Technology in ELT: Achievements and challenges for ELT development

Vista sencilla de ítem
dc.contributor.authorCastañeda-Peña, Harold
dc.contributor.authorGuerrero, Carmen Helena
dc.contributor.authorMéndez Rivera, Pilar
dc.contributor.authorCastañeda, Jairo Enrique
dc.contributor.authorDíaz, Juliana
dc.contributor.authorLópez, María Eugenia
dc.contributor.authorReinhardt, Jonathon
dc.contributor.authorRincón, Luis
dc.contributor.authorRodríguez Buitrago, Carolina
dc.contributor.editorCastañeda-Peña, Harold
dc.contributor.orcidCastañeda-Peña, Harold [0000-0002-6828-8712]spa
dc.contributor.orcidGuerrero, Carmen Helena [0000-0003-4011-788X]spa
dc.contributor.orcidMéndez Rivera, Pilar [0000-0001-9284-4611]spa
dc.contributor.orcidCastañeda, Jairo Enrique [0000-0002-3002-7947]spa
dc.date.accessioned2024-07-18T14:22:42Z
dc.date.available2024-07-18T14:22:42Z
dc.date.created2018
dc.descriptionEl Doctorado Interinstitucional en Educación, Mención ELT en Educación, de la Universidad Distrital Francisco José de Caldas fue uno de los actores que apoyan el 51º Congreso Anual de ASOCOPI. … Este Congreso fue un foro vívido para profesores y expertos del idioma inglés interesados ​​en discutir cómo la tecnología se ha integrado en la enseñanza del idioma inglés. (ELT) y aprendizaje. Este libro muestra una selección de trabajos presentados en el Congreso que reflejan logros y desafíos para el desarrollo de la enseñanza y el aprendizaje del idioma inglés. Este libro consta de tres partes que constituyen las tres R de la tecnología en ELT como aporte de este Congreso para la comunidad académica: Repensar, Investigar y Reexperimentar.spa
dc.description.abstractThe Doctorado Interinstitucional en Educación, ELT Education Major, at Universidad Distrital Francisco José de Caldas was one of the stakeholders supporting the 51st ASOCOPI’s Annual Congress. … This Congress was a vivid forum for English language teachers and experts interested in discussing how technology has been integrated into English language teaching (ELT) and learning. This book shows a selection of papers presented in the Congress that reflect achievements and challenges for English language teaching and learning development. There are three parts to this book which constitute the three Rs of technology in ELT as a contribution of this Congress for the academic community: Rethinking, Researching and Re experiencing.spa
dc.description.cityBogotáspa
dc.format.mimetypepdfspa
dc.identifier.editorialUniversidad Distrital Francisco José de Caldas. Doctorado Interinstitucional en Educaciónspa
dc.identifier.isbn978-958-787-055-8spa
dc.identifier.isbn978-958-787-056-5spa
dc.identifier.urihttp://hdl.handle.net/11349/38142
dc.relation.ispartofseriesÉnfasis; N° 24spa
dc.relation.referencesAllen, H. W. & K. Paesani (2010). Exploring the Feasibility of a Pedagogy of Multiliteracies in Introductory Foreign Language Courses. L2 Journal, 2(1), 119-142.spa
dc.relation.referencesArnold, N., Ducate, L. & Kost, C. (2009). Collaborative Writing in Wikis: Insights From Culture Projects in Intermediate German Classes. In L. Lomicka & G. Lord (Eds.), The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning CALICO Monograph Series, No. 9. San Marcos: CALICO, 115-144.spa
dc.relation.referencesBack, M. (2013). Using Facebook Data to Analyze Learner Linteraction During Study Abroad. Foreign Language Annals, 46(3), 377-401.spa
dc.relation.referencesBarton, D. (2007). Literacy: An Introduction to the Ecology of Written Language. London: Blackwell.spa
dc.relation.referencesBax, S. (2003). CALL-Past, Present and Future. System, 31, 13-28.spa
dc.relation.referencesBax, S. (2011). Normalization Revisited: The Effective use of Technology in Language Education. International Journal of Computer Assisted Language Learning and Teaching, 1(2), 1-15.spa
dc.relation.referencesBlattner, G. & M. Fiori (2011). Virtual Social Network Communities: An Investigation of Language Learners’ Development of Sociopragmatic Awareness and Multiliteracy Skills. CALICO Journal, 29(1), 24-43.spa
dc.relation.referencesBlin, F. (2016). Towards an ‘Ecological’ CALL Theory: Theoretical Perspectives and their Instantiation in CALL Research and Practice. In F. Farr & L. Murray (Eds.), Handbook of Language Learning and Technology. London: Routledge, 39-54.spa
dc.relation.referencesBloch, J. (2007). Abdullah’s Blogging: A Generation 1.5 Student Enters the Blogosphere. Language Learning and Technology, 11(2), 128-141.spa
dc.relation.referencesBlock, D. (2003). The Social Turn in Second Language Acquisition. Washington, D.C.: Georgetown University Press.spa
dc.relation.referencesBolitho, R., Carter, R., Huges, R., Ivanic, R., Masuhara, H. & Tomlinson, B. (2003). Ten Questions About Language Awareness. ELT Journal 57(3), 251-259.spa
dc.relation.referencesBourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. London: Routledge.spa
dc.relation.referencesBreen, M. P., & Candlin, C. (1989). The Essentials of a Communicative Curriculum in Language Teaching. Applied Linguistics, 1(2), 89-112.spa
dc.relation.referencesBuckingham, D. (2003). Media Education: Literacy, Learning, and Contemporary Culture. London: Blackwell.spa
