La narración de historias en la enseñanza virtual: percepciones, herramientas digitales y experiencias en la escuela primaria durante el confinamiento

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Publicado nov 10, 2021
DOI https://doi.org/10.17081/eduhum.23.41.4963

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Mireia Canals-Botines
Universidad de Vic-universidad central de Catalunya, Catalunya, España
Núria Medina-Casanovas
Universidad de Vic-universidad central de Catalunya, Catalunya, España
Ángel Raluy-Alonso
Universidad de Vic-universidad central de Catalunya, Catalunya, España
Miquel Pujol-Tubau
Universidad de Vic-universidad central de Catalunya, Catalunya, España

Resumen

La narración de historias es una poderosa arma educativa para alumnos de infantil y primaria. Existe abundante literatura en donde se enfatiza la importancia de la narrativa como instrumento significativo tanto en el aprendizaje de lenguas (Cameron, 2001; Kim, 2010) como en su uso (Magid, 2013). La pandemia COVID ha acelerado la implementación de métodos de aprendizaje a distancia en la escuela y ha supuesto asimismo una prueba para comprobar su efectividad en entornos virtuales. El objetivo de este estudio es explorar la relación existente entre las creencias del profesorado y la aplicación de instrumentos digitales en la enseñanza de inglés como lengua extranjera dentro del contexto del cierre de las escuelas. Como instrumento de investigación se ha utilizado un cuestionario online que ha sido contestado parcialmente por 54 educadores y totalmente por 32. Los resultados parecen indicar que, a pesar de la falta de formación y las dificultades pedagógicas y técnicas inherentes a la enseñanza virtual, se ha generalizado el uso de herramientas online para seguir leyendo historias en la clase de inglés como lengua extranjera.

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Detalles de artículo

Número
Vol. 23 Núm. 41 (2021): Julio-Diciembre
Sección
Artículos de investigación sobre "Los retos Educativos en tiempos de COVID-19"
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