Kevin Alexa
Universidad Técnica de Ambato Facultad de Ciencias Humanas y de la Educación Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
nder Bunch i Caiza
SISTEMA SY CONTEXT PORTAFOLIO OS ESTUDIANTIL EDUCATI VOS Semestre marzo-agosto 2019
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SISTEMAS Y CONTEXTOS EDUCATIVOS
Contenido Universidad Técnica de Ambato.................................................................................................3 Misión.........................................................................................................................................3 Visión..........................................................................................................................................3 Facultad de Ciencias Humanas y de la Educación......................................................................3 Misión.........................................................................................................................................3 Visión..........................................................................................................................................3 Sílabo..........................................................................................................................................4 Programa Analítico.....................................................................................................................4 Guías PAE...................................................................................................................................4 Perfil de Egreso...........................................................................................................................5 1.
Trabajo Colaborativo...........................................................................................................7
FIRST TERM..............................................................................................................................7 2.
Trabajo Práctico.................................................................................................................13
FIRST TERM............................................................................................................................13 Trabajo Autónomo....................................................................................................................19 FIRST TERM............................................................................................................................19 4.
Componente Teórico..........................................................................................................24
5.
Proyecto Integrador de Saberes (PIS)................................................................................28
6.
Prácticas Preprofesionales.................................................................................................29
7.
Reflexión...........................................................................................................................30
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Autor: Kevin Bunchi
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Universidad Técnica de Ambato Misión Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país.
Visión La Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional.
Facultad de Ciencias Humanas y de la Educación Misión “Formar profesionales líderes competentes, con visión humanística y pensamiento crítico a través de la docencia, la investigación y la vinculación que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país”
Visión "“La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de Formación Superior con liderazgo y proyección nacional e internacional. ” "
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Autor: Kevin Bunchi
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Sílabo https://humanaseducaciononline.uta.edu.ec/mod/folder/view.php?id=146725
Programa Analítico https://humanaseducaciononline.uta.edu.ec/mod/folder/view.php?id=146725
Guías PAE https://humanaseducaciononline.uta.edu.ec/mod/folder/view.php?id=146726
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Perfil de Egreso ¿Qué resultados o logros de los aprendizajes posibilitarán el desarrollo de las capacidades y actitudes de los futuros profesionales para consolidar sus valores referentes a la pertinencia, la bio-conciencia, la participación responsable, la honestidad, y otros?
Teóricos Comprende, explica e interviene en la realidad educativa integrando el conocimiento profesional, disciplinar e investigativo. Utiliza el pensamiento sistémico que comprende e integra los fenómenos y sujetos en diferentes situaciones educativas.
Metodológicos Diseña, planifica y evalúa cursos e instrumentos micro curriculares estandarizados para el desarrollo de los estudiantes, las visiones de las comunidades de aprendizaje y de los objetivos planteados en el currículo. Aplica e innova estrategias, recursos didácticos y metodológicos para el trabajo con estudiantes del nivel inicial y /o educación general básica y realizar su labor educativa con flexibilidad, eficacia y eficiencia en la diversidad de contextos y ambientes de aprendizaje del idioma inglés. Utiliza estrategias innovadoras, recursos didácticos y metodológicos para el trabajo con estudiantes del bachillerato y del sistema de educación superior a nivel de tecnologado demostrando alto grado de pensamiento crítico, profesionalismo y compromiso ético. Propone y participa en escenarios, situaciones, acciones y relaciones que generan procesos de aprendizaje entre los sujetos de una comunidad de aprendizaje en contextos presenciales y mediante el uso de las tecnologías de la información y la comunicación. Lidera con responsabilidad social a partir de la conciencia y respeto de sí mismo y de los demás como seres perfectibles, histórico-cultural y socialmente diversos mediante el cumplimiento de las normas legales vigentes.
