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L z:$VV x LМ\01 cd*b܆4ƂD v8}){/tpͮVӬ[/៭PZ5| ٪  kE!$<<'Ly HlA¸ȳOAΘeac${ g[볎29GV>ࠑqhUA赜S ^a,yh9[ѿs7iߔ =&h^5/Ǹmb\2'snkWxC9> 65觽եA33/cIz,'d$9OItgz,Q7+m8hת~-{mnm})}զ)5k]V ]|4~=&Lb5+iAl듌8 }N9M)̿gm'!LdJm̏ǞC.]x{ P!%KÍTq+gK-$ vj y¤'\}ȎqiƉjWBb.=ÙxP>ޙRƱT<Xt5{WOZNǀN +mdAAF <~nf*HYqzWf4Hg{Xcp^ndbk^8 ÆE/h\иqyq1>1~g#W~}f; LG mng"BEtk+M(Ixz޾3KΤq658jTy&WJDd,1ŹUlbZ+S$5ezʳKװ:6l'8{::gfB10W>|.!2=jFmO!n>omzh|mZ.hsvD-**PK!Apdrs/downrev.xmlDQK0C/å:Rw7DCܺk˚&Y{x8nD ܎l jS"l7o7 | a1Qlob|JUm*/*ǶeuBQẑwIr/5&>TK1?i6ۜ}Ov_m?F+ D!wi+Q a␝VkBtPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!)b#)drs/shapexml.xmlPK-!Apz drs/downrev.xmlPK  `  ^~v___PPT9XP  Bax (2003)  normalization is the stage when the technology becomes invisible, embedded in everyday practice and hence normalised (p.23). Propone 7 etapas para alcanzar la normalizacin: 1) early adpoters, 2)Ignorance / skepticism, 3) try once, 4) try again, 5) fear/awe, 6) normalising y 7) normalisation (p.24) Gros (2000)  en el cual el ordenador pasar a integrarse cuando ya no se hable de l, cuando sea algo invisible y lo observamos con la misma naturalidad que a los bolgrafos (p.11). Rogers (1995)  Diffusion of innovation habla de routinizing cuando  an innovation has become incorporated into the regular activities of the organization and has lost its separate identity (p.428). Relative advantage Compatibility Complexity triability 5) Observability  P9 P P P9 " P P Pc !cgc6czcc9 c ccD _  I}OPMy___PPT10Y+D=' = @B +"0d ((  ( (  pP@l0e0e?Title 1 `}  ^ >  [ (  /l0e0e?,Content Placeholder 2" ß PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!F887drs/shapexml.xml[n8}_`"uIlD)`q}4hP\'_R/hMK?ؼ o G}~ 2JgѻCJ$pspF6L&LGk˾. 4_FtjLot<9KK 3Y*\f`\ڇ'e^@Wr6* SlHDrZ`1"ኴiv fPď?SJ\ _ t|$ -0yD;^wrukY'vY?OU.YHSCwO@J"> X `} ݳQ&bfVH~{dB=SI1RW1)HQS36cBZ,*.A6 a6y@J_JIh0)+`6,)̐p3kw[QCXMPbBy|SX-ྙp35  ƕ@΢'f4d2聗`Vx{6=/8+hB.m+Z`L> +8( (P06dƐwDú,queejѮ_%յZzR ,"z2&M[paE UP2X}U D?GcX"ZQaJ ]a%\MbZ Ff"{i.2tn"$S\ ΠCkB dq Jt! -95s?e)<6j k+N[E2ܜ-^h{V~sAx<&R^@j AJ}:O޲=v:]`e{_Gt׷Un!LIawNSi3ucbu6aQ{]0R$tx @2lW`=O Im?G0 Nl X9hEAG8X:Z=p٘v9tː?21!{anx"7y"Z6 CLkN w`,x1[yo|\P_^}eF_|q؜R|b: y[mFI,VZ,umvHߪk ʲ;a_בH7w#fZ᫿C/npG2 m>`b ~ׄ٢|{;]ϴ<9BV^˱^X"5?xﰼhk !\&p v/xqa5_tIARPK!drs/downrev.xmlDMK@EaxN%vZDA)>3IhM&wp˽˙-ӈ-+ k.wo)56I<,W3̴yC6"Bg ͤEEضı;Zg0Jny`–^+*N۳Q?}]Vfxyh,WZ1|Zor [4 ?PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!F887)drs/shapexml.xmlPK-!drs/downrev.xmlPK `  ^f^___PPT9@8 Z-Levy (2006) la integracin est compuesta de tres perspectivas: la del profesor la del alumno Horizontal integration (Hubbard 2004) 3) la de la institucin Vertical integration (Barr y Gillespie, 2003)  adequate technical resource and management that is keen to integrate computer