Telecollaboration to Improve CLIL and TPACK Knowledge: Aid or Hindrance?

Alastuey, María Camino Bueno; García-Esteban, Soraya

doi:10.15581/004.31.117-138

Cited by 10 publications

(2 citation statements)

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“…Teacher training efforts have already been made to increase TPACK awareness and the ICT competence of pre-service teachers. Most of them have used collaborative design in teams, which has revealed to offer ample opportunity for pre-service teacher learning (Agyei & Voogt, 2012;Bueno-Alastuey & García Esteban, 2016;Clark et al, 2016;Koehler, Mishra, & Yahya, 2007). Notwithstanding this, studies highlight that some of the domains of the framework, namely TK and TCK, seemed to be not as developed as the others (García-Valcárcel et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Can telecollaboration contribute to the TPACK development of pre-service teachers?

Alastuey

Villarreal

García-Esteban

2018

Technology, Pedagogy and Education

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This study examines the suitability of telecollaboration practices to enhance ICT integration in Content and Language Integrated Learning (CLIL) based units by analysing the number and type of episodes related to students' TPACK produced in a telecollaboration whose aim was the design of a technology-enhanced CLIL unit. Results revealed a high number of episodes focusing on the domains and intersections of the TPACK framework, that PCK was the main focus of attention and provoked most of the suggestions for change in the unit and that telecollaboration promoted collaboration and evened participation. Consequently, telecollaboration showed a great potential for directing students' attention to their TPACK even though the scarcity of episodes focusing on the TPACK intersection also indicated there is ample room for more teacher training efforts to prepare pre-service teachers for technology integration.

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Section: Introductionmentioning

confidence: 99%

Can telecollaboration contribute to the TPACK development of pre-service teachers?

Alastuey

Villarreal

García-Esteban

2018

Technology, Pedagogy and Education

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“…I.e., Through Virtual Collaboration or International Connectivity. Teaching and learning involve not only an individual but also a collaborative process (Kaymakamoğlu, 2019) which can be enhanced with virtual collaboration (Bueno-Alastuey et al, 2016Garcia-Esteban et al, 2019) a) Summative evaluation by the teacher, in pairs or groups. An example could be a collaborative final presentation that would ensure the dissemination of SDG.…”

Section: Collaborative Learningmentioning

confidence: 99%

Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL

García-Esteban¹,

Colpaert²

2022

Red

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Global competence will define learning for decades to come as it encompasses basic life skills. However, there is a lack of data in current academic research on the assessment and integration of this competence in teacher training with current educational technology. Thus, this project had a dual purpose: On the one hand, it aimed to examine the global competence of different groups of student teachers through the development of Sustainable Development Goals (SDG) following a content and language integrated learning (CLIL) approach. On the other, researchers aimed to determine optimal methods for the improvement and integration of this necessary competence in the curriculum. The project was developed with the collaboration of pre-service and in-service teachers enrolled in various master's programs at two European universities in Spain and Belgium. The research was carried out following a pre-test / post-test type design with various assessment instruments based on the OECD (2018) global competence framework. The quantitative analyses showed that, by integrating the SDGs when teaching contents, the participants improved in various domains of Global Competence (adaptability, openness to diversity, perspective taking), but also decreased in other areas (ability to interact in a multicultural world, respect for other cultures, ability to adopt another culture). The qualitative research showed that among the main educational technology examined, telecollaboration can optimise at least five dimensions of Global Competence. Despite the small size of the sample and the complexity of evaluating this competence, this study contributes to educational innovation by presenting didactic telecollaborative proposals and a theoretical framework for the integration and appraisal of Global Competence in (future) educators. La competencia global definirá el aprendizaje de las décadas venideras ya que comprende destrezas básicas para la vida y, sin embargo, se ha detectado escasa investigación sobre su valoración e integración en la formación del profesorado con tecnología educativa. Este proyecto tenía, por tanto, un doble propósito. Por una parte, explorar la competencia global de futuros docentes bilingües, tarea acometida a través del desarrollo de Objetivos de Desarrollo Sostenible (ODS) siguiendo un enfoque de aprendizaje integrado de contenidos y lenguas extranjeras (CLIL). El segundo era determinar métodos óptimos para la mejora e integración de esta necesaria competencia en el currículo. El proyecto se desarrolló con la colaboración de profesores en formación y en servicio matriculados en diversos programas de máster de dos universidades europeas en España y Bélgica. La investigación se realizó siguiendo un diseño de pruebas tipo pre-test / post-test con variados instrumentos de evaluación basados en el marco de la competencia global de la OCDE (2018). Los análisis cuantitativos mostraron que al trabajar los ODS para enseñar contenidos en diversas disciplinas con tecnología educativa, los participantes en el estudio mejoraron en varios dominios de la Competencia Global (adaptabilidad, apertura a la diversidad, toma de perspectiva), pero también disminuyeron en otras áreas (capacidad para interactuar en un mundo multicultural, respeto por otras culturas, capacidad para aceptar otra cultura). Tras la investigación cualitativa se concluye que, entre los principales métodos de enseñanza-aprendizaje revisados, la telecolaboración contribuye al desarrollo de acciones que permiten optimizar al menos cinco dimensiones de la Competencia Global. A pesar del reducido tamaño de la muestra y la complejidad que supone evaluar la competencia global, se espera que este estudio contribuya a la innovación educativa al presentar propuestas didácticas con herramientas telecolaborativas y un marco teórico para la evaluación y mejora de la Competencia Global del (futuro) profesorado.

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Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process

Yeh

Chan

Hsu

2021

Computers & Education

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Telecollaboration to Improve CLIL and TPACK Knowledge: Aid or Hindrance?

Cited by 10 publications

References 20 publications

Can telecollaboration contribute to the TPACK development of pre-service teachers?

Can telecollaboration contribute to the TPACK development of pre-service teachers?

Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL

Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process

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