Robótica, realidad aumentada y TAC como herramientas clave en la metodología CLIL en Educación Infantil

María Cristina Moral García; Elena Moreno Fuentes

doi:10.24310/mgnmar.v2i2.10908

Using robots, augmented reality and ICT in a CLIL preschool classroom

Authors

María Cristina Moral García Español Spain https://orcid.org/0000-0002-4593-4806
Elena Moreno Fuentes a:1:{s:5:"es_ES";s:36:"Centro Universitario Sagrada Familia";} Spain

DOI:

https://doi.org/10.24310/mgnmar.v2i2.10908

Keywords:

robots, CLIL, ICT, preschool, augmented reality

Abstract

In this article we present a class innovative experience where we work on CLIL methodology (Content and Language Integrated Learning) in preschool education by means of Information and Communication Technologies. The main objective of this experience is to develop CLIL methodology together with a project-based approach and introducing robots and augmented reality as a source of knowledge. By means of using CLIL and projects, we develop linguistic competence on students and we work on content in a more meaningful way.

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References

Bers, M. U. (2008). Blocks, robots and computers: Learning about technology in early childhood. New York: Teachers College Press.
Bers, M. U., Horn, M. S. (2010). Tangible Programming in Early Childhood: Revisiting Developmental Assumptions Through New Technologies. En I. R. Berson y M. J. Berson (Eds.), High-Tech Tots: Childhood in a Digital World (49-70). (Research in Global Child Advocacy). Information Age Publishing.
Brown, H. D. (2006). Teaching by principles: An interactive approach to language pedagogy (5ª ed.). White Plains, NY: Longman.
Coalla, S. (2014). TIC y nuevas tecnologías en AICLE: un estudio práctico. Trabajo fin Máster en enseñanza integrada de la lengua inglesa y contenidos: educación infantil y primaria. Universidad de Oviedo: Oviedo.
Coyle, D. (2002). Relevance of CLIL to the European commission's language learning objectives en D. Marsh, (Ed.), CLIL/EMILE—The European Dimension: Actions, Trends and Foresight Potential Public Services Contract DG EAC. European Commission: Strasbourg.
Coyle D. (2008) CLIL—A Pedagogical Approach from the European Perspective. En Hornberger N.H. (Eds.) Encyclopedia of Language and Education. Springer: Boston. https://doi.org/10.1007/978-0-387-30424-3_92
Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press: Cambridge.
Loyola, D. (2013). Análisis de CLIL (Content Language Integrated Learning) como metodología para enseñar inglés como segunda lengua. (Tesis doctoral). UNIR.
Marsh, D. (2002). ¿Qué es CLIL?. Recuperado a partir de: https://bit.ly/2HHQGAT
Marsh, D. (2000). Using languages to learn and learning to use languages: An introduction to content and language integrated learning for parents and young people en Marsh y Langé. (Eds.). Jyväskylä, Finlandia/Milan, Italia: TIE-CLIL, University of Jyväskylä/Ministero de Pubblica Istruzione.
Mehisto, P., Marsh, D. y Frigols-Martín, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford, UK:Macmillan Education.
Moreno, E. y Pérez, A. (2017). La realidad aumentada como recurso didáctico para los futuros maestros. (17), 42-59. Recuperado a partir de https://bit.ly/3mg4eSY
Orcera Expósito, E., Moreno Fuentes, E., y Risueño Martínez, J. J. (2017). Aplicación de las TAC en un entorno Aicle: una experiencia de innovación en Educación Primaria. Aula De Encuentro, 19(1). Recuperado a partir de https://bit.ly/3mbLpjP

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Published

2021-07-26

How to Cite

Moral García, M. C., & Moreno Fuentes, E. (2021). Using robots, augmented reality and ICT in a CLIL preschool classroom. Márgenes, Revista De Educación De La Universidad De Málaga, 2(2), 116–129. https://doi.org/10.24310/mgnmar.v2i2.10908

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Issue

Vol. 2 No. 2 (2021)

Section

EXPERIENCES

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