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Vyond the mold: a new approach to Professional development
dc.contributor.advisor | Gómez Pereira, Diana Patricia | |
dc.contributor.author | Kalena Williams, Aniceta | |
dc.date.accessioned | 2020-05-19T15:11:54Z | |
dc.date.available | 2020-05-19T15:11:54Z | |
dc.date.issued | 2020-03-16 | |
dc.identifier.uri | http://hdl.handle.net/10818/41115 | |
dc.description | 56 páginas | es_CO |
dc.description.abstract | La tecnología ha aumentado la cantidad de herramientas de aprendizaje de idiomas que los profesores pueden usar en sus aulas. Sin embargo, muchos programas de desarrollo profesional encargados de preparar a los maestros para integrar estas nuevas herramientas raras veces tienen en cuenta los contextos en los que los maestros enseñan. Este estudio monográfico aborda las formas en que el desarrollo profesional contextualiza el uso de la tecnología por parte de los docentes en entornos de aprendizaje Integrado de Contenido y Lenguaje a través de comunidades de práctica (CLIL). Este proyecto de Investigación de Acción Colaborativa se llevó a cabo en una Institución privada al norte de Bogotá, Colombia y contó con la participación de 11 educadores de primaria y preescolar. El objetivo de este estudio monográfico era capacitar a los profesores para utilizar el software de creación de vídeo animado conocido como Vyond, para que pudieran crear sus propias herramientas de aprendizaje específicas del contexto. Durante un período de un año, los datos fueron recogidos a través de encuestas de maestros, reflexiones de los participantes, notas de campo de la investigadora e artefactos producidos por los participantes. Los resultados revelaron que la capacitación que duró dos semanas ayudó a los participantes a mejorar las habilidades y la comprensión para desarrollar sus propios videos de enseñanza. Dado que los 11 profesores enseñaban en diversos entornos CLIL dentro de la Institución, el Software Vyond demostró ser una herramienta versátil. Además, los maestros consideraron que las comunidades de práctica proporcionaban un entorno de capacitación más adecuado que las sesiones tradicionales de capacitación de cuatro horas que suelen tener. | es_CO |
dc.description.abstract | The use of Technology in education has become a national goal in Colombia. School administrators often organize technology-centered professional training programs to meet national education goals. However, many professional development programs charged with preparing teachers to integrate these new tools rarely consider the contexts in which teachers teach. This paper presents a case study that addresses the ways in which contextualized professional development training empowers teachers’ use of technology in Content and Language Integrated Learning environments via communities of practice. This Collaborative Action Research project was carried out on a private institution in Northern Bogota, Colombia and involved nine preschool and elementary educators and two administrators. | eng |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.publisher | Universidad de La Sabana | es_CO |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.source | instname:Universidad de La Sabana | es_CO |
dc.source | reponame:Intellectum Repositorio Universidad de La Sabana | es_CO |
dc.subject | Inglés -- Enseñanza | es_CO |
dc.subject | Aprendizaje | es_CO |
dc.subject | Innovaciones tecnológicas | es_CO |
dc.subject | Tecnologías de la información y de la comunicación | es_CO |
dc.title | Vyond the mold: a new approach to Professional development | es_CO |
dc.type | masterThesis | es_CO |
dc.publisher.program | Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido | es_CO |
dc.publisher.department | Departamento de Lenguas y Culturas Extranjeras | es_CO |
dc.identifier.local | 277048 | |
dc.identifier.local | TE10666 | |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | openAccess | es_CO |
dc.creator.degree | Magister en Didáctica del Inglés para el Aprendizaje Autodirigido | es_CO |
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