Año 22, N.° 46: julio - diciembre
2023
Technological
Tools to Develop Competences for the 21st Century: A Project to
Empower Students in the English Teaching Major at UNED
Marco Antonio Alvarado-Barboza *
https://orcid.org/0000-0003-1932-3785
* Magister en Ciencias de la Educación con énfasis en
Administración Educativa de la Universidad de Costa Rica (UCR), de Costa Rica.
Licenciado en Docencia con énfasis en Enseñanza de Inglés de la Universidad
Estatal a Distancia (UNED), de Costa Rica. Bachiller en enseñanza de inglés,
UCR y bachiller en Enseñanza de inglés para I y II ciclo, UNED. Profesor de la
Licenciatura en Administración de la Educación de la UCR, y docente de la
Carrera de Enseñanza de Inglés de la UNED. Correo: antonio.alvaradobarboza@ucr.ac.cr
Abstract
Being
a «native digital», that is to say an individual who has grown up using Internet, computers and mobile
devices, and being an individual able to communicate ideas effectively
in a foreign language are definitely traits of a profile for the 21st
century. Society is requiring future English teachers to graduate with these
linguistic and technological competences to eventually equip them to provide
their pupils with meaningful learning experiences. The following article
intends to describe all the actions, stages and activities carried out in a
project about technological tools offered to students from the English Teaching
Major at Universidad Estatal a Distancia
(UNED) during the year 2021. The article presents a description of the process
followed and the information obtained through a questionnaire and a group
discussion applied to the participants. One important conclusion was that
projects with a hands-on perspective where students not only get information
from professors but need to practice, construct, and propose their own ideas
will always contribute to the participants’ development.
Key
words: Technology, teaching methods, workshops.
Recibido: 21 de julio de 2022
Aceptado: 7 de diciembre de 2022
Herramientas tecnológicas para desarrollar competencias
para el siglo XXI: un proyecto para empoderar a estudiantes de la carrera de
Enseñanza del Inglés en la UNED
Resumen
Ser un individuo «nativo digital», esto es, un
individuo que ha crecido usando la internet, las computadoras y los dispositivos
móviles, al igual que ser un individuo capaz de comunicarse en un idioma
extranjero definen muy bien el perfil del siglo XXI. La sociedad requiere que las
futuras personas docentes de lengua extranjera puedan graduarse con estas
competencias lingüísticas y tecnológicas para eventualmente capacitarlas para
que puedan proveer a sus estudiantes de oportunidades de aprendizaje
significativas. Este artículo describe las acciones, etapas y actividades
llevadas a cabo en el proyecto de herramientas tecnológicas que se ofreció a
estudiantes de la carrera de la Enseñanza del Inglés de la Universidad Estatal
a Distancia (UNED). El texto presenta la descripción del proceso llevado a cabo
y la información obtenida a través de un cuestionario y una discusión grupal
aplicados a las personas participantes. Se concluye que los proyectos en los
cuales las personas participantes no solo reciben información de profesores
sino que practican, construyen y proponen sus ideas, contribuirá en el
desarrollo de las personas participantes.
Palabras clave: Método de enseñanza, talleres,
tecnología.
Outils technologiques pour
développer les compétences pour le XXIème siècle: un projet pour autonomiser les étudiants de la filière d’Enseignement de l’Anglais à l’UNED
Résumé
Être un individu «enfant du numérique» signifie qu’il s’agit d’une personne
ayant grandi en utilisant l’internet, les ordinateurs et les appareils mobiles, ainsi que d’être capable de communiquer dans une langue étrangère; tout ceci définit
très bien le profil du XXIème siècle. Par conséquent, la société actuelle demande que les futurs enseignants de langue étrangère finissent leurs études avec
ces compétences linguistiques
et technologiques acquises pour éventuellement se former plus afin de fournir à leurs apprenants des opportunités d’apprentissage significatives. Cet
article décrit les actions, les étapes et les activités menées dans le projet d’outils technologiques qui a été offert aux
étudiants de la filière d’Enseignement de l’Anglais à l’Université de l’État à Distance (UNED). En ce cas, on décrit le processus mis en œuvre et l’information obtenue à travers un questionnaire et d’une discussion groupale administrés aux sujets participants. Finalement, on a conclu que les projets dans lesquels les personnes peuvent aller au-delà de recevoir de l’information de la part des enseignants, ils contribuent au développement de ces personnes participantes car elles peuvent
pratiquer, construire et proposer leurs idées.
