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Internship experience report: Ribera school

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dc.contributor.advisorDiaz Diaz, Alex Mauriciospa
dc.contributor.authorCarvajal Diaz, Jesús David
dc.date.accessioned2022-08-03T20:50:11Z
dc.date.available2022-08-03T20:50:11Z
dc.date.issued2022-07-30
dc.description.abstractThrough this paper it will explore the results of the applications of the different teaching strategies and methodologies such as flipped classroom, high- tech approach, and active learning. And explore its impact in a selected group of students in a post conflict context. Thus, the purpose of this internship aims to enhance the teaching performance in a real teaching stage, acquire the necessary skills and help future teachers to get a tool in order to cover students and school’s needs. Where I worked is the Institution of Education “La Ribera” School, located in Monteria- Cordoba. They have students from 5th to 11th grade which are encouraged by teachers to learn the target language and improve their English skill while they learn values.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTION ........................................................................................................... 6spa
dc.description.tableofcontents2. INTEGRATE TECHNOLOGY INTO THE CLASSROOM. ........................................ 8spa
dc.description.tableofcontents2.1 HIGH-TECH APPROACH. ......................................................................................... 9spa
dc.description.tableofcontents2.1.2 FLIPPED CLASSROOM ..................................................................................... 11spa
dc.description.tableofcontents2.1.3 ACTION METHOD……………………….…………………………………….12spa
dc.description.tableofcontents3. METHODOLOGIES ..................................................................................................... 14spa
dc.description.tableofcontents3.1 DUTIES CHART. ................................................................................................ 16spa
dc.description.tableofcontents4. RESULTS...................................................................................................................... 18spa
dc.description.tableofcontents4.1 Implementation of integrate technology into the classroom ....................................... 20spa
dc.description.tableofcontents4.2 implementation of high-tech approach ........................................................................ 21spa
dc.description.tableofcontents5. COMCLUSIONS AND RECOMENDATION . ............................................................ 24spa
dc.description.tableofcontents6. LIMITATIONS. ............................................................................................................. 26spa
dc.description.tableofcontents7.REFERENCES…………………………………………………………………………...27spa
dc.description.tableofcontents8.ANNEXES……………………………………………………………………………….29spa
dc.description.tableofcontents9. APPENDICES ……………………………………………………….………………..41spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6236
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsTechnology integrationeng
dc.subject.keywordsOral communicationeng
dc.subject.keywordsPresential & virtual educationeng
dc.subject.proposalIntegración de tecnologíaspa
dc.titleInternship experience report: Ribera schoolspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TP
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesCramer, S. R. (2007). Update Your Classroom with Learning Objects and Twenty-First-Century Skills. The Clearing House, 80(3), 126–132. http://www.jstor.org/stable/30192135spa
dcterms.referencesFawley, N. (2014). On My Mind: Flipped Classrooms. American Libraries, 45(9/10), 19–19. http://www.jstor.org/stable/24603865spa
dcterms.referencesGarrison, D. R. 1988. Andragogy, learner-centredness and the educational transaction at a distance. Journal of Distance Education 3(2): 123-7.spa
dcterms.referencesHenton, J., Marotz-Baden, R., & Kieren, D. (1979). Problem Solving in the Classroom. The Family Coordinator, 28(1), 61–66. https://doi.org/10.2307/583269spa
dcterms.referencesHICKS, S. D. (2011). Technology in Today’s Classroom: Are You a Tech-Savvy Teacher? The Clearing House, 84(5), 188–191. http://www.jstor.org/stable/41304371spa
dcterms.referencesLo, C. K. (2018). Grounding the flipped classroom approach in the foundations of educational technology. Educational Technology Research and Development, 66(3), 793–811. http://www.jstor.org/stable/45018662spa
dcterms.referencesLi, M.-C., & Tsai, C.-C. (2013). Game-Based Learning in Science Education: A Review of Relevant Research. Journal of Science Education and Technology, 22(6), 877–898. http://www.jstor.org/stable/24019764spa
dcterms.referencesSquires, T. (2016). Engaging Students through Gamification. American Libraries, 47(3–4), 20–21. https://www.jstor.org/stable/26380599spa
dcterms.referencesWelskop, W. (2012). Action learning in education. Evropské Pedagogické Fórum 2012, Pedagogical and Psychological Aspects of Education, Vol. II.spa
dcterms.referencesWilson, C. D., Reichsman, F., Mutch-Jones, K., Gardner, A., Marchi, L., Kowalski, S., Lord, T., & Dorsey, C. (2018). Teacher Implementation and the Impact of Game-Based Science Curriculum Materials. Journal of Science Education and Technology, 27(4), 285–305. http://www.jstor.org/stable/45151272spa
dcterms.referencesDaugherty, L., Dossani, R., Johnson, E.-E., & Wright, C. (2014). Moving Beyond Screen Time: Redefining Developmentally Appropriate Technology Use in Early Childhood Education. In Moving Beyond Screen Time: Redefining Developmentally Appropriate Technology Use in Early Childhood Education (pp. 1–8). RAND Corporation. http://www.jstor.org/stable/10.7249/j.ctt14bs43q.1spa
dcterms.referencesGallou, E., & Abrahams, P. (2018). Creating space for active learning: (Opportunities from) using technology in research-based education. In V. C. H. Tong, A. Standen, & M. Sotiriou (Eds.), Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp. 165–175). UCL Press. https://doi.org/10.2307/j.ctt21c4tcm.27spa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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