1.
. INFORMATION AND COMMUNICATION TECHNOLOGY IN
FOREIGN LANGUAGE TEACHING AND LEARNING.
STUDENT:
MORELIA PULIDO SOLER
Our goal as educators cannot be limited to the mere training
of skilled workers or employees of factories. The only true education must
combine art, manual work, science and technology, so as to promote cognitive
development, creativity and personal growth. The new literacy, a term used from
more than a decade ago (Anderson, 1993) To refer to the new demands of literacy
as a result of the integration of ICTS in education, as well as ICT as such,
allow educators, perhaps for the first time in history, set a goal as ambitious
as the mentioned above.
This awareness has been favored by the advance of modern
information and communication technologies. Icts offer a wide range of
materials to create new educational systems that allow the exchange and
interaction between groups of teachers and students to geographically distant.
29 These materials are flexible and respond to the changing needs of students
of all ages.
This
study sets out to give a general overview of the availability of technology for
foreign language (FL) teaching and learning today, to outline the various uses
of information and communication technologies (ICTs) in this sector, to provide
a few, selected studies of best practice, illustrating meaningful deployment of
these resources, and to point towards future developments and possible
implementation in the coming decade. It highlights the importance and the role
of the teacher in ICTrich foreign language learning environment and shows how
such environments can contribute to cross-cultural understanding. Methodological
implications of the use of the new media in language learning and language
teaching are considered, and suggestions are made for the use of the Internet
as a forum for exchange between practitioners and researchers
ICTs
can expand access to language programmes and improve the quality of teaching
and learning in general. The World Wide Web expands the classroom context and
provides access to current, up-to-date materials from the country or countries
of the target language, offering learners and teachers a plethora of materials
in different modes, bringing the foreign culture and language to life and
making it more tangible.
The
authors of the above-mentioned report list the following benefits of using
multimedia environments for teaching and learning: “Multimedia can:
•
enhance learning in different locations and institutions of diverse quality;
• present opportunities to students working at
different rates and levels; provide (tirelessly, without holding up other
students) repetition when repetition is warranted to reinforce skills and
learning; and
•
compensate, in the short term, for high student populations and limited numbers
of trained and experienced teachers – in combination with robust teacher
development initiatives and improvements in teachers’ working conditions.
Updates to contentware can ensure that teachers and students encounter and have
the chance to work with current and authentic sources. Such encounters tie
learning to the most important events of our time and underscore the general idea
that knowledge itself is not fixed and finalised, that there is a universe of
discoveries and a library of analyses that can be available to students.”
In
order to orchestrate successful learning scenarios, teachers need to learn how
to put together tasks and materials to guide their learners to successful
execution and conclusion of their projects. Unlike work with conventional
teaching materials (textbook, workbook, audio and video materials), which have
been graded, pre-assembled and collated in a chronological order, the design of
learning scenarios nowadays is much more complex, requiring higher order skills
involving researching and evaluating source materials, setting overall aims and
objectives, and breaking down tasks into meaningful and manageable sequences.
2. SOCIAL SOFTWARE AND
PARTICIPATORY LEARNING.
STUDENT:
DIANA CAROLINA GARCIA
In
the current panorama of technological and social change, important
transformations are taking place. We refer to contemporary times as the "information
age" or "knowledge" characterized by the diffusion of
information and communication technologies (ICT) and the growing demand for new
educational approaches and pedagogies that promote learning throughout In the
field of higher education, there are changes in the latter's views, with an
increasing emphasis on the need to allow and support not only the acquisition
of knowledge and information, but also to develop the skills And the resources
needed for technological change and to continue to learn throughout life
At
the same time, there are important social trends at work, such as the
diversification of example trajectories, multiple career paths,
re-qualification and flexible work schedules that are drivers of. In a digital
world of this type, with high connectivity and ubiquitous learning, it is
necessary to expand our vision of pedagogy so that students are participants,
Co-producers rather than passive content consumers, and so that learning is a
process that supports The goals and needs of personal life.
There
are multiple interpretations of the term "Web 2.0", we define it
broadly as a second generation, or more personalized, communicative form of the
World Wide Web that emphasizes active participation, connectivity,
collaboration and sharing of knowledge and ideas among users.
Public
servants are receiving an intense and growing interest in all sectors of the
education industry. They are considered to have considerable potential to
address students' needs, enhancing their learning experiences through
personalization and networking opportunities and collaboration
The
term "social software" can be broadly defined as "software that
supports group interaction," although it is arguable that the Internet has
always been part of a network of individuals connected through social
technologies such as e-mail, chat rooms and discussion forums . Current social
software tools not only support social interaction, feedback, conversation and
networking, but also have Modularity that allows collaborative remixability - a
transformational process in which information and organized and shared media By
individuals can be recombined and constructed to create new forms, concepts,
ideas, mashups and services.
Educational
interactions have been widely available for several years. However, many more
educational institutions are discovering that new models of teaching and
learning are needed to meet the needs of a new generation of students.