Mots-clés: méthode d’enseignement,
ateliers, technologie.
Introduction
Mankind
has always expressed a desire to learn new languages. The first attempts to
learn a foreign language in Costa Rica dates to the XIX century when Latin was
introduced. After that and due to influences from different societies and
telecommunications, French and English started to take place. Then, the latter
became the most important one because of the geographical, economic, political,
and cultural boundaries[1].
In
1935, an educational reform took place and the teaching and learning of English
was considerably transformed. Native speakers and Costa Ricans who have studied
and lived abroad were the ones in charge of facilitating the learning process.
Although they «master» the language, they did not have any formal training for
teaching. Due to this lack of formal teaching training, the Universidad de
Costa Rica (UCR) started its English teaching program in 1954. The methodology
used was the Audiolingual method.
From
1978 to 1990, the Ministry of Public Education eliminated formal and official
study plans and, instead, sent teachers a guide with a list of books to use and
units to cover in class. However, in 1990, because of an urgent change, new
study plans took place and directed the attention to a more communicative
methodology. These new plans thrive for new objectives, meaningful learning
contexts and more effective ways of evaluating students’ outcomes. The new approach is now the Communicative
Approach.
In
1977, under the government of President Daniel Oduber Quirós and according to
Law 6044 – March 3, Universidad Estatal a Distancia (UNED) was officially created as a High-Education
institution specialized in teaching through social communication means. It is
pioneer in Latin America with a distance learning modality[2]. Nowadays, UNED promotes
different levels of study programs, extension and research, and intensive use
of Information and Communication Technology (ICT´s) in its pedagogical model.
Regarding
the teaching of English as a foreign language (TEFL), UNED started training
teachers in 1997 because of a direct request from the Ministry of Public
Education that required immediate training of English teachers for the
elementary levels. Those teachers would come to ease the need of trained
professionals in Costa Rican schools. Once the agreement was over in 1999, UNED
decided to continue pursuing more efforts by developing and elaborating its own
English Teaching major[3].
The
first formal study plan dates to 2005 where different blocks of subjects were
put together. The diplomado plan integrated language
courses (Grammar, Conversation, Phonetics and Written Expression), teaching and
assessment courses (Didactics, Planning, Principles of Assessment, Didactic
Resources and Teaching Seminar), and complemented with general courses in
Spanish (Humanities, Curriculum, Pedagogy). The Bachelor´s program included
some language, teaching, and literature courses as well. No course on ICT´s was
part of the plan neither for the Diplomado plan nor
for the Bachelor´s one. The only course related to Technology in the English
major was part of the Licenciatura plan placed in
block K[4].
Teaching
and technology around the world
Norway
was one of the first countries in the world to include Information and
Communication Technology (ICT) within the national curricula in compulsory
education. In 2006 the Norwegian Ministry of Education and Research introduced
a new educational reform; the Knowledge Promotion reform; which included a new
curriculum in compulsory and upper secondary education (1st-13th
grade). The reform emphasized five basic competence aims considered equally
important, and one of those was to develop digital skills. Consequently,
teacher ability to provide learning opportunities in digital competences for
their pupils was highlighted. Moreover, the use of ICT in teaching and learning
became widespread in Norwegian schools[5].
Authors Joke Voogt & Natalie Pareja from
University of Twente in their article: 21st Century Skills Discussion Paper
state:
It is without a
question that ICT has a primary place when talking about 21st century skills.
The development of technology is not only regarded as an argument for the need
of new skills by all frameworks, but it is also associated to a whole new set
of competences about how to effectively use, manage, evaluate, and produce
information across different types of media. With more or less detail, all
frameworks refer to the three domains of what Anderson (2008) refers to as
‘applied ICT literacy’, namely: a technical domain (related to the basic
operational skills needed to use ICT), a knowledge domain (which refers to the
use of ICT with a particular knowledge related purpose) and an information
literacy domain (related to the capacity to access, evaluate and use
information).[6]
María
del Carmen Pegalajar[7] regarding teacher training
in the use of ICT states «those tools enable personal development, successful
activity completion and enjoyment of situations that call on one’s own
individuality, as well as fully and actively participating in activities in
one’s environment. What is more, devices of this type facilitate the
development of varying forms of expression and knowledge enhancement».
