Criterios para evaluar aplicaciones para el aprendizaje de idiomas
Criteria for evaluating language learning applications
DOI:
https://doi.org/10.53732/rccsociales/03.01.2021.34Keywords:
TIC, teléfono móvil, educación, inglés, lengua, aprendizajeAbstract
El uso de la tecnología no solamente cambió a los estudiantes de hoy en día, sino que ha redefinido los enfoques centrados en el alumno, así como el rol del docente ya que debemos reevaluar y adaptar nuestros enfoques para aprovechar la tecnología de una manera efectiva. Las aplicaciones de celular aportan la ventaja de estar disponibles “en todo momento y en todo lugar”, lo que hace especialmente atractivas para complementar la labor docente de múltiples maneras. El trabajo es parte de un estudio donde se evaluaron aplicaciones de celular para el aprendizaje de inglés. Para tal efecto, a través de una revisión de la literatura se establecieron los criterios e indicadores para evaluar dichas aplicaciones. Se diseñó una “rúbrica para revisión de aplicaciones de habilidades idiomáticas” que se enfoca en ocho dimensiones tanto instruccionales como también de diseño y funcionalidad (conexión curricular, autenticidad, retroalimentación, diferenciación, rendimiento, capacidad para compartir, amigabilidad y diseño atractivo). Este trabajo contribuye a la identificación de las características que una aplicación eficiente para el aprendizaje de idiomas debe poseer. Se recomienda que los docentes seleccionen aplicaciones que no solamente refuercen las habilidades idiomáticas, sino auténticas, flexibles, fáciles de utilizar con un diseño atractivo.
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Walker, H. (2011). Evaluating the effectiveness of apps for mobile devices. Journal of Special Education Technology, 26(4), 59-63. Disponible en: https://canelearn.org/pluginfile.php/759/mod_book/chapter/259/Research%20Article.pdf
Walker, H. (2014). Establishing content validity of an evaluation rubric for mobile technology applications utilizing the Delphi method. [Tesis Doctoral]. Disponible en: https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/36935/WALKER-DISSERTATION-2013.pdf?sequence=1&isAllowed=y
Warschauer, M. y Kern, R. (2000). Network-based language teaching: Concepts and practice. Cambridge, UK: Cambridge University Press.
Yaman, İ., y Ekmekçi, E. (2016). A Shift from CALL to MALL?. Participatory Educational Research, 4(2), 25-32.
Beetham, H. y Shrape R. (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering e-Learnig. New York, NY: Routledge.
Beatty, K. (2015). Language, Task and Situation: Authenticity in the Classroom. Journal of Language and Education, 1(1). Disponible en: https://cyberleninka.ru/article/n/language-task-and-situation-authenticity-in-the-classroom/viewer
Blake, R. J. (2009). Revisión del Nuevo aula digital brave: tecnología y aprendizaje de idiomas extranjeros. Aprendizaje de idiomas y tecnología, 13(2). Disponible en: http: /llt.msu.edu/ vol13num2 / review2.pdf
Borges, N. J., Manuel, R. S., Elam, C. L., y Jones, B. J. (2010). Differences in motives between Millennial and Generation X medical students. Medical education, 44(6), 570-576. Doi: https://doi.org/10.1111/j.1365-2923.2010.03633.x
Brown, H D. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 4th ed. White Plains, NY: Longman. Disponible en: https://languageandpedagogy.files.wordpress.com/2010/09/proyecto-desarrollo-de-competencia-comunicativa-30-agosto-2013.pdf
Castillo Alvarenga, M. B., Strahm Voulquin, E.W. y Canese, V. (2020). Mobile apps for teaching and learning English as a Foreign Language to a teenagers and adults. ÑEMITỸRÃ, 1(2), 97-115.
Chen, C. y Chung, C. (2008). Personalized Mobile English Vocabulary Learning System Based on Item Response Theory and Learning Memory Cycle. Computers y Education, 51(2). pp. 624-645. Doi: https://doi.org/10.1016/j.compedu.2007.06.011
Dudeney, G. y Hockly, N. (2007). How to Teach English with Technology. Harlow: Pearson/Longman
Eaton, S. E. (2010). Global Trends in Language Learning in the 21st Century. Calgary: Onate Press. Disponible en: https: //files.eric.ed.gov/fulltext/ED510276.pdf
Elam, C., Stratton, T., y Gibson, D. D. (2007). Welcoming a new generation to college: The millennial students. Journal of College admission, 195, 20-25.
Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning y Technology, 21(2), 3-17. Disponible en: https://scholarspace.manoa.hawaii.edu/bitstream/10125/44607/1/21_02_emerging.pdf
Goodman, P. S. (2001). Technology Enhanced Learning: Opportunities for Change. Mahway, NJ: L. Erlbaum Associates.
Jarvis, H. (2015). From PPP and CALL/MALL to a Praxis of Task-Based Teaching and Mobile Assisted Language Use. Tesl-Ej, 19(1). Disponible en: http://www.tesl-ej.org/wordpress/issues/volume19/ej73/ej73a1/
Klimova, B. (2018). Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies, 23(3), 1091-1099. Doi: 10.1007 / s10639-017-9655-5
Kolb, L. (2008). Toys to Tools: Connecting Student Cell Phones to Education. Washington DC: ISTE.