dc.relation.referencesByrnes, H. (2006). Introduction to Perspectives. The Modern Language Journal, 90(2), 244-246.spa
dc.relation.referencesByrnes, H., Maxim, H. H., & Norris, J. (Eds.), (2010). Realizing Advanced Foreign Language Writing Development in Collegiate Education: Curricular Design, Pedagogy, Assessment. The Modern Language Journal, 94(supp.).spa
dc.relation.referencesChen, H. (2013). Identity Practices of Multilingual Writers in Social Networking Spaces. Language Learning and Technology, 17(3), 143-170.spa
dc.relation.referencesChen, W., Shih, Y. & Liu, G. (2015). Task Design and its Induced Learning Effects in a Cross-Institutional Blog-Mediated Telecollaboration. Computer Assisted Language Learning, 28(4), 285-305.spa
dc.relation.referencesClark, C. & Gruba, P. (2010). The use of Social Networking Sites for Foreign Language Learning: An Autoethnographic Study of Livemocha. In C. Steel, M. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, Technology, and Transformation for an Unknown Future: Proceedings of ASCILITE Sydney 2010, 164-173.spa
dc.relation.referencesDePew, K. (2011). Social Media at Academia’s Periphery: Studying Multilingual Developmental Writers’ Facebook Composing Strategies. The Reading Matrix 11(1), 54-75.spa
dc.relation.referencesDixon, E. & M. Thomas (Eds.), (2015). Researching Language Learner Interaction Online: From Social Media to MOOCs. San Marcos: CALICO.spa
dc.relation.referencesGee, J. P. (1996). Social Linguistics and Literacies: Ideology in Discourses. London: Falmer Press.spa
dc.relation.referencesHattem, D. (2014). Microblogging Activities: Language Play and Tool Transformation. Language Learning and Technology, 18(2), 151-174.spa
dc.relation.referencesHyland, K. (2001). Genre and Second Language Writing. Ann Arbor, MI: University of Michigan Press.spa
dc.relation.referencesJenkins, H. (2006). Convergence Culture. New York University Press, New York, NY.spa
dc.relation.referencesKennedy, C. & T. Miceli (2013). In Piazza Online: Exploring the use of Wikis with Beginner Foreign Language Learners. Computer Assisted Language Learning 26(5), 389-411.spa
dc.relation.referencesKern, R. (2000). Literacy and Language Teaching. Oxford: Oxford University Press.spa
dc.relation.referencesKern, R. (2014). Technology as Pharmakon: The Promise and Perils of the Internet for Foreign Language Education. Modern Language Journal, 98(1), 340-357.spa
dc.relation.referencesKern, R. & M. Warschauer (2000). Introduction: Theory and Practice of NetworkBased Language Teaching. In M. Warschauer & R. Kern (Eds.), Network-Based Languageteaching: Concepts and Practice. Cambridge: Cambridge University Press, 1-19.spa
dc.relation.referencesKessler, G. (2009). Student-Initiated Attention to form in Wiki-Based Collaborative Writing. Language Learning and Technology, 13(1), 79-95.spa
dc.relation.referencesKing, B. W. (2015). Wikipedia Writing as Praxis: Computer-Mediated Socialization of Second-Language Writers. Language Learning and Technology, 19(3), 106-123.spa
dc.relation.referencesKumagai, Y. & A. López-Sánchez (2016). Advancing Multiliteracies in World Language Education. In Kumagai, Lopex-Sánchez, A., & S. Wu (Eds.), Multiliteracies in World Language Education. New York: Routledge, 1-25.spa
dc.relation.referencesLamy, M. N. & K. Zourou (Eds.) (2013). Social Networking for Language Education. Basingstoke: Palgrave-Macmillan.spa
dc.relation.referencesLankshear, C. & M. Knobel (2006). New Literacies: Everyday Practices and Classroom Learning (2nd ed.). Maidenhead: Open University Press.spa
dc.relation.referencesLee, J. S. (2006). Exploring the Relationship Between Electronic Literacy and Heritage Language Maintenance. Language Learning and Technology, 10(2), 93-113.spa
dc.relation.referencesLee, L. (2009). Promoting Intercultural exchanges with Blogs and Podcasting: A Study of Spanish-American Telecollaboration. Computer Assisted Language Learning, 22(5), 425-443.spa
dc.relation.referencesLee, L. (2012). Engaging Study Abroad Students in Intercultural Learning Through Blogging and Ethnographic Interviews. Foreign Language Annals, 45(1), 7-21.spa
dc.relation.referencesLiaw, M. & K. English (2013). On-Line and Off-Site: Student-Driven Development of the Taiwan-France Telecollaborative Project Beyond These Walls. In M. -N. Lamy & K. Zourou (Eds.), Social Networking for Language Education. Basingstoke: Palgrave-Macmillan, 158-175.spa
dc.relation.referencesLin, M. H., N. Groom, & C. Y. Lin (2013). Blog-Assisted Learning in the Esl Writing Classroom: A Phenomenological Analysis. Educational Technology and Society, 16(3), 130-139.spa
dc.relation.referencesLin, C. -H., M. Warschauer & R. Blake (2016). Language Learning Through Social Networks: Perception and reality. Language Learning and Technology, 20(1), 124-147.spa
dc.relation.referencesLomicka, L. & G. Lord (Eds.) (2009). The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning Calico Monograph Series, No. 9. San Marcos: CALICO.spa
dc.relation.referencesLomicka, L. & G. Lord (2011). A Tale of Tweets: Analyzing Microblogging Among Language Learners. System, 40, 48-63.spa