Authors
Llorent-Vaquero, Tallón-Rosales
y Heras-Monastero comment on their comparative study with students from Spain
and Italy regarding the Information and Communication Technologies (ICTs) and
declare that
ICT´s are present
in almost all fields of society. These tools have generated important changes
and advances that have been introduced to our daily routines, slowly
integrating into our everyday lives until, in some situations, we have come to
depend on their use. In this technological context, being able to function
successfully in the digital field or develop digital competence is essential.[8]
Charles
Musarurwa implemented ICTS in Zimbawe
at the CITEP (College Information Technology Enhancement Programme)
and found that teacher educating students have a significant role to play in
the sustained application of ICT in schools. Therefore, declares Musarurwa «it is imperative that they are exposed to
effective use of ICT in their training. By integrating ICT as a learning
resource during regular classes, lecturers are exposing students to innovative
ways of learning»[9].
Nowadays
in India, teaching is becoming one of the most challenging professions where
knowledge is expanding rapidly and much of it is available to students as well
as teachers at anytime and anywhere. As education is primarily directed towards
preparing teachers, the quality of teacher education depends on the teacher
trainee's abilities and skills. The N.C.F. 2005 had also highlighted the
importance of ICT in school education and it also stated that «ICT if used for
connecting children and teacher with scientist working in universities and
research institutions would also help in demystifying scientist and their work»[10]. Therefore, teachers have
to accept the demands of modern world and modify their old concepts and methods
according to the needs of learners, otherwise teachers will become outdated in
the coming future and it will deteriorate the quality of education. There is
widespread belief that ICT can and will empower teachers and learners for
teaching-learning processes to develop their creativity, problem-solving
abilities, informational reasoning skills, communication skills, and other
higher-order thinking skills. ICT is not only used to enhance learning but also
important for a teacher to be comfortable using to ensure that students get the
full advantages of educational technology. Teaching with technology is
different than teaching within a typical classroom.
The
inclusion of ICT resources into teaching strategies constitutes a variable that
favors the growth of the learning efficiency, having a positive impact on the
student, but also on the teacher’s activities declared authors Gorghiu and Pascal on their article «Enriching the ICT
competences of university students»[11].
In
recent years, authors Garzón et al reported that «information and communication
technologies (ICTs) have entered society, causing numerous changes to the
social and economic levels, and without any doubt, to the educational one»[12]. They continue saying
that the reality of its arrival has led to a change in educational plans, whose
lines needed to be adapted to an innovative training where culture and digital
practice is predominant. ICTs permeate our daily lives, and their use is
becoming a fundamental requirement for insertion and promotion in the
workplace, for learning autonomy, and for encouraging the practice of active
citizenship.
As
is evident, the use of ICT is essential in education to prepare students for
the demands of the modern world. In 2014, the Ministry of Public Education of
Costa Rica embraced new trends in teaching and learning by adopting the Action
Oriented Approach as the core curriculum. The new plan was officially launched in
2017 and gradually introduced in first and seventh grade. The primary objective of this new curriculum was
to graduate students in sixth grade with a A2 level of proficiendy
and B2 for students graduating from eleventh grade according to the Common
European Framework for Languages.
This
curriculum was designed in an era in which technology plays an increasingly
important role. Professors and students of the English teaching major recognized
that while students were making progress in their linguistic performance, they
lacked technological skills. Courses, academic activities, and society itself
were longing for efforts from the university to help students improve and
maximize their capabilities by being trained in technology and XXI century
skills.
As
a result, the Cátedra Enseñanza
del Inglés developed a Research-Teaching Project
during second and third quarters of 2021, aimed at providing current students
in the English Teaching for I and II Cycles major with meaningful opportunities
to explore, comprehend, and develop competences for the 21st century
by interacting and designing technological tools.
Therefore,
the objective of this article is describe the process developed during the
implementation of the project «Technological Tools to Develop Competences for
the 21st Century» offered to students from the English Teaching
Major at UNED during the year 2021.
