In a recent article in the magazine Marcoele says Simons (2010:3) that the implementation of ICT in the language classroom, where the English, it is essential to have a scientific approach based on the teaching of language, a vision to clarify "what goals should be achieved within a specified period of time, what relationship must exist between the knowledge and skills, which is the receptive and productive use of language , what relationship must exist between the adapted and authentic content. "
not think that we should take ICT as a parallel entity that operates autonomously, independent. That is why, once we have all this into account (what, what ...) is when we know where we can use ICT and where it will be more efficient to use. Since ICTs, like many other media that have emerged and incorporated into language classrooms, are a useful tool for teaching and also serve to develop the classes. While it is true that there is a difference between other media such as cassette, CD player, TV, video, computer, whiteboard and ICT, the latter have a different character. Internet and its tools can help maintain the continuity of the conversation of the classroom. It may be that through ICTs can extend the dialogue and allow no break after the class. It's a way to be able to use but should help us not to stop this discussion. I think it's vital to constantly maintain this dialogue of the classroom, to enable him to continue, ad eternum . When we say "tomorrow" or "until the next class there is no personal workspace-individual, but if students or teachers decide to bring something there is the possibility of communication, answers, questions. These are the advantages of asynchronous work. For all that is essential synchronized and coordinated approach of classroom sessions and task 2.0 (working online).
is true that there is an enormous amount of material on the web: Todoele , Didactired and many blogs as Aulablog or Education Planet, to name a few platforms. But it is impossible to cover all this material, chaotic and unorganized, and the time that we may require that search, selection and possible adaptation of the material how do we make these tasks 2.0 are coordinated with the daily or weekly classroom? My answer but time is short: a database of tasks 2.0. With other teachers and I have introduced the idea of \u200b\u200bcreating another database of materials in English ( database element). It is a young project, nearly newborn, which is beginning to set up and will need more meetings to organize and elaborate profesionlidad. and effectiveness. Its implementation is very simple: to organize by subject, levels, skills, ... ELE material. All this will take time.
To give an example, for a few months I managed the blog of a academy of Sevilla, four months to correct. It addressed various theme week activities, recreation and culture information and activities online, here 's a simple example, a simple initial activity: class activity. The idea to develop is that, an extensive and comprehensive collection of 2.0 t organize tasks by various categories. So that is one of the projects to be carried out: the database Task 2.0. Time to the task, a task at a time.
Bibliography:
- Simons, Matthew, "Perspetiva teaching on the use of ICT in class ELE", journal Marcoele, n.11, http://marcoele.com/ , 2010.
- Todoele
- Aulablog
0 comments:
Post a Comment