dc.relation.referencesMak, B. & D. Coniam (2008). Using Wikis to Enhance and Develop Writing Skills Among Secondary School Students in Hong Kong. System, 36, 437 -455.spa
dc.relation.referencesMills, N. (2011). Situated Learning Through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement and Shared Repertoire. CALICO Journal, 28(2), 345-368.spa
dc.relation.referencesMitchell, K. (2012). A Social Tool: Why and How ESOL Students Use Facebook. CALICO Journal, 29(3), 471-493.spa
dc.relation.referencesMork, C. (2009). Using Twitter in EFL Education. JALTCALL Journal, 5(3), 41-56.spa
dc.relation.referencesNew London Group (1996). A Pedagogy of Multiliteracies. Harvard Educational Review, 66(1), 60-92.spa
dc.relation.referencesOrsini-Jones, M., B. Brick & L. Pibworth (2013). Practicing Language Interaction in Social Networking Sites: The ‘Expert Student’s’ Perspective on Personalized Language Learning. In B. Zou, M. Xing, C. H. Xiang, Y. Wang & M. Sun (Eds.), Computer-Assisted Foreign Language Teaching and Learning: Technological Advances. Hershey: IGI, 40-53.spa
dc.relation.referencesPasfield-Neofitou, S. (2011). Online Domains of Language Use: Second Language Learners’ Experiences of Virtual Community and Foreignness. Language Learning and Technology, 15(2), 92-108.spa
dc.relation.referencesPrensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 2-6.spa
dc.relation.referencesReinhardt, J. & J. Ryu (2013). Using Social Network-Mediated Bridging Activities to Develop Socio-Pragmatic Awareness in Elementary Korean. International Journal of Computer Assisted Language Learning and Teaching, 3(3), 18-33.spa
dc.relation.referencesReinhardt, J. & S. Thorne (2011). Beyond Comparisons: Frameworks for Developing Digital L2 Literacies. In N. Arnold & L. Ducate (Eds.), Present and Futurepromises of CALL: From Theory and Research to New Directions in Language Teaching. San Marcos, TX: CALICO, 257-280.spa
dc.relation.referencesReinhardt, J. (2017). “Social Network Sites and L2 Education.” In Thorne, S. (Ed.), The Encyclopedia of Language and Education (Ed. S. May): Vol. 9: Language, Education and Technology. Berlin: Springer.spa
dc.relation.referencesReinhardt, J. (in press). “Social Media in Second and Foreign Language Teaching and Learning: Blogs, Wikis, and Social Networking”. Language Teaching.spa
dc.relation.referencesSchreiber, B. R. (2015). ‘I Am What I Am’: Multilingual Identity and Digital Translanguaging. Language Learning and Technology, 19(3), 69-87.spa
dc.relation.referencesSolmaz, O. (2015). Multilingual Students’ Management of Transnational Identities in Online Participatory Sites. Unpublished Ph.D. Dissertation. University of Arizona, Tucson, USA.spa
dc.relation.referencesStandage, T. (2013). Writing on the Wall: Social Media - The First 2,000 Years. New York: Bloomsbury.spa
dc.relation.referencesStatista (2016). Social Networks: Statistics and Facts. Accessed 21, December 2016 From: http://www.statista.com/topics/1164/social-networks/spa
dc.relation.referencesStevenson, M. & M. Liu (2010). Learning a Language With Web 2.0: Exploring the Use of Social Networking Features Of Foreign Language Learning Websites. CALICO Journal, 27(2), 233-259.spa
dc.relation.referencesSun, Y. & Y. Chang (2012). Blogging to Learn: Becoming Efl Academic Writers Through Collaborative Dialogues. Language Learning and Technology, 16(1), 43-61.spa
dc.relation.referencesThomas, M. (Ed.) (2009). Handbook of Research on Web 2.0 and Second Language Learning. Hershey: IGI.spa
dc.relation.referencesThorne, S. L. & Reinhardt, J. (2008). “Bridging activities,” New Media Literacies and Advanced Foreign Language Proficiency. CALICO Journal, 25(3), 558-572.spa
dc.relation.referencesThorne, S. (2003). Artifacts and Cultures of Use in Intercultural Communication. Language Learning and Technology, 7(2), 38-67.spa
dc.relation.referencesVandergriff, I. (2015). Exercising Learner Agency in Forum Interactions in a Professionally Moderated Language Learning Networking Site. In E. Dixon & M. Thomas (Eds.), Researching Language Learner Interaction Online: From Social Media to MOOCs. San Marcos: CALICO, 213-236.spa
dc.relation.referencesVurdien, R. (2013). Enhancing Writing Skills Through Blogging in an Advanced English as a Foreign Language Class In Spain. Computer Assisted Language Learning, 26(2), 126-143.spa
dc.relation.referencesYen, Y., H. Hou & K. Chang (2015). Applying Role-Playing Strategy to Enhance Learners’ Writing and Speaking Skills in Efl Courses Using Facebook and Skype as Learning Tools: A Case Study in Taiwan. Computer Assisted Language Learning, 28(5), 383-406.spa
dc.relation.referencesZourou, K. & M. Loiseau (2013). Bridging Design and Language Interaction and Reuse in Livemocha’s Culture Space. In M. -N. Lamy & K. Zourou (Eds.), Social Networking for Language Education, Basingstoke: Palgrave-Macmillan, 77-79.spa
dc.relation.referencesBECTA (2012). What the Research Says About Virtual Learning Environments in Teaching and Learning. Retrieved from http://www.mmiweb.org.uk/publications/ ict/Research_VLEs.pdfspa
dc.relation.referencesCabello, R. (2006) Aproximación al estudio de competencias tecnológicas. UBA. Argentina.spa
