The use of digital resources and materials In and outside the bilingual classroom

Abstract

Research on the integration of digital resources and materials in CLIL contexts is still scant. This article presents the results of a study carried out in eight schools in the province of Seville. Questionnaires and interviews were used to collect the data regarding CLIL teachers' and learners' opinions on the intergration of digital resources and materials in the classroom. The aims of this study are: 1) To analyse teachers' and learners' perceptions on the integration of digital resources and materials in the CLIL classroom; 2) To analyse how the educational stage affects teachers' and learners' perceptions on this use; 3) To analyse the type of digital resources and materials in English that learners use outside the classroom. The following analyses have been carried out: Categorical Principal Components Analysis; Mann-Whitney U test; qualitative content analysis; finally, Pearson correlation coefficients were calculated. Results show that there are discrepancies between teachers' and learners' perceptions regarding the use of digital resources and materials in the classroom; and that these perceptions are affected by the educational stage. This study concludes that the type of resources and materials that learners use outside the classroom is determined by those used in the classroom. However, at home, they are used differently, which is indicative of the need to adapt classroom practices to learners’ own independent uses. La investigación sobre la integración de recursos y materiales digitales en contextos AICLE es todavía escasa. Este trabajo presenta los resultados obtenidos en ocho centros de la provincia de Sevilla, donde se han recogido las opiniones de alumnado y profesorado AICLE a través de cuestionarios y entrevistas. Los objetivos del estudio son: 1) Analizar las opiniones de los participantes sobre la integración de los recursos y materiales digitales en el aula; 2) Analizar cómo afecta la etapa educativa a las opiniones de ambos grupos; 3) Analizar el tipo de recursos y materiales digitales en lengua inglesa que utiliza el alumnado fuera del aula. Se han llevado a cabo los siguientes análisis: análisis de componentes principales categóricos; prueba no paramétrica U de Mann-Whitney; análisis de contenido; y se ha calculado el coeficiente de correlación de Pearson. Los resultados muestran discrepancias en las percepciones de profesorado y alumnado con respecto al uso de los recursos y materiales digitales en el aula; y que estas percepciones se ven afectadas por la etapa educativa. Este estudio concluye que el tipo de recursos que utiliza el alumnado fuera del aula está condicionado por el uso que se hace de ellos dentro de la misma. Sin embargo, en casa se utilizan de manera diferente, lo que revela la necesidad de adaptar las prácticas de aula a los usos autónomos del alumnado.

Digital natives and technology for L2 learning outside of the classroom

“…• Kinds of technologies. Considering previous classifications of children technologies (Macaro, Handley & Walter, 2011;Navarro-Pablo, et al, 2019), the following resources were considered: hardware (PC's, laptops, tablets, mobile phones and whiteboards), software (browsers, media players, multimedia, and office suits), e-files (ebooks, music and films), websites and apps (online materials, smartphone apps, web games and video watching), social media (virtual communities and social networks), communication services (e-mails and instant messaging apps), and online learning environments (book supplementary resources and apps). • Attitudes towards the use of ICT.…”

“…For them, technology does not necessarily entail an innovative aspect of the educational experience. With digital natives, a small group of researchers has examined the technologies their teachers have access to in the classrooms and how teachers maximize the use of these technologies in different types of L2 educational contexts (Hwang, Chen, Shadiev, Huang, & Chen, 2014;Sundqvist & Sylven, 2014;Izquierdo et al, 2017;Navarro-Pablo, López-Gándara & García-Jiménez, 2019). Another group of researchers has started examining the technologies digital native children have recourse for fun in their free time and whether these technologies facilitate incidental L2 learning (Hannibal, 2019).…”

Systematic Review of CLIL in Computer Science: Past, Present, and Future — with a Special Focus on Using ICT

“…Several authors claimed that there is a shortage of sufficient materials dedicated to teaching computer science in CLIL (Griffith, 2017;Wojtowicz et al, 2011). Furthermore, there is a lack of understanding about CLIL methodology and ICT usage among teachers as they use them inappropriately, not taking into account the dual focus of CLIL, using digital technologies without correct methodology -some of them appear to be difficult to use, or they cannot take full advantage of all UNIVERSIDAD DE LA SABANA DEPARTMENT OF FOREIGN LANGUAGES AND CULTURES their features (Griffith, 2017;Navarro-Pablo, 2019;Veselá, 2012). Therefore, there is a need for CLIL teacher training courses where teachers can learn how to use CLIL methodology and digital technologies effectively in their classes, as well as online communication places for exchanging ideas and experiences (Hrytsiuk, 2020;Wojtowicz et al, 2011).…”

Basic digital skills to guarantee the academic continuity caused by Covid-19

“…Son objetos que se han diseñado al seguir criterios pedagógicos y tecnológicos para ser incorporados como elementos facilitadores de los procesos de enseñanza-aprendizaje (Choppin y Borys, 2017;Moro, 2018;Peirats, Gabaldón & Marín, 2018). Por lo anterior, su correcta selección representa el resultado de estrategias pedagógicas que fortalecen la asimilación de contenidos conceptuales, procedimentales y actitudinales, que contribuyen a la adquisición y fortalecimiento de conocimientos e incrementan la comprensión y la motivación de los estudiantes (Cepeda, Gallardo y Rodríguez, 2017;Navarro, López y García, 2019).…”