Digital Competence and CLIL: The Use of WebQuests in Bilingual Education

  1. Déniz, Sergio D. Francisco 1
  2. Martínez, Plácido E. Bazo 1
  1. 1 La Laguna University ( Faculty of Education )
Revista:
e-TEALS

ISSN: 1647-712X

Año de publicación: 2018

Volumen: 9

Número: s1

Páginas: 153-172

Tipo: Artículo

DOI: 10.2478/ETEALS-2018-0017 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: e-TEALS

Objetivos de desarrollo sostenible

Resumen

This paper discusses the use of WebQuests as an activity to combine competencybased learning and digitalization in a CLIL context through social tasks. In the 21st century, people need to use the knowledge they acquire in multiple scenarios. Thus, the educational system must provide learning contexts where students develop competences so that they are able to apply the knowledge they need in a culturally heterogeneous world. Integrated learning advocates the use of social tasks in bilingual scenarios. In order to solve a problem or explore an issue while creating a specific learning product, students connect different types of knowledge and thus acquire a more contextualized perspective of learning as a socially relevant activity. This kind of learning can be perceived as a bridge between the students’ educational context and daily lives. The digitalization of education is crucial for understanding how society advances and works as many of the jobs that appear in the future will require digital literacy. In this paper, an example of a WebQuest in a CLIL class in Spain is presented as a model for competency-based learning and digitalization through a social task.

Referencias bibliográficas

  • Area Moreira, Manuel. “Webquest. Una Estrategia de Aprendizaje por Descubrimiento Basada en el Uso de Internet.” Quaderns Digitals, vol. 33, 2004, p. 7.
  • D’Angelo, Estela, et al. El Desarrollo Curricular de la Competencia en Comunicación Lingüística. Proyecto Atlántida, 2011.
  • D’Angelo, Estela, and Gabriel Rusinek. Proyecto Combas: Informe de Evaluación Externa. Ministerio de Educación y Ciencia de España, 2011.
  • Dodge, Bernie. “WebQuests: A Technique for Internet-Based Learning.” Distance Education, vol. 1, no. 2, 1995, pp. 10-13.
  • Domingo Coscollola, María. “WebQuests en Educación y en Pedagogía de la Educación Superior.” Primeras Noticias: Comunicación y Pedagogía, vol. 253, 2011, pp. 23-26.
  • European Commission. Europe 2020 (ET2020). Strategies for Smart Sustainable and Inclusive Growth, 2010.
  • Francisco Déniz, Sergio David. La Tarea Social y el Aprendizaje Competencial del Inglés en la ESO. Un Modelo Innovador para la Programación por Competencias Clave. Editorial Académica Española, 2018.
  • LOMCE. Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. BOE nº 295, 2013.
  • Pérez Gómez, Ángel. Educarse en la Era Digital. Morata, 2012.
  • Schank, Roger Carl. Lessons in Learning, e-Learning, and Training. Perspectives and Guidance for the Enlightened Trainer. Pfeiffer, 2005.
  • Vygotsky, Lev. Mind in Society: The Development of Higher Psychological Processes. Harvard UP, 1978.