Methods
The
article uses a qualitative approach since the purpose is to describe the
process developed in the implementation of the project. As Dörnyei[13] explains qualitative
research «involves data collection procedures that result in open ended,
non-numerical data which is then analyzed primarily by non-Statistical Methods».
The project was developed over two quarters with students of the English
teaching for I and II cycle major, from different campus at UNED. The students
participated in workshops designed to teach them how to use different tools
that can be used when teaching.
Participants
In
the first phase of the project, 12 students participated; comprising 10 women
and 2 men. All participants were taking the diplomado
and the bachelor’s degree from the English teaching for I and II cycle major.
The participants could choose a schedule for the workshops from two options.
The first option was Monday and Wednesday from 5:30 p.m. to 7:30 p.m., and the
second option was on Saturday from 8:30 a.m. to12:30 p.m. Six students chose
the first schedule and the other six chose the second schedule.
During the second phase four participants
could not continue with the workshops due to working commitments. They were replaced
with four new participants. The new students chose the Monday and Wednesday
schedule. Thus the first schedule had a total of 7 students while the second
schedule had four students. Table 1 presents the student’s relevant background
information such as their assigned number, sex, age, schedule and the campus
where they study.
Table
1. Information of the participants
|
Student |
Sex |
Age |
University
Campus |
|
1
V |
Female |
34 |
Desamparados |
|
2
M |
Female |
22 |
San
Carlos |
|
3
C |
Female |
38 |
Puntarenas |
|
4
A |
Female |
35 |
Liberia |
|
5
J |
Male |
32 |
Desamparados |
|
6
S |
Female |
26 |
Puriscal |
|
7
A |
Male |
41 |
Orotina |
|
8
R |
Female |
30 |
Palmares |
|
9
N |
Female |
32 |
Nicoya |
|
10
N |
Female |
47 |
Upala |
|
11
M |
Female |
39 |
Ciudad
Neilly |
|
12
C |
Female |
27 |
Monteverde |
|
13
K |
Female |
48 |
Palmares |
|
14
S |
Female |
35 |
Desamparados |
|
15
D |
Female |
28 |
Cartago |
|
16
K |
Female |
47 |
Alajuela |
Source:
Alvarado-Barboza, 2022.
Instruments
Two
instruments were used to gather information from the participants regarding the
satisfaction of the project. The first instrument was an online questionnaire that
consisted of four open-ended questions related to the tools presented during
the workshops, their opinions on the methodology employed, the professor`s
performance and any recommendations they might have for the second quarter.
Besides, two closed-ended questions were included that asked participants to rade the usefulness of the tools studied during the
workshop and their interest in participating in the next quarter. Brown as cited
by Dörnyei define questionnaires as «any written
instrument that present respondents with a series of questions or statements to
which they are to react either by writing out their answers or selecting from
among existing answers»[14]. The questionnaire was administered
at the end of the second quarter in 2021 using Google Forms and it was sent to
the students via email.
The
second instrument was a focus group interview. According to Dörnyei
the focus group interviews is «a collective experience of group brainstorming,
that is participants thinking together, inspiring and challenging each other,
and reacting to the emerging issues and points»[15]. Participants could
express their ideas at the end of the second period about the project and
aspects to improve.
Results
and discussion
Development
of the project
The
project was developed in two quarters. Each quarter had three phases:
organization of the project, didactic activities, and evaluation of the
project.
In
the first phase «Organization of the project» during the first quarter,
the first step was the students’ registration. An informed consent was sent
to the students with the instructions and obligations related to the
participation of the project. The second step was to design the project with
the corresponding objectives, contents, methodology, timetable, materials,
evaluation, and outcomes expected.
In
the second phase «didactic activities» the students attended various workshops.
During the exploratory virtual sessions, the facilitator demonstrated the use
of the online tools such as Canva and Zoom for creating videos. These sessions
were conducted using the zoom app.
After
the workshop, the participants had to prepare a draft of a video using the
presented tools (Canva or Zoom). Then, the facilitator and the participants had
online sessions in which the facilitator provided feedback and participants
clarified doubts about the tools. The facilitator used the rubric shown in Table
2 to assess the drafts.
