ICT and gamification experiences with CLIL methodology as innovative resources for the development of competencies in compulsory secondary education
Due to the lack of research in the field of music through CLIL and ICT in Secondary Education in Spain, we propose to merge this subject with an innovative methodology. The general objective is to present a different approach to students in order to increase their motivation for the subject. The spe...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad Complutense de Madrid (UCM) |
| Repositorio: | Docta Complutense |
| Idioma: | inglés |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/97017 |
| Acceso en línea: | https://hdl.handle.net/20.500.14352/97017 |
| Access Level: | acceso abierto |
| Palabra clave: | 373.5 37.013 371.3 37:62/.69 371.694 371.66/.69 37.091.6 78:37 Music Multimedia resources Secondary education Digital games Clil methodology Humanidades Enseñanza secundaria Enseñanza de la Música Métodos de enseñanza 58 Pedagogía 5801.07 Métodos Pedagógicos |
| Sumario: | Due to the lack of research in the field of music through CLIL and ICT in Secondary Education in Spain, we propose to merge this subject with an innovative methodology. The general objective is to present a different approach to students in order to increase their motivation for the subject. The specific objectives are to teach music in English by integrating content, cognition and vocabulary through communication and the use of new technologies. This approach makes the design and implementation didactic, audiovisual and multimedia. Cuadernia: digital notebook composed of flash files, videos and audios, and gamification strategies. Quizziz: multiplayer questionnaire of class contents, based on teaching music through a cooperative methodology and gamification, are applied as options with a great educational projection, with information and innovative pedagogical experiences and potential to work together in the classroom with different levels of the subject. The results that follow the Likert scale reflect high student satisfaction with regard to teaching methodology, content acquisition, teacher training, ICT and resources. As a conclusion, of the coincident results between the professor and the students, we would like to implement it in the coming years. |
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