technology into all aspects of university life is a key factor in their success (p.32) -Graham (2011) tres niveles: 1) Integration at institutional level 2) at departmental level 3) at the individual teachers B PG " Pi PBcccccccccYcc c D *F  I}OPMy___PPT10Y+D=' = @B +" 0d w,_(  ,0  ,  pP/l0e0e?Title 1"èPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!lDRdrs/shapexml.xmlUMo8/@Zv׉Alv0b,Qj#ί )%ޞ!g͇o{CcM.?PUcrJ`*֨\U7w\,8A&d.[DFܪ!]m} HG4r^ez4g#nY*+/*) rݠV\z}2. g@TQf/S 1("AVd(r9̧dc@YAv}8אٺ%'őX.dꀢ$d2$l|q&j2<ȾOħ:IHYo_8tJ0bRSTcj.H`J pG:s¶uKS81;"Րhz_ ڲ ,J1&X,H} BuS9[H '1՘1h#װ)_[xF b-Djzz 扆lՙ*h. \(ee&*O-T`F; ^_"x~(#mhIiMY!fw]۴kHsٟPMKHSI."N͎"JR ]Jސ[Xn___PPT9  h . cc  ,  ,l0e0e?,Content Placeholder 2"æPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!*w?drs/shapexml.xmlYmo6>`!y1Il3cAKT"5r>GJv]RH0y$swR0:oIз r3΄2Z&|-wO'U W _x_{=.d)SIRx<^e JR+USKRzZVd ˙%0ڣ%*ʅQl{vl(`Ĥw1I2+>aaf1}iMӰoxx|p885QqaZbm\NO9G5`b,W> >?!abѲjW&[Ss܁}D0yo=gZXəC0͇0n|FQf " bVx ~gUJmhZuf^؊FAA,'ΓwuFES*̯|.Z> \W ;AD 0x%DA3({P }-go|v-ZI1. B#\QY7`!-5ua"|A*-yOW2.}>gou]Bެzv/1ו̑U~f B b &8,JhK샷" hpu5Fk;,HIK84IC"5zǹpRC9+G @+C+M3P*N*8 %Ů宖szkꦑC|n)v)۩?e B F3vHY5|$۶l"h4QbqhŒE 3`ʼHAc2&+Yǭs닕Vͪ%i]k6 OCv>nvzVԴDe{>;u,QXrdCx k Aۗ~tG18xG1/X8N]?{/ {̰^]^[zm^&[L|mBtgPK!1frdrs/downrev.xmlDMK@EB nԢi)Db?3IhM&wp˽˙/{S,+Ĺ כ5֖I<,9vv !STPФR$~l3bt7M{iPbC%({twh_=ԇK=LA˗} Eh rPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!*w?)drs/shapexml.xmlPK-!1frdrs/downrev.xmlPK `  ^f^___PPT9@8 Objetivos de la investigacin Analizar los distintos niveles curriculares Conocer los usos que hacen de las TIC los profesores y alumnos Ofrecer unas pautas que nos ayuden luego para la integracin Metodologa -Descriptiva e inductiva    "     aaa aa a  I}OPMy___PPT10Y+D=' = @B +" 0 4, 0(  0-  0  pk0e0e?Title 1"êPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!QRE^drs/shapexml.xmlUQo8 ~?`A%Ҵ1 mq; (9=,7^d'Y_?R\iyp(#Oƈv6Rh\Yۧ\?" :GŻ?,m\nl4 j\-*@:Qu)PcFx6jrAW}Ѯ/83rLQ.*oޚ2WUC_\~R g>PL3+2}Mb)kJp#;o蟐O:JHL8,7kOl|:0bRSTcFx4Q$gRwHg5-b/.ׇ/["H8=b _d OmRtE, 5|LЄQ߈`dr_!Nt6>G OB%c ~'gdEr߀:weW0PK!Bdrs/downrev.xmlDMK1E!___PPT9  c Anlisis "  ((  0  @h0e0e?,Content Placeholder 2"  PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!{z/Idrs/shapexml.xml\mO8~_OlWpw+!TQVCsu_3vҦ]R8R'{ycۓϣT{tɀ|ڦ0yo7_(цɈL>pM?I9Rw;cU»O8*R)O.LslW"Ga_F8jQHV gdss~l D!hxaC+XVEZȴ/+oM*ZveqP.~_x; |s-KU^qY5@YCؑhvQ|&Ȕn' hqbzMYn E ϰ51 ipƤtUo\ė9Z}2b" ed7!@< YXtG3I=Hr Qn>P_*5#Y;QJU*3 I{T755$L-2VDo z <"~.ԚV^LK@oM=b[T̺iK[stm9SNt,k̼iQTcH68yc. =f͚'2jf6͉cŏ/~zl( ysfoZ-H㝴~6@Kv(> ڒ3Gfn;{M yiVoF _/l@xrǼ5Ie&?  `r  ^NF___PPT9(  ZSe toma el modelo de Johnson (1989) para hacer el anlisis de los 3 documentos curriculares. Nivel estatal  Each university should form its own General Education Committee and design its own general curriculum reflecting its proper mission and vision . 