Soraya García-Sánchez (Dr.) is an Associate Professor (TU) at the Department of Modern Languages (English) of the Universidad de Las Palmas de Gran Canaria (ULPGC), where she has been teaching language, culture and literature courses both online (and distance) and on a face-to-face basis. She also published her first novel, Voces en papel (Voices on paper), in 2011.Soraya’s research areas are focused on motivation, e-learning and u-learning environments for EFL/ESP students at university level, and on women’s writing and literature in contemporary contexts.
This work focuses on technological and educational outcomes that resulted from the production of ... more This work focuses on technological and educational outcomes that resulted from the production of foreign language educational videos by 90 pre-service instructors enrolled in an official Master's Degree in Secondary Education programme. This teaching practice, conducted during two consecutive years, was set in a ubiquitous learning environment with the intention of effectively linking digital technology with pedagogy by means of producing flipped classroom units. The findings reveal that these pre-service teachers successfully combined instructional dynamics with digital skills to produce flipped classes adapted to the young generation's needs. The classroom becomes, therefore, a more participatory learner-centred scenario with a variety of interactive and collaborative activities performed by foreign language students.
This work focuses on technological and educational outcomes that resulted from the production of ... more This work focuses on technological and educational outcomes that resulted from the production of foreign language educational videos by 90 pre-service instructors enrolled in an official Master's Degree in Secondary Education programme. This teaching practice, conducted during two consecutive years, was set in a ubiquitous learning environment with the intention of effectively linking digital technology with pedagogy by means of producing flipped classroom units. The findings reveal that these pre-service teachers successfully combined instructional dynamics with digital skills to produce flipped classes adapted to the young generation's needs. The classroom becomes, therefore, a more participatory learner-centred scenario with a variety of interactive and collaborative activities performed by foreign language students.
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