• Comunicar 58: Digital media and learning: Emergent forms of participation and social transformation
  • Comunicar 57: Artivism: Art and Social Engagement in a Digital World
  • Comunicar 56: Cyberbullying: the threat without a face
  • Comunicar 55: The Media Sphere. Controversies in Public Life
  • Comunicar 54: Shared Science and Knowledge. Open Access, Technology and Education
  • Comunicar 53: Critical Citizenship and Social Empowerment in the Emerging Cybersociety
  • Comunicar 52: The Social Brain and Connective Intelligence
  • Comunicar 51: E-Innovation in Higher Education
  • Comunicar 50: Technologies and Second Languages
  • Comunicar 49: Media Education around the World: Curriculum and Citizenship
  •  

    Abstract

    Research on the integration of digital resources and materials in CLIL contexts is still scant. This article presents the results of a study carried out in eight schools in the province of Seville. Questionnaires and interviews were used to collect the data regarding CLIL teachers' and learners' opinions on the intergration of digital resources and materials in the classroom. The aims of this study are: 1) To analyse teachers' and learners' perceptions on the integration of digital resources and materials in the CLIL classroom; 2) To analyse how the educational stage affects teachers' and learners' perceptions on this use; 3) To analyse the type of digital resources and materials in English that learners use outside the classroom. The following analyses have been carried out: Categorical Principal Components Analysis; Mann-Whitney U test; qualitative content analysis; finally, Pearson correlation coefficients were calculated. Results show that there are discrepancies between teachers' and learners' perceptions regarding the use of digital resources and materials in the classroom; and that these perceptions are affected by the educational stage. This study concludes that the type of resources and materials that learners use outside the classroom is determined by those used in the classroom. However, at home, they are used differently, which is indicative of the need to adapt classroom practices to learners’ own independent uses.

     

    This article has been read 873 times

     

    Loading

    www.grupocomunicar.com

    grupocomunicar.com Google Play Grupo Comunicar Grupo Comunicar Mail Mail

    Esta web utiliza cookies para obtener datos estadísticos de la navegación de sus usuarios. Si continúas navegando consideramos que aceptas su uso. Más información X Cerrar