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Gracias! Grcies! Thanks! ! 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A$P٭BRyh=U &nSq;YXa~&s[թ'լwu^Z,K9AE+PwnѸZ񌎨 )j+#n`%DihjUUAy;GUXv݇ڳ3D'>qr ŐCs?V!"h*ckd:is~ɞӫq݉q]elr:6^I]4fL:TN6(Ԁf$,j [xZ09T:4}HH&{O?/gBLIAD1$mԪPՕ:5"jP,d(3\?:G_E@e~4gF։ĀC,SIzz=Ջ59ڹ:4SJ,v#BP=b^"~5G6[/816Z_8PPK!>idrs/downrev.xmlDQK0C/cKu."HEuksז575|9|oM+zrf .nR/^ > kl-3yX./j;]DOQABJ˚ cw`UR;"ܴ6IC=Tw'`ϊ1m w$Wj|zh `/U+8d/-@NAtPK!ˀQdrs/_rels/shapexml.xml.relsJ1 ;w:Lg/*g)mfZMKݷ ǐO)D d(x=9 \)drs/shapexml.xmlPK-!>i drs/downrev.xmlPK-!ˀQ drs/_rels/shapexml.xml.relsPK>Pj  ^F>___PPT9   Bax, S. (2003). CALL, past, present, future. System, 31, 13-28. Breen, M. (1984). General-Purpose Language Teaching: A Variable Focus Approach. En C. J. Brumfit (Ed), General English slabo design: curriculum and slabo design for the general English classroom. ELT Documents 118. Oxford: Pergamon/British Council. Candlin, C. (1984). Syllabo design as a critical process. En C. J. Brumfit (Ed), General English slabo design: curriculum and slabo design for the general English classroom. ELT Documents 118. Oxford: Pergamon/British Council. Graham, D. (2011) Integrating ICT into language teaching. Module 2.1 in Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]. Disponible en: http://www.ict4lt.org/en/en_mod2-1.htm Gros, B. (2000). El ordenador invisible: hacia la apropiacin del ordenador en la enseanza. Barcelona: Editorial Gedisa. Johnson, R. (1989). The Second Language Curriculum. Cambridge University Press. Levy, M. 1997. Computer-Assissted language learning: Context and conceptualization. Oxford: Clarendon Press. Levy, M. (2006). CALL dimensions: options and issues in computer-assisted language learning. Mahwah, N.J : Lawrence Erlbaum Associates. Nunan, D. (1988b). The Learner-centred curriculum : a study in second language teaching. Cambridge University Press. Richards, J. C. (1984). Language curriculum development, RELC Journal 15 (1): 1-29. Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University Press. Rodgers, T. (1989). Sylllabo design, curriculum development and polity determination. En Johnson, R, K. (Ed), The Second Language Curriculum. Cambridge University Press. Rogers, E. (1995). Disussion of Innovations. New York: Free Press.  P-t))H<'J4 +C-L>FU#+1  ?   &zQ m P `  B 0" I}OPMy___PPT10Y+D=' = @B +"] l(  l  l  0e0eh?4Slide Image Placeholder 1   ^ l  bm0e0e5%h?