TIC en el aula inglesa – ¿Huecos entre la política y la práctica?
Barra lateral del artículo
Publicado:
Dec 4, 2014
Palabras clave:
Motivación, ICT/Tic, National Curriculum, aprendizaje de lenguas
Contenido principal del artículo
Resumen
En el aprendizaje de las lenguas extranjeras, obligatorio para estudiantes de 8 a 14 años según el Currículo Nacional Inglés, la necesidad de integrar la tecnología en los métodos de enseñanza ha sido evidente: “las escuelas deberían utilizar una gran variedad de recursos, incluyendo TIC, para acceder a la información y comunicarse en la lengua meta” (Departamento de Educación, 2007). El estudio muestra los motivos por los cuales los profesores hacen uso de la tecnología así como su impacto en la motivación del alumno. Descubre también una clara tendencia de usar TIC para presentar el idioma en lugar de para promover un aprendizaje autónomo y personalizado. Los alumnos expresan una satisfacción subjetiva ante la tecnología utilizada en el aula de lenguas modernas así como el deseo de hacer uso de dicha tecnología de una forma más independiente. La tecnología gira, según este estudio a pequeña escala, alrededor de la figura del profesor, quien se encarga de su uso, y son escasos los ejemplos de las posibilidades comunicativas de naturaleza autónoma descritas previamente. Las conclusiones derivan de los cuestionarios realizados por 60 estudiantes y (sus) 2 profesores, así como de las conversaciones con los profesores de dos escuelas públicas inglesas.
Detalles del artículo
Cómo citar
Seeve-McKenna, N., Whitaker, R., & Mckenna, P. (2014). TIC en el aula inglesa – ¿Huecos entre la política y la práctica?. EDMETIC, 4(2), 29-50. https://doi.org/10.21071/edmetic.v4i2.3961
Sección
Artículos
1. Política propuesta para revistas que ofrecen acceso abierto
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:- Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cuál estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: en archivos telemáticos institucionales o en su página web) antes y durante el proceso de envío, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada. (Véase El efecto del acceso abierto).
2. Política propuesta para revistas que ofrecen acceso abierto diferido
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:- Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra [ESPECIFICAR PERIODO DE TIEMPO], el cuál estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: en archivos telemáticos institucionales o en su página web) antes y durante el proceso de envío, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada. (Véase El efecto del acceso abierto).
Citas
BECTA (2004). A Review of the Research Literature on Barriers to the Uptake of ICT by Teachers. Available at http://dera.ioe.ac.uk/1603/1/becta_2004_barrierstouptake_litrev.pdf
BECTA (2006). Review of Evidence on the progress of ICT in education. Available on http://dera.ioe.ac.uk/1427/1/becta_2006_bectareview_report.pdf
BEAUCHAMP, G., & KENNEWELL, S. (2008). The influence of ICT on the interactivity of teaching in Education and Information Technologies 13(4), 305-315. Hingham, MA USA: Kluwer Academic Publishers.
BUCK, J., & WIGHTWICK, C, (2013.) Teaching and Learning Languages. London: Routledge.
BURDEN, K., HOPKINS, P., MALE, T., MARTIN, S., & TRALA, C. (2012). The University of Hull “Ipad Scotland evaluation” available at http://www2.hull.ac.uk/ifl/ipadresearchinschools.aspx
COFFIELD, F., MOSELEY, D., HALL, E., & ECCLESTONE, K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research Centre.
CELCE-MURCIA, M., & OLSHTAIN, E. (2001). Discourse and Context in Language Teaching. Cambridge: Cambridge University Press
COX, M., ABBOTT, C., WEBB, M., BLAKELEY, B., BEAUCHAMP, T., & RHODES, V. (2003). ICT and Attainment: A Review of the research literature. London: DfES Publications.
COX, M., & MARSHALL, G. (2007). Effects of ICT: Do we know what we should know? Journal of Education and Information Technology 12(2), 59-70.
COX, M., & WEBB, M. (2004). ICT and Pedagogy: A Review of the Research Literature. Coventry/London: DfES Publications and BECTA.
ICT in the classroom - gaps between policy and practice?
Department for Education National Curriculum 2000 available at
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationDetail/Page1/QCA/99/457
DEPARTMENT FOR EDUCATION (DfE) (2007). Modern Foreign Languages Curriculum: Key Stage 3. available at. http://www.education.gov.uk/schools/teachingandlearning
DEPARTMENT FOR EDUCATION (DfE) National Curriculum (2012). available at http://webarchive.nationalarchives.gov.uk/20130904095348/https://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/nationalcurriculum/b0075667/national-curriculum-review-update
DEPARTMENT FOR EDUCATION 2005. Key Stage 2 Framework for Languages available at http://www.archives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationdetail/Page1/DFES 1721 2005
DEPARTMENT FOR EDUCATION National Curriculum 2014. available at: http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/
ERNEST, P., HEISER, S., & MURPHY, L. (2013). Developing teacher skills to support collaborative online language learning in Language Learning Journal 41(1), 37-54.
