Web-Based Frameworks for CLIL in Primary School: Design, Implementation, Pilot Experimentation and Results

Ludovico, Luca A.; Zambelli, Claudia

doi:10.1007/978-3-319-63184-4_8

Cited by 7 publications

(16 citation statements)

References 14 publications

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“…Existe una amplia mayoría de estudios que introducen elementos hardware en las clases AICLE, siendo especialmente comunes las pizarras digitales, los ordenadores y otros elementos tecnológicos similares (Ludovico & Zambelli, 2017;Pérez Gracia et al, 2020). Otro amplio porcentaje de estudios utiliza elementos software como es el caso de aplicaciones como Plickers o programas como PowerPoint (Abbate, 2018;Albero-Posac, 2019;Batrova et al, 2017;Carrión Candel, 2018;Carrión Candel et al, 2021;Escobosa et al, 2019;Manchado Nieto, 2021;Rodríguez Merayo & Cerbián Bernat, 2017;Tarricone, 2021).…”

Section: Tipo De Tecnología Implementadaunclassified

“…La introducción de las TIC en AICLE en estos niveles educativos conlleva un proceso de interacción y colaboración entre los discentes que facilita tanto el aprendizaje de contenidos como el de la lengua meta (García-Esteban et al, 2021;Lorenzo & Granados, 2020;Ludovico & Zambelli, 2017 Manchado Nieto, 2021;Nieto-Moreno-de-Diezmas, 2018). Esta colaboración también es importante entre el profesorado, como indica la literatura de este trabajo (Bystray et al, 2018).…”

Section: Tipo De Tecnología Implementadaunclassified

“…Integrar tecnologías digitales en aula AICLE también es un factor motivante para los discentes (Carrión Candel et al, 2021;García-Esteban et al, 2021;López Pérez & Galván Malagón, 2017;Ludovico & Zambelli, 2017;Pérez Gracia et al, 2020;Schietroma, 2019), lo que coincide con las ideas previas que establecían las TIC como un elemento atractivo para fomentar la participación (Bystray et al, 2018). Además, AICLE favorece el uso de materiales auténticos (Hummel, 2014;Navarro-Pablo et al, 2019) y las TIC proporcionan acceso a una amplia variedad de estos recursos y materiales (Nieto-Moreno-de-Diezmas, 2018;Manchado Nieto, 2021;Pérez Gracia et al, 2020;Pérez Jurado & Martínez-Aznar, 2019;Tarricone, 2021).…”

Section: Tipo De Tecnología Implementadaunclassified

“…Por tanto, aunque las ideas de esta discusión proponen mejorar los enfoques tradicionales, como así lo requiere la sociedad actual (Batrova et al, 2017;Pérez Jurado & Martínez-Aznar, 2019;Nieto-Moreno-de-Diezmas, 2018), los resultados muestran una falta de materiales y de formación docente en estos ámbitos (Bueno-Alastuey et al, 2018;Carrión Candel at al., 2021;Escobosa et al, 2019;Pérez Gracia et al, 2020;Pérez Jurado & Martínez-Aznar, 2019), mientras que los centros educativos requieren de personal formado tanto en los contenidos específicos del currículo como en la lengua extranjera de instrucción y equipamiento digital (Ludovico & Zambelli, 2017). Figura 3.…”

Section: Tipo De Tecnología Implementadaunclassified

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Una revisión sistemática sobre el uso de TIC y el método AICLE en la educación obligatoria

Soto¹

2022

RiiTE

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The increasing use of digital technologies for teaching is an existing reality in classrooms of any educational stage, including the teaching of foreign languages, which is the field of study of this research. Due to this context, this work aims to determine the influence on the use of ICT in the teaching and learning of foreign languages when introducing a CLIL method. For this purpose, it was decided to conduct a systematic review following the PRISMA model and adding information obtained from the analysis of fugitive literature. The literature review was carried out on a total of 22 articles. The main inclusion criteria were the temporal selection from January 2017 to February 2022, the inclusion of the terms AICLE/CLIL and TIC/ICT in the title, abstract and keywords of the articles, and a primary and secondary education stage. The results show a growing trend of interest in this topic, with a predominance of contributions in English language as opposed to Spanish. The most relevant conclusions show a positive relationship between CLIL and ICT that contributes to the improvement of foreign language learning, although some negative factors such as the lack of resources and teacher training are recognized. El creciente uso de las tecnologías digitales para la enseñanza es una realidad existente en las aulas de cualquier etapa educativa, incluida la enseñanza de lenguas extranjeras, que es el campo de estudio de esta investigación. Este trabajo tiene el objetivo de determinar la influencia del uso de las TIC en la enseñanza y aprendizaje de lenguas extranjeras en situaciones de enseñanza en las que se utiliza el método AICLE. Para ello, se decidió realizar una revisión sistemática siguiendo el modelo PRISMA y añadiendo información obtenida del análisis de literatura fugitiva. La revisión de literatura se llevó a cabo en un total de 22 artículos. Los criterios de inclusión principales fueron la selección temporal de enero de 2017 a febrero de 2022, la inclusión de los términos AICLE/CLIL y TIC/ICT en el título, resumen y palabras clave de los artículos, y que la etapa educativa fuera educación primaria y secundaria. Los resultados muestran una tendencia creciente en el interés de este tema, predominando las aportaciones en lengua inglesa frente a española. Las conclusiones más relevantes evidencian una relación positiva entre AICLE y TIC que contribuye a mejorar el aprendizaje de lenguas extranjeras, aunque se reconocen algunos factores negativos como la falta de recursos y formación docente.