(Notes Placeholder 2 0  ^ qExponer los datos ms relevantes de mi recin publicada tesina, memoria de investigacin en Marcoele La intencin de esta memoria de investigacin es ofrecer unas pautas que nos ayudan en un futuro para llevar a cabo la integracin de las Tecnologas de la Informacin y Comunicacin (TIC) en el currculo de Espaol Lengua Extranjera (ELE) en la Universidad de Tamkang (Taiwn). Para ello, hemos realizado un estudio descriptivo donde nos proponemos a analizar distintos elementos del contexto universitario que nos dan informacin preliminar, desembocando en unas pautas bsicas que nos ayudan para la incorporacin de las TIC en dicho currculo. Comenzaremos analizando el despliegue de tres documentos curriculares de la educacin superior taiwanesa (currculo a nivel estatal, currculo a nivel institucional y currculo a nivel departamental) con el fin de detectar la presencia de la enseanza/aprendizaje de conocimientos mediante las TIC. Seguiremos con el anlisis de los resultados de los datos de la investigacin del cuestionario de los profesores del Departamento de Espaol (N=10) y alumnos (N=58). Finalmente terminaremos tratando todos estos elementos que dan como resultado unas pautas preliminares para la integracin de las TIC en este contexto con mayor xito y de forma coherente.     l lm?6Slide Number Placeholder 3" ö PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!)Mdrs/shapexml.xmlXn6}/ Zh-ɲ,,[[ u>Dj(Rb3d+ɢy$R8p]J{ReB^˕QR&3&15pOi]xY*;c`P;^\WJK LTdg0VVzqѤbÑOd%LEžL&RS"{Hk81::`T*[kPf$RaN5;6O+Gr7er]I9(!%w1h @ؔ I?{ B`4-|6E$سҵW"8PL5O])YI9MI*x-aձEL?M2ZF 9_'\ybg\LwEq_Ffkx3 iǺ%M3mxxjӛCiptHb*C霉"%Ua݊T7 5]R^7/8\]28'#G1<@Í`[B'ܞ !H(o8m=Oo 8mN}w46pD{G^q~ɒQ*\Is.@&nG]3`mRQ]=h=Y~mۈ*䧥jܣOt8LRB|6}T!?-UUQ>g+?:сuuxC΃SLp.D3*l-g*GXe6h;&e :)EJ4OQܢ0i6ك > >  p l o?6Slide Number Placeholder 3" õ PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!?Ldrs/shapexml.xmlXo8~?˯' @t$J*t'L؜qڴo@BjWJy 63ox~_ ru](PĥTeJ蟗 '6LfL(zk_U"'UBTNd\WJK LTﺣA IOa(yVfI%ԏF%0Z'r5Y C:h_O2Tuݢd߂2 ꃆ5z8BJ<Mސ:؋\z`JWFEpjRv rjQZ 5ck~<:'GNb87l6`-rsEUrsrV|кxv~q8TLhrDBn\! K6%y~NY,Љn^tb-gٹ̬ VQT%(6h1*1Q` C6)r'xV{Jn5~˦"wL{kL0AB793pʊ\Wi0/1]i ޲?M_K[r#j6w O\cϒ&?68r AMz^Npg_N·Ύ˧uK[kޤON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!szTJdrs/shapexml.xmlXo6~Aؒe[6ΰǁX Ej$8)l%q")H?ӻ;{t.ED.qHdytChCEJ,"LҁS;lYA,LU7R1̈́&*xv\Pb) jVNF F8 tKG>#Y*m>0jTcWJ+m8˜RЬxP [;G;Z0pp|N,aޛfs 9QPͲ]D/*X8L J*%w{gjn[+)3k80T%@UZQ=ibߤ_YAp[V~R mI 2Z}HD5l(Ij1]\:3Xy1 DBoOQ7PK!drs/downrev.xmlDN0EH5HMB݊V!ؙxG6Ic;:Wg]F $|!!^Hxy="zO(֫㣥h>5,C(VJMi8EH3>8r AMz^QrZ V Xw/'cgw1{ƚ7)OOk` |W+QZBqu!?|VTL$KͦW?PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!szTJ)drs/shapexml.xmlPK-!drs/downrev.xmlPK_   h*     I}OPM] Pxk(  x  x  0e0eh?4Slide Image Placeholder 1   ^? x  `o0e0e5%h?