Explorando as perspectivas, negociando contextos mediados por computadores, e interagindo com a tecnologia em espaços de aprendizagem de línguas e culturalmente diversificada

Autores

DOI:

https://doi.org/10.15359/ree.23-2.20

Palavras-chave:

Ensino e aprendizagem de segunda língua, interação mediada por computador, salas de aula com tecnologia aprimorada

Resumo

As tendências globais no século 21 destacam a importância e a necessidade de usar a tecnologia para permitir que os alunos demonstrem seus processos de aprendizagem, facilitando assim a aprendizagem de línguas em contextos tecnológicos significativos (Eaton, 2010). Este artigo procura abordar algumas questões relacionadas com a importância da tecnologia em relação à aprendizagem e ensino de segunda língua, incluindo benefícios, desafios, considerações e percepções de ensino com tecnologia. O objetivo deste artigo é baseado em três elementos. Primeiro,  explora a tecnologia na educação, como tem sido comumente interpretado, desafiado e usado. Em segundo lugar,  apresenta a tecnologia em idéias de educação para aprendizagem de segunda língua e discute alguns benefícios e desafios implícitos na interação de ambos. Por fim, e compartilha maneiras em que os autores, que atualmente trabalham em diversos contextos educacionais e  implementaram alguns dos recursos gratuitos que forma colaborativa em um LiveBinder.

Biografia do Autor

Patricia López-Estrada, Instituto Tecnológico de Costa Rica

Doctora en Educación, especialidad en Diseño Curricular e Instrucción, de la Universidad de Florida, Master en Segundas Lenguas y Culturas con Énfasis en Inglés como Lengua Extranjera para Alumnado Adulto, Licenciada en Lingüística Aplicada con Énfasis en Inglés de la Universidad Nacional, Bachiller Cum Laude Probatus en Enseñanza del Inglés y Bachiller Cum Laude Probatus en Inglés con Énfasis en Traducción de la Universidad Latinoamericana de Ciencias y Tecnología. Ha ejercido por 20 años en contextos educativos de educación superior. Actualmente labora en la Escuela de Idiomas y Ciencias Sociales del Instituto Tecnológico de Costa Rica, Sede San Carlos. 

 

Prisca Rodríguez, Roosevelt STAY Opportunity Academy

Ph.D. in Curriculum and Instruction from the University of Florida. Specialized in Children's Literature/Literacy and Educational Technology.  Masters in Liberal Studies from the University of Central Florida with a Professional Business Writing Certificate. She currently holds dual certification in teaching English Language Learners (ELL) K-12 and teaching English Language Arts (ELA) 6-12 in the District of Columbia Public Schools. She has been ranked an effective and highly effective teacher for over 17 years. She has taught K-adult students in traditional, online, and blended environments. She has been a new teacher mentor, ELL Department Chair, ACCESS Test Chair, professional development facilitator, and a teacher selection ambassador for the District of Columbia Public Schools. Her publications and international presentations have focused on Using TPCK as a lens to study teaching practices, examining student digital artifacts, exploring diversity in children's literature, using technology for research PLCs, the role of visual literacy in teaching, and using technology to increase learner outcomes. She is currently working in the District of Columbia Public schools, U.S.A.

Maria Bonet, Prince George’s Community College

Masters in Library Science from the University of South Florida. Bachelors in Liberal Studies from the University of Central Florida with a minor in History. She has taught information literacy skills to preK-adult students in traditional, online, and blended environments. She is currently working at Prince George's Community College in Largo, MD.

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Publicado

2019-03-04

Como Citar

Explorando as perspectivas, negociando contextos mediados por computadores, e interagindo com a tecnologia em espaços de aprendizagem de línguas e culturalmente diversificada (P. López-Estrada, P. Rodríguez, & M. Bonet , Trads.). (2019). Revista Electrónica Educare, 23(2), 1-18. https://doi.org/10.15359/ree.23-2.20

Edição

v. 23 n. 2 (2019): Revista Electrónica Educare (Maio-Agosto)

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    1. Caso o artigo seja aceito para publicação, os autores permitem a cessão GRATUITA, EXCLUSIVA E INDEFINITA de seus direitos patrimoniais à Universidade Nacional (UNA, Costa Rica). Para obter mais detalhes, consultar a Carta de originalidade e cessão de direitos.
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    5. Os artigos publicados pela Revista Eletrônica Educare utilizam a Licença Creative Commons:
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Como Citar

Explorando as perspectivas, negociando contextos mediados por computadores, e interagindo com a tecnologia em espaços de aprendizagem de línguas e culturalmente diversificada (P. López-Estrada, P. Rodríguez, & M. Bonet , Trads.). (2019). Revista Electrónica Educare, 23(2), 1-18. https://doi.org/10.15359/ree.23-2.20

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