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Técnico-instrumentales Aplica conocimientos sobre diferentes tipos de evaluación educativa para mejorar el aprendizaje del idioma inglés bajo estándares internacionales. Identifica problemas socio educativos del país considerando estrategias de la enseñanza del idioma inglés para su intervención. Formula propuestas educativas que atienden a las necesidades contextuales mediante el desarrollo de la investigación acción. (cultura, lengua, sociedad) Crea ambientes de aprendizajes abiertos, democráticos e interculturales que promueven la interacción mediante el idioma inglés a un nivel B2 del Marco Común Europeo de Referencia. Crea nuevos escenarios profesionales mediante propuestas innovadoras y las hace parte de su proyecto de vida. Utiliza efectivamente las tecnologías de la información y la comunicación para la enseñanza a estudiantes del nivel inicial, educación general básica, bachillerato y educación superior a nivel de tecnologado.
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1. Trabajo Colaborativo
FIRST TERM
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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN Pedagogía de los Idiomas Nacionales y Extranjeros “SISTEMAS Y CONTEXTOS EDUCATIVOS”
Cuadro comparativo
Teacher´s name: Mg. Cristina del Rocio Jordan Bueñaño Student´s name: Kevin Alexander Bunchi Caiza
AMBATO - ECUADOR MARZO 2019 – AGOSTO 2019
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SECOND TERM
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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN Pedagogía de los Idiomas Nacionales y Extranjeros “SISTEMAS Y CONTEXTOS EDUCATIVOS”
Elemento 1
Teacher´s name: Mg. Cristina del Rocio Jordan Bueñaño Student´s name: Kevin Alexander Bunchi Caiza
AMBATO - ECUADOR MARZO 2019 – AGOSTO 2019
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2. Trabajo Prรกctico
FIRST TERM
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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN Pedagogía de los Idiomas Nacionales y Extranjeros “SISTEMAS Y CONTEXTOS EDUCATIVOS”
Taller de los coristas
Teacher´s name: Mg. Cristina del Rocio Jordan Bueñaño Student´s name: Kevin Alexander Bunchi Caiza
AMBATO - ECUADOR MARZO 2019 – AGOSTO 2019
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SECOND TERM
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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN Pedagogía de los Idiomas Nacionales y Extranjeros “SISTEMAS Y CONTEXTOS EDUCATIVOS”
Elemento 2
Teacher´s name: Mg. Cristina del Rocio Jordan Bueñaño Student´s name: Kevin Alexander Bunchi Caiza
AMBATO - ECUADOR MARZO 2019 – AGOSTO 2019
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Trabajo Autรณnomo
FIRST TERM
20
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SECOND PARTIAL
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4. Componente Teórico UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERAS DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS CICLO ACADÉMICO: MARZO-AGOSTO 2018
5.
EVALUACIÓN PRIMER PARCIAL ASIGNATURA: SISTEMAS Y CONTEXTOS
PROFESORA: MG. CRISTINA JORDÁN SEMESTRE: PRIMERO A-B FECHA: 13.05.2019
HO JA DE RES PUE S TAS NO MB RE DE L E ST UDIA NTE : ……………………. FE CH A : ……………………
PREGUNTA
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PREGUNTA 8
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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERAS DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS CICLO ACADÉMICO: MARZO-AGOSTO 2019
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EVALUACIÓN SEGUNDO PARCIAL ASIGNATURA: SISTEMAS Y CONTEXTOS EDUCATIVOS
PROFESORA: MG. CRISTINA JORDÁN SEMESTRE: PRIMERO A-B FECHA: 22.07.2019
1.
