Documentos by Victoria Ventura
[1. Introducción / Fragmento]
El diccionario ha sido siempre una de las principales herramientas... more [1. Introducción / Fragmento]
El diccionario ha sido siempre una de las principales herramientas de la enseñanza de lenguas, sea de la lengua materna de los estudiantes o de una lengua extranjera que ellos estén aprendiendo. Ocurre a menudo, sin embargo, que se da por sentado el conocimiento que los aprendientes tienen de esta herramienta lo que necesariamente lleva a que no se trabaje adecuadamente la instrucción para su "buen" uso. Es por esto que la información que puede encontrarse en los diccionarios y la utilidad de cada tipo de diccionario quedan relegados a un segundo plano. Como profesores de lengua, nos sobrarán ejemplos y anécdotas acerca de la incorrecta utilización que los estudiantes muchas veces hacen de los diccionarios, tanto de los bilingües como de los monolingües. Estos errores tan habituales pueden fácilmente evitarse a través del entrenamiento en una serie de competencias de las que se requiere para el uso de esta herramienta tan relevante en lo que hace al aprendizaje de, sobre todo, una lengua extranjera.
Tesis / Trabajos Finales [universitarios] by Victoria Ventura
"Todos los cambios guardados en Drive". Una aproximación al uso de procesadores de texto en línea para la clase de ELE, Jun 20, 2015
The objective of this research project is to explore the way students develop collaborative group... more The objective of this research project is to explore the way students develop collaborative group work using a digital tool that allows the creation and edition of written group assignments. The use of this instrument from the social web facilitates teacher to establish practices of monitoring student progress throughout the writing process because it enables the record of all the changes that are made in the documents in which the participants work. The beliefs and perceptions of the learners about the tool and the work done with it after a school project are also analyzed.
To carry out our study we designed different activities that were associated to the class contents of three different courses in a secondary school in Reykjavik, Iceland. Through those projects the students worked in collaboration to solve exercises and tasks outside the classroom. The main tool we used was the cloud storage service Drive from which we created documents with Google Docs. The students then worked in groups and online with everyone that was allowed to edit the documents that were created.
By the analysis of the works done it was possible to determine that by using the tool Google Drive, along with all the characteristics that it provides to its users, the students use scaffolding not only to learn the language but to visualize their ways of working and the strategies that each of them implement. This allows a more collaborative learning that also contributes to the development of the autonomy of the learners involved in the project. A key element to build on this type of learning process has to do with the design of the exercises, activities and tasks that we suggest our students. The development of three very different didactic proposals in their design, sequencing, type of activities and goals allowed us to see different results in the way that students dealt with group working.
Uploads
Documentos by Victoria Ventura
El diccionario ha sido siempre una de las principales herramientas de la enseñanza de lenguas, sea de la lengua materna de los estudiantes o de una lengua extranjera que ellos estén aprendiendo. Ocurre a menudo, sin embargo, que se da por sentado el conocimiento que los aprendientes tienen de esta herramienta lo que necesariamente lleva a que no se trabaje adecuadamente la instrucción para su "buen" uso. Es por esto que la información que puede encontrarse en los diccionarios y la utilidad de cada tipo de diccionario quedan relegados a un segundo plano. Como profesores de lengua, nos sobrarán ejemplos y anécdotas acerca de la incorrecta utilización que los estudiantes muchas veces hacen de los diccionarios, tanto de los bilingües como de los monolingües. Estos errores tan habituales pueden fácilmente evitarse a través del entrenamiento en una serie de competencias de las que se requiere para el uso de esta herramienta tan relevante en lo que hace al aprendizaje de, sobre todo, una lengua extranjera.
Tesis / Trabajos Finales [universitarios] by Victoria Ventura
To carry out our study we designed different activities that were associated to the class contents of three different courses in a secondary school in Reykjavik, Iceland. Through those projects the students worked in collaboration to solve exercises and tasks outside the classroom. The main tool we used was the cloud storage service Drive from which we created documents with Google Docs. The students then worked in groups and online with everyone that was allowed to edit the documents that were created.
By the analysis of the works done it was possible to determine that by using the tool Google Drive, along with all the characteristics that it provides to its users, the students use scaffolding not only to learn the language but to visualize their ways of working and the strategies that each of them implement. This allows a more collaborative learning that also contributes to the development of the autonomy of the learners involved in the project. A key element to build on this type of learning process has to do with the design of the exercises, activities and tasks that we suggest our students. The development of three very different didactic proposals in their design, sequencing, type of activities and goals allowed us to see different results in the way that students dealt with group working.
El diccionario ha sido siempre una de las principales herramientas de la enseñanza de lenguas, sea de la lengua materna de los estudiantes o de una lengua extranjera que ellos estén aprendiendo. Ocurre a menudo, sin embargo, que se da por sentado el conocimiento que los aprendientes tienen de esta herramienta lo que necesariamente lleva a que no se trabaje adecuadamente la instrucción para su "buen" uso. Es por esto que la información que puede encontrarse en los diccionarios y la utilidad de cada tipo de diccionario quedan relegados a un segundo plano. Como profesores de lengua, nos sobrarán ejemplos y anécdotas acerca de la incorrecta utilización que los estudiantes muchas veces hacen de los diccionarios, tanto de los bilingües como de los monolingües. Estos errores tan habituales pueden fácilmente evitarse a través del entrenamiento en una serie de competencias de las que se requiere para el uso de esta herramienta tan relevante en lo que hace al aprendizaje de, sobre todo, una lengua extranjera.
To carry out our study we designed different activities that were associated to the class contents of three different courses in a secondary school in Reykjavik, Iceland. Through those projects the students worked in collaboration to solve exercises and tasks outside the classroom. The main tool we used was the cloud storage service Drive from which we created documents with Google Docs. The students then worked in groups and online with everyone that was allowed to edit the documents that were created.
By the analysis of the works done it was possible to determine that by using the tool Google Drive, along with all the characteristics that it provides to its users, the students use scaffolding not only to learn the language but to visualize their ways of working and the strategies that each of them implement. This allows a more collaborative learning that also contributes to the development of the autonomy of the learners involved in the project. A key element to build on this type of learning process has to do with the design of the exercises, activities and tasks that we suggest our students. The development of three very different didactic proposals in their design, sequencing, type of activities and goals allowed us to see different results in the way that students dealt with group working.