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Section: Tipo De Tecnología Implementadaunclassified

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Una revisión sistemática sobre el uso de TIC y el método AICLE en la educación obligatoria

Soto¹

2022

RiiTE

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“…Çünkü içerik ve dil bütünleşik öğrenmeyi dijital teknolojiye entegre etmek öğrenmeyi kolaylaştırabilir. İçerik ve dil bütünleşik öğrenme ile ilgili web tabanlı yaklaşımın evrimi, içerik ve dil bütünleşik öğrenme stratejilerini ilkokul eğitimine uygulamak için erişilebilir, özelleştirilebilir ve erişilebilir olduğunu kanıtladı (Ludovico ve Zambelli, 2017). Böylece, içerik ve dil bütünleşik öğrenme uygulaması her zaman daha etkili ve yapılabilir olacaktır.…”

Section: Introductionunclassified

Konuşma Ve Yaratici Yazma Beceri̇leri̇ni̇n Web 2.0 Destekli̇ Clil Ve Web 2.0 İle Geli̇şti̇ri̇lmesi̇

GILIÇ¹,

YELKEN²

2022

iedres

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The aim of this study is to examine the effects of web 2.0 supported content language integrated learning activities and Web2.0 on students' speaking and creative writing skills in English as a foreign language course. The study group of the research consists of middle school 6th grade students. There are 60 students, 2 in the experimental group and 1 in the control group, in the study. The intervention design, one of the mixed research designs, was used in the research.The implementation phase of the study lasted for 8 weeks. During this period, web 2.0 supported CLIL activities were applied to the experimental group 1 and web 2.0 supported learning activities to the experimental group 2."A1-A2 Oral Expression Scale" developed according to CEFR A1 and A2 skills, "Creative Writing Items Evaluation Scale" and interview questions were used as data collection tools. In the research, "A1-A2 Oral Expression Scale" and "Creative Writing Products Evaluation Scale" were applied as pretest and post-test. While one-way analysis of variance was performed in the analysis of quantitative data, qualitative data were evaluated by content analysis and divided into themes, and these were also classified with codes within themselves. Before the implementation, it was seen that the speaking and writing skill levels of all groups were similar.As a result of the research, web 2.0 supported content integrated learning activities improved students' speaking and writing skills positively; On the other hand, it was seen that web 2.0 supported activities improved students' speaking skills in a positive way, but were not effective in writing skills. Further research can be performed in other grades or classes following the results of the research.

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Towards the Future of Multi-Layer Music Encoding: The IEEE 1599 v2.0 Draft

Baratè,

Haus,

Ludovico

et al. 2023

2023 4th International Symposium on the Internet of Sounds

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In this contribution, we present the latest proposed changes to the IEEE 1599 format. IEEE 1599 is an XMLbased format first standardized in 2008 by the Computer Society of the Institute of Electrical and Electronics Engineers (IEEE CS). The original goal of the standard was to provide a digital format capable of describing music pieces, supporting the presence of heterogeneous materials (symbolic, formal, graphical, audio, etc.), inside an XML container. The format allowed advanced features such as a multi-layer information description and synchronization among entities (known as layers). Since its conception, the technological landscape has changed and new and different needs have emerged. The experience gained over the years has highlighted the strengths and limitations of the format and, for these reasons, the IEEE Working Group for XML Musical Application (IEEE WG 1599) is now contributing to a new release of the format. This paper will use a commented example to illustrate the proposed changes together with their impact compared to the original standard.

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Web-Based Frameworks for CLIL in Primary School: Design, Implementation, Pilot Experimentation and Results

Cited by 7 publications

References 14 publications

Una revisión sistemática sobre el uso de TIC y el método AICLE en la educación obligatoria

Una revisión sistemática sobre el uso de TIC y el método AICLE en la educación obligatoria

Konuşma Ve Yaratici Yazma Beceri̇leri̇ni̇n Web 2.0 Destekli̇ Clil Ve Web 2.0 İle Geli̇şti̇ri̇lmesi̇

Towards the Future of Multi-Layer Music Encoding: The IEEE 1599 v2.0 Draft

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