ICT as the springboard for the creation of more opportunities within the zone of proximal development in the pronunciation class
One of the main concerns explored in contemporary research in education has been the ultimate purpose of learning development: whether teachers should aim at transmitting mostly content,or rather at fostering the development of certain abilities or skills. In the case of language acquisition, the debate started in the 1970s, with authors proposing new theories in response to traditional ways of teaching, such as the theory of the "Zone of Proximal Development", ZPD(Vygostky, 1978; Wells, 1999). Over the years, these studies led to new student-need-centred methodologies, as opposed to the conventional syllabus-completion focus (Gardner, 1985;Richards & Rodgers, 1986). In so doing, issues such as motivation, autonomy and scaffolding through peer support have gained ground in societies where new technologies, mostly ICT, play a most important role in education, and where the need to adapt to these changes and advances becomes essential (Rogers, 1969). In this context, educators need to be conscious of the fact that these new technologies can enhance teaching and learning, and that they foster motivation greatly (Sharma & Barret, 2007; Willis, 1998).This presentation will be aimed at shedding light on improvements on some teaching methods and techniques as an attempt to address the needs of constant technological evolution in society. We will focus on the description and analysis of some technology-mediated collaborative tasks designed to motivate and help students improve their pronunciation skills in the context of Vygotsky's ZPD theory, and mostly employed on Social Networks or student's Personal Learning Environments (PLEs). The analysis will be carried out from our perspective as members of the chair of Práctica de la Pronunciación at Facultad de Lenguas, Universidad de Córdoba.
Main Authors: | , |
---|---|
Format: | conferenceObject biblioteca |
Language: | eng |
Published: |
2016
|
Subjects: | ICT, ZPD, Pronunciation, Fonética, Práctica de la pronunciación, Lengua Inglesa, |
Online Access: | http://hdl.handle.net/11086/16719 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
dig-unc-ar-11086-16719 |
---|---|
record_format |
koha |
spelling |
dig-unc-ar-11086-167192020-11-05T05:06:48Z ICT as the springboard for the creation of more opportunities within the zone of proximal development in the pronunciation class Cardozo, Cristian Andrés Orta González, María Dolores ICT ZPD Pronunciation Fonética Práctica de la pronunciación Lengua Inglesa One of the main concerns explored in contemporary research in education has been the ultimate purpose of learning development: whether teachers should aim at transmitting mostly content,or rather at fostering the development of certain abilities or skills. In the case of language acquisition, the debate started in the 1970s, with authors proposing new theories in response to traditional ways of teaching, such as the theory of the "Zone of Proximal Development", ZPD(Vygostky, 1978; Wells, 1999). Over the years, these studies led to new student-need-centred methodologies, as opposed to the conventional syllabus-completion focus (Gardner, 1985;Richards & Rodgers, 1986). In so doing, issues such as motivation, autonomy and scaffolding through peer support have gained ground in societies where new technologies, mostly ICT, play a most important role in education, and where the need to adapt to these changes and advances becomes essential (Rogers, 1969). In this context, educators need to be conscious of the fact that these new technologies can enhance teaching and learning, and that they foster motivation greatly (Sharma & Barret, 2007; Willis, 1998).This presentation will be aimed at shedding light on improvements on some teaching methods and techniques as an attempt to address the needs of constant technological evolution in society. We will focus on the description and analysis of some technology-mediated collaborative tasks designed to motivate and help students improve their pronunciation skills in the context of Vygotsky's ZPD theory, and mostly employed on Social Networks or student's Personal Learning Environments (PLEs). The analysis will be carried out from our perspective as members of the chair of Práctica de la Pronunciación at Facultad de Lenguas, Universidad de Córdoba. https://ijnpi.blogspot.com.ar/p/actas-de-congreso.html Fil: Cardozo, Cristian Andrés. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina. Fil: Orta González, María Dolores. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina. Otras Lengua y Literatura 2020-11-03T21:24:31Z 2020-11-03T21:24:31Z 2016 conferenceObject 978-987-544-715-8 http://hdl.handle.net/11086/16719 eng Attribution-NonCommercial-ShareAlike 4.0 International https://creativecommons.org/licenses/by-nc-sa/4.0/ Electrónico y/o Digital |
