.
Statement may be
short and insincere,
demonstrates little
reflection about
goals and how it
relates to class,
many language
errors.
Many language
errors that make it
difficult to
understand, little or
no reflection about
future goals and
current syllabus.
Final essay
(Students from
3rd
to 9th
semester)
The final essay
explains how the
learning outcomes of
the current syllabus
respond to the
Program´s exit
profile in a very clear
and complete way.
The final essay
explains how the
learning outcomes of
the current syllabus
responds to the
Program´s exit profile
in a very good way.
The final essay
explains how the
learning outcomes
of the current
syllabus responds
to the Program´s
exit profile in a good
way.
The final essay
does not give a
good explanation of
how the learning
outcomes of the
current syllabus
responds to the
Program´s exit
profile in a good
way.
Mechanics
grammar,
punctuation,
capitalization
and spelling.
The portfolio does
not have major
mistakes that
distract the reader
from the context.
One to three minor
mistakes in
grammar,
punctuation,
capitalization, or
spelling are
tolerated.
The portfolio has four
to six mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
seven to ten
mistakes in
grammar,
punctuation,
capitalization, or
spelling.
The portfolio has
more than ten
mistakes in
grammar,
punctuation,
capitalization, or
spelling. It is difficult
for the reader to
understand the
content.
Total /10
Comments About Portfolio:
PLAGIARISM in any section of the portfolio will be PENALIZED with the grade of zero.

Mendoza chavarria valeria_carolina

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