HO JA DE RES PUE S TAS NO MB RE DE L E ST UDIA NTE : ……………………. FE CH A : ……………………
PREGUNTA
OPCIONES
PREGUNTA 1
A
PREGUNTA 2
A
PREGUNTA 3
A
PREGUNTA 4
A
PREGUNTA 5
A
PREGUNTA 6
A
PREGUNTA 7
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PREGUNTA 11
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PREGUNTA 12
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PREGUNTA 13
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PREGUNTA 14
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PREGUNTA 15
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5. Proyecto Integrador de Saberes (PIS) UNIVERSIDAD TECNICA DE AMBATO Facultad de Ciencias Humanas y de la Educación
English Language Laboratory Authors: - Bunchi Caiza Kevin - Chavez Lòpez Verónica Isabel - Checa Cuenca Nayeli Geovanna - Espinoza Herrera Verónica Period: 2018- 2019 Presentation Date: 16-07-2019
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1. ENGLISH LANGUAGE LABORATORY 2. OBJECTIVES: a. GENERAL: To determine the importance of an English Language Laboratory at Unidad Educativa Luis A. Martinez b. SPECIFICS: 1.
To observe the English resources equipment of the Unidad Educativa Luis A. Martinez.
2.
To list the necessary resources that an English Language Laboratory needs to have.
3.
To describe the benefits of the English Language Laboratory in the learning process.
3.
METHODOLOGY
In order to carry out this project, we selected an innovative topic which is English Language Laboratory. Then we did the pertinent tramits to be admitted at Unidad Educativa Luis A. Martinez Agropecuario to do our observations. After that we collected information, then we will collect field data and look for more information about this topic to present the conclusions.
TYPES OF RESEARCH
The present investigation is descriptive and explanatory. We will determine the importance of an English Language Laboratory at “Unidad Educativa Luis A. Martinez”.
INVESTIGATION´S METHODOLOGY
The methodology of the researching is bibliographic and field type. Bibliographic because it was used for reading and consulting books, scientific magazines, dictionaries and any other type of written information that is considered important and necessary to carry out the research.
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Field because we attend “Unidad Educativa Luis A. Martinez” during 20 hours to observe the English resources provided teachers and students attitudes or activities at the English class.
METHOD AND INSTRUMENTS FOR DATA COLLECTION
The method we will use to collect the information is observation method that are reflected in observation cards which have the necessary parameters to evaluate in a qualitative and quantitative way the resources, places, and organization used for English classes. 4. CRHONOGRAM ACTIVITIES/ WEEKS Title Objectives (General and specifics)
APRIL MAY JUNE JULY 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Methodology
Theoretical literature
Results Bibliography
Written presentation 1st Part Written presentation 2nd Part Oral presentation
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1. THEORETICAL FRAMEWORK Definition of Language Laboratory A Language Laboratory have been an innovative proposal for the educational system. Rogers (1995) defines innovation in education as an idea or object that is seen as new for a person or for a group of people. Therefore, English language laboratory, offers new strategies and resources for teaching this language, very far from the traditional one. According to Hayes
A.
(1963)
A language laboratory is a classroom or other area containing electronic and mechanical equipment designed and arranged to make foreign-language learning more. Benefits of a Language Laboratory The use of the language laboratory has a series of advantages. Wilga M. Rivers (1970) refers to the following positive aspects regarding the use of the language lab in teaching English: (1) For the first time in the history of foreign-language teaching, each student may have the opportunity to hear native speech clearly and distinctly. (2) The students may hear this authentic native speech as frequently as he and his teacher desire. (3) The taped lesson provides an unchanging and unwearyingly model of native speech for the student to imitate. (4) In the language laboratory, the student may listen to a great variety of foreign voices, both male and female. (5) Each student may hear and use the foreign language throughout the laboratory session, instead of wasting time waiting for his turn in a large group, as he does in the usual classroom situation. (6) The laboratory frees the teacher from certain problems of class directions and classroom management, enabling him to concentrate on the problems of individual students.
