Beruflich Dokumente
Kultur Dokumente
EXAMEN PARCIAL
Mayo de 2018
Responde las siguientes preguntas. Debes fundamentar TODAS tus respuestas con los
principios teóricos y conceptos explorados en las unidades I y II.
Las actividades de formación general se desarrollarán en español y los específicos a la
enseñanza de inglés como lengua extranjera se abordarán en inglés.
SECCIÓN A
b. ¿En qué sentido son las tecnologías mediadores de cultura y de aprendizaje? Piensa en
1 ejemplo para ilustrar los argumentos de tu respuesta
c. Analiza el tema de la propuesta didáctica “Safety Online”: ¿Con qué concepto de los
explorados en la unidad 1 se relaciona?
Safety Online
Time 20 minutes
Preparation Identify some resources you think will help your class with
safety online
Procedure
1. Elicit what learners know about safety online and ask your learners to discuss this topic in small groups. Here are
some of the areas they may bring up:
2. Review imperatives beginning with Don’t, Never and Only. Additionally, if you think it useful and the learners have
a high enough level to understand, you can look at some existing website resources and check what advice is
given there about various topics related to safety.
3. If your learners are teens, you could ask them to write a class guide for themselves and other learners. If you teach
adults, they could work on producing a guide that gives advice to young people. Ask the learners to write a number
of sentences using the imperatives you reviewed in step 2.
Fuente: Thornbury, S. (2013) Language Learning with Technology. Cambridge: Cambridge University Press (p. 37).
SECCIÓN B
Analyse the activity below in relation to these aspects. Develop each answer in no more than
120 words: (5)
Art Stories
Time 20 minutes
Preparation Choose a website that has images of paintings that your learners can use.
Procedure
4. Ask the learners to work in groups to discuss the following: What makes a good story? Here are some discussion
prompts to help:
Setting: The place of the story needs to be described well. Do you agree?
5. After the learners have finished, ask them to share their ideas with the rest of the class and write their main ideas ,
6. Next, tell them they are going to work in pairs to create a story from a series of paintings that they find on the Web.
Give the learners links to suggested website(s); tell them that the images they select must all be paintings (not
photographs), and that there must be at least one image representing the setting of the story. The painitngs can be
related by (theme, period, etc.) or can be entirely different.
7. The learners find and copy and paste the images into the top half of a Google document (Google Docs) and write
their stories below.
8. When the learners have finished, ask them to look at each other’s stories and to make suggestions about how they
can be improved (adding or changing adjectives, etc.). While they are commenting on each other’s stories, monitor
the learners and make suggestions, too.
9. Finally, the stories can be printed out and a class booklet published, with copies given to the l earners. Alternatively,
the stories can be published online (in a class wiki or blog, for example).
Adapted from Samuel, V. (2012), and idea presented at the 2012 IATEFL conference in Glasgow, Scotland.
Adapted from: Thornbury, S. (2013) Language Learning with Technology. Cambridge: Cambridge University Press (p. 136).
You should support your answers with information from the analysed activity
and with relevant theory.
This is the end of the exam
Answers:
Sección A
A) El alfabetismo digital se basa principalmente en la capacidad de comprender, organizar,
evaluar, analizar y saber usar la información de un abanico de aspectos del mundo empleando
las nuevas TIC. Su relación con la literacidad múltiple se construye mutuamente ya que hoy
en día la literacidad dejó de basarse únicamente en la aprehensión del conocimiento sólo por
medio de la lectura y de la escritura. De acuerdo a lo que postulan Cope y Kalantzis (2005) el
conocimiento se construye por la elaboración del significado en una gran diversidad de
contextos y en múltiples modos tales como lo lingüístico, visual, audio, gestural y espacial.
Llevando a cabo una pedagogía basada en la multiliteracidad en mi práctica docente me
permite emplear las TIC enfocadas hacia determinados propósitos didácticos, promoviendo
una significación relevante al uso educativo de las TIC y empleándolas no sólo como una
herramienta educativa sino como un nuevo entorno poseedor de nuevos significados del que
pueden aprehenderse nuevos conocimientos por medio del trabajo colaborativo del estudiante,
guiando al educando dentro de una nueva pedagogía tecnológica, con bases en la producción
propia del conocimiento, la crítica y la reflexión en relación del aprendizaje de saberes por
medio de las TIC. De éste modo guiado y significativo de la práctica educativa por medio de
las TIC, se construye un ciudadano maduro dentro de la S.C. como sugería Francés Pedro. Commented [MFP1]: Bien
Sección B
a) This activity complies with the characteristics of socioconstructivism since:
1-The teacher promotes collaborative learning among students since they work in groups,
they share their common previous knowledge (schema) related to “what makes a good story”
2- There are instances of dialogical interaction between students, they share their
perspectives and ideas in a contextualised learning situation.
3- Students work actively and independently own their productions (following Vygostky’s
ZPD); they are only monitored through a comprehensible series of steps that the teacher, as
the more knowledable other, asks them to follow. Commented [MFP4]: Good
b) Taking into account what has been coined by Edith Litwin, the teacher plays a role as a
guidance and monitor of the different stages of the task that students have to follow, while
students play the role as active learners, working cooperatively and independently. By the
end of the actitity, the students’ final outcome is a visual and written product, based on their
autonomous production. Commented [MFP5]: Good
c) This activity follows the different dimensions that this new pedagogy of multiliteracies
(coined by Cope and Kalantzis) supports since it is a contextual task, students experiment the
new and the known knowledge, they apply their general notions into particular ones, and
students analyse their final productions and they evaluate their own and other classmates’
perspectives of their diverse stories created. If there were not the same resources, instead,
there were books and the old-fashioned lesson planned with the conventional steps for reading
and writing comprehension, the activity would become boring, the expectations and the
outcome would not succeed and there would not be a significative integration between ICT
and knowledge into the learning process. Commented [MFP6]: Good