(Notes Placeholder 2 0  ^ -Richards: considera que la enseanza de lenguas debe ser concebida como un conjunto de procesos sistemticos y relacionados. Propone un modelo del desarrollo curricular que incluye anlisis de necesidades, fines/objetivos, diseo de slabo, metodologa y evaluacin. Rodgers: La explicacin que ofrece es muy similar al modelo de Richards, para Rodgers el desarrollo curricular deriva generalmente de tres consideraciones que las denomina: consideracin del aprendiz, consideracin del conocimiento y consideracin institucional Nunan: enfoca el desarrollo curricular desde una perspectiva centrada en el alumno, considerando al alumno como eje del currculo. Esta ptica consiste que los componentes/elementos del currculo (anlisis, objetivos, contenidos, metodologa y evaluacin) se abordan en pasos sucesivos. Para Nunan, este modelo responde mejor a los principios de aprendizaje para los adultos Johnson: concibe el diseo curricular como un conjunto de principios coherentes y la toma de decisiones y relevantes que se desarrolla en diferentes niveles de currculo, niveles de concrecin. Para ello propone un modelo curricular que consiste en tres dimensiones que condiciona a las fases del proceso de desarrollo curricular     x l o?6Slide Number Placeholder 3" ÷ PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!Mdrs/shapexml.xmlXo8~?˯'6@HhMrUOL؜qڴo@BjWJy 63oxa_ ruS*PK Ky?/NDIc̙P'7?gMMengQmyŚw +fV_j. 30Q%FNG+%=ͦ^k&eб%U0F9'*嚬V1u2Ruӡd_2 W kpأ}x\A8?T(e_@pM(,pESrhM|!tЋ\ z `Z7W^@ <3vf$8N'ղk)^;TN ytNOϝ],76>%ռ9eKJd%Jn GFe+}G4`+W ?؆w??BdO7q{^0 )'pKnRJSq0eM8:; :3؃žE_׵B~:U|:9gH { 騊TEٔ=SXы/-_ rfc m&:MPa7g+y2{U&]3e jNf#RTDCLÔ- Aof(˽ns07Pw:l6A\υmq 4/;;Ω;tad/5PXȀ]Ue WByo6R'8<*iYKEB0TkQr5~d»(a_"Dyx VvS j]["'Z +/ ({nw+qʯ_qaiK%Y!k 6GdQbN Vl!4sfP~ ǯ`6PK!EFdrs/downrev.xmlD]K0Cx\b:~ٜwۦIj_oB/j2ȇY 3lTck 9*% G Z,Pn;f bCt}y(5 3דM]8&x&D 66=hil_Fw6ϭmk]Iy~64C_zRMv z<~F0D_M?PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!M)drs/shapexml.xmlPK-!EFdrs/downrev.xmlPK_   h*     I}OPM] p|(  |  |  0e0eh?4Slide Image Placeholder 1   ^Z |  o0e0e5%h?(Notes Placeholder 2 0  ^ HCurriculum planning: primer nivel de concrecin. Se visualizan conceptos abstractos esenciales para la construccin de la enseanza de lenguas y debe llegar a los centros como un instrumento pedaggico. Rodgers tambin seala que las decisiones que se toman en esta fase tiene un impacto mucho mayor en el xito del desarrollo curricular que en otros niveles. Ends/means: de un modo, este nivel tiene la responsabilidad de volver los fines y los objetivos acadmicamente explcitos. Este proceso responde al segundo nivel de concrecin y es competencia de la institucin acadmica, de garantizar una actuacin coherente, coordinada y progresiva para que favorezca el desarrollo integral de los alumnos. Programme implementation/implementation in the classroom: dan cuenta al tercer nivel de concrecin. Aqu el equipo docente traslada al curso en forma de programacin las decisiones relativas de los dos niveles anteriores, teniendo en cuenta los fines y objetivos contenidos, metodologa y evaluacin.     | l o?6Slide Number Placeholder 3" ÷ PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!=WMdrs/shapexml.xmlXo6~AXi[6mu3q$*BE'Nﻣ$[QH!@dRǏw udD8\*+UDݐ8a2cBI;^Օ/zVEdkL5 tKVKh˕.G}544D77jJ/n) %+aڍ(2\ʄkg-XʷJd`ɠ} Gp\a0*+^-J-(3na:R}аFXZ `?+Gr7es]I !CE$lf|o:Ӊz) m"^"yjJͪ6Hq Ntk)^;TN{tJ% ;Z_$6"Q0jbkج, D(JC'6r-ef]B4v (GAQDvD% ڤ'ȝ[sӜ8⣬ RCcl G[~ܕsC'# /3I:sn [3+.a4^bj je.>Ffcx3 iǺ%2mxxjӛ}iptHU<9E TI1+ nH-5]R^7/83\]2ȄPZHmx @Í`[BGܾO$}A8?pD=Oo 8mo4o8m{G>Ex¸~ɒA*8L\&LX$JyÂNMsDu1,gWo#IN>A?2UOKUxj#STM{Tٔ#SXщ+-_ rfcv m&:MPa7g+y2{LfmԐLAG4@)?[&5&;PV{+`ƐPݷ:l&A\Ϲlq9b9K'E7`l>M ^kziK r+R%]n6eRE ,x#kXs5_WRTmG0ěQ#imʭ]f.8%$Bnj׆^-{M9la/ոP갞4.gͅ@Z?jH悍%i+FkSc+O6AL3~z xq?0?PK!qdrs/downrev.xmlDN0EHC4Hӂ u+Zb78J<IR,Gwt=dl 2ʩk /ϷgWsL`:>Zb;CL})D Y 3L;o1Byvb煰pj0Po- o~d,ן/AI8_^KH~6XPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!=WM)drs/shapexml.xmlPK-!qdrs/downrev.xmlPK_   h*     I}OPM] (      0e0eh?4Slide Image Placeholder 1   ^[   @o0e0e5%h?(Notes Placeholder 2 0  ^ ILa perspectiva de estos dos autores contrasta con las que hemos presentado hasta ahora. La idea principal del currculo tiene como objetivo el aprendizaje, por tanto consideran que el currculo debera desarrollarse a partir de las contribuciones y la negociacin con los alumnos. Ambos autores dan importancia a las diferencias individuales y las caractersticas del entorno. Breen: propone un currculo mediante la construccin de otros tres currculos: profesor, estudiante o aprendiz y clase. Segn este autor, un buen currculum es aquel que toma en consideracin las realidades de fuera e incorporarlas. Candlin: propone un currculo interactivo, derivado de una construccin social, de manera que es el producto entre el profesor y el alumno.      l o?6Slide Number Placeholder 3" ÷ PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!Mdrs/shapexml.xmlX]6}ZeVQ3clj̬^ jfUr>>\8Tܺa)H!Kq?/WvDFSS.Kkȇz_OڂE3ӺFMcmɚ h+[u5kTDy3U 7z.n6*󄌽0%hny3b_LYN3<{LFk8syuevt(נ?h 58@ >vȍ hZPOT%(&h1*1Q`!R'=n<.`}CmnL K [aW B'͍ /S I{s[V5k>a4^S r5{.>۾7zx3 iƺ!NsV|mxxjCiptKլeJbեv+ZRVvT5 vOyLsuE:!PZ mx "slGu1Mh;8Si[h; #dA3UOGUtj =StThlB~E֗/ef9NF3oȆ6j"l0ӛѵkF(FQq5f/2m)Q!aJtɠ7Mt?+HǛ ;ef6fR8u4 bȞϜ`5Ƴ7?wP+?Px_JkZ\pGkB%m7\ Hrk,b]3/+# cC^޳-im,TzZBnkזɠ=*ʊJZtj\(u@R @ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!5Mdrs/shapexml.xmlXo8~? -]5IR6=ɀi3NvH菕VTi7dyf +n0ՔR$=qD&R\%˥TKr_ӦeLlQmYEY3mTpFb j#q&PfSZZYe8'i7̙uR5J=&5:`T W2n:[P`.N52{+hGz7ii UI G?qĺKH4lBl :xqFf=  |:E$سVQY8PB˴Y)Y5I9N ,9-aճSeB>N|G{sw l9 x1//>ןn\ҪKn^WӵiUjl^VۇNte4?qMK* ?-F%& L?Dj^ wo'֭'wT1b&\߇0"԰%]5.tܘ2L70eUS:F/.05p!7[ZkhkAnx7w?Kf4g'܆.;8޷Q/G] H S^$V]lU!Ս}`eKU`W .h0WWT^؆wm/ Bxh!2v]C {H<5{No8OGx¸~IA*X_&Li&faZg={zV+ַUOGU8Ot:LQC|6T!?U(<~d#?zсupC΃SLp>D3*ft%f(G2ʤkѶT\A މ tD[rhi݃Ea2]leu79mRNY&h0k)?