Table
2. Rubric used to evaluate the video drafts
|
Performance Level |
Needs Improvement |
Satisfactory |
Excellent |
|
|
Video content and organization |
The video lacks a central theme, clear point of view, and logical
sequence of information. Much of the information is irrelevant to the overall
message. 0-4 points |
Information is connected to a theme. Details are logical and
information is relevant throughout most of the video. 5-7 points |
Video includes a clear statement of purpose. Events and messages are
presented in a logical order, with relevant information that supports the
video’s main ideas. 8-10 points |
|
|
Creativity |
The video is not creative. 0-4 points |
The video needs more creativity. 5-7 points |
The video is very creative and catches the audience attention. 8-10 points |
|
|
Mechanics |
The text and/or audio has 4 or more grammar or spelling errors. 0-4 points |
The text and/or audio has 1-2 grammar or spelling errors. 5-7 points |
The text and/or audio has no grammar or spelling errors. 8-10 points |
|
|
Production |
Video is of poor quality. There are no transitions added or
transitions are used so frequently that they detract from the video. There
are no graphics. 0-4 points |
A variety of transitions are used, and most transitions help to
explain the content. Most of video has good pacing and timing. Graphics are
used appropriately. 5-7 points |
Video runs smoothly. A variety of transitions are used to assist in
communicating the main idea. Shots and scenes work well together. Graphics
explain and reinforce key points in the video. 8-10 points |
|
|
Length (4 to 5 minutes) |
Too long or too short. 0-4 points |
The video last almost the time proposed. 5-7 points |
The video achieves the time proposed (4 to 5 minutes). 8-10 points |
|
|
Comments |
Language comments |
|||
Source:
Alvarado-Barboza, 2022.
After
receiving feedback, students improved their drafts to create the final
version of the video. Then, they uploaded it to UNED’s platform: APRENDE U. The
same process was used with the second theme, which involved the design of
digital presentations using tools such as Powtoon and
Mentimetter.
At
the end of the quarter, students participated in an academic forum where they applied
the knowledge they had acquired to solve various situations related to technological
tools (Figure 1).
Figure
1. Activities developed by the students in the first quarter
Source:
Alvarado-Barboza, 2022.
In
the Figure 1 it is observed the activities that students developed in the first
quarter. For the evaluation of the project, students completed a
questionnaire. The questionnaire covered themes related to the opinion about
the tools, the usefulness of the tools, the methodology used during the
project, the professor’s performance during the workshops, the interest to
continue with the project and possible recommendations. It helped to make
decisions to improve the second part of the project in the following quarter.
In
the second quarter, after feedback from students was received, it was decided
to change the methodology used for the learning of the new tools. During this
transition, four students did not continue. A new registration had to be done
and four students substituted them. The second part of the project was prepared
similarly to the first quarter, but there were changes in the didactic
activities. One important change was that the projects were focused on
educational purposes. It helped to contextualize more the projects the
participants had to develop.
The methodology used during the workshops was
similar throughout both quarters. The facilitator demonstrated the use of the
tools which for the second quarter were Padlet, Genially and Google Classroom. Then,
students worked on their projects. They had to design a Padlet and upload the
material to UNED’s platform APRENDEU. Finally, students presented their
projects to both the facilitator and other participants providing and receiving
feedback. The table used for the feedback is presented in the Table 3.
Table
3. Table used to give feedback
|
Student: |
Group: |
|
Comments |
Language comments |
Source:
Alvarado and Brizuela, 2022.
After
the feedback students had to upload the final version of the project. This
methodology was used with the tools Genially and Google Classroom (Figure 4).
Figure
4. Activities developed by the students in the second quarter
Source:
Alvarado-Barboza, 2022.
For
the evaluation of the project in the second quarter, students participated in a
group discussion. The facilitator gave students the opportunity to talk about
the aspects they liked and did not like about the project, also students provided
recommendations for improvement regarding methodology.
Students’
opinions
The
project was very successful for the students as all the participants found the
tools presented during the project to be very useful for their learning. Some
of the comments expressed in the questionnaire are presented in the Figure 5.
Figure
5. Students’ opinion about the tools
Source:
Alvarado-Barboza, 2022, based on the questionnaire applied to participants.