EVANS, M. (2009). Foreign Language Learning with Digital Technology. London: Continuum.
FLEMING, N., & BAUME, D. (2006). Learning Styles Again: VARKing up the right tree! In Educational Developments, 74, 4-7.
FLEMING, N. (2012). Introduction to Vark. Available at http://legacy.hazard.kctcs.edu/VARK/introduction.htm
GIL PÉREZ, A., & BERLANGA FERNÁNDEZ, I. (2013). La interactividad en el aula. Un reto de la escuela 2.0 in Edmetic 2(2), 56-75.
edmetic, 4 (2), 2015, E-ISSN: 2254-0059; pp.29-50
Natalie Seeve-McKenna, Rachel Whittaker y Peter McKenna
GOLONKA, E., BOWLES, A., FRANK, V., RICHARDSON, D., & FREYNIK, S. (2014). Technologies for foreign language learning; a review of technology types and their effectiveness in Computer Assisted Language Learning 27(1) 70-105.
GOVE, M. (2012). Digital Literacy Campaign – “Michael Gove’s speech in full” The Guardian, 11 January 2012, online, available at www.guardian.co.uk/education/2012/jan/11/digital-literacy-michael-gove-speech
HARRISON, C., COMBER, C., FISHER, T., HAW, K., LEWIN, C., LUNZER, E., McFARNLANE, A., MAVERS, D., SCRIMSHAW, P., SOMEKH, B., & WATLING. R. (2002). ImpaCT2: The Impact of Information and Communication Technologies on Pupil Learning and Attainment. London: DfES Publications.
HAWKES, R. (2009) in Evans, M. Foreign Language Learning with Digital Technology. London: Continuum.
JONES, J., & COFFEY, S. (2006). Modern Foreign Languages 5-11: a guide for teachers. London: David Fulton Publishers.
KNIGHT, L., & STEED, M. (2012). ICT as a Catalyst of a Change in Pedagogy, ISC Bulletin, 27, 30-34.
KUEGEL, C. in Leask, M., & Pachler, N. (2013). Learning to Teach ICT in the Secondary School 120-132. London: Routledge.
LEASK, M., & PACHLER, N. (2013). Learning to Teach ICT in the Secondary School. London: Routledge.
Data Report for the Mayor of Liverpool’s Education Commission, September 2012: Liverpool: Liverpool City Council.
MACARO, E. (2014). Grammar: The never-ending debate (108-120) in Driscoll, P., Macaro, E., Swarbrick, A. Debates in Modern Language Education. London: Routledge.
MILNE, J. (1999). Questionnaires: advantages and disadvantages. Available at: http://www.icbl.hw.ac.uk/ltdi/cookbook/info_questionnaires/
ICT in the classroom - gaps between policy and practice?
MITCHELL, M.L., & JOLLEY, J.M. (2012). Research Design Explained. Belmont. CA, USA: Wadsworth Cengage.
OFSTED (2011). 2011 Report ‘Modern Languages: Achievement and Challenge’. London: HMSO.
PACHLER, N., BACHMAIR, B., & COOK, J. (2009). Mobile Learning: Structures, Agencies, Practices. London/NY: Springer.
PALMEN, R. (2011). Girls, Boys and ICT in the UK: An Empirical Review and Competing Policy Agendas (407-423) in International Journal of Gender, Science and Technology, 3 (2).
PASHLER, H., MCDANIEL, M., ROHRER, D., & BJORK, R. (2008). Learning Styles: Concepts and Evidence (103-119) in Psychological Science in the Public Interest 9(3).
PASSEY, D., ROGERS, C., MACHELL, J., McHUGH, G, & ALLAWAY, D. (2004). The Motivational Effect of ICT on Pupils. London: DfES Publications/Lancaster University
PITTARD, V., BANNISTER, P., & DUNN, J. (2003). The Impact of ICT on Attainment, Motivation and Learning. London: DfES Publications.
QUALIFICATIONS AND CURRICULUM AUTHORITY (QCA) Secondary Curriculum Review 2007. Available at http://dera.ioe.ac.uk/7161/1/Secondary_curriculum_review_statutory_consultation_draft_summary_of_findings_050607.pdf
RICHARDS, J.C., & ROGERS, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
SLAOUTI, D., & BARTON, A. (2007). Opportunities for Practice and Development: Newly Qualified Teachers and the Use of Information and Communications Technologies (405-424) in Teaching Foreign Languages in English Secondary School Contexts. Journal of In-service Education 33(4). London: Routledge.
