Do Video LOs Develop Digital Competence in CLIL Teacher Training?

Soraya García Esteban

Autores/as

Soraya García Esteban Universidad de Alcalá http://orcid.org/0000-0002-7751-9877

Resumen

Abstract

Although some studies have been carried out on the use of technology in the classroom to facilitate the acquisition of competences (Vinagre, 2016), results that ratify the acquisition of the digital competence or DigComp in higher education according to the report for the development of basic competences for lifelong learning (EC, 2007) with virtual Learning Objects following a CLIL approach (De Graaf, Koopman & Westhoff, 2007) are still scarce. This project investigates if student teachers acquire the DigComp (INTEF, 2013) through the use of video as an appropriate Learning Object according to a specific taxonomy (Wiley, 2002). The results of the study will provide the necessary empirical data required for a more detailed proposal for adequacy.

Keywords: virtual objects; video; digital competence; student teachers; CLIL.

Resumen

Si bien se han realizado algunos estudios sobre el uso de la tecnología en el aula para facilitar la adquisición de competencias (Vinagre, 2016), son aún escasos los estudios que ratifican la adquisición de la competencia digital en la formación del profesorado según el informe para el desarrollo de competencias básicas para el aprendizaje (EC, 2007) con objetos virtuales de aprendizaje siguiendo un enfoque AICLE (De Graaf, Koopman & Westhoff, 2007). Este proyecto investiga la adquisición de la citada competencia según INTEF (2013) a través de la utilización del vídeo como objeto de aprendizaje apropiado siguiendo una taxonomía específica (Wiley, 2002). El estudio trata de evaluar los resultados obtenidos a fin de proponer nuevas propuestas de adecuación.

Palabras clave: objeto de aprendizaje; video; competencia digital; formación del profesorado; AICLE.

Biografía del autor/a

Soraya García Esteban, Universidad de Alcalá

Soraya Garcia Esteban holds a Ph.D. in Modern Languages, Literature and Translation from Universidad de Alcalá and a M.A. from University of the West of England, Bristol. She is an undergraduate and postgraduate lecturer in ELT and CLIL at Alcalá University (Spain). She is currently involved in international research projects related to competence development through Microteaching practices and the use of ICT (virtual collaboration) in Teacher Training by integrating technology, pedagogy and content in a foreign language (TPCK)

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