Estudio del proceso para la integración de las TIC en el currículo de ELE en la Universidad de Tamkang (Taiwán)

• Autores: Du-Lu Hsiao
• Localización: MarcoELE: Revista de Didáctica Español Lengua Extranjera, ISSN-e 1885-2211, Nº. 13, 2011
• Idioma: español
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    La intención de esta memoria de investigación es ofrecer unas pautas que nos ayudan en un futuro para llevar a cabo la integración de las Tecnologías de la Información y Comunicación (TIC) en el currículo de Español Lengua Extranjera (ELE) en la Universidad de Tamkang (Taiwán). Para ello, hemos realizado un estudio descriptivo donde nos proponemos a analizar distintos elementos del contexto universitario que nos dan información preliminar, desembocando en unas pautas básicas que nos ayudan para la incorporación de las TIC en dicho currículo. Comenzaremos analizando el despliegue de tres documentos curriculares de la educación superior taiwanesa (currículo a nivel estatal, currículo a nivel institucional y currículo a nivel departamental) con el fin de detectar la presencia de la enseñanza/aprendizaje de conocimientos mediante las TIC. Seguiremos con el análisis de los resultados de los datos de la investigación del cuestionario de los profesores del Departamento de Español (N=10) y alumnos (N=58). Finalmente terminaremos tratando todos estos elementos que dan como resultado unas pautas preliminares para la integración de las TIC en este contexto con mayor éxito y de forma coherente.

  • English

    This paper (Master’s Degree Final Project) reports guidelines that help us in the future to do an integration of Information and Communications Technology (ICT) in the curriculum of Spanish Foreign Language in Tamkang University (Taiwan). The paper describes various elements of the university context that give us preliminary information. It discusses three levels of curriculum in Taiwan higher education (curriculum statewide level, curriculum at institutional level and curriculum at departmental level) to detect the presence of the teaching / learning of knowledge through ICT. We will continue with the analysis of the results of the teacher’s questionnaire of the Spanish Department (N = 10) and students (N = 58). The findings led to development basic guidelines for the integration of ICT in this context more successfully and consistently.

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