Natalie Seeve-McKenna, Rachel Whittaker y Peter McKenna
STANLEY, N., & JONES, C. (2002). Analysing and Developing your Knowledge of ICT in S. Kennewell, J. Parkinson and H. Tanner (eds), Learning to Teach ICT in the Secondary School. London: Routledge.
The Times Educational Supplement, 20 September 2013 (“Technology: Schools say yes to tablets as ICT expenditure soars”) available at: http://www.tes.co.uk/article.aspx?storycode=6358755
TRAXLER, J. (2010). Will Student Devices deliver innovation, inclusion and transformation? In Journal of the Research Center for Educational Technology, 6 (1).
TULLIS, T., & ALBERT, B. (2008). Measuring the user experience: collecting, analysing and presenting usability metrics. Amsterdam: Elsevier/Morgan Kaufman.
TRUCANO, M. (2005). Knowledge Map: Impact of ICTs on learning and achievement available at http://www.infodev.org.en/Publication.154.html
WALKER, L. (2008). The Essential Guide to Lesson Planning. Harlow: Pearson.
BECTA (2006). Review of Evidence on the progress of ICT in education. Available on http://dera.ioe.ac.uk/1427/1/becta_2006_bectareview_report.pdf
BEAUCHAMP, G., & KENNEWELL, S. (2008). The influence of ICT on the interactivity of teaching in Education and Information Technologies 13(4), 305-315. Hingham, MA USA: Kluwer Academic Publishers.
BUCK, J., & WIGHTWICK, C, (2013.) Teaching and Learning Languages. London: Routledge.
BURDEN, K., HOPKINS, P., MALE, T., MARTIN, S., & TRALA, C. (2012). The University of Hull “Ipad Scotland evaluation” available at http://www2.hull.ac.uk/ifl/ipadresearchinschools.aspx
COFFIELD, F., MOSELEY, D., HALL, E., & ECCLESTONE, K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research Centre.
CELCE-MURCIA, M., & OLSHTAIN, E. (2001). Discourse and Context in Language Teaching. Cambridge: Cambridge University Press
COX, M., ABBOTT, C., WEBB, M., BLAKELEY, B., BEAUCHAMP, T., & RHODES, V. (2003). ICT and Attainment: A Review of the research literature. London: DfES Publications.
COX, M., & MARSHALL, G. (2007). Effects of ICT: Do we know what we should know? Journal of Education and Information Technology 12(2), 59-70.
COX, M., & WEBB, M. (2004). ICT and Pedagogy: A Review of the Research Literature. Coventry/London: DfES Publications and BECTA.
ICT in the classroom - gaps between policy and practice?
Department for Education National Curriculum 2000 available at
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationDetail/Page1/QCA/99/457
DEPARTMENT FOR EDUCATION (DfE) (2007). Modern Foreign Languages Curriculum: Key Stage 3. available at. http://www.education.gov.uk/schools/teachingandlearning
DEPARTMENT FOR EDUCATION (DfE) National Curriculum (2012). available at http://webarchive.nationalarchives.gov.uk/20130904095348/https://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/nationalcurriculum/b0075667/national-curriculum-review-update
DEPARTMENT FOR EDUCATION 2005. Key Stage 2 Framework for Languages available at http://www.archives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationdetail/Page1/DFES 1721 2005
DEPARTMENT FOR EDUCATION National Curriculum 2014. available at: http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/
ERNEST, P., HEISER, S., & MURPHY, L. (2013). Developing teacher skills to support collaborative online language learning in Language Learning Journal 41(1), 37-54.
EVANS, M. (2009). Foreign Language Learning with Digital Technology. London: Continuum.
FLEMING, N., & BAUME, D. (2006). Learning Styles Again: VARKing up the right tree! In Educational Developments, 74, 4-7.
FLEMING, N. (2012). Introduction to Vark. Available at http://legacy.hazard.kctcs.edu/VARK/introduction.htm
GIL PÉREZ, A., & BERLANGA FERNÁNDEZ, I. (2013). La interactividad en el aula. Un reto de la escuela 2.0 in Edmetic 2(2), 56-75.
edmetic, 4 (2), 2015, E-ISSN: 2254-0059; pp.29-50
Natalie Seeve-McKenna, Rachel Whittaker y Peter McKenna
GOLONKA, E., BOWLES, A., FRANK, V., RICHARDSON, D., & FREYNIK, S. (2014). Technologies for foreign language learning; a review of technology types and their effectiveness in Computer Assisted Language Learning 27(1) 70-105.