/gN;NQlynh7<ͽ|} r 1V m 2`WwUY8盿"ׄJn"'~P5 ,Xĺf _W2T]G0/g[<8T ]ZIY3 C ֮-A-{M=a/ոPЁ46yԐ5]3JN|(ѧ Vt !43P~ ǯ`6PK!drs/downrev.xmlDMO0DHkQV V\Z@o(:&IX8zȇƱYtZ%5vIWGK,yG>"A8RҐ0s=q*-}-1m'YK =m *5{6S፩ޔ:=nAD.E=hU?|F0D _M W?PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!5M)drs/shapexml.xmlPK-!drs/downrev.xmlPK_   h*     I}OPM] \T<(      0e0eh?4Slide Image Placeholder 1   ^   o0e0e5%h?(Notes Placeholder 2 0  ^ Bax: entiende la integracin en trminos de normalizacin y se refiere a:  the stage when the technology becomes invisible, embedded in everyday practice and hence normalised (p.23). Pronostica que el objetivo se habr alcanzado cuando dejemos de hablar de aprendizaje asistido por ordenador, de la misma manera que no hablamos de aprendizaje asistido por libros. Es una lnea muy similar a la que Gros propuso en el 2000. El estudio de Rogers (1995) le sirve a Bax para proponer las 7 etapas para alcanzar la normalizacin. La innovacin para Rogers (1995) se refiere al nuevo conocimiento, persuasin o implementacin. Y seala 5 atributos de las innovaciones que podran influir en el nivel de adopcin.  "Kc    lo?6Slide Number Placeholder 3" õ PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!jKdrs/shapexml.xmlXo8~? H ZjR6=ɀi3NvH菕VTi7dyf +n0ՔR=qD&R\h*rʥ`1c y/YS[hfuLZ׳Ѩɶ͉BjUWZ M5LT8QEKANa(q f2=@#hnx3bWLYkN3<{LFk8rQ)\PoA+z K58@ >K=Ii/mL O*3%YLV#ض2cν]~S ލ!F]sc_qn0 ٰzsEv2 Mv<8~/KZ|ImL {6:J |ЉζKд=JQLbTb!Q)C)r'xV{b* ywG#(`}CmnL K [aUs B'͍ /S1I{s[V5+>a4^S r5{.>۾7zx3 iƺ!rV|mxxj}iptKլ9eJbեζ Jn+[ҧ~^p ~DjEPZ mx` m#Dp#؎c!p/vpҀv#p h;30n_ts V!>W SڴsV`3Q}=h=+Y~]ۈ*䧣j:Ot:LQC|6T!?Uр0<~d#?zсupC΃SLp>D3*ft%յQfreI mr舶(0%qd㻦trodsRNY&h0k)?GgR)HhK;򼩝,A-&8(bAd@\者@|q+&"ׄJnb"'~P5 ,Xĺf _W2T]G0/g[<8T ]ZIY3 C ֮-A-{M=a/ոPЁ46yԐ5]3JN|(ѧ Vt!43P~ ǯ`6PK!h7drs/downrev.xmlDN0EH5HC@QV 6-!Qb;&IZ,`yY&ӱ|hp=ˀll-`p5"Z$HVҍvK.,Al(Q/9&azS)KcYVpM {hݷG6=Zw!./;`X+QRON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!G4drs/shapexml.xml[_O6`▥z]Nzm%V,}F )>}g:CDYpc89)v/k>gRצiM3n2ZVQ:8k7+~}?L\}+;ޙ^jЭLz+^xQ&'h5?[emS9Ӣ[^/+Q[iD&-禾sAkX7r-L,tg7PkR4 o2Cy҇ll/A !vT443vezx9`XxufTaLP ެZ]ODr~-z,͙o7U=#qIްV70H$ jY#WWbx8ヵ \ UG5 }3f>Rܔ^5^@},N*zlg?cL٫ rXZȥh3OINR8Z|[cVD7DΟ))0wkU  gT۠b&  a0pc+Zڧ8 :qj"M+x$UN)-fRl)m)j=1f J$k (D IcTfRd0`0ݠBkf"2>C:ʓ:8 H.]sv|m + 3Ǿ䮐^/NVr曐ny'SERnia%%I|tU'ґۇ&b4H6#_lD5F &;w`"CAB.E1K4TW$e ň߮)L+KW %[̾] FQ JCIފԶBډ'_rn d[ZeoxqcaF͎JX"z"0ǀ#:Lll0RdPq'Wo7kgІmوzQfDH?dRJMtM`~(ݘa~%/_MW%rHgWCOe['E/rv畟݉(&.GYPEdyĤ`K$rOw[`q ]3@Dz[KVkPEvF/N-#;$2"b)-+]b:j2ED`r 02xʳ;2;pIPK!kdrs/downrev.xmlDKK1!\Mi3Z2`Gb_N<$tf .ty8͗nD LlrjS"/(ja3{X../*ۛ-wP1>%*6k۲]a+rGnmKM\q~ܝ4OMvӏFD!Ur/U!LAjK>Cn4Z\PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!G4)drs/shapexml.xmlPK-!kldrs/downrev.xmlPKq 0~  ^f^___PPT9@8 ,Levy: Sin duda la visin de Levy en la integracin es de forma holstica, compuesta por: profesor, alumno e institucin. 