Impact of ICT in teaching language: : towards a change of paradigm in a COVID-19 context

Mostrar todas las versiones(2)

We are indeed living unprecedented times at present. The current state of affairs has forced the school to re-adapt in-class teaching to virtual learning environments. But many teachers feel this is a downturn: the shift from attendance-based schooling to out-of-the classroom education has required...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Rodrigo, Andrea Fernanda, Méndez, Bárbara, Oliva, Ivan Jesus
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Rosario 2021
Materias:
procesamiento automático
NooJ
herramienta informática
lengua materna
lengua extranjera
español
automatic processing
software tools
language
Spanish
Acceso en línea:https://aprendoconnooj.unr.edu.ar/index.php/revista/article/view/2
Aporte de:
Aprendo con NooJ de Universidad Nacional de Rosario
id I15-R219-article-2
record_format ojs
spelling I15-R219-article-22022-05-11T01:23:24Z Impact of ICT in teaching language: : towards a change of paradigm in a COVID-19 context Impacto de las TIC en la enseñanza: : hacia un cambio de paradigma en la clase de lengua y literatura, COVID-19 Rodrigo, Andrea Fernanda Méndez, Bárbara Oliva, Ivan Jesus procesamiento automático NooJ herramienta informática lengua materna lengua extranjera español automatic processing NooJ software tools language Spanish We are indeed living unprecedented times at present. The current state of affairs has forced the school to re-adapt in-class teaching to virtual learning environments. But many teachers feel this is a downturn: the shift from attendance-based schooling to out-of-the classroom education has required teachers to undertake new teaching formats which cannot parallel the teacher-student relationship in the classroom. As teachers and researchers, we know that every crisis brings challenges and we can eventually learn from them. And we can learn from these formats, too. When it comes to teaching language and literature, there is a deep-rooted belief that these subjects bear a conflicting relationship between them. Accordingly, we accept as true that syntactic analysis and verb conjugation exclusive to language, and reading and comprehension are exclusive to literature. But the true fact is that these subjects go hand in hand. This is a direct consequence of the fragmentation of knowledge. Fragmented knowledge affects every level of knowledge, particularly high school level knowledge. But fragmented knowledge can also be found in the relationship which may exist between a mother tongue and a second language if we think of them as two separate, self-contained entities. It is at this point that we see the possibility to use a software tool and the contributions made by researchers who study the automatic processing of texts in order to bridge fragmented knowledge in a new school context. Hoy en día se asiste a un hecho inédito. La escuela que se pensó para ser presencial tiene que asumir la virtualidad1. En muchos casos, esto representa una “carga” para los docentes, que se encuentran ante la obligatoriedad de asumir estos nuevos formatos. Como docentes y a la vez investigadores, entendemos que todo momento de crisis se puede ver cómo un desafío: podemos “aprender” de estos nuevos formatos mucho más de lo que parece. Yendo en especial a la enseñanza de la lengua y la literatura, a menudo parece constituir una pareja desavenida. Así ejercicios de análisis sintáctico o de conjugación de verbos se encuentran en una vereda y preguntas que apuntan a la comprensión de textos literarios se encuentran en otra vereda. Todo esto es una consecuencia directa de la fragmentación de saberes que atraviesa sobre todo la educación secundaria. Esa misma fragmentación que separa a Lengua materna de Lengua extranjera, como si fueran compartimentos estancos y no pudiera encontrarse ningún lazo que las uniera. Esa misma fragmentación que privilegia la lectura en detrimento de la escritura, de modo que es frecuente encontrar incluso en profesionales universitarios serias dificultades para escribir. Aquí es donde justamente se observa la posibilidad que puede brindar una herramienta informática. Concretamente nos referimos a los aportes que vienen de aquellos que estudian el procesamiento automático de textos, como un área transversal que nos permite encontrar una punta de análisis para comenzar a superar estas fragmentaciones. Universidad Nacional de Rosario 2021-03-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://aprendoconnooj.unr.edu.ar/index.php/revista/article/view/2 10.35305/an.vi1.2 Aprendo con NooJ; Núm. 1 (2021) 2718-8574 spa https://aprendoconnooj.unr.edu.ar/index.php/revista/article/view/2/2 Derechos de autor 2021 Aprendo con NooJ https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-219
