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Transforming traditional communicative language instruction into computer-technology based instruction : experiences, challenges and considerations.
| dc.contributor.author | Galvis, Héctor Alejandro | spa |
| dc.date.issued | 2011-07-01 | |
| dc.identifier | https://revistas.pedagogica.edu.co/index.php/RF/article/view/880 | |
| dc.identifier | 10.17227/01234870.34folios93.102 | |
| dc.identifier.issn | 0120-2146 | |
| dc.identifier.issn | 2462-8417 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12209/5576 | |
| dc.description.abstract | Este artículo reporta una investigación de tipo cualitativo que se realizó en un centro de enseñanza del inglés en Colombia y cuyo objetivo fue explorar la implementación de la tecnología en dos clases de enseñanza del inglés como lengua extranjera. Este proceso se llevo a cabo por medio de modificaciones curriculares que llevaron a la inclusión de correo electrónico, foros de discusiones y aplicaciones de mensajería instantánea como medios para facilitar proyectos en el aula. Los resultados llevan a replantear el rol de docentes e instituciones para contribuir a la integración de las TIC cuando estas han sido excluidas curricularmente. De la misma manera, los resultados sugieren que algunos participantes preferirían seguir utilizando tecnología y comunicarse por medios electrónicos en lengua extranjera en lugar de sostener conversaciones vis-à-vis entre sus compañeros de clase. | spa |
| dc.format.mimetype | application/pdf | spa |
| dc.format.mimetype | text/html | spa |
| dc.language.iso | eng | |
| dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
| dc.relation | https://revistas.pedagogica.edu.co/index.php/RF/article/view/880/907 | |
| dc.relation | https://revistas.pedagogica.edu.co/index.php/RF/article/view/880/8916 | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0 | |
| dc.source | Folios; No. 34 (2011): jul-dic; 93.102 | spa |
| dc.source | Folios; Núm. 34 (2011): jul-dic; 93.102 | spa |
| dc.source | Folios; No. 34 (2011): jul-dic; 93.102 | fra |
| dc.source | Folios; n. 34 (2011): jul-dic; 93.102 | spa |
| dc.subject | Enseñanza del inglés a adolescentes | spa |
| dc.subject | Enseñanza del inglés y uso de tecnología | spa |
| dc.subject | Comunicación mediada por computador | spa |
| dc.subject | Responsabilidad de las instituciones respecto al uso de la tecnología | spa |
| dc.title | Transforming traditional communicative language instruction into computer-technology based instruction : experiences, challenges and considerations. | eng |
| dc.subject.keywords | Teaching adolescents EFL | eng |
| dc.subject.keywords | Teaching english and technology | eng |
| dc.subject.keywords | Computer - Mediated communication | eng |
| dc.subject.keywords | Role of institutions in the use of computer technology | eng |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
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| dc.relation.references | Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53, 25-39. | |
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| dc.relation.references | Norton Pierce, B. (2000). Identity and language learning: gender, ethnicity and educational change. London: Longman | |
| dc.relation.references | Reed, J. H., Scharllert D. L., Beth, A. D. & Woodruff, A. L. (2004). Motivated reader, engaged writer: the role of motivation in the literate acts of adolescents. In J. Ta-mara & J. Dole (Eds.), Adolescent literacy research and practice (251-282). New York: The Guilford Press. | |
| dc.relation.references | Roed, J. (2003). Language learner behavior in a virtual environment. Computer assisted language learning, 16, 155-172. | |
| dc.relation.references | Venkatesh, V., Morris, M. G., Davis G. B. & Davis F. D. (2003). User acceptance of information technology: toward a unified view. MIS Quarterly, 27, 425–478. | |
| dc.relation.references | Warschauer, M. & Healey, D. (1998). Computer and language learning: an overview. Language Teaching, 31, 57-71 | |
| dc.relation.references | Windschitl, M. & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: the interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39, 165-205 | |
| dc.relation.references | Wolsey, T. D., & Grisham, D. L. (2007). Adolescents and the new literacies: writing engagement. Action in Teacher Education, 29, 29-38 | |
| dc.type.local | Artículo de revista | spa |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
| dc.type.driver | info:eu-repo/semantics/article | eng |
| dc.title.translated | Experiencias, retos y puntos para tener en cuenta en la transición entre un enfoque comunicativo de enseñanza del inglés como lengua extranjera a un enfoque mediado por el uso de las TICS. | spa |
| dc.description.abstractenglish | This paper serves as a report on a qualitative study that was conducted in a language center in Colombia, with the aim of exploring the integration of computer technology into two EFL classes. This process involved the transformation of a traditional communicative language syllabus into a computer-technology oriented one which included the use of virtual communities, E-mail, Blogs and an instant-messaging application. Results of this study led to a critical discussion of the role of teachers and institutions when implementing computer technology. Other findings of this study suggest that some of the participants tended to choose computer-mediated communication over face-to-face interaction when communicating in EFL. It could also be observed that the participants expressed their willingness to continue using computer technology in future language instruction. | eng |
| dc.type.version | info:eu-repo/semantics/publishedVersion | |
| dc.rights.creativecommons | Attribution-NonCommercial 4.0 International |
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