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Villarreal Olaizola, Izaskun

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https://academica-e.unavarra.es/handle/2454/50171

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Villarreal Olaizola

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Izaskun

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Ciencias humanas y de la educación

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I-COMMUNITAS. Institute for Advanced Social Research

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0000-0002-8196-5968

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9690

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2018 - 20192
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Author: García Esteban, Soraya ×

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  • Thumbnail Image
    PublicationOpen Access
    Can telecollaboration contribute to the TPACK development of pre-service teachers?
    (Taylor & Francis, 2018) Bueno-Alastuey, María Camino; Villarreal Olaizola, Izaskun; García Esteban, Soraya; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    This study examines the suitability of telecollaboration practices to enhance ICT integration in Content and Language Integrated Learning (CLIL)-based units by analysing the number and type of episodes related to students' technological pedagogical content knowledge (TPACK) produced in a telecollaboration whose aim was the design of a technology-enhanced CLIL unit. Results revealed a high number of episodes focusing on the domains and intersections of the TPACK framework, that pedagogical content knowledge was the main focus of attention and prompted most of the suggestions for change in the unit and that telecollaboration promoted collaboration and made participation more equal. Consequently, telecollaboration showed a great potential for directing students' attention to their TPACK even though the scarcity of episodes focusing on the TPACK intersection also indicated there is ample room for more teacher training efforts to prepare pre-service teachers for technology integration.
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    PublicationOpen Access
    The effect of telecollaboration in the development of the learning to learn competence in CLIL teacher training
    (Taylor & Francis, 2019) García Esteban, Soraya; Villarreal Olaizola, Izaskun; Bueno-Alastuey, María Camino; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    One of the main aims of diverse education systems is the development of key competences to improve citizens’ capacity for lifelong learning. However, some authors have signalled the challenge their measurement entails, among them the Learning to Learn (LtL) competence, which has also been shown to be complex to define and is under research. With a pre–post-test design and a variety of assessment instruments, this study compares the effect having an educational technology course and using telecollaboration has on the development of the LtL competence in a content and language integrated (CLIL) learning environment. Four groups of teacher trainees at two different universities took initial and after treatment surveys on LtL. Quantitative and qualitative data analysis indicated that technology boosts LtL but that telecollaboration helps develop LtL reflective concepts further in the form of processes by constructing or accomplishing learning goals in similar contexts.