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In their research study, Clavijo Olarte and Quintero (2012) show how the implementation of ICT (Information and Communication Technologies) in pre-service teachers’ education might serve a dual purpose: On the one hand, it could improve their English language development and on the other hand, serve as a pedagogical tool for their future professional life. Hmoud, (2014, pp. 84-94) reveals that the language lab provides access to native-speakers to enhance students learning correctly. To pursue higher studies abroad, language lab would help students in studying the language of the country where they are planning to complete their higher education. The laboratory’s collection is designed to assist learners in the acquisition and maintenance of aural comprehension, oral and written proficiency, and cultural awareness. (Kiran S, 2015). To be enrolled in an environment where English language is spoken or diffused in any scope by natives, gives a better development in the diverse English skills. For example, to acquire a sensibility for the sounds and rhythm of a language, one has to hear the best samples of a spoken language (Richards, 2001). Necessary resources in an English Language Laboratory (Hayes S., 1963) Classifies English Language Laboratory equipment in the following manner: -Equipment tinder the control of the teacher (1) One or more recorders which serve as sources of recorded sound to which students listen. (2) A telephone headset for listening to the program source or to one or more students. (3) A microphone for talking to one or more members of the class (intercom facilities), or for recording lesson. (4) A system of switches which permits the teacher to listen to individual students. (5) Suitable electronic equipment which amplifies the sound so that it may be distributed to the student positions.
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(6) A housing for all the above equipment, usually called the teacher's console. -Equipment under the control of the student
(1) Headphones through which the student listens. (2) A volume control by which the student adjusts the volume of the program source for comfortable listening. (3) A microphone, used to fulfill one or more of three functions to permit student to hear his/her own voice amplified in the headphones, to permit the student to record his voice, to permit the student to respond to the teacher through the intercom system. (4) A recorder, with its various control knobs and switches Barriers According (Hashmi S., 2013) the following are some of the irritants in the presence of the digital language lab: Departments focus on their core subjects as they are more concerned about their students’ technical knowledge rather than speaking abilities. Therefore, priority is given to the core subjects. Most of the language teachers have fear of using technology and quickly get panicked when one of the buttons is not working as per their intent. They are more comfortable with traditional ways of teaching as they find it more convenient. Field information We did pre-professional practices at “Unidad Educativa Luis A. Martinez Agropecuaria� in basic level. We were into the classroom observing how the English teacher taught the class; she did her best effort; however, she used the traditional manner based only in the book because she had no technologic resources for a dynamic teaching. There was not a specific
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class for teaching English Language, students received classes in the same class of the other subjects. The classroom was in bad conditions.
2. RESULTS/FINDINGS The results showed below are based on the information provided by the Obsevation Cards Nº 2,4,5 through field obsevation.
Table 1 Does Unidad Educativa Agropecuario Luis A. Martinez have technologic equipment for English classes? Yes The
teacher
technology
uses
to
teach
some
No x
and
motivate the class There is specific classroom to
x
teach English The teacher uses cd’s in class
x
for listening For English classes the school has
cd
player,
television,
computer with headphones, microphone, projector, web access. Source: Observation cards N° 2,4,5. Made by: Bunchi, K. Chávez, V. Checa N., Espinoza, V. (2019)
x
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¿Does Unidad Educativa Agropecuario Luis A. Martinez have technologic equipment for English classes?
No; 100.00% Yes
No
Analysis and Interpretation: Unidad Educativa Agropecuario Luis A. Martinez does not have technological resources for teaching the English Language, which affects in the students’ learning process. Classes get bored and monotonous when the teacher only uses the book. The students loose interest in the subject which affects their academic performance due to the traditional methodology. It is important to use new ways to teach another language and of course technological resources is an important issue that contributes with the students’ interest. 3. CONCLUSION As mentioned in the introduction to this paper, the study was developed according to the specific objectives planned. In conclusion it has been determined that “Unidad Educativa Luis A. Martinez” does not have any kind of technologic resources for teaching English Language, classes are monotonous. Students cannot develop their skills at listening and speaking production mainly. The absence of an English Language Laboratory creates deficiency in the comprehensive education for the students. According to Walker & White (2013) and Yugiu & Rongjie (2011) researchers have focused on the benefits of emerging technologies and teachers as users are adapting their
teaching process as well as the institutes to create a technology enhanced user-friendly classroom atmosphere.
