MAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERA

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1. INFORMACIÓN GENERAL DE LA ASIGNATURA

Asignatura EDUCATIONAL TECHNOLOGY FOR LANGUAGE LEARNING

Período académico FIRST

Código de la asignatura -A asignar por Secretaría…-

Unidad de organización
Advanced Disciplinary Training Unit
curricular
Horas Aprendizaje en Contacto con el Docente 32
Horas Aprendizaje Práctico Experimental
20

Horas de Aprendizaje Autónomo

Actividades de Aprendizaje 44

Total de horas
96

Número de créditos

Modalidad de aprendizaje ON LINE

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2. PRERREQUISITOS

Asignatura Código Asignatura Código

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3. CORREQUISITOS

Asignatura Código Asignatura Código

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4. DESCRIPCIÓN GENERAL DE LA ASIGNATURA

This module explores the effect of information technology on language teaching methodology.
Students will be introduced to a variety of tools, and will critically and pedagogically select, adapt,
use and evaluate software and internet resources. It also includes tools for inclusive education. As
their final work, students will report the experience of using one of the tools learned in class with
their students. Additionally, they will begin their e-portfolio, evidencing the fulfillment of the
master’s objectives.

Objetivo de la asignatura:

By the time students finish the module, they will be able to:
Select, adapt and use technological tools to enhance English language learning and English
subjects.

Specific Objectives:
Cognitive types:
• Understand the concept of Computer-Assisted Language Learning (CALL)
• Identify the Information and Communication Technologies (ICT) standards for teachers and
students.
• Identify technological tools for inclusive learning.

Procedural type:
• Use individually and cooperatively, synchronous and asynchronous technological tools
• Select technological tools, using the principles of communication, collaboration and
creativity, for English language learning.
• Select and comment on scientific articles about current research in CALL.
• Build and electronic portfolio

Attitudinal type:
• Value the role of technology in the classroom as just an aid and not as the core of teaching.
• Reflect on how to connect standards and evidence.

5. PLAN TEMÁTICO Y RESULTADOS DE APRENDIZAJE

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UNIDADES OBJETIVOS EXPRESADOS EN TÉRMINOS DE RESULTADOS CONTENIDOS

ACD APE AA TOT.
DE APRENDIZAJE
Computer assisted language learning (CALL)
Value the importance of CALL CALL Definition and History
1 Value the importance of teaching online safety. Technological Issues: privacy, ethics 10 6 14 30

- Identify technological tools for professional Technological tools for professional development
2 development Web 2.0 tools, internet resources 11 6 14 30

- Use technological tools for teaching English Technological tools for teaching English
3 Web 2.0 tools 11 6 14 30
Principles for using Technological Tools
TOTAL HORAS 32 20 44 96

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6. ORIENTACIONES METODOLÓGICAS

The course will follow a flipped classroom environment, where most theoretical explanation will take
place asynchronously, while the practicum and reinforcement part will be carried out synchronously.

In this learning model, it starts from recognizing that the appropriation of the conceptual contents is
achieved with the use of ICT, through conferences or keynote talks in video, slide viewing, maps
concepts, infographics, reading digital books so that the student can access the information in their
own space and in interaction with other classmates and the teacher. Prepare the student for learn
autonomously and collaboratively and constitutes a methodology of extraordinary value in the
modality online, where face-to-face teaching is combined with the student's autonomous work and
learning in virtual learning environments.

The inverted classroom model or called Flipped Classroom (in English), is a term coined by Bergmann
and Sam's (2012). Its essence lies in inverting the classic traditional methodology. It is that at first the
student first studies and autonomously appropriates the contents with the use of different sources
of information available on the web or on the virtual platform and in a second moment develop
activities of application of what was learned in the classroom through face-to-face class; where you
can interact with them, to provide a more personalized, punctual and timely accompaniment for the
benefit of everyone's learning.

From this pedagogical proposal, the class should be dedicated to the student dedicating himself to
learning from a project, the solution of exercises or problems, the work with cases where they must
be actively involved in the performance of a task that requires greater cognitive processing; therefore
the teacher no longer uses the time of class to deliver information, but they obtain it with the revision
and consultation of diverse sources and presented in video formats, Power Point, electronic books,
diagrams, or through collaboration in the communities of online learning.

The program conceives the adoption of this trend in some subjects, specifically in some units, where
the teacher will promote collaborative work during activities such as laboratories, discussions,
exercises, projects, in which their accompaniment is necessary. To do this, in the syllables it is evident
in the methodological strategies (forum, debates, discussion, case studies, etc.) and teaching
resources that are proposed.

7. RECURSOS DIDÁCTICOS

Required lectures before and during the subject.

Audio visual resource previously recorded by the teacher.
Questionnaires and digitalized readings.

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Slides, videos, apps and educational software.

8. SISTEMA DE EVALUACIÓN DE LA ASIGNATURA

Learning results will be evaluated according to the qualitative and quantitative parameters in a
systematic, partial and final way. It will be centered on the theoretical and practical knowledge in the
classroom, in order to improve the teaching learning process of English.
The subject will be evaluated on the base of 100 points, through three moments:

Tareas de aprendizaje en Tareas de aprendizaje Tareas de aprendizaje

contacto con el docente autónomo práctico – experimental
25 % 45 % 30 %

Evaluaciones Tipo de actividades Ponderac

ión
Tareas de Workshops 25 %
aprendizaje en Practical classes
contacto con el Seminars
docente Summaries
Comprobatory questions derived from the keynote lectures.
Tareas de Argumentative Essay based on Journal articles 45 %
aprendizaje
autónomo Asynchronous activities (forum posts, quizzes, table
completion, among others)

Portfolio Design

Tareas de Final Project: Design and teach a class using one technological 30 %
aprendizaje tool learned.
práctico –
experimental

• Individual and group research and assignments are graded out of 100 points. They are averaged
before the final grade.
• Students have to upload all assignments done during the course in the virtual classroom. This would
be their final assessment.

9. BIBLIOGRAFÍA

Chickering, A. and S. Ehrmann (1996, updated 2003). Implementing the Seven Principles:
Technology as the Lever. The American Association for Higher Education. AAHE
https://www.umsl.edu/services/ctl/faculty/facultyorientations/7principles-tech-lever.html

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English Teacher Standards and English Language Learning Standards 2012. (15 de jul de 2015).
Obtenido de Ministerio de Educación Ecuador: http://educacion.gob.ec/wp-
content/uploads/downloads/2012/09/estandares_2012_ingles_opt.pdf
ISTE (International Society for Technology in Education) Standards for Teachers. (2015) Retrieved
from http://www.iste.org/standards/ISTE-standards/standards-for-teachers
Language Learning & Technology Journal http://llt.msu.edu/
Richards, Jack C and W.A. Renandya (2002) “Section 15 Technologies in the Classroom.”
Methodology in Language Teaching: An Anthology of Current Practice, Cambridge
University Press.
TESOL Technology Standards Framework (2008). TESOL, Inc. Alexandria, VA
https://www.tesol.org/docs/books/bk_technologystandards_framework_721.pdf
Technology Standards for Language teachers are found on p. 29-41.

11. PERFIL DEL DOCENTE

Titulación Tercer Nivel
Licenciado/a en Pedagogía del Idioma
Inglés
Licenciado/a en Idioma Inglés
Licenciado/a en Lingüística
Licenciado en educación con mención
en tecnología educativa o informática
Titulación Cuarto Nivel
Magíster en Pedagogía de los idiomas nacionales y
extranjeros mención en enseñanza de inglés
Doctor/a en Pedagogía
Magíster en Tecnologías de la Información
Magíster en Educación con mención en Pedagogía en
Entornos Digitales

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11. ELABORACIÓN Y APROBACIÓN

ELABORADO POR: REVISADO POR: APROBADO POR:

Mgts. Johnny Campoverde

López

Coordinador del programa de Director de Planificación

Docente
maestría Académica

CARGOS