Yilder Ochoa Gómez
Dives of the Information and communication Technologies, ICT, when it is used as a tool or resource for teaching English. One of these needs is seated on familiarizing teachers teaching English as a second language with the use of ICTs as a tool, resources and media that can be supplemented to enhance and support their educational initiatives in their teaching.
As a second hearing need arises in the interest of promoting and encouraging the use of ICT as a mediator in the formation processes of teaching and learning of English. In this sense, we want to implement an incentive in using the tools provided by development of ICT, such as
hypermedia, web resources, tools (online and offline), podcasts, audiobooks, etc. This with the aim of contributing to fulfilling the mission of training centers and the Faculty of Education, as an educator of educators.
On the other hand, the remarkable integration of ICT in the English language and watching a bit of the possibilities offered by computers, especially the Information and Communication Technology,for any area of knowledge are numerous and daily practice teachers need to use these resources
is increasingly necessary, given the technological breakthrough. Today students have direct, easy and fast access to all kinds of technology, information and knowledge. Therefore, it must adapt methodologies and materials to the characteristics and needs of contemporary students (digital
natives), trying to use increasingly innovative material, since motivation is an important factor in education.
The study of the English language, offers lots of options and possibilities for this, from the point of view, lies in the English language as the global language and therefore has the versatility in
the ways of teaching and learning English, which will find a wide variety of uses, from the use of office automation tools to software to correct editorial pages specifically for the teaching of English, discussion forums or resource teachers as press releases on-line, etc. You can also use simple materials, such as multimedia materials (offline), which are incorporated and in almost all textbooks and also tap the resources of the Internet. Not only for students seeking information, an easy way to get access to knowledge in the network, but also find materials to work Interactive grammar, vocabulary, writing and speaking.
As a second point of this situation, We want to take these methodologies for to motivating the learning of English mediated online and offline resources. In this sense, determine the familiarity
of teachers in teaching English as a second language with the use of ICT’s as a tools, resources and media that can be supplemented to enhance and support their educational initiatives in their teaching.
Phone: + (57) 301 241 1212
As a second hearing need arises in the interest of promoting and encouraging the use of ICT as a mediator in the formation processes of teaching and learning of English. In this sense, we want to implement an incentive in using the tools provided by development of ICT, such as
hypermedia, web resources, tools (online and offline), podcasts, audiobooks, etc. This with the aim of contributing to fulfilling the mission of training centers and the Faculty of Education, as an educator of educators.
On the other hand, the remarkable integration of ICT in the English language and watching a bit of the possibilities offered by computers, especially the Information and Communication Technology,for any area of knowledge are numerous and daily practice teachers need to use these resources
is increasingly necessary, given the technological breakthrough. Today students have direct, easy and fast access to all kinds of technology, information and knowledge. Therefore, it must adapt methodologies and materials to the characteristics and needs of contemporary students (digital
natives), trying to use increasingly innovative material, since motivation is an important factor in education.
The study of the English language, offers lots of options and possibilities for this, from the point of view, lies in the English language as the global language and therefore has the versatility in
the ways of teaching and learning English, which will find a wide variety of uses, from the use of office automation tools to software to correct editorial pages specifically for the teaching of English, discussion forums or resource teachers as press releases on-line, etc. You can also use simple materials, such as multimedia materials (offline), which are incorporated and in almost all textbooks and also tap the resources of the Internet. Not only for students seeking information, an easy way to get access to knowledge in the network, but also find materials to work Interactive grammar, vocabulary, writing and speaking.
As a second point of this situation, We want to take these methodologies for to motivating the learning of English mediated online and offline resources. In this sense, determine the familiarity
of teachers in teaching English as a second language with the use of ICT’s as a tools, resources and media that can be supplemented to enhance and support their educational initiatives in their teaching.
Phone: + (57) 301 241 1212
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Papers by Yilder Ochoa Gómez
Este texto es fruto de los análisis hechos en la investigación Alcances del uso de la lectura en el desarrollo de los procesos de aprendizaje de los estudiantes de la Licenciatura Inglés-Español de la Facultad de Educación de la Universidad
Pontificia Bolivariana (2013) que, en términos generales, concluye que los hábitos y prácticas de lectura de docentes y estudiantes son un factor determinante a la hora de enseñar y aprender nuevos saberes y conocimientos, esto es, el qué, el
cómo, el para qué y el por qué se lee en la formación de maestros no solo implica el éxito en la producción y comprensión textual, sino que determina la condición
ética, política y estética de los futuros maestros de lenguas del país.
En esta lógica, el reconocimiento de las prácticas y hábitos de lectura de los estudiantes y docentes influye de manera directa en sus desempeños y, sobre todo, en las estrategias metodológicas para el abordaje, comprensión e
interpretación de los textos y materiales de lectura de su disciplina; igualmente tal reconocimiento permite, en el caso de los docentes, que estos trabajen con base en unos cánones y enfoques que hacen posible que los estudiantes -aparte de
que se sientan identificados con la lectura- transformen su pensamiento para generar ideas y cuestionamientos con el fin de dinamizar sus competencias y fortalecer su condición de maestros.
