USING ICT TO PROMOTE FOREIGN LANGUAGE LEARNING IN PRIMARY EDUCATION FROM A PROJECT-BASED-LEARNING APPROACH
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Título
USING ICT TO PROMOTE FOREIGN LANGUAGE LEARNING IN PRIMARY EDUCATION FROM A PROJECT-BASED-LEARNING APPROACHAutoría
Tutor/Supervisor; Universidad.Departamento
Martín-Laguna, Sofía; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2020-10-19Editor
Universitat Jaume IResumen
During the last few decades, our life prospects have been steadily changing due to
several factors such as globalization and technology. Indeed, in the educational context
attention has been devoted not only to ... [+]
During the last few decades, our life prospects have been steadily changing due to
several factors such as globalization and technology. Indeed, in the educational context
attention has been devoted not only to include the ways of life of the students inside the
classroom but also to promote critical thinking, communication, collaboration and
creativity which are considered the 4Cs to educate 21st century young citizens (García,
2017).
Thus, Information and Communication Technologies (hereinafter ICT) and
Project-Based Learning (henceforth PBL) have taken an important role in this new
educational context. The term ICT refers in general terms to “computing devices such as
desktop computers, laptops, handheld computers, software, or Internet in K-12 schools
for instructional purposes” (Hew & Brush, 2007: 225). Likewise, it understands
technology as an instrument to enhance students´ learning (Judson, 2006). Several
scholars have lent support to the use of this tool in the educational context since it
promotes students´ awareness on how to communicate appropriately; it helps learners to
select and use the information to solve academic and daily problems making them
autonomous, innovative and ready to adapt themselves to each particular situation; and
it makes learning closer to the students, who are considered digital natives and who are
approaching their lives differently due to technology (Azmi, 2017; Dumitrean, 2018;
Hans, 2017; Morris, 2011; Prensky, 2004).
In this context, the potential and power of PBL methodology to transform the
ways of teaching, learning and reflecting should be accepted. Communication,
negotiation and collaboration are some of the 21st century skills that are nurtured by
PBL (Martín, 2018). In fact, learners who share responsibility and common inquiries
work cooperatively to reach a common goal, fostering motivating learning (Bell, 2010).
As it has been previously highlighted, the growth of globalisation in the last
century has motivated the teaching of second languages to children; in particular
English has become of central focus. Its relevance is due to the fact that English has
been spread worldwide since it is considered the language of globalisation, of
commerce and trade and even of international communication (Deda, 2013). As a result,
the implementation of English as a foreign language (hereafter EFL) has occurred in
several countries around the globe (Prnjat & Marković, 2014) [...] [-]
Palabras clave / Materias
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Descripción
Treball Final de Màster Universitari en Ensenyament i Adquisició de la Llengua Anglesa en Contextos Multilingües. Codi: SAY531. Curs: 2019/2020
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
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