In-service teacher perception of IWB usage & training in technology-enhanced CLIL classrooms
This paper aims at (i) analyzing Primary and Secondary teachers´ opinion about the current level of IWB usage in bilingual schools, and (ii) contrasting the results obtained with the level of knowledge and skill in the application of CLIL by teachers who are currently undertaking in-service training...
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| Tipo de documento: | artigo |
| Data de publicação: | 2016 |
| País: | España |
| Recursos: | Universidad de Alcalá (UAH) |
| Repositório: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglês |
| OAI Identifier: | oai:ebuah.uah.es:10017/30325 |
| Acesso em linha: | http://hdl.handle.net/10017/30325 |
| Access Level: | Acceso aberto |
| Palavra-chave: | IWB CLIL Technology integration Teacher training Plurilingualism PDI AICLE Integración curricular de la tecnología Formación del profesorado Plurilingüismo Filología Humanidades Philology Humanities |
| Resumo: | This paper aims at (i) analyzing Primary and Secondary teachers´ opinion about the current level of IWB usage in bilingual schools, and (ii) contrasting the results obtained with the level of knowledge and skill in the application of CLIL by teachers who are currently undertaking in-service training in the field of Plurilingualism. Results reveal that teachers from bilingual schools most frequently use low-interaction IWB functions, which is in accordance with the display of early levels of knowledge and skill in the application of CLIL learning strategies. These findings lead us to believe that in-service training design should focus on promoting a progressive curricular integration of technology in bilingual setiings. |
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