En el marco de estas reflexiones se logra establecer que, en la Licenciatura en Inglés-Español de la Universidad Pontificia Bolivariana, se hace ineludible evidenciar posiciones claras y coherentes en torno al papel de los procesos de lectura como estrategias de aprendizaje y enseñanza, puesto que cada docente fundamenta su trabajo en concepciones diversas e, incluso, contradictorias que no hacen posible una visión de facultad que permita acuerdos de aprendizaje y
enseñanza mediados por prácticas situadas de lectura. Es por esto que se hace
necesario reflexionar de qué manera se están formando a los futuros maestros y cómo se está promoviendo en ellos una reflexividad acerca de la lectura, sus procesos, su papel en el aprendizaje y la enseñanza, y su cualidad para configurar
visiones de mundo (Goodman, 1978).
Abstract
This analysis is based on the results done during the research project “Alcances del uso de la lectura en el desarrollo de los procesos de aprendizaje de los estudiantes de la Licenciatura Inglés-Español de la Facultad de Educación de la
Universidad Pontificia Bolivariana” (2013) which general includes some practices and habits related to the reading process applied by teachers and pupils; these
habits are determining factors throughout the process of language acquisition and supports the learning process which conveys to success at producing and comprehending academic writing, including several factors such as cultural, social
and ethical conditions taking into account teachers and students needs and realities.
Following this fact, recognizing reading practices and habits is an instrument for teachers and students to include their achievements, teaching strategies, and
didactics to figure out reading materials and their relationship to their knowledge fields, so that teaching and learning efforts transform their labor and encourage a better acquisition of competences.
In terms of this thoughts and reflections, it can be established that in the English – Spanish degree program it is not well-defined what is the importance of setting goals during reading acquisition skills and their effects on teachers and students,
for instance, some teaching practices are not well defined since each teacher has their own system, didactics and strategies to assume reading processes, and –of course- this does not allow meaningful practices. This proposal deals with the significance about training and setting new conceptions related to the promotion of reading practices to define their role in the formation of language teachers and, as it is clearly exposed by Goodman (1978), constructing new visions to understand
the world.
Palabras clave*
Procesos de lectura, enseñanza, aprendizaje, prácticas, formación de maestros.
Key words*
Reading processes, teaching, learning, practices, teacher formation.
Conference Presentations by Yilder Ochoa Gómez
Este texto es fruto de los análisis hechos en la investigación Alcances del uso de la lectura en el desarrollo de los procesos de aprendizaje de los estudiantes de la Licenciatura Inglés-Español de la Facultad de Educación de la Universidad
Pontificia Bolivariana (2013) que, en términos generales, concluye que los hábitos y prácticas de lectura de docentes y estudiantes son un factor determinante a la hora de enseñar y aprender nuevos saberes y conocimientos, esto es, el qué, el
cómo, el para qué y el por qué se lee en la formación de maestros no solo implica el éxito en la producción y comprensión textual, sino que determina la condición
ética, política y estética de los futuros maestros de lenguas del país.
En esta lógica, el reconocimiento de las prácticas y hábitos de lectura de los estudiantes y docentes influye de manera directa en sus desempeños y, sobre todo, en las estrategias metodológicas para el abordaje, comprensión e
interpretación de los textos y materiales de lectura de su disciplina; igualmente tal reconocimiento permite, en el caso de los docentes, que estos trabajen con base en unos cánones y enfoques que hacen posible que los estudiantes -aparte de
que se sientan identificados con la lectura- transformen su pensamiento para generar ideas y cuestionamientos con el fin de dinamizar sus competencias y fortalecer su condición de maestros.
En el marco de estas reflexiones se logra establecer que, en la Licenciatura en Inglés-Español de la Universidad Pontificia Bolivariana, se hace ineludible evidenciar posiciones claras y coherentes en torno al papel de los procesos de lectura como estrategias de aprendizaje y enseñanza, puesto que cada docente fundamenta su trabajo en concepciones diversas e, incluso, contradictorias que no hacen posible una visión de facultad que permita acuerdos de aprendizaje y
enseñanza mediados por prácticas situadas de lectura. Es por esto que se hace
necesario reflexionar de qué manera se están formando a los futuros maestros y cómo se está promoviendo en ellos una reflexividad acerca de la lectura, sus procesos, su papel en el aprendizaje y la enseñanza, y su cualidad para configurar
visiones de mundo (Goodman, 1978).
Abstract
This analysis is based on the results done during the research project “Alcances del uso de la lectura en el desarrollo de los procesos de aprendizaje de los estudiantes de la Licenciatura Inglés-Español de la Facultad de Educación de la
Universidad Pontificia Bolivariana” (2013) which general includes some practices and habits related to the reading process applied by teachers and pupils; these
habits are determining factors throughout the process of language acquisition and supports the learning process which conveys to success at producing and comprehending academic writing, including several factors such as cultural, social
and ethical conditions taking into account teachers and students needs and realities.
Following this fact, recognizing reading practices and habits is an instrument for teachers and students to include their achievements, teaching strategies, and
didactics to figure out reading materials and their relationship to their knowledge fields, so that teaching and learning efforts transform their labor and encourage a better acquisition of competences.
In terms of this thoughts and reflections, it can be established that in the English – Spanish degree program it is not well-defined what is the importance of setting goals during reading acquisition skills and their effects on teachers and students,
for instance, some teaching practices are not well defined since each teacher has their own system, didactics and strategies to assume reading processes, and –of course- this does not allow meaningful practices. This proposal deals with the significance about training and setting new conceptions related to the promotion of reading practices to define their role in the formation of language teachers and, as it is clearly exposed by Goodman (1978), constructing new visions to understand
the world.
Palabras clave*
Procesos de lectura, enseñanza, aprendizaje, prácticas, formación de maestros.
Key words*
Reading processes, teaching, learning, practices, teacher formation.