Kraut, R. (Ed.). (2013). Policy guidelines for mobile learning. Paris: United Nations Educational, Scientific and Cultural Organization. Disponible en: file:///C:/Users/hp/Downloads/219641e.pdf
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. 2da ed. New York: Oxford University Press.
Lee, C. Y., y Cherner, T. S. (2015). A Comprehensive Evaluation Rubric for Assessing Instructional Apps. Journal of Information Technology Education Research,14, 21-53. Disponible en: http://www.jite.org/documents/Vol14/JITEV14ResearchP021-053Yuan0700.pdf
McQuiggan, S., Kosturko, L., McQuiggan, J. y Sabourin, J. (2015). Mobile Learning: A Handbook for developers, Educators, and Learners. Hoboken, NJ: John Willey y Sons.
Mercado, L. A. (2012). English Language Learning and Technology. Buenos Aires: Cengage Learning.
Motteram, G. [Ed.] (2013). Innovations in Learning Technologies for English Language Teaching. London: British Council.
Murphy, K., DePasquale, R., y McNamara, E. (2003). Meaningful connections: Using technology in primary classrooms. Young Children, 58(6), 12-18. Disponible en: https://url2.cl/NPCgW
Mutt, S. (2013). Monday Made it! App Review Rubric for Kid Critics. Digital: Divide y Conquer, Recuperado de https://www.teacherspayteachers.com/Product/Student-App-Review-Rubric-784271
Pilgrim, J., Bledsoe, C., y Reily, S. (2012). New technologies in the classroom. Delta Kappa Gamma Bulletin, 78(4).
Pim, C. y Motteram, G. (2013). Emerging technologies, emerging minds: digital innovations within the primary sector. Innovations in learning technologies for English language teaching, 17-42.
Pletka, B. (2007). Educating the Net Generation: How to engage students in the 21st century. Los Angeles: Santa Monica Press.
Qiang, C. Z., Kuek, S. C., Dymond, A., & Esselaar, S. (2012). Mobile Applications for Agricultural and Rural Development. s.l.: ICT Sector Unit. Disponible: https://openknowledge.worldbank.org/bitstream/handle/10986/21892/Mobile0applica0nd0rural0development.pdf?sequence=1&isAllowed=y
Rhodes, W. (2015). What makes a Great App? SAVVY Apps. N.p. July. https://savvyapps.com/blog/what-makes-a-great-app
Richards, J. C. y Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. 3rd. Ed. Cambridge: Cambridge University Press.
Rickes, P. C. (2009). Make way for Millennials! How today's students are shaping higher education space: from generations in perspectives, through generational cycles, and on to the influence of Millennials on campus space. Planning for Higher Education, 37(2), 7. Disponible en: https://go.gale.com/ps/anonymous?id=GALE%7CA193960334&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=07360983&p=AONE&sw=w
Robson, M. (2013). The English Effect: The impact of English, what it’s worth to the UK and why it matters to the world. London: British Council. Disponible en: https://www.britishcouncil.org/sites/default/files/english-effect-report-v2.pdf
Sarwar, M., y Soomro, T. R. (2013). Impact of smartphone’s on society. European Journal of Scientific Research, 98(2), 216-226. Disponible en: https://url2.cl/mugtB
Schleicher, A. (2012). Preparing Teachers and Developing School Leaders from the 21st Century. Lessons from around the World. Paris: OECD. Disponible en: https://www.oecd.org/site/eduistp2012/49850576.pdf
Thoman, E. (2003). Screen-Agers... and the Decline of the Wasteland. Federal Communications Law Journal, 55(3). Disponible en: https://www.repository.law.indiana.edu/cgi/viewcontent.cgi?article=1359&context=fclj
Vincent, T. (2012). Ways to evaluate educational apps. Learning in Hand.Retrieved from http://learningin-hand.com/blog/ways-to-evaluate-educational-apps.html
Walker, H. (2011). Evaluating the effectiveness of apps for mobile devices. Journal of Special Education Technology, 26(4), 59-63. Disponible en: https://canelearn.org/pluginfile.php/759/mod_book/chapter/259/Research%20Article.pdf
Walker, H. (2014). Establishing content validity of an evaluation rubric for mobile technology applications utilizing the Delphi method. [Tesis Doctoral]. Disponible en: https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/36935/WALKER-DISSERTATION-2013.pdf?sequence=1&isAllowed=y
Warschauer, M. y Kern, R. (2000). Network-based language teaching: Concepts and practice. Cambridge, UK: Cambridge University Press.
Yaman, İ., y Ekmekçi, E. (2016). A Shift from CALL to MALL?. Participatory Educational Research, 4(2), 25-32.
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Published
2021-02-09
How to Cite
Canese, V., & Castillo Alvarenga, M. B. (2021). Criterios para evaluar aplicaciones para el aprendizaje de idiomas: Criteria for evaluating language learning applications. Revista científica En Ciencias Sociales - ISSN: 2708-0412, 3(1), 34–48. https://doi.org/10.53732/rccsociales/03.01.2021.34
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