Developing pre-service teachers' digital communication and competences through service learning for bilingual literacy
Loading...
Official URL
Full text at PDC
Publication date
2021
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
TLC Editorial Board
Citations
Exportar
Citation
Ahern, A. & López Medina, B. (2021). Developing pre-service teachers' digital communication and competences through service learning for bilingual literacy. Training, Language and Culture, 5(1), 57-67. doi: 10.22363/2521-442X-2021-5-1-57-67
Abstract
Learning environments have become increasingly digital in recent decades, requiring teachers and students to develop general digital competences across all educational systems and stages. This also means that for future teachers, professional digital competencies are a valuable asset that enables them to work with the technologies already fully integrated in schools and embedded in most curricula. This paper describes the use of digital communication technology throughout the different stages of a Service Learning Project, involving 2nd and 3rd year students from the Degree in Primary Education at the Universidad Complutense, Madrid. Students and their teachers involved in the project use specific digital communication tools which favour the interaction and completion of the project goal: Supporting literacy programmes in two languages for underprivileged students in two local schools. This paper analyses the tools used in the different stages of the project, the digital competencies they are related to and their suitability for similar Service Learning Projects.
Description
Referencias bibliográficas:
• Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220. doi: 10.1080/21532974.2019.1646169
• Audacity. (2021). Audacity latest version: 2.4.2. Retrieved from https://audacityteam.org/download
• Copaci, I. A., & Rusu, A. S. (2016). Trends in higher education service-learning courses for pre-service teachers: A systematic review. The European Pro-ceedings of Social and Behavioural Sciences, 18, 1-11. doi: 10.15405/epsbs.2016.12.1
• Cuhadar, C. (2018). Investigation of pre-service teachers’ levels of readiness to technology integration in education. Contemporary Educational Technology, 9(1), 61-75.
• Crisol-Moya, E., Romero-López, M. A., & Caurcel-Cara, M. J. (2020). Active methodologies in higher education: Perception and opinion as evaluated by professors and their students in the teachinglearning process. Frontiers in Psychology, 11, art. 1703. doi: 10.3389/fpsyg.2020.01703
• Easelly. (2021). Our mission. Retrieved from https://easel.ly/aboutus
• Gabarda Méndez, V., Marín Suelves, D., & Romero Rodrigo, M. de las M. (2020). Digital competence in initial teacher training. Perception of the students of teaching of the University of Valencia. ENSAYOS. Revista De La Facultad De Educación De Albacete, 35(2), 1-16.
• Hřebačková, M. (2019). Teaching intercultural communicative competence through virtual exchange. Training, Language and Culture, 3(4), 8-17. doi: 10.29366/2019tlc.3.4.1
• Luckmann, C. (1996). Defining experiential education. Journal of Experiential Education, 19(1), 6-7.
• Lubovsky, D. V. (2020). Selection of educational routes by high school and college graduates: A positive psychology approach. RUDN Journal of Psychology and Pedagogics, 17(4), 656-670. doi: 10.22363/2313-1683-2020-17-4-656-670
• Magdaléna, B., & Ivanova, S. V. (2020). Language, culture and ideology in discursive practices. Russian Journal of Linguistics, 24(2), 219-252. doi: 10.22363/2687-0088-2020-24-2-219-252
• Melash, V., Molodychenko, V., Huz, V., Varenychenko, A., & Kirsanova, S. (2020). Modernization of education programs and formation of digital competences of future primary school teachers. International Journal of Higher Education, 9(7), 377-386. doi: 10.5430/ijhe.v9n7p377
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
• Ottestad, G., Kelentrić, M., & Kelentrić, G. B. (2014). Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 243-249.
• Peric, J. (2012). Development of universities’ social responsibility through academic service-learning programs. Economy of Eastern Croatia Yesterday, Today, Tomorrow, 1, 365-375.
• Rose, D., & Acevedo, C. (2017). Aprender a escribir, Leer para aprender. Lenguaje y Textos, 46, 7-18. doi: 10.4995/lyt.2017.8688
• Rose, D., & Martin, J. R. (2012). Learning to Write, Reading to Learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox.
• Rose, D. & Martin, J. R. (2013). Intervening in contexts of schooling. In J. Flowerdew (Ed.), Discourse in context: Contemporary applied linguistics (pp. 447-475). London, UK: Continuum.
• Rosenstein, A., Sweeney, C., & Gupta, R. (2012). Crossdisciplinary faculty perspectives on experiential learning. Contemporary Issues in Educational Research, 5(3), 139-144.
• Salam, M., Awang Iskandar, D. N., Ibrahim, D. H. A., & Farooq, M. S. (2019). Service learning in higher education: A systematic literature review. Asia Pacific Education Review, 20, 573-593. Skov, A. (2016, March). What is digital competence? Retrieved from https://digital-competence.eu/front/what-is-digital-competence
• Yehuda, P. (2020). Pre-service teacher’s self-perception of digital literacy: The case of Israel. Education and Information Technologies, 1-17.
• Wurdinger, S., & Allison, P. (2017). Faculty perceptions and use of experiential learning in higher education. Journal of E-Learning and Knowledge Society, 13(1), 27-38. doi: 10.20368/1971-8829/150
• Wurdinger, S. D., & Carlson, J. A. (2009). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman and Littlefield Publishers.