container_title_str Aprendo con NooJ
language Español
format Artículo revista
topic procesamiento automático
NooJ
herramienta informática
lengua materna
lengua extranjera
español
automatic processing
NooJ
software tools
language
Spanish
spellingShingle procesamiento automático
NooJ
herramienta informática
lengua materna
lengua extranjera
español
automatic processing
NooJ
software tools
language
Spanish
Rodrigo, Andrea Fernanda
Méndez, Bárbara
Oliva, Ivan Jesus
Impact of ICT in teaching language: : towards a change of paradigm in a COVID-19 context
topic_facet procesamiento automático
NooJ
herramienta informática
lengua materna
lengua extranjera
español
automatic processing
NooJ
software tools
language
Spanish
author Rodrigo, Andrea Fernanda
Méndez, Bárbara
Oliva, Ivan Jesus
author_facet Rodrigo, Andrea Fernanda
Méndez, Bárbara
Oliva, Ivan Jesus
author_sort Rodrigo, Andrea Fernanda
title Impact of ICT in teaching language: : towards a change of paradigm in a COVID-19 context
title_short Impact of ICT in teaching language: : towards a change of paradigm in a COVID-19 context
title_full Impact of ICT in teaching language: : towards a change of paradigm in a COVID-19 context
title_fullStr Impact of ICT in teaching language: : towards a change of paradigm in a COVID-19 context
title_full_unstemmed Impact of ICT in teaching language: : towards a change of paradigm in a COVID-19 context
title_sort impact of ict in teaching language: : towards a change of paradigm in a covid-19 context
description We are indeed living unprecedented times at present. The current state of affairs has forced the school to re-adapt in-class teaching to virtual learning environments. But many teachers feel this is a downturn: the shift from attendance-based schooling to out-of-the classroom education has required teachers to undertake new teaching formats which cannot parallel the teacher-student relationship in the classroom. As teachers and researchers, we know that every crisis brings challenges and we can eventually learn from them. And we can learn from these formats, too. When it comes to teaching language and literature, there is a deep-rooted belief that these subjects bear a conflicting relationship between them. Accordingly, we accept as true that syntactic analysis and verb conjugation exclusive to language, and reading and comprehension are exclusive to literature. But the true fact is that these subjects go hand in hand. This is a direct consequence of the fragmentation of knowledge. Fragmented knowledge affects every level of knowledge, particularly high school level knowledge. But fragmented knowledge can also be found in the relationship which may exist between a mother tongue and a second language if we think of them as two separate, self-contained entities. It is at this point that we see the possibility to use a software tool and the contributions made by researchers who study the automatic processing of texts in order to bridge fragmented knowledge in a new school context.
publisher Universidad Nacional de Rosario
publishDate 2021
url https://aprendoconnooj.unr.edu.ar/index.php/revista/article/view/2
work_keys_str_mv AT rodrigoandreafernanda impactofictinteachinglanguagetowardsachangeofparadigminacovid19context
AT mendezbarbara impactofictinteachinglanguagetowardsachangeofparadigminacovid19context
AT olivaivanjesus impactofictinteachinglanguagetowardsachangeofparadigminacovid19context
AT rodrigoandreafernanda impactodelasticenlaensenanzahaciauncambiodeparadigmaenlaclasedelenguayliteraturacovid19
AT mendezbarbara impactodelasticenlaensenanzahaciauncambiodeparadigmaenlaclasedelenguayliteraturacovid19
AT olivaivanjesus impactodelasticenlaensenanzahaciauncambiodeparadigmaenlaclasedelenguayliteraturacovid19
first_indexed 2023-05-16T22:14:05Z
last_indexed 2023-05-16T22:14:05Z
_version_ 1766090599944945664

Ejemplares similares