GOVE, M. (2012). Digital Literacy Campaign – “Michael Gove’s speech in full” The Guardian, 11 January 2012, online, available at www.guardian.co.uk/education/2012/jan/11/digital-literacy-michael-gove-speech
HARRISON, C., COMBER, C., FISHER, T., HAW, K., LEWIN, C., LUNZER, E., McFARNLANE, A., MAVERS, D., SCRIMSHAW, P., SOMEKH, B., & WATLING. R. (2002). ImpaCT2: The Impact of Information and Communication Technologies on Pupil Learning and Attainment. London: DfES Publications.
HAWKES, R. (2009) in Evans, M. Foreign Language Learning with Digital Technology. London: Continuum.
JONES, J., & COFFEY, S. (2006). Modern Foreign Languages 5-11: a guide for teachers. London: David Fulton Publishers.
KNIGHT, L., & STEED, M. (2012). ICT as a Catalyst of a Change in Pedagogy, ISC Bulletin, 27, 30-34.
KUEGEL, C. in Leask, M., & Pachler, N. (2013). Learning to Teach ICT in the Secondary School 120-132. London: Routledge.
LEASK, M., & PACHLER, N. (2013). Learning to Teach ICT in the Secondary School. London: Routledge.
Data Report for the Mayor of Liverpool’s Education Commission, September 2012: Liverpool: Liverpool City Council.
MACARO, E. (2014). Grammar: The never-ending debate (108-120) in Driscoll, P., Macaro, E., Swarbrick, A. Debates in Modern Language Education. London: Routledge.
MILNE, J. (1999). Questionnaires: advantages and disadvantages. Available at: http://www.icbl.hw.ac.uk/ltdi/cookbook/info_questionnaires/
ICT in the classroom - gaps between policy and practice?
MITCHELL, M.L., & JOLLEY, J.M. (2012). Research Design Explained. Belmont. CA, USA: Wadsworth Cengage.
OFSTED (2011). 2011 Report ‘Modern Languages: Achievement and Challenge’. London: HMSO.
PACHLER, N., BACHMAIR, B., & COOK, J. (2009). Mobile Learning: Structures, Agencies, Practices. London/NY: Springer.
PALMEN, R. (2011). Girls, Boys and ICT in the UK: An Empirical Review and Competing Policy Agendas (407-423) in International Journal of Gender, Science and Technology, 3 (2).
PASHLER, H., MCDANIEL, M., ROHRER, D., & BJORK, R. (2008). Learning Styles: Concepts and Evidence (103-119) in Psychological Science in the Public Interest 9(3).
PASSEY, D., ROGERS, C., MACHELL, J., McHUGH, G, & ALLAWAY, D. (2004). The Motivational Effect of ICT on Pupils. London: DfES Publications/Lancaster University
PITTARD, V., BANNISTER, P., & DUNN, J. (2003). The Impact of ICT on Attainment, Motivation and Learning. London: DfES Publications.
QUALIFICATIONS AND CURRICULUM AUTHORITY (QCA) Secondary Curriculum Review 2007. Available at http://dera.ioe.ac.uk/7161/1/Secondary_curriculum_review_statutory_consultation_draft_summary_of_findings_050607.pdf
RICHARDS, J.C., & ROGERS, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
SLAOUTI, D., & BARTON, A. (2007). Opportunities for Practice and Development: Newly Qualified Teachers and the Use of Information and Communications Technologies (405-424) in Teaching Foreign Languages in English Secondary School Contexts. Journal of In-service Education 33(4). London: Routledge.
Natalie Seeve-McKenna, Rachel Whittaker y Peter McKenna
STANLEY, N., & JONES, C. (2002). Analysing and Developing your Knowledge of ICT in S. Kennewell, J. Parkinson and H. Tanner (eds), Learning to Teach ICT in the Secondary School. London: Routledge.
The Times Educational Supplement, 20 September 2013 (“Technology: Schools say yes to tablets as ICT expenditure soars”) available at: http://www.tes.co.uk/article.aspx?storycode=6358755
TRAXLER, J. (2010). Will Student Devices deliver innovation, inclusion and transformation? In Journal of the Research Center for Educational Technology, 6 (1).
TULLIS, T., & ALBERT, B. (2008). Measuring the user experience: collecting, analysing and presenting usability metrics. Amsterdam: Elsevier/Morgan Kaufman.
TRUCANO, M. (2005). Knowledge Map: Impact of ICTs on learning and achievement available at http://www.infodev.org.en/Publication.154.html
WALKER, L. (2008). The Essential Guide to Lesson Planning. Harlow: Pearson.