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Walker and White assert that educational institutions nowadays feel the pressure to invest in technology and bring it to the educational settings since the effectiveness of foreign language teaching relies heavily on a foreign language learning environment. 4. RECOMMENDATIONS It is now important to conclude with some recommendations, so that they are a benefit for the development of the research carried out. We recommend to the authorities at Unidad Educativa Luis A. Martinez to do the pertinent procedures to Ministry of Education to get the necessary technological equipment to teach English. They should have at least a specific English laboratory in order to develop the four English Skills (listening, speaking, reading and writing) accurately. Authorities should be conscious about the importance to acquire a second language (English); that is why they should invest and support the English area needs. 5. BIBLIOGRAPHY References: Clavijo Olarte, A., & Quintero, L. M. (2012). Una experiencia de formación inicial de docentes de inglés para la inclusión de las TIC en la enseñanza de lenguas [An experience of initial English teaching training incorporating ICT in language teaching]. Folios, (36), 37-49. https://doi.org/10.17227/01234870.36folios37.49. Hmoud, SNA Al (2014). The Effectiveness of using English Lab on English Language Students’ Pronunciation. Journal of Scientific Research, 1, 84-94.
Richards, J. (2001), Approaches and Methods in Language Teaching. Cambridge: CUP.
Bibliography:
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Pinzรณn Capador, S. V., & Guerrero Nieto, C. H. (2018). Living the teaching practicum within dichotomies: The story from within when implementing ICTs in the English language classroom. HOW, 25(2), 69-89. https://doi.org/10.19183/how.25.2.459. Mohammed, Abdelaziz. (2017). The Role of Language Laboratory in English Language Learning Settings. English Language Teaching. 10. 86. 10.5539/elt.v10n2p86. Benjamin, R. (2018). Role of Language Laboratory in English as a Second Language (ESL) Teaching in Special Reference to Speaking of Engineering Undergraduates. Inter. J. Eng.
Lit.
Cult.
6(4):64-69
Alfred S. (1963) Language Laboratory Facilities Bulletin, N Page 116, Section 8.2
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6. Prรกcticas Preprofesionales
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7. Reflexión La materia de Sistemas y Contextos me ha traído nuevas experiencias a mi vida, aparte de ser una materia una materia interesante y entretenida para aprender, con diversos temas de suma importancia, en especial los que trataban de como ser un profesor, que cosas hacer, y como comportarse con los estudiantes, para que un futuro seamos unos excelentes profesores y ayudar a la sociedad. Esta carrera me va a ayudar y preparar en diversos aspectos, en especial sobre como ser un buen profesor y tratar sobre todo en los que se refiere a nuestros estudiantes, también de usar nuestros propios métodos para enseñar, pero ya no usando los métodos tradicionales porque es algo monótono, aburrido y difícil de aprender a la vez. En las prácticas preprofesionales yo he podido observar diversas cosas en especial la infraestructura y la más importante que fue como los profesores enseñan a sus estudiantes, como los tratan, como manejan sus clases, entre otras cosas y con eso he aprendido mucho. Al principio las prácticas preprofesionales fueron difíciles en lo que se refiere al horario porque chocaban los horarios con algunas cosas importantes que teníamos que hacer, o también a acostumbrarnos a pasar casi todo el día en la universidad en especial para mí que no soy de Ambato, pero fue algo que tenía a acostumbrarme a la fuerza ya quiera o no. En el futuro yo no pienso ser un profesor porque es algo que simplemente no me gusta, pero y no quisiera serlo, cuando obtenga mi título he de tratar de conseguir trabajo en otras cosas que no sea ser profesor.