institution |
UNC AR |
collection |
DSpace |
country |
Argentina |
countrycode |
AR |
component |
Bibliográfico |
access |
En linea |
databasecode |
dig-unc-ar |
tag |
biblioteca |
region |
America del Sur |
libraryname |
Biblioteca 'Ing. Agrónomo Moisés Farber' de la Facultad de Ciencias Agropecuarias |
language |
eng |
topic |
ICT ZPD Pronunciation Fonética Práctica de la pronunciación Lengua Inglesa ICT ZPD Pronunciation Fonética Práctica de la pronunciación Lengua Inglesa |
spellingShingle |
ICT ZPD Pronunciation Fonética Práctica de la pronunciación Lengua Inglesa ICT ZPD Pronunciation Fonética Práctica de la pronunciación Lengua Inglesa Cardozo, Cristian Andrés Orta González, María Dolores ICT as the springboard for the creation of more opportunities within the zone of proximal development in the pronunciation class |
description |
One of the main concerns explored in contemporary research in education has been the ultimate purpose of learning development: whether teachers should aim at transmitting mostly content,or rather at fostering the development of certain abilities or skills. In the case of language acquisition, the debate started in the 1970s, with authors proposing new theories in response to traditional ways of teaching, such as the theory of the "Zone of Proximal Development", ZPD(Vygostky, 1978; Wells, 1999). Over the years, these studies led to new student-need-centred methodologies, as opposed to the conventional syllabus-completion focus (Gardner, 1985;Richards & Rodgers, 1986). In so doing, issues such as motivation, autonomy and scaffolding through peer support have gained ground in societies where new technologies, mostly ICT, play a most important role in education, and where the need to adapt to these changes and advances becomes essential (Rogers, 1969). In this context, educators need to be conscious of the fact that these new technologies can enhance teaching and learning, and that they foster motivation greatly (Sharma & Barret, 2007; Willis, 1998).This presentation will be aimed at shedding light on improvements on some teaching methods and techniques as an attempt to address the needs of constant technological evolution in society. We will focus on the description and analysis of some technology-mediated collaborative tasks designed to motivate and help students improve their pronunciation skills in the context of Vygotsky's ZPD theory, and mostly employed on Social Networks or student's Personal Learning Environments (PLEs). The analysis will be carried out from our perspective as members of the chair of Práctica de la Pronunciación at Facultad de Lenguas, Universidad de Córdoba. |
format |
conferenceObject |
topic_facet |
ICT ZPD Pronunciation Fonética Práctica de la pronunciación Lengua Inglesa |
author |
Cardozo, Cristian Andrés Orta González, María Dolores |
author_facet |
Cardozo, Cristian Andrés Orta González, María Dolores |
author_sort |
Cardozo, Cristian Andrés |
title |
ICT as the springboard for the creation of more opportunities within the zone of proximal development in the pronunciation class |
title_short |
ICT as the springboard for the creation of more opportunities within the zone of proximal development in the pronunciation class |
title_full |
ICT as the springboard for the creation of more opportunities within the zone of proximal development in the pronunciation class |
title_fullStr |
ICT as the springboard for the creation of more opportunities within the zone of proximal development in the pronunciation class |
title_full_unstemmed |
ICT as the springboard for the creation of more opportunities within the zone of proximal development in the pronunciation class |
title_sort |
ict as the springboard for the creation of more opportunities within the zone of proximal development in the pronunciation class |
publishDate |
2016 |
url |
http://hdl.handle.net/11086/16719 |
work_keys_str_mv |
AT cardozocristianandres ictasthespringboardforthecreationofmoreopportunitieswithinthezoneofproximaldevelopmentinthepronunciationclass AT ortagonzalezmariadolores ictasthespringboardforthecreationofmoreopportunitieswithinthezoneofproximaldevelopmentinthepronunciationclass |
_version_ |
1756010006830907392 |