As
shown in Figure 5, students expressed that the tools were highly useful,
dynamic, and helpful. The tools provided them with the opportunity to be
prepared for a new context in which technology plays an increasingly important role
every day. According to LaToya et al.
technological
advancements have led to changes in the expectations placed on K-12 teachers.
Teachers are now expected to better equip students with 21st-century skills,
making it important to understand teachers' beliefs about the role of
technology in teaching and learning and the skills their students need to be
successful.[16]
Participants
considered these tools as significant since they were able to analyze how the
interaction with these tools will help them to improve the quality of their
classes. In the presentations of their projects, the participants could
demonstrate how the tools were useful in English teaching environments and they
were able to include in their presentations interactive games, videos, music,
audios and materials for students with curricular accommodations.
The
participants also provided their opinions about the methodology used during the
project. Some of the opinions about the methodology are presented in the Figure
6.
Figure
6. Opinion about the methodology used during the project
Source:
Alvarado-Barboza, 2022, based on the questionnaire applied to participants.
The
methodology used helped students to explore the apps with the facilitators’
help. Then, students could interact with the tools on their own to develop
their projects, but also students had the opportunity to present their projects
and to receive feedback during the process. This methodology facilitated the
participants learning since it was developed step by step. Authors Dmoshinskaia et al. comment on the importance of providing
and receiving feedback from peers and say:
Peer assessment is
being used more and more in education. Its growing popularity is due in part to
the trend of making educational processes in general, and assessment processesin particular, more active and student-centered.
Giving and receiving peer feedback is seen as an important vehicle for deep
learning.[17]
The
methodology used helped the participants to see how the tools worked, the
requirements, the difference between free and paid versions, and the use they
can give them for the teaching process. Participants were also able to register
and interact with the tool to design their own project. Besides, as Dmoshinskaia et al.[18] and the students
mentioned the feedback process was very significant for deep learning.
Participants were able to see their projects from different perspectives and
they could reflect about the teaching and learning process.
One
important aspect to consider was that students were able to evaluate the
project at the end of the first phase in order to improve the project for the
second phase. Some of the observations given are presented in the Figure 7.
Figure
7. Recommendations for the project
Source:
Alvarado-Barboza, 2022, based on the questionnaire applied to participants.
The
participants were very satisfied with the tools, methodology and facilitator.
However, they made some recommendations in aspects of time. For example, one
participant mentioned that she would have liked to have more workshops because
she was learning a lot. Another participant mentioned the idea of more videos
or PDF documents. In this case, all the sessions were recorded and uploaded to
APRENDEU platform, so that participants could see and review what was studied.
A
third recommendation was made in terms of administrative procedures since the
project needed to be scheduled taking into consideration the participants’
dates for exams and homework at UNED. For the second phase, students’ dates and
assignments were considered when making the chronogram. It was a difficult
process since the assignments at UNED for students from the profesorado
and bachelor’s degree from the career of English teaching at I and II cycle is
very demanding.
Final
conclusions
1.
Students from English Teaching major can consolidate their linguistic competences
as well as maximize XXI century skills through projects implemented by the coordination
in which they can use English to communicate their ideas and learn
technological tools that will eventually empower them to facilitate the
teaching-learning process with elementary level students.
2.
Projects with a hands-on perspective where students not only get information from
professors but need to practice, construct, and propose their own ideas will
always contribute to the participants’ development.
3.
Enabling meetings with participants where individualized feedback is provided
to them to shape their personal projects is a key to promote self-regulation,
self-assessment and self-improvement of students.
4.
The ages from the participants was in a range from 22 years to 47 years. For the
oldest students the use of technology was very difficult, but they were guided
in a simple way to make the process easier and not frustrating. It means that
the methodology used was effective to achieve the goal of the project.
5.
Participants were able to interact with a variety of tools, but at the same
time the reflection process they did about the teaching of English was very new
for them. They not only learned how to use a tool, but also how to use it for a
specific English objective. It helped participants a lot for their future
practicum at the English Major and for their future job as teachers.
6.
This was the first time that this project was put into practice. For this
reason, the feedback given by the participants would help to improve the implementation
of future projects with similar characteristics.
Formato
de citación según APA
Alvarado-Barboza, M. A. (2023). Technological
Tools to Develop Competences for the 21st Century: A Project to
Empower Students in the English Teaching Major at UNED. Revista Espiga 22 (46).
