Learning autonomy, digital learners and Google Education: a rhizomatic English syllabus framework
[EN] Exploiting the free technology empowering services with which Google supplies the educational field, the present paper contributes a Google Education mediated syllabus framework to the field of teaching English as a second/ foreign language. Through a systems approach methodology, the framework...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/138257 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/138257 |
| Access Level: | acceso abierto |
| Palabra clave: | English as second/foreign language Learner autonomy Digital learners Syllabus framework Google Education |
| Sumario: | [EN] Exploiting the free technology empowering services with which Google supplies the educational field, the present paper contributes a Google Education mediated syllabus framework to the field of teaching English as a second/ foreign language. Through a systems approach methodology, the framework addressed the concepts of ‘learner autonomy’ and ‘digital learners’ within the scope of its consecutive blocks: conceptualisation, planning and development. The relevance of this effort is to be seen in terms of bridging the ever-growing gap between the classroom and the digital world of web 2.0 learners; as well as enabling the teachers to contextualise the proposed tool with regard to their syllabi development, renewal and adaptation. |
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