Collaborative work stage 1

COLLABORATIVE WORK STAGE 1

PRESENTED BY

PAULA ANDREA BETANCURTH FRANCO     CODE: 1088317157

DANIEL AUGUSTO CANO    CODE: 1088308753

LUIS EDUARDO CAICEDO    CODE: 18519536

YONATAN ARTURO ACERO    CODE: 1123511166

GROUP: 551030_12

TUTOR

ANA MILENA SANCHEZ

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA (UNAD)

COURSE OF EDUCATIONAL MANAGEMENT

DEGREE IN ENGLISH AS A FOREIGN LANGUAGE

JULY  2014

ACTION PLAN TO IMPLEMENT THE ICT IN THE TEACHING OF ENGLISH

This plan can be used by teachers of educational institutions, universities and academies of English. This plan is for the purpose, that students receive a more optimal and good quality education.

ICTs gives us more opportunities to extend learning are a valuable tool to improve teaching and learning. For teachers are a professional resource and a source of valid and valuable types of texts, and for students, provide opportunities to communicate more effectively.

OBJECTIVES

• Implement the use of ICT in teaching and learning English in the classroom, through a plan of action.
• Assess the use of technology, which is facilitator of the teaching and learning of English.
• Make students enjoy learning English, adding variety, authenticity and fun to the English class.
• Strengthen understanding and use of the foreign language.

OPPORTUNITIES

• The use of ICT favors the processes of teaching and learning as well as cooperation between students and teachers, also develops autonomy and fosters self-learning students.
• The Internet provides both students and teachers, an authentic and current information, encouraging them to use the language acquired in an environment of real and interactive learning.
• The use of ICT in the teaching and learning of English makes and plan to develop models more flexible and accessible education.

PLAN PREMISES

• Analyze the advantages and disadvantages of using ICT in the classroom.
• Review different virtual resources that we can use in teaching English.
• Apply a number of pedagogical activities to awaken, encourage and recreate in students a love of English practice through ICT.
• Provide students with the necessary software to promote self-learning and self-correction.
• Train teachers in the effective use and application of ICT in the classroom.

IDENTIFYING ALTERNATIVE

Is necessary to have an alternative to meet our objectives, if the first action plan does not work us. Having another methodology is important to improve the teaching of English.

CHOOSING AN ALTERNATIVE

• As an alternative to this plan is the formation by competencies.
• The competency-based model is much more dynamic, fast and agile to link to advance knowledge and education systems.
• The competency approach implies changes and profound transformations in  different educational levels, and to follow this approach is to commit to a quality teaching, seeking to ensure student learning.

FORMULATING SUPPORT PLANS

Both the first and for the alternative plan is necessary a good support from the Ministry of Education, have all the technological resources and good teaching to meet fully all the objectives. Teachers should be trained in order that students feel more motivated with the implementation of the tics, and obtain optimal learning and of good quality.

IMPLEMENTING THE PLAN

• The evaluation of the plan is measured by the results obtained by the students, the qualifications in the area of English.
• The activities undertaken by the students using the tics are evaluated.
• To close the evaluation process not simply assign a note: you need feedback. Only identifying strengths and areas for improvement is possible to obtain, subsequently, a better result.
• For teachers an ongoing process of training and assessment is also required. In order to see how well they do their work.
• Based on the results, you need to check out the action plan and if necessary restructure to obtain improvements and benefits both students and teachers.

REFERENCES

• John, P. D., & Sutherland, R. (2004). Teaching and learning with ICT: new technology, new pedagogy?. Education, Communication & Information, 4(1), 101-107.
• Livingstone, S. (2012). Critical reflections on the benefits of ICT in education.Oxford review of education, 38(1), 9-24.
• Glavin, R. J. (2011). Skills, training, and education. Simulation in Healthcare,6(1), 4-7.

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