Students
today are looking for greater autonomy, connectivity and socioexperiencial
learning.
Taking
a broad view of affordances - sharing, collaboration, personalization,
Customization,
etc. - has given rise to a series of alternative paradigms for learning.
In
short, social software allows students to choose in control of their own learning,
mediated by a raft of tools, including the voice and direction of the group.
Web
2.0 software like blogs, folksonomies, peer-to-peer (P2P) file sharing, and of
course the increasingly popular freely editable wiki, and are providing
students with unprecedented learning opportunities. Throughout the world
students can use Collective Intelligence to create "the wisdom of
crowds", dynamic social environments, instead of studying in solitude
through impersonal learning management Designed by administrators.
This
work has explored some of the advantages and limitations of social software and
defined it as an open architecture that facilitates user-controlled knowledge
generated in collaboration and research. It is the combination of the
technological advantages of social software, with new agendas and educational
priorities, that offers the potential for radical and transformational changes,
teaching and learning practices, what we refer to in this work is that there
are signs of optimism that The new tools will result in more personal,
participatory and collaborative learning environments. However, for these goals
to come to fruition, it is necessary to plan as well as develop a detailed
understanding of the dynamics of Web 2.0 software and social tools and their
affordances. The limitations of the medium and the importance of risk
management are not ignored.
SUPPORTING
ENGLISH LANGUAGE LEARNERSTHROUGH TECHNOLOGY
STUDENT:
CLAUDIA PATRICIA DIAZ
The
technology is very important in the learning
the second language because allows students to use the tools that to
develop of the skills for the learning English Language as: The Basic Interpersonal Communication Skills and
Cognitive Academic Language Proficiency for understand the English Language and
provide to the students the motivation and confidence necessary for participate
in the several activities.
The technology it give tools as hardware ( interactive whiteboard
and Document Cameras) Web based Software( Animoto, Microsoft Movie Maker, and
Apple iMovie and Microsoft Photo Story 3.1 and
Social Networking) that help the
student to the understanding of new concepts, vocabulary acquisition, narrate,
create written, make videos , record, collaborate with others, participate and
to express themselves.
In conclusion the use of Technology helps
English language students to
demonstrate their knowledge while
reduce your level of stress, minimize the time of learning and ensures success
in learning the English language.
4.
USING
TECHNOLOGY IN FOREIGN LANGUAGE TEACHING
STUDENT:
EDWIN ALEXANDER MARTINEZ JIMENEZ
The
application of computer technologies in language instruction provides a
student-centred learning environment. It enables course administrators and
teachers to vary lesson presentation styles to motivate students of varying
interests, provides learning opportunities outside the classroom (hence
increasing learner interaction with the language), and is perceived to cater
more for individual differences. According to Yaverbaum, Kulkarni and Wood
(1997), integrating multimedia into the traditional learning environment not
only enriches the styles of presentation, but also has the advantage of
increasing language retention.
Network-Based Learning Resources
In addition to
this change in physical means derived from TiC, teaching now has new
network-based educational resources, which includes both materials and tools of
different types.
As far as
materials are concerned, their wealth is overwhelming. On the one hand, we find
reference materials such as dictionaries, encyclopedias, manuals, etc. On the
other hand, there are many materials prepared for teaching and on supports very
varied: interactive exercises, audio and video recordings in different formats,
texts, images ... They exist from exercises and questionnaires of all kinds,
through texts and comics, to concept maps and cards of vocabulary. Finally, new
technologies also make it possible to take advantage the infinite authentic
materials available on the network, especially when the level of students is
low, offering didactic alternatives to the frequent Transcriptions or adapted
exercises. These technological adjustments include, for example, (Robin, 2007,
pp. 110-112) the repetitions of the audio, its slowdown, subtitling and
automatic translation robots.
Computer tools used for teaching purposes
The blog, also called webblog, is a periodically updated website that chronologically collects articles from one or more authors, first appearing the most recent.
The wiki. It is a collaborative web space, organized through a hypertextual page structure, in which users create, edit, delete and modify the content asynchronously.
Typical uses of wikis in education:
• Classroom communication space.
• Space of collaboration. You can choose to create a
general space on a given topic or a resource more focused on a specific aspect,
containing materials and resources resulting from the research of the students.
• Space to perform and present tasks.
• Archive of texts in process of elaboration.
• Collaborative authoring. Place for the collaborative
creation of books of Textbooks, manuals or monographs, collections of problems
or cases.
• Space
for group projects.
Skype: Software that allows communication through voice, text and video over the internet. It is used for the practice of the skills of expression and oral interaction: students can communicate orally not only with peers or with the teacher, but with native speakers and students from all over the world.
We can find other tools such as sotfware for mobile devices where it offers the learner possibilities to interact with didactic and practical content, adapted for people of any age through the use of graphs, exercises, voice recordings and translations that allow a better experience of learning a new language.