Formato de citación según Chicago-Deusto
Alvarado-Barboza, Marco Antonio. «Technological Tools to Develop Competences for the 21st
Century: A Project to Empower Students in the English Teaching Major at UNED». Revista Espiga 22, n.° 46 (julio-diciembre,
2023).
References
Córdoba-Cubillo, Patricia, Rossina
Coto-Keith y Marlene Ramírez Salas. «La enseñanza del inglés en Costa Rica y la
destreza auditiva en el aula desde una perspectiva histórica». Actualidades
en Educación 5, n.° 2 (2005): 1-12. https://revistas.ucr.ac.cr/index.php/aie/article/view/9153/17525
Dmoshinskaia, Natasha, Hannie Gijlers y Ton de Jong. «Giving feedback on peers’ concept maps in an inquiry
learning context: The effect of providing assessment criteria». Journal of
Science Education and Technology 30 (2021): 2021.
https://doi.org/10.1007/s10956-020-09884-y
Dörney, Zoltán. Research Methods in applied linguistics.
Oxford: Oxford University Press, 2011.
Egeberg, Gunstein, Greta Björk Gudmundsdottir, Ove Edvard Hatlevik,
Geir Ottestad, Jørund Høie Skaug,
and Karoline Tømte. The Digital State of Affairs in
Norwegian Schools. Nordic Journal of Digital Literacy (2012).
https://www.idunn.no/doi/10.18261/ISSN1891-943X-2012-01-07
Garzón-Artacho,
Esther, Tomás Sola-Martínez, José Luis Ortega-Martín, José Antonio Marín-Marín
y Gerardo Gómez-García. «Teacher training in lifelong learning – The
importance of digital competence in the encouragement of teaching innovation». Sustainability 12, n.° 7 (2020):
https://doi.org/10.3390/su12072852
Pascale,
Lucia, Gabriel Gorghiu y Laura Mónica Gorghiu. «Enriching the ICT
competences of university students – a key factor for their success». Conferencia
pronunciada en 3rd Central and Eastern European
LUMEN, Chişinău, Moldavia, del 8 al 10 de junio de
2017.
O’Neal,
LaToya J., Philip Gibson y Sheila R. Cotten.
«Elementary school teachers’ Beliefs about the role of technology in 21st -Century
teaching and learning». Computers in the School. Interdisciplinary Journal
of Practice, Theory, and Applied Research 34, n.° 3 (2017): 192-206. https://doi.org/10.1080/07380569.2017.1347443
Llorent-Vaquero, Mercedes,
Susana Tallón-Rosales y Bárbara de las Heras-Monastero.
«Use of information and communication
technologies (ICTs) in Communication and collaboration: A comparative study
between university students from Spain and Italy». Sustainbility
12, n.° 10 (2020): https://doi.org/10.3390/su12103969
Musarurwa, Charles. «Teaching with and learning through ICTs in Zimbabwe’s
teacher education colleges».US-China
Education Review A 7 (2011): 952-959.
Mora,
Yinnia. Plan de Estudios de la Carrera Diplomado,
Bachillerato y Licenciatura en Enseñanza el Inglés para I y II ciclos. San José: UNED, 2008.
Pegalajar-Palomino, María del Carmen. «Teacher training in the use of ICT for
inclusion: Differences between early childhood and primary education». Procedia
– Social and Behavioral Sciencies 237 (2017):
144-149. https://doi.org/10.1016/j.sbspro.2017.02.055
Programa Estado de la Nación. Sexto
informe estado de la educación. San José:
PEN / Servicios Gráficos,
2017.
Thakur, Nabin. «A study on implementation of techno-pedagogical
skills, its challenges and role to release at higher level of education». American
International Journal of Research in Humanities, Arts and Social Sciences,
2 (15-154), 2015.
Voogt, Joke y Natalie Pareja Roblin. 21st century skills. Discussion paper. Enschede: Universidad de Twente,
2010. http://opite.pbworks.com/w/file/fetch/61995295/White%20Paper%2021stCS_Final_ENG_def2.pdf
Universidad
Estatal a Distancia. «Historia». Acceso: 28 de junio de 2023.
https://www.uned.ac.cr/historia