1) la primera implica el proceso de combinar las clases tradicionales con los recursos informticos 2)Implica tener en cuenta la predisposicin del alumno, la experiencia, y el conocimiento de los alumnos, lo que pueden y no asumir. Para Levy, esta previa le permite a los profesores usar diferentes herramientas informticas apropiadas para cada nivel. Desde la misma perspectiva Hubbard seala que los profesores que emplean las TIC en clase deben ser concientes de las habilidades que poseen los estudiantes y determinar si necesitan algn tipo de formacin. 3) a las polticas sobre el uso de las herramientas informticas a nivel institucional. Barr y Gillespie sugieren que la institucin debe velar por todo el recurso informtico para lograr con xito la integracin Graham: en lneas muy similares habla de tres niveles para la integracin de las TIC decisiones que las instituciones toman en relacin con las TIC, los recursos, la gestin, manejo, etc. hardware y software 2) los miembros del departamento formulan su propia poltica de las TIC apropiadas para integrarlas en su programacin. 3) cuestiones sobre el uso de las TIC dentro del aula para garantizar la integracin V | "  | ,   lo?6Slide Number Placeholder 3" ö PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!0(߼Ldrs/shapexml.xmlXo8~?˯' @t$J*t'L؜qڴo@BjWJy 63ox~_ ru](PĥTeJ蟗 '6LfL(zk_U"'UBTNd\WJK LTﺣA IOa(yVfI%tFA@d%LEŮpMV|DpbSu .Uz](ٷ4?HaN5;6+n3b|-\s FQ0%4E6a7$~<"v3A8-|6A$سҵիQ(Ʈ,kZBn0k"c7>Σ ѹshp>ͽ/>/l,㲿/x\ejUܜ)﹝*n!j30Ѕ6xÒ ;hIS?vh t9O|pIB֗/&4͵kc0٢(dYv.3{T #@ 8 ZJL ;$jM {yr ޿U[ O攈& 04"%߲]9St2š2)LMg apbf)U%=_LWm``Bg0܈ڬ͝88~&?:X7³IO ]O ~pzo2^I]sH 1QltAIUt`e! HLvKyݼLsu2CG GiF-#n $}~4o8m=Oo 8mG ѶG=gON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!/L=E@"drs/shapexml.xmlko6A_^nΡ-m@PMPl"K$gIHJ~$vAC$ER0:7cΤNMVxw3΄2Z& ?j*ͪofK7Znl)}h43v ery ) OYQ5*cX1ӰT׵7yJ$)W俵Y3_7).>{;7{@WڑKd[/!gzp )nq=Yn&Q:Ad#3$ϲ)L2*R4U2l'@d/J'dF wazE꺾UqO^׫7Zv0x^8\g1h{M=}Qhir_Éqhsycv<ٻ~}4ݬmo D>7/j NUjG>Cn4Z\PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!/L=E@")drs/shapexml.xmlPK-!-7drs/downrev.xmlPK 0~  ^f^___PPT9@8 +1) analizar los distintos niveles curriculares que conciernen a la educacin superior para detectar la presencia de la enseanza/aprendizaje con las TIC y ver cmo se despliega su hilo conductor de un nivel a otro. 2) conocer el uso que hacen de las TIC los profesores y alumnos como tambin sus valoraciones, conocimientos y creencias. 3) ofrecer unas pautas que nos ayuden luego a proponer criterios ms concretos para una integracin coherente y adecuada de las TIC en el currculo. Descriptiva: Nuestra metodologa se orienta a un trabajo descriptivo e inductivo: porque primero analizamos, describimos, identