Technology in ELT: Achievements and challenges for ELT development

El Doctorado Interinstitucional en Educación, Mención ELT en Educación, de la Universidad Distrital Francisco José de Caldas fue uno de los actores que apoyan el 51º Congreso Anual de ASOCOPI. … Este Congreso fue un foro vívido para profesores y expertos del idioma inglés interesados en discutir c...

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Autores:: Castañeda-Peña, Harold
Guerrero, Carmen Helena
Méndez Rivera, Pilar
Castañeda, Jairo Enrique
Díaz, Juliana
López, María Eugenia
Reinhardt, Jonathon
Rincón, Luis
Rodríguez Buitrago, Carolina

Tipo de recurso:: Book

Fecha de publicación:: 2018

Institución:: Universidad Distrital Francisco José de Caldas

Repositorio:: RIUD: repositorio U. Distrital

Idioma:

id	UDISTRITA2_0374101c4f32899049ff45a9029f23a8
oai_identifier_str	oai:repository.udistrital.edu.co:11349/38142
network_acronym_str	UDISTRITA2
network_name_str	RIUD: repositorio U. Distrital
repository_id_str
dc.title.spa.fl_str_mv	Technology in ELT: Achievements and challenges for ELT development
dc.title.alternative.spa.fl_str_mv	Achievements and challenges for ELT development
dc.title.titleenglish.spa.fl_str_mv	Technology in ELT: Achievements and challenges for ELT development (Tecnología en ELT: Logros y desafíos para el desarrollo de ELT)
title	Technology in ELT: Achievements and challenges for ELT development
spellingShingle	Technology in ELT: Achievements and challenges for ELT development Redes sociales Desarrollo profesional Formación de profesores Talleres de escritura Educación en lengua extranjera Inglés -- Enseñanza Métodos de enseñanza Lingüística -- Investigaciones Redes sociales Social media Professional development Foreign Teachers Writing workshops Foreign language education
title_short	Technology in ELT: Achievements and challenges for ELT development
title_full	Technology in ELT: Achievements and challenges for ELT development
title_fullStr	Technology in ELT: Achievements and challenges for ELT development
title_full_unstemmed	Technology in ELT: Achievements and challenges for ELT development
title_sort	Technology in ELT: Achievements and challenges for ELT development
dc.creator.fl_str_mv	Castañeda-Peña, Harold Guerrero, Carmen Helena Méndez Rivera, Pilar Castañeda, Jairo Enrique Díaz, Juliana López, María Eugenia Reinhardt, Jonathon Rincón, Luis Rodríguez Buitrago, Carolina
dc.contributor.author.none.fl_str_mv	Castañeda-Peña, Harold Guerrero, Carmen Helena Méndez Rivera, Pilar Castañeda, Jairo Enrique Díaz, Juliana López, María Eugenia Reinhardt, Jonathon Rincón, Luis Rodríguez Buitrago, Carolina
dc.contributor.editor.none.fl_str_mv	Castañeda-Peña, Harold
dc.contributor.orcid.spa.fl_str_mv	Castañeda-Peña, Harold [0000-0002-6828-8712] Guerrero, Carmen Helena [0000-0003-4011-788X] Méndez Rivera, Pilar [0000-0001-9284-4611] Castañeda, Jairo Enrique [0000-0002-3002-7947]
dc.subject.spa.fl_str_mv	Redes sociales Desarrollo profesional Formación de profesores Talleres de escritura Educación en lengua extranjera
topic	Redes sociales Desarrollo profesional Formación de profesores Talleres de escritura Educación en lengua extranjera Inglés -- Enseñanza Métodos de enseñanza Lingüística -- Investigaciones Redes sociales Social media Professional development Foreign Teachers Writing workshops Foreign language education
dc.subject.lemb.spa.fl_str_mv	Inglés -- Enseñanza Métodos de enseñanza Lingüística -- Investigaciones Redes sociales
dc.subject.keyword.spa.fl_str_mv	Social media Professional development Foreign Teachers Writing workshops Foreign language education
description	El Doctorado Interinstitucional en Educación, Mención ELT en Educación, de la Universidad Distrital Francisco José de Caldas fue uno de los actores que apoyan el 51º Congreso Anual de ASOCOPI. … Este Congreso fue un foro vívido para profesores y expertos del idioma inglés interesados en discutir cómo la tecnología se ha integrado en la enseñanza del idioma inglés. (ELT) y aprendizaje. Este libro muestra una selección de trabajos presentados en el Congreso que reflejan logros y desafíos para el desarrollo de la enseñanza y el aprendizaje del idioma inglés. Este libro consta de tres partes que constituyen las tres R de la tecnología en ELT como aporte de este Congreso para la comunidad académica: Repensar, Investigar y Reexperimentar.
publishDate	2018
dc.date.created.none.fl_str_mv	2018
dc.date.accessioned.none.fl_str_mv	2024-07-18T14:22:42Z
dc.date.available.none.fl_str_mv	2024-07-18T14:22:42Z
dc.type.spa.fl_str_mv	book
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/book
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_2f33
format	http://purl.org/coar/resource_type/c_2f33
dc.identifier.isbn.spa.fl_str_mv	978-958-787-055-8 978-958-787-056-5
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11349/38142
dc.identifier.editorial.spa.fl_str_mv	Universidad Distrital Francisco José de Caldas. Doctorado Interinstitucional en Educación
identifier_str_mv	978-958-787-055-8 978-958-787-056-5 Universidad Distrital Francisco José de Caldas. Doctorado Interinstitucional en Educación
url	http://hdl.handle.net/11349/38142
dc.relation.ispartofseries.spa.fl_str_mv	Énfasis; N° 24
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spelling	Castañeda-Peña, HaroldGuerrero, Carmen HelenaMéndez Rivera, PilarCastañeda, Jairo EnriqueDíaz, JulianaLópez, María EugeniaReinhardt, JonathonRincón, LuisRodríguez Buitrago, CarolinaCastañeda-Peña, HaroldCastañeda-Peña, Harold [0000-0002-6828-8712]Guerrero, Carmen Helena [0000-0003-4011-788X]Méndez Rivera, Pilar [0000-0001-9284-4611]Castañeda, Jairo Enrique [0000-0002-3002-7947]2024-07-18T14:22:42Z2024-07-18T14:22:42Z2018978-958-787-055-8978-958-787-056-5http://hdl.handle.net/11349/38142Universidad Distrital Francisco José de Caldas. Doctorado Interinstitucional en EducaciónEl Doctorado Interinstitucional en Educación, Mención ELT en Educación, de la Universidad Distrital Francisco José de Caldas fue uno de los actores que apoyan el 51º Congreso Anual de ASOCOPI. … Este Congreso fue un foro vívido para profesores y expertos del idioma inglés interesados en discutir cómo la tecnología se ha integrado en la enseñanza del idioma inglés. (ELT) y aprendizaje. Este libro muestra una selección de trabajos presentados en el Congreso que reflejan logros y desafíos para el desarrollo de la enseñanza y el aprendizaje del idioma inglés. Este libro consta de tres partes que constituyen las tres R de la tecnología en ELT como aporte de este Congreso para la comunidad académica: Repensar, Investigar y Reexperimentar.The Doctorado Interinstitucional en Educación, ELT Education Major, at Universidad Distrital Francisco José de Caldas was one of the stakeholders supporting the 51st ASOCOPI’s Annual Congress. … This Congress was a vivid forum for English language teachers and experts interested in discussing how technology has been integrated into English language teaching (ELT) and learning. This book shows a selection of papers presented in the Congress that reflect achievements and challenges for English language teaching and learning development. There are three parts to this book which constitute the three Rs of technology in ELT as a contribution of this Congress for the academic community: Rethinking, Researching and Re experiencing.BogotápdfÉnfasis; N° 24Allen, H. W. & K. Paesani (2010). Exploring the Feasibility of a Pedagogy of Multiliteracies in Introductory Foreign Language Courses. L2 Journal, 2(1), 119-142.Arnold, N., Ducate, L. & Kost, C. (2009). Collaborative Writing in Wikis: Insights From Culture Projects in Intermediate German Classes. In L. Lomicka & G. Lord (Eds.), The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning CALICO Monograph Series, No. 9. San Marcos: CALICO, 115-144.Back, M. (2013). Using Facebook Data to Analyze Learner Linteraction During Study Abroad. Foreign Language Annals, 46(3), 377-401.Barton, D. (2007). Literacy: An Introduction to the Ecology of Written Language. London: Blackwell.Bax, S. (2003). CALL-Past, Present and Future. System, 31, 13-28.Bax, S. (2011). Normalization Revisited: The Effective use of Technology in Language Education. International Journal of Computer Assisted Language Learning and Teaching, 1(2), 1-15.Blattner, G. & M. Fiori (2011). Virtual Social Network Communities: An Investigation of Language Learners’ Development of Sociopragmatic Awareness and Multiliteracy Skills. CALICO Journal, 29(1), 24-43.Blin, F. (2016). Towards an ‘Ecological’ CALL Theory: Theoretical Perspectives and their Instantiation in CALL Research and Practice. In F. Farr & L. Murray (Eds.), Handbook of Language Learning and Technology. London: Routledge, 39-54.Bloch, J. (2007). Abdullah’s Blogging: A Generation 1.5 Student Enters the Blogosphere. Language Learning and Technology, 11(2), 128-141.Block, D. (2003). The Social Turn in Second Language Acquisition. Washington, D.C.: Georgetown University Press.Bolitho, R., Carter, R., Huges, R., Ivanic, R., Masuhara, H. & Tomlinson, B. (2003). Ten Questions About Language Awareness. ELT Journal 57(3), 251-259.Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. London: Routledge.Breen, M. P., & Candlin, C. (1989). The Essentials of a Communicative Curriculum in Language Teaching. Applied Linguistics, 1(2), 89-112.Buckingham, D. (2003). Media Education: Literacy, Learning, and Contemporary Culture. London: Blackwell.Byrnes, H. (2006). Introduction to Perspectives. The Modern Language Journal, 90(2), 244-246.Byrnes, H., Maxim, H. H., & Norris, J. (Eds.), (2010). Realizing Advanced Foreign Language Writing Development in Collegiate Education: Curricular Design, Pedagogy, Assessment. The Modern Language Journal, 94(supp.).Chen, H. (2013). Identity Practices of Multilingual Writers in Social Networking Spaces. Language Learning and Technology, 17(3), 143-170.Chen, W., Shih, Y. & Liu, G. (2015). Task Design and its Induced Learning Effects in a Cross-Institutional Blog-Mediated Telecollaboration. Computer Assisted Language Learning, 28(4), 285-305.Clark, C. & Gruba, P. (2010). The use of Social Networking Sites for Foreign Language Learning: An Autoethnographic Study of Livemocha. In C. Steel, M. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, Technology, and Transformation for an Unknown Future: Proceedings of ASCILITE Sydney 2010, 164-173.DePew, K. (2011). Social Media at Academia’s Periphery: Studying Multilingual Developmental Writers’ Facebook Composing Strategies. The Reading Matrix 11(1), 54-75.Dixon, E. & M. Thomas (Eds.), (2015). Researching Language Learner Interaction Online: From Social Media to MOOCs. San Marcos: CALICO.Gee, J. P. (1996). Social Linguistics and Literacies: Ideology in Discourses. London: Falmer Press.Hattem, D. (2014). Microblogging Activities: Language Play and Tool Transformation. Language Learning and Technology, 18(2), 151-174.Hyland, K. (2001). Genre and Second Language Writing. Ann Arbor, MI: University of Michigan Press.Jenkins, H. (2006). Convergence Culture. New York University Press, New York, NY.Kennedy, C. & T. Miceli (2013). In Piazza Online: Exploring the use of Wikis with Beginner Foreign Language Learners. Computer Assisted Language Learning 26(5), 389-411.Kern, R. (2000). Literacy and Language Teaching. Oxford: Oxford University Press.Kern, R. (2014). Technology as Pharmakon: The Promise and Perils of the Internet for Foreign Language Education. Modern Language Journal, 98(1), 340-357.Kern, R. & M. Warschauer (2000). Introduction: Theory and Practice of NetworkBased Language Teaching. In M. Warschauer & R. Kern (Eds.), Network-Based Languageteaching: Concepts and Practice. Cambridge: Cambridge University Press, 1-19.Kessler, G. (2009). Student-Initiated Attention to form in Wiki-Based Collaborative Writing. Language Learning and Technology, 13(1), 79-95.King, B. W. (2015). Wikipedia Writing as Praxis: Computer-Mediated Socialization of Second-Language Writers. Language Learning and Technology, 19(3), 106-123.Kumagai, Y. & A. López-Sánchez (2016). Advancing Multiliteracies in World Language Education. In Kumagai, Lopex-Sánchez, A., & S. Wu (Eds.), Multiliteracies in World Language Education. New York: Routledge, 1-25.Lamy, M. N. & K. Zourou (Eds.) (2013). Social Networking for Language Education. Basingstoke: Palgrave-Macmillan.Lankshear, C. & M. Knobel (2006). New Literacies: Everyday Practices and Classroom Learning (2nd ed.). Maidenhead: Open University Press.Lee, J. S. (2006). Exploring the Relationship Between Electronic Literacy and Heritage Language Maintenance. Language Learning and Technology, 10(2), 93-113.Lee, L. (2009). Promoting Intercultural exchanges with Blogs and Podcasting: A Study of Spanish-American Telecollaboration. Computer Assisted Language Learning, 22(5), 425-443.Lee, L. (2012). Engaging Study Abroad Students in Intercultural Learning Through Blogging and Ethnographic Interviews. Foreign Language Annals, 45(1), 7-21.Liaw, M. & K. English (2013). On-Line and Off-Site: Student-Driven Development of the Taiwan-France Telecollaborative Project Beyond These Walls. In M. -N. Lamy & K. Zourou (Eds.), Social Networking for Language Education. Basingstoke: Palgrave-Macmillan, 158-175.Lin, M. H., N. Groom, & C. Y. Lin (2013). Blog-Assisted Learning in the Esl Writing Classroom: A Phenomenological Analysis. Educational Technology and Society, 16(3), 130-139.Lin, C. -H., M. Warschauer & R. Blake (2016). Language Learning Through Social Networks: Perception and reality. Language Learning and Technology, 20(1), 124-147.Lomicka, L. & G. Lord (Eds.) (2009). The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning Calico Monograph Series, No. 9. San Marcos: CALICO.Lomicka, L. & G. Lord (2011). A Tale of Tweets: Analyzing Microblogging Among Language Learners. System, 40, 48-63.Mak, B. & D. Coniam (2008). Using Wikis to Enhance and Develop Writing Skills Among Secondary School Students in Hong Kong. System, 36, 437 -455.Mills, N. (2011). Situated Learning Through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement and Shared Repertoire. CALICO Journal, 28(2), 345-368.Mitchell, K. (2012). A Social Tool: Why and How ESOL Students Use Facebook. CALICO Journal, 29(3), 471-493.Mork, C. (2009). Using Twitter in EFL Education. JALTCALL Journal, 5(3), 41-56.New London Group (1996). A Pedagogy of Multiliteracies. Harvard Educational Review, 66(1), 60-92.Orsini-Jones, M., B. Brick & L. Pibworth (2013). Practicing Language Interaction in Social Networking Sites: The ‘Expert Student’s’ Perspective on Personalized Language Learning. In B. Zou, M. Xing, C. H. Xiang, Y. Wang & M. Sun (Eds.), Computer-Assisted Foreign Language Teaching and Learning: Technological Advances. Hershey: IGI, 40-53.Pasfield-Neofitou, S. (2011). 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ELT Journal, 57(3), 301-304.Attribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Abierto (Texto Completo)http://purl.org/coar/access_right/c_abf2Redes socialesDesarrollo profesionalFormación de profesoresTalleres de escrituraEducación en lengua extranjeraInglés -- EnseñanzaMétodos de enseñanzaLingüística -- InvestigacionesRedes socialesSocial mediaProfessional developmentForeign TeachersWriting workshopsForeign language educationTechnology in ELT: Achievements and challenges for ELT developmentAchievements and challenges for ELT developmentTechnology in ELT: Achievements and challenges for ELT development (Tecnología en ELT: Logros y desafíos para el desarrollo de ELT)bookinfo:eu-repo/semantics/bookhttp://purl.org/coar/resource_type/c_2f33ORIGINALtechnology_in_elt_achievements_and_challenges_for_elt_development.pdftechnology_in_elt_achievements_and_challenges_for_elt_development.pdfTechnology in ELT: achievements and challenges for 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