Designing Technology-Mediated Tasks For Language Teaching: A Methodological Framework

Lopes, António Manuel Bernardo

doi:10.16986/huje.2017025101

Cited by 5 publications

(2 citation statements)

References 24 publications

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“…The Health Sciences field did not collect any good teaching practices involving ICT. In contrast, most good practices have been developed in the scientific field of Social and Legal Sciences (62.96%) [17,45-48, 51-55,60-62,64,67,68,70], followed by Arts and Humanities (18.51%) [49,56,58,59,65], Engineering and Architecture (14.81%) [57,63,66,69] and finally, to a lesser extent, the Sciences (3.70%) [50]. The trend in each of them has been different.…”

Section: Rq3 In What Field Of Knowledge Have Good Teaching Practicesmentioning

confidence: 99%

“…And the one with the longest route is the VLE, which began in 2008 and whose usage has remained stable in recent years ( Figure 5). In Spanish universities, good teaching practices with VLE (59.25%) [17,[45][46][47][48][49][50][51][52][53][59][60][61]65,[68][69], have been highlighted. Its use has predominated over other technologies: mobile devices (14.81%) [56,58,62,67], Podcasting (7.40%) [57,64], Radio (7.40%) [54,55], Video (3.70%) [66], 3D (3.70%) [63], and Web (3.70%) [70].…”

Section: Rq4 What Technology Has Been Used In the Development Of Goomentioning

confidence: 99%

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Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

et al. 2019

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Good teaching practices are developed in order to improve student learning. With technological and social development, educational practices increasingly demand the use of technology, so having good teaching practices with Information and Communication Technologies (ICT) is essential. At the same time, the Sustainable Development Agenda of the United Nations for the year 2030 is setting the principles of sustainable action for today's society. In this context, the following objectives were proposed: to identify the good teaching practices with ICT that are being developed in Spanish higher education and to establish the relationship between good teaching practices with ICT and the Sustainable Development Goals (SDG). For this purpose, the method of systematic review of the literature based on the PRISMA protocol was used. A total of 27 documents published in the period 2008-2019 on good teaching practices with ICT in Spanish higher education were analyzed. Among the results, the emerging trend of good practices with ICT, the use of a Virtual Learning Environment (VLE) as the main technology in good practices, and the majority of good practices in the development of SDG #4 (Quality Education) are highlighted. Finally, it is a challenge for teachers to include all these aspects in their classroom teaching.Sustainability 2019, 11, 7150 2 of 15 mobile learning is increasingly using mobile devices to develop learning content and active dynamics in the classroom [13].However, technology training and teacher collaboration have a positive association with the use of ICT in the classroom [14,15]. So these aspects are fundamental to developing innovative practices with technology. However, the frequency of ICT use in Spanish universities is low due to factors such as technological competence, age, and experience [16,17]. This study highlights the use of different technological resources depending on the area of knowledge: the majority of forums, blogs, and wikis are used in Arts and Humanities, while virtual platforms are mostly applied in Social and Legal Sciences as well as Sciences.On the other hand, in recent times, the interest of teachers in including technological innovations in the classroom has led to them compiling good teaching practices that serve as a reference [18]. Thus, the concept of good practice refers to the activities that use ICT effectively, leading to satisfactory results (involvement, motivation, and skills development) and are reference practices that can be transferred to other contexts. In this way, good teaching practices with ICT allow the transformation of educational practices into more collaborative, interactive, and motivating models for the student [19].In this context of change, virtual education is fundamental in higher education, especially since the establishment of the European Higher Education Area (EHEA), where has been stated that learning must be student-centered [20]. Some initiatives include the development of virtual activities based on models of good teaching practices [21]. ...

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Section: Rq3 In What Field Of Knowledge Have Good Teaching Practicesmentioning

confidence: 99%

Section: Rq4 What Technology Has Been Used In the Development Of Goomentioning

confidence: 99%

Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

et al. 2019

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Task-Based Learning; Learning Model for Improving Students Ability in English

Sofiana¹,

Mubarok²

2019

Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018)

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This study was aimed at developing an English learning model which was in accordance with the needs of students and teachers and 2013 curriculum. The research design was research and development which was consisted of theoretical and practical studies, field observation, students and teachers need analysis, prototype design, expert validation and revision of the product, limited trial and revision of the product, and expanded trial. The data was collected through observations, questionnaires, assessment checklists, and tests. Then, it was analyzed qualitatively and quantitatively. The results showed that the product developed was in good enough category which was shown by the obtained score of 77.97 and could improve students' English proficiency where the average score was above the Minimum Criteria of Mastery Learning.

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Combining Modern Communication Methods With Heritage Education

Hastowohadi¹,

Supraptiningsih

Setyaningrum

2023

Advances in Linguistics and Communication Studies

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Moving from fully online to hybrid requires extra hard work to furnish teaching-tasks as easier to adopt and adapt by students in this transitioning era. In cultivating local heritage, the IDLE teacher should mix the tasks with the topic of ‘revealing local heritage' to insert on hybrid teaching. Therefore, this paper aims to explore teachers' experience in implementing IDLE on hybrid teaching at Indonesia's secondary level. By using narrative research design, the authors will set up bundles of participants' life stories into a holistic image; and analyze the chapter by using language appraisal and transitivity. The authors recruited six teachers to narrate the story behind the implementation of IDLE on hybrid teaching. The authors sharpen the data collection by doing a semi-structured interview to emerge fruitful data transcription to be analyzed. The study will contribute to a practical recommendation to implement IDLE in hybrid teaching.

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Designing Technology-Mediated Tasks For Language Teaching: A Methodological Framework

Cited by 5 publications

References 24 publications

Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

Task-Based Learning; Learning Model for Improving Students Ability in English

Combining Modern Communication Methods With Heritage Education

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