Keywords
ELT Didactics
Didactical Design
Innovation
Teachers’ Professional Development
How to Cite
Abstract
La enseñanza y aprendizaje remotos por emergencia durante pandemia han demostrado la urgente necesidad de capacitar a los docentes en la incorporación tecnología al aula de clase. En la enseñanza del inglés (ELT), esta necesidad se convierte en una exigencia debido a que el uso de herramientas digitales posibilita el desarrollo de la competencia cultural e intercultural mediante el acercamiento de los estudiantes a registros auténticos en hablantes nativos, y variaciones de la lengua objetivo en hablantes de inglés pertenecientes a otras lenguas. La revisión literaria demuestra que modelos, como el T-Pack de Mishra and Koehler’s, el SAMR de Puentedura, y el SOSE de Salem, muestran como guiar este proceso de integración de las TIC en educación en general, pero no existe un diseño didáctico que describa concretamente los procedimientos para capacitar docentes de inglés. El presente artículo busca describir y sustentar teóricamente un Diseño Didáctico basado en la Web para entrenar docentes de inglés en el uso de las TIC en ELT. El Diseño es parte de la fase de intervención de un estudio que persigue establecer sus efectos en la Competencia Digital Docente utilizando el marco del DigCompEdu en tres poblaciones de docentes de inglés en Colombia.References
Acar, O. A. & Tuncdogan, A. (2018). Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model. Teaching in Higher Education. DOI: 10.1080/13562517.2018.1516636
Ansarian, L. & Teoh, M. (2018). Problem-based Language Learning and Teaching: An Innovative Approach to Learn a New Language. Singapore: Springer. https://books.google.com.co/books?hl=es&lr=&id=UfxlDwAAQBAJ&oi=fnd&pg=PR7&dq=Problem-based+Language+Learning+and+Teaching:+An+Innovative+Approach+to+Learn+a+New+Language.&ots=WRs47lnYZb&sig=fwBx9khAyvShqNEhGufTvHOhTcY&redir_esc=y#v=onepage&q=Problem-based%20Language%20Learning%20and%20Teaching%3A%20An%20Innovative%20Approach%20to%20Learn%20a%20New%20Language.&f=false
Arías, J., Martín, R., Gutiérrez-Esteban, P., Delicado, G., Cubo, S., Alonso-Díaz, L. & Yuste, R. (2019). Synchronous Virtual Classrooms in Problem-Based Learning to Mentor and Monitor Students in Higher Education. In Universities in the Networked Society (pp. 133-154). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-030-05026-9_8
Badiou, A. (2007). The Event in Deleuze. Parrhesia. A Journal of Critical Philosophy. No. 2. http://parrhesiajournal.org/parrhesia02/parrhesia02_badiou02.pdf
Balboni, P. (2006). Intercultural Communicative Competence: A Model. Documents in Language Teaching Methodology. Perugia: Guerra Edizioni.
Barkley, E. F., Cross, K. P. & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.
Behar, P. (2011). Constructing Pedagogical Models For E-learning. International Journal of Advanced Corporate Learning (iJAC), 4(3), 16–22. Kassel University Press GmbH. https://www.learntechlib.org/p/45571/.
Blake, R. J. (2018). La ELAO en el marco del enfoque por tareas. CÍRCULO de Linguística Aplicada a la Comunicación, 76, 67. https://revistas.ucm.es/index.php/CLAC/article/view/62498/4564456548718
Borgdorff, H. (2006). The debate on research in the arts. Available at: www.ips.gu.se/digitalAssets/1322/1322713_the_debate_on_research_in_the_arts.pdf. 3, 4
Branch R. M. (2009). Instructional Design: The Addie approach. Springer.
Byram, M., Gribkova, B. & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe.
Cabero-Almenara, J. y Palacios-Rodríguez, A. (2020). Marco Europeo de Competencia Digital Docente «DigCompEdu». Traducción y adaptación del cuestionario «DigCompEdu Check-In». Edmetic, 9(1), 213-234. https://www.uco.es/ucopress/ojs/index.php/edmetic/article/view/12462/11154
Camacho, G. (2017). La lógica del sentido incorporada a la noción de investigación como una orientación para el aprendizaje: dos experiencias en el aula. GIST–Education and Learning Research Journal, (14), 88-106. https://latinjournal.org/index.php/gist/article/view/406/350
Camacho-Vásquez, G., Díaz E. & Ortega J. (2023). Pedagogical Models in Teachers’ Education on the Use of Technology for English Teaching: A Systematic Review. Revista Zona Próxima Universidad del Norte. Manuscript submitted for publication.
Cong-Lem, N. (2018). Web-based language learning (WBLL) for enhancing L2 speaking performance: A review. Advances in Language and Literary Studies, 9(4), 143–152. doi:https//doi.org/10.7575/aiac.alls.v.9n.4p.143
Deardorff, D. K. (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002.
Deleuze, G. (2005). Quinta Serie del Sentido:“Novena Serie de lo Problemático”: “Vigesimoprimera Serie: del Acontecimiento. La Lógica del Sentido, 50-72.
Dohn, N., & Hansen, J. J. (2014, July 7). Is learning designs something you think, do, live with, react to, or conceptualize with? Paper presented at the Designs for Learning Conference, Stockholm, Sweden.
Ellis, R. (2003). Task-based language teaching and learning. Oxford: Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, pp. 19, 221–246.
Esteve F., Castañeda L. y Adell, J. (2018). Un Modelo Holístico de Competencia Docente para el Mundo Digital. Revista Interuniversitaria de Formación del Profesorado, 2018, 32.1
European Communities. (2019). Key competencies for lifelong learning, Publications Office. https://data.europa.eu/doi/10.2766/569540
Freire, P. (2005). Pedagogy of the Oppressed. 30th Anniversary Edition. New York: Continuum.
Giraldo Cadavid, D. A., & Fernández García, D. A. (2023). Aprendizajes derivados de la implementación de un dispositivo pedagógico en condiciones de enseñanza remota por Covid-19. Praxis, 19(1). https://doi.org/10.21676/23897856.4611
Giroux, H. A. (1992). Border crossings: cultural workers and the politics of education. New York; London: Routledge.
Godin, D. & Zahedi, M. (2014). Aspects of Research through Design: A Literature Review, in Lim, Y., Niedderer, K., Redström, J., Stolterman, E. and Valtonen, A. (eds.), Design's Big Debates - DRS International Conference 2014, 16-19 June, Umeå, Sweden. https://dl.designresearchsociety.org/drs-conferencepapers/drs2014/researchpapers/85
Kalaian, S. A. (2017). Distance and Online Learning. In Handbook of Research on Instructional Systems and Educational Technology (pp. 23-36). IGI Global.
Kara, S. (2021). An investigation of visual arts teachers’ attitudes towards distance education in the time of COVID-19. International Journal on Social and Education Sciences (IJonSES), 3(3), 576–588. https://doi.org/10.46328/ijonses.246
Krippendorff, K. (2007). Design research, an oxymoron? In R. Michel (Ed.), Design research now: Essays and selected projects (pp. 67-80). Zürich
Kumaravadivelu B. (2003). Beyond Methods: Macro strategies for language teaching. Yale University Press. https://books.google.com.co/books?hl=es&lr=&id=zFUvFP6e4iMC&oi=fnd&pg=PP7&dq=Beyond+Methods:macrostrategies+for+language+teaching&ots=xlXgvNpAHE&sig=qtAPfzuD3p2xgqQU_NcUM3vhNU&redir_esc=y#v=onepage&q=Beyond%20Methods%3Amacrostrategies%20for%20language%20teaching&f=false
Lastra, S., Durán, N. & Acosta, D. (2018). Community-based pedagogy is an eye–opening for pre-service teachers' initial connections with the school curriculum. Colombian Applied Linguistics Journal, 20(2), pp. 209-229.
Long, M. H. (2015). Second language acquisition and task-based language teaching. West Sussex, UK: Wiley Blackwell.
Long, M., Lee, Y. & Kobayashi, K. H. (2019). Task-Based Language Learning. The Cambridge Handbook of Language Learning (Cambridge Handbooks in Language and Linguistics). Cambridge: Cambridge University Press. doi:10.1017/9781108333603
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Nonaka, I. & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York.
Othman, N. & Shah, M. (2013). Problem-Based Learning in the English Language Classroom. English Language Teaching. 6. 10.5539/elt.v6n3p125. https://eric.ed.gov/?id=EJ1076845
Pedaste, M., Mäeots, M., Siiman, L.A., de Jong, T., Van Riesen, S.A.N., Kamp, E.T., Manoli, C.C., Zacharia, Z. C. & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14(1), 47-61. Elsevier Ltd. Retrieved October 14, 2022, from https://www.learntechlib.org/p/197430/.
Pikhart, M. (2018). Technology-enhanced learning experience in intercultural business communication course: a case study. In International Symposium on Emerging Technologies for Education (pp. 41–45). Springer, Cham. https://doi.org/10.1007/978-3-030-03580-8_5
Puentedura, R. (2013). SAMR: Getting to transformation. http://www.hippasus.com/rrpweblog/archives/2013/04/16/SAMRGettingToTransformation.pdf
Puentedura, R. (2014). Learning, technology, and the SAMR model: Goals, processes, and practice. http://www.hippasus.com/rrpweblog/archives/2014/06/29/LearningTechnologySAMRModel.pdf.
Salem, A. A. M. (2019). Learning in a sheltered online scaffolding environment (SOSE). Educ Inf Technol 24, 2503–2521.
Sharkey, J., Clavijo Olarte, A. & Ramirez, L. M. (2016). Developing a deeper understanding of community-based pedagogies with teachers: Learning with and from teachers in Colombia. Journal of Teacher Education, 67(4), 306-319.
Suhendi, A. (2018). Constructivist learning theory: The contribution to foreign language learning and teaching. KnE Social Sciences, pp. 87–95. https://knepublishing.com/index.php/KnE-Social/article/view/1921/4298
Thomas, M. & Reinders, H. (2010). Deconstructing tasks and technology. Task-based language learning and teaching with technology, 1-16. https://books.google.com.co/books?hl=es&lr=&id=QGkzsqQ4HaoC&oi=fnd&pg=PA1&dq=Deconstructing+Tasks+and+Technology.+TaskBased+Language+Learning+and+Teaching+with+Technology.&ots=nnclQn75Jg&sig=tZSoT3nx6YP77RximN3KqqUb1KY&redir_esc=y#v=onepage&q=Deconstructing%20Tasks%20and%20Technology.%20TaskBased%20Language%20Learning%20and%20Teaching%20with%20Technology.&f=false
Velásquez, R. E. (1995). Preguntar la escuela. Unidad Coordinadora de Prevención Integral. Serie Prevenir es Construir Futuro. Alcaldía Mayor de Bogotá
Vogt, M. & Echevarria, J. (2008). 99 ideas and activities for teaching English learners with the SIOP model. Boston: Pearson Allyn and Bacon.
Willis, D. & Willis, J. (2009). "Task-based language teaching: Some questions and answers." Language Teacher 33, 3, 3–8.
Zheng, R. (2008). Understanding the underlying constructs of Webquests. In Handbook of research on instructional systems and technology (pp. 752–767). IGI Global.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2023 Praxis