dc.relation.referencesCabero, J., Duarte, A. & Barroso, J. (1997). “La piedra angular para la incorporación de los medios audiovisuales, informáticos y nuevas tecnologías en los contextos educativos: la formación y el perfeccionamiento del profesorado”. En Revista Electrónica de Tecnología Educativa, nº 8 http://www.uib.es/depart/gte/edutec-e/ revelec8/revelec8.htmlspa
dc.relation.referencesDocumento 2019 Visión Colombia II Centenario. Fundamentar el crecimiento y el desarrollo social en la ciencia, la tecnología y la innovación. Retrieved 10/08/11 http:// www.dnp.gov.co/PortalWeb/Portals/0/archivos/documentos/2019/Documentos/ documento_ciencia_tecnologia.pdfspa
dc.relation.referencesDocumento Conpes 3527. Política Nacional de Productividad y Competitividad. Consejo Nacional de Política Económica y Social. República de Colombia. Consultado 10/08/11 http://www.dnp.gov.co/PortalWeb/Portals/0/archivos/ documentos/Subdireccion/Conpes/3527.pdfspa
dc.relation.referencesGalvis, A. (1992). Ingeniería del software educativo. Universidad de los Andes. Santafé de Bogotá.spa
dc.relation.referencesGómez-Hernández, J. A. & Pasadas Ureña, C. (2003). Information Literacy Developments and Issues in Spain. Library Review, 52(7), 340-348.spa
dc.relation.referencesGuerrero Nieto, C. H. (2007). Applications of Vygotskyan Concept of Mediation in SLA. Colombian Applied Linguistics Journal, Septiembre, 213-228.spa
dc.relation.referencesHagel, P. (2012a). Towards an Understanding of ‘Digtial Literacy(ies). Unpublished Report, Deakin University Library, Victoria.spa
dc.relation.referencesHernández, F. et al. (2008). Revista Científica, (10). Centro de Investigaciones y Desarrollo Científico. Universidad Distrital. Bogotá, Colombia.spa
dc.relation.referencesHoward, S. K. (2013). Risk-Aversion: Understanding Teachers’ Resistance to Technology Integration. Technology, Pedagogy and Education, 22(3), 357-372, DOI:10.1 080/1475939X.2013.802995spa
dc.relation.referencesHoward, S. K. & Mozejko, A. (2015). Teachers: Technology, Change and Resistance. In M. Henderson & G. Romeo (Eds.), Teaching and Digital Technologies: Big Issues and Critical Questions, 307-317. Port Melbourne, Australia: Cambridge University Press.spa
dc.relation.referencesLeyva, Y. (2010). La evaluación como recurso estratégico para la mejora de la práctica docente ante los retos de una educación basada en competencias. In: Revista Iberoamericana de Evaluación Educativa, 3(1e), 232-245.spa
dc.relation.referencesMartín, M. (2002). El Modelo Educativo del Tecnológico de Monterrey. ITEMS: México.spa
dc.relation.referencesMéndez, P. (2012). Discurso: Espacio para la constitución del sujeto. Colombian Applied Linguistics Journal, Enero-Junio, 180-193.spa
dc.relation.referencesMcDougald, Jermaine S. (2013). The Use of New Technologies Among In-Service Colombian ELT Teachers. Colombian Applied Linguistics Journal, 15(2), 247-264. Retrieved May 24, 2017, from http://www.scielo.org.co/scielo. php?script=sci_arttext&pid=S0123-46412013000200008&lng=en&tlng=en.spa
dc.relation.referencesMotteram, G. (2013). The Benefits of New Technology in Language Learning. In Voices Magazine. British Council. Retrieved from https://www.britishcouncil. org/voices-magazine/the-benefits-new-technology-language-learningspa
dc.relation.referencesMotteram, Gary ed (2013). Innovations in Learning Technology for English Language Teaching British Council (London), ISBN 978-0-86355-713-2 197.spa
dc.relation.referencesMurnane, R. (2009). Competencias para el Siglo XXI. Ministerio de Educación Nacional. Boletín Informativo, (12), Bogotá, Colombia.spa
dc.relation.referencesPlan Nacional de Desarrollo 2010-2014 Colombia. Consultado 10/08/11 http:// www.dnp.gov.co/PORTALWEB/LinkClick.aspx?fileticket=6yjofaugVUQ%3d &tabid=1238spa
dc.relation.referencesMinisterio de Educación Nacional (2009). Competencias de un mundo cambiante. Boletín Informativo, (12).spa
dc.relation.referencesMinisterio de Educación Nacional (2008). Programa Nacional de uso de medios y nuevas tecnologías. Ruta de desarrollo profesional docente para el uso de nuevas tecnologías Apropiación de tic en el desarrollo profesional docente. Retrieved from http://www.mineducacion.gov.co/1621/fo-article-233944.pdfspa
dc.relation.referencesPalomo, R., Ruíz, J. & Sánchez, J. (2006). Las TIC como agentes de innovación educativa. Tesis doctoral. Junta de Andalucía.spa
dc.relation.referencesPilkington, R., Bennett, C. & Vaughan, S., (2000). An Evaluation of Computer Mediated Communication to Support Group Discussion in Continuing Education. Educational Technology & Society, 3(3). Retrieved from http://ifets.ieee.org/ periodical/vol_3_2000/d10.htmlspa
dc.relation.referencesSavín, M. (2003). Escuelas normales: propuestas para la reforma integral. México.spa
dc.relation.referencesRienties, B., Giesbers, B., Lygo-Baker, S., Ma, Hoi Wah S. & Rees, R. (2016). Why Some Teachers Easily Learn to Use a New Virtual Learning Environment: A Technology Acceptance Perspective. Interactive Learning Environments, 24(3), 539-552.spa
dc.relation.referencesTobón, M. (2007). Diseño instruccional en un entorno de aprendizaje abierto. Universidad Tecnológica de Pereira. Tesis de grado.spa
dc.relation.referencesUNESCO (2004). Las tecnologías de la información y la comunicación en la formación docente. Guía de planificación. París: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura.spa
dc.relation.referencesBorgatti, S. (2011). Introduction to Grounded Theory. Retrieved March 15, 2017 from http://www.analytictech.com/mb870/introtoGT.htmspa
dc.relation.referencesCorbin, J. & Strauss, A. (2008). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Thousand Oaks: Sage.spa
dc.relation.referencesDudeney, G. & Hockly, N. (2007). How to Teach English with Technology. Pearson Longman.spa
dc.relation.referencesEaton, S. E. (2010). Global Trends in Language Learning in the Twenty-First Century. Calgary, Canada: Onate Press.spa
dc.relation.referencesFreeman, D. (1998). Doing Teacher-Research: From Inquiry To Understanding. Heinle and Heinle Publishers. Canada.spa
dc.relation.referencesGlaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York. Aldine de Gruyter. Retrieved March 22, 2017 From http://www.methods.manchester.ac.uk/events/whatis/gt.pdfspa
dc.relation.referencesGraham, C. (2004). Blended Learning Systems: Definition, Current Trends, and Future Directions. Retrieved From https://www.academia.edu/563281/ Blended_learning_systems_Definition_current_trends_and_future_directionsspa
dc.relation.referencesKemmis, S. & McTaggart, R. (Eds.), (1988). The Action Research Planner. Third edition. Geelong, Victoria: Deakin University Press.spa
dc.relation.referencesMoeller, A. & Nugent, K. (2014). Building Intercultural Competence in the Language Classroom Faculty Publications: Department of Teaching, Learning and Teacher Education. Paper 161. Retrieved from http://digitalcommons.unl.edu/cgi/ viewcontent.cgi?article=1160&context=teachlearnfacpubspa
dc.relation.referencesMoon, J. (2000). Children learning English. Oxford: Macmillan Heinemann.spa
dc.relation.referencesPérez, J. (2000). Las Escuelas y la Enseñanza en la Sociedad de la Información. Bogotá.spa
dc.relation.referencesRifkin, B. (2003). Guidelines for Foreign Language lesson planning. Foreign Language Annals, 36(2). University of Wisconsin, Madison.spa
dc.relation.referencesTanner, R. & Green, C. (1998). Tasks for Teacher Education: A Reflective Approach (Coursebook). Addison Wesley Longman.spa
dc.relation.referencesTomlinson, B. & Whittaker, C. (2013). Blended Learning in English Language Teaching: Course Design and Implementation. British Council. London.spa
dc.relation.referencesZdravkova, K., Ivanovi, M. & Putnik, Z. (2012). Experience of Integrating Web 2.0 Technologies. Educational Technology Research and Development, 60(2), 361- 381. Retrieved from http://www.jstor.org.ezproxy.unal.edu.co/stable/41488587spa
dc.relation.referencesDudeney, G. & Hockly, N. (2007). How to Teach English with Technology. England: Longman.spa
dc.relation.referencesGonzález, J. (2008). TIC y la transformación de la práctica educativa en el contexto de las sociedades del conocimiento. Revista de Universidad y Sociedad, 5(2).spa
dc.relation.referencesHarris, J., Mishra, P. & Koehler, M. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed. Journal of Research on Technology in Education, 41(4), 393-416.spa
dc.relation.referencesKoehler, M. J. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.spa
dc.relation.referencesKoehler, M. J. & Mishra, P. (2008). Introducing TPACK. In J. A. Colbert, K. E. Boyd, K. A. Clark, S.spa
dc.relation.referencesMishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054, DOI:10.1111/j.1467 9620.2006.00684.xspa
dc.relation.referencesPrensky, M. (2001). Digital Natives, Digital Immigrants. In On The Horizon. MCB University Press, 9(5).spa
dc.relation.referencesSalmon, G. (2003). Moderating: The Key to Teaching and Learning Online. Taylor and Francis Group.spa
dc.relation.referencesSalinas, J. (2004). Innovación docente y uso de las TIC en la enseñanza universitaria. Revista de Universidad y Sociedad, 1(1).spa
dc.relation.referencesShulman, L. S. (1986). Those who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.spa
dc.relation.referencesSigalés, C. (2004). Formación universitaria y TIC: nuevos usos y nuevos roles. Revista de Universidad y Sociedad, 1(1).spa
dc.relation.referencesSchmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J. & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149. Retrieved from http://eric.ed.gov:80/ERICWebPortal/search/detailmini.jsp?_nfpb= true&_&RICExtSearch_SearchValue_0=EJ868626&ERICExtSearch_SearchType_ =no&accno=EJ868626spa
dc.relation.referencesWhite, C. (2003). Language Learning in Virtual Education. Cambridge: Cambridge University Press.spa
dc.relation.referencesCastañeda-Peña, H., Rodríguez-Uribe, M., Salazar-Sierra, A. & Chala-Bejarano, P. (2016). Eventos Narrativos, Comunidades y Arquitecturas de Práctica Docente: Formación Inicial de Profesores de Inglés y Francés. Bogotá: UD Editorial.spa
dc.relation.referencesCastañeda-Peña, H., Salazar, A., González, N., Sierra, L. & Menéndez, A. (2013). Profiling Academic Research on Massively Multiplayer Online Role-Play Gaming (MMORPG) 2000-2009: Horizons for Educational Research. FOLIOS, 38, 75-94.spa
dc.relation.referencesCheong, D. (2010). The Effects of Practice Teaching Sessions in Second Life on the Change in Pre-Service Teachers’ Teaching Efficacy. Computers & Education, 55, 868-880, DOI:10.1016/j.compedu.2010.03.018spa
dc.relation.referencesDeutschmann, M., Panichi, L. & Molka-Danielsen, J. (2009). Designing Oral Participation in Second Life - A Comparative Study of Two Language Proficiency Courses. ReCALL, 21(2), 206-226, DOI:10.1017/S0958344009000196spa
dc.relation.referencesDíaz-Maggioli, G. (2012). Teaching Language Teachers: Scaffolding Professional Learning. Lanham: Rowman and Littlefield Publishers.spa
dc.relation.referencesKanno, Y. & Norton, B. (2003). Imagined Communities and Educational Possibilities: Introduction. Journal of Language, Identity & Education, 2(4), 241-249.spa
dc.relation.referencesKemmis, S. (2009). Action Research As A Practice฀Based Practice. Educational Action Research, 17(3), 463-474, DOI:10.1080/09650790903093284spa
dc.relation.referencesKemmis, S. (2010). What is to be Done? The Place of Action Research. Educational Action Research, 18(4), 417-427, DOI:10.1080/09650792.2010.524745spa
dc.relation.referencesKemmis, S. (2012). Researching Educational Praxis: Spectator and Participant perspectives. British Educational Research Journal, 38(6), 885-905, DOI:10. 1080/01411926.2011.588316spa
dc.relation.referencesKemmis, S. & Mutton, R. (2012). Education for Sustainability (EFS): Practice and Practice Architectures. Environmental Education Research, 18(2), 187-207.spa
dc.relation.referencesLevak, N. & Son, J-B. (2017). Facilitating Second Language Learners’ Listening Comprehension with Second Life and Skype. ReCALL, 29(2), 200-218, DOI:10.1017/S0958344016000215spa
dc.relation.referencesMahon, J., Bryant, B., Brown, B. & Kim, M. (2010). Using Second Life to Enhance Classroom Management Practice in Teacher Education. Educational Media International, 47(2), 121-134, DOI:10.1080/09523987.2010.492677spa
dc.relation.referencesMelchor-Couto, S. (2016). Foreign Language Anxiety Levels in Second Life Oral Interaction. ReCALL, 29(1), 99-119, DOI:10.1017/S0958344016000185spa
dc.relation.referencesPavlenko, A. & Norton, B. (2007). Imagined Communities, Identity and English Language Learning. In J. Cummins & C. Davidson (Eds.), International Handbook of English Language Teaching. New York: Springer, 669-680.spa
dc.relation.referencesPellas, N. & Kasanidis, I. (2015). On the value of Second Life for Students’ Engagement in Blended and Online Courses: A Comparative Study from the Higher Education in Greece. Education and Information Technologies, 20(3), 445- 466, DOI:10.1007/s10639-013-9294-4spa
dc.relation.referencesRowsell, J.& Walsh, M. (2015). Repensar la Lectoescritura para nuevos tiempos: Multimodalidad, Multiliteracidades y Nuevas Alfabetizaciones. Enunciación, 20(1), 141-150.spa
dc.relation.referencesSchatzki, T. R. (2002). The Site of the Social: A Philosophical Account of the Constitution of Social Life and Change. Pennsylvania State University Press: University Park.spa
dc.relation.referencesSharkey, J. (2009). Can We Praxize Second Language Teacher Education? A Collective, Collaborative Challenge. Íkala. Revista de Lenguaje y Cultura, 14(22), 125-150.spa
dc.relation.referencesUzun, L. (2017). Using the Second Life Digital Environment for FL Education: A Postmodern Perspective. Teaching English with Technology, 17(2), 42-54.spa
dc.relation.referencesViáfara, J. (2011). Reviewing the Intersection Between Foreign Language Teacher Education and Technology. HOW, 18, 210-228.spa
dc.relation.referencesWang, A. (2015). Facilitating Participation: Teacher Roles in a Multi-User Virtual Learning Environment. Language Learning & Technology, 19(2), 156-176. Retrieved from http://llt.msu.edu/issues/june2015/wang.pdfspa
dc.relation.referencesWang, F. & Burton, J. (2013). Second Life in Education: A Review of Publications From Its Launch To 2011. British Journal of Educational Technology, 44(3), 357-371, DOI:10.1111/j.1467-8535.2012.01334.xspa
dc.relation.referencesWarburton, S. (2009). Second Life in Higher Education: Assessing the Potential for and the Barriers To Deploying Virtual Worlds In Learning and Teaching. British Journal of Educational Technology, 40(3), 414-426.spa
dc.relation.referencesWehner, A., Gump, A. & Downey, S. (2011) The effects of Second Life on the Motivation of Undergraduate Students Learning a Foreign Language, Computer Assisted Language Learning, 24(3), 277-289.spa
dc.relation.referencesWenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.spa
dc.relation.referencesYee, N., Harris, H., Jabon, M., & Bailenson, J. (2011). The Expression of Personality in Virtual Worlds. Social Psychological and Personality Science, 2(1), 5-12.spa
dc.relation.referencesZhang, H. (2013). Pedagogical Challenges of Spoken English Learning in the Second Life Virtual World: A Case Study. British Journal of Educational Technology, 44(2), 243-254, DOI:10.1111/j.1467-8535.2012.01312.xspa
dc.relation.referencesBharali, R. (2014). Enhancing Online Learning Activities for Groups in Flipped Classrooms. In P. Zaphiris, & A. Ioannou (Eds.), Learning and collaboration technologies. technology-rich environments for learning and collaboration, 269-276. Switzerland: Springer.spa
dc.relation.referencesBrown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Pearson Education.spa
dc.relation.referencesBrown, H. D. & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. White Plains, NY: Pearson Education, 2010.spa
dc.relation.referencesBuitrago, C. R. & Díaz, J. (2018). Flipping Your Writing Lessons: Optimizing Time in Your EFL Writing Classroom in Innovations. In Innovations in Flipping the Language Classroom Theories and Practices. J. Mehring & A. Leis (Eds.) . Singapur: Springer https://www.springer.com/la/book/9789811069673spa
dc.relation.referencesDomínguez, L. C., Vega, N. V., Espitia, E. L., Sanabria, A. E., Corso, C., Serna, A. M., & Osorio, C. (2015). Impacto de la estrategia de aula invertida en el ambiente de aprendizaje en cirugía: Una comparación con la clase magistral. Biomédica, 35, 513-521, DOI:http://dx.doi.org/10.7705/biomedica.v35i4.2640spa
dc.relation.referencesFlipped Learning Network. (2014). Definition of Flipped Learning. Retrieved from http://www.flippedlearning.org/domain/46spa
dc.relation.referencesGaray, N. & Torregrosa, T. (2016). The Development of Listening Skill and Autonomous Behaviors Through the Implementation of Flipped Learning Approach. (Published Master’s Thesis). Universidad de la Sabana. Chía, Colombia.spa
dc.relation.referencesGarver, M., & Roberts, B. (2013). Flipping & Clicking Your Way to Higher-Order Learning. Marketing Education Review, 23(1), 17-21.spa
dc.relation.referencesHan, Y. J. (2015). Successfully Flipping the ESL Classroom for Learner Autonomy. NYS TESOL Journal, 2(1), 98-109.spa
dc.relation.referencesHedge,T. (2005) Writing. Oxford: Oxford University Press.spa
dc.relation.referencesHinkel, E. (2004). Teaching Academic ESL Writing. New Jersey: Lawrence Erlbaum Associates.spa
dc.relation.referencesKerr, B. (2015, September). The Flipped Classroom in Engineering Education: A Survey of the Research. In Interactive Collaborative Learning (ICL), 2015 International Conference on, 715-818. IEEE.spa
dc.relation.referencesKing, A. (1993). From Sage on the Stage to Guide on the Side. College Teaching, 41(1), 30-35.spa
dc.relation.referencesKrathwohl, D. & Anderson, C. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212-264.spa
dc.relation.referencesLin, W. C., & Yang, S. C. (2011). Exploring Students’ Perceptions of Integrating Wiki Technology and Peer Feedback Into English Writing Courses. English Teaching, 10(2), 88.spa
dc.relation.referencesMarshall, H. W. (2015). Online Learning - Beyond the Buzz: Transforming Instruction With the Flipped Approach. Retrieved from https://www.youtube.com/ watch?v=s7_HqcEhMWY&index=29&list=WLspa
dc.relation.referencesMarshall, H. W. & Rodríguez-Buitrago, C. (2017, March). The Synchronous Online Flipped Learning Approach. The Newsletter of the Teacher Education Interest Section.spa
dc.relation.referencesMissildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the Classroom to Improve Student Performance and Satisfaction. Journal of Nursing Education.spa
dc.relation.referencesNunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle.spa
dc.relation.referencesOvermyer, J. (2014). The Flipped Classroom Model for College Algebra: Effects on Student Achievement. (Unpublished University of Colorado, Fort Collings, Colorado.spa
dc.relation.referencesPrensky, M. (2015). Enseñar a nativos digitales. Una propuesta pedagógica para la sociedad del conocimiento. España. Biblioteca Innovación Educativa.spa
dc.relation.referencesRodríguez-Buitrago, C. & Díaz, J. (2015). Flipping our Writing Lessons: Optimizing Time and Results in Our EFL Writing Classroom. Paper presented at the Third Symposium on Innovative Pedagogical Project Implementations: Raising EFL Teacher-Researchers in Bogotá, Colombia.spa
dc.relation.referencesRodríguez-Buitrago, C. & Díaz, J. (forthcoming). Flipping Your Writing Lessons: Optimizing Time in Your EFL Writing Classroom. In J. Mehring, & A. Leis (Eds.), Innovations in Flipped Learning in the Language Classroom: Theories and Practice. New York, NY: Springer.spa
dc.relation.referencesSung, K. (2015). A Case Study on a Flipped Classroom in an EFL Content Course. Multimedia-Assisted Language Learning, 18(2), 159-187.spa
dc.relation.referencesTorres, F. & Hernández, A. (forthcoming). Implementing Flipped Learning Strategy to Enhance Tenth Graders Writing Process in Two Public Schools from Bogota: A Route Towards Differentiation. (Unpublished Master’s Thesis). Universidad de la Sabana. Chía, Colombia.spa
dc.relation.referencesTune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped Classroom Model Improves Graduate Student Performance in Cardiovascular, Respiratory, and Renal Physiology. Advances in Physiology Education, 37(4), 316-320.spa
dc.relation.referencesWhite, R. & Arndt, V. (1991). Process Writing. Essex: Addison Wesley Longman Ltd.spa
dc.relation.referencesWong, K., & W. K. Chu, D. (2014). Is the Flipped Classroom Model Effective in the Perspectives of Students’ Perceptions and Benefits?. Hybrid Learning. Theory and Practice, 93-104. Shanghai, China: Springer.spa
dc.relation.referencesBarnes, M., & González, J. (2015). Hack 7: The In-Class Flip. Bypass the Hurdles of Flipped Learning by Keeping It in School. In Hacking Education: 10 Quick Fixes for Every School (Hack Learning Series), 74-96. Cleveland, OH: Times 10 Publication.spa
dc.relation.referencesBergmann, J. & Sams, A. (2014). Flipped Learning: Gateway to Student Engagement. Eugene, Oregon, US: International Society for Technology in Education (ISTE).spa
dc.relation.referencesBergman, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. (ISTE).spa
dc.relation.referencesCarbaugh, E. M., & Doubet, K. J. (2015). The Differentiated Flipped Classroom: A Practical Guide to Digital Learning. Corwin Press.spa
dc.relation.referencesCarpenter, J. P. (2016). Unconference Professional Development: Edcamp Participant Perceptions and Motivations for Attendance, Professional Development in Education, 42(1), 78-99, DOI:10.1080/19415257.2015.1036303spa
dc.relation.referencesFlipped Learning Network (2014). Definition of Flipped Learning. Retrieved from http://www.flippedlearning.org/domain/46spa
dc.relation.referencesGonzález, J. (2014, March 24) Modifying the Flipped Classroom: The “In-Class” Version. Retrieved from http://www.edutopia.org/blog/flipped-classroom -in-class-version-jennifer-gonzalezspa
dc.relation.referencesHorn, M. & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. San Francisco: Jossey-Bass.spa
dc.relation.referencesJohansen, D. & Cherry-Paul, S. (2016). Flip Your Writing Workshop a Blended Learning Approach. Portsmouth, NH: Heinemann.spa
dc.relation.referencesKirch, C. (2016). Flipping With Kirch. The Ups and Downs From Inside my Flipped Classroom. New Berlin, WI: The Bretzmann Group, LLC.spa
dc.relation.referencesKrulatz & Neokleous, (2017). Loop Input in English Teacher Training: Contextualizing (Pedagogical) Grammar in a Communicative Way. Teacher Education Interest Section Newsletter. Available at http://newsmanager.commpartners.com/ tesolteis/issues/2017-03-15/2.htmlspa
dc.relation.referencesRamírez, M. (2017, May 30). What’s an In-Class Flip. Retrieved from http://martharamirez. com.co/blog/whats-an-in-class-flip/spa
dc.relation.referencesRamírez, M. (2018). In-Class Flip: Flipping a Literature Class for Student-Centered Learning. In: Mehring J., Leis A. (Eds.), Innovations in Flipping the Language Classroom. Springer, Singapore.spa
dc.relation.referencesRamírez, M. & Buitrago, C. (2018). The In-class Flip. In Flipped Learning 3.0 Level - II Certification. Retrieved from http://flglobal.org/certificationlevel2/spa
dc.relation.referencesStein, D. (1998). Situated Learning in Adult Education. Retrieved from http://www. ericdigests.org/1998-3/adult-education.htmlspa
dc.relation.referencesWoodward, T. (1988). Loop-Input: A New Strategy for Trainers. System, 16(1), 23-28.spa
dc.relation.referencesWoodward, T. (2003). Loop Input. ELT Journal, 57(3), 301-304.spa
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.accesoAbierto (Texto Completo)spa
dc.rights.accessrightsOpenAccessspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectRedes socialesspa
dc.subjectDesarrollo profesionalspa
dc.subjectFormación de profesoresspa
dc.subjectTalleres de escrituraspa
dc.subjectEducación en lengua extranjeraspa
dc.subject.keywordSocial mediaspa
dc.subject.keywordProfessional developmentspa
dc.subject.keywordForeign Teachersspa
dc.subject.keywordWriting workshopsspa
dc.subject.keywordForeign language educationspa
dc.subject.lembInglés -- Enseñanzaspa
dc.subject.lembMétodos de enseñanzaspa
dc.subject.lembLingüística -- Investigacionesspa
dc.subject.lembRedes socialesspa
dc.titleTechnology in ELT: Achievements and challenges for ELT developmentspa
dc.title.alternativeAchievements and challenges for ELT developmentspa
dc.title.titleenglishTechnology in ELT: Achievements and challenges for ELT development (Tecnología en ELT: Logros y desafíos para el desarrollo de ELT)spa
dc.typebookspa
dc.type.coarhttp://purl.org/coar/resource_type/c_2f33
dc.type.driverinfo:eu-repo/semantics/book

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
technology_in_elt_achievements_and_challenges_for_elt_development.pdf
Tamaño:
5.87 MB
Formato:
Adobe Portable Document Format
Descripción:
Technology in ELT: achievements and challenges for ELT development
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
7 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Doctorado Interinstitucional en Educación
Universidad Distrital Francisco José de Caldas - Biblioteca UDFJC

Institución de Educación Superior sujeta a inspección y vigilancia por el Ministerio de Educación Nacional | Acuerdo de creación N° 10 de 1948 del Concejo de Bogotá | Acreditación Institucional de Alta Calidad - Resolución N° 23096 del 15 de diciembre del 2016.

Contáctenos
  • Calle 13 No. 31 - 75 Bogotá D.C. - República de Colombia
  • (+57 601) 3239300
  • Lunes a viernes de 8 a.m. a 5 p.m.
  • repositorio@udistrital.edu.co
Síguenos en redes sociales

Software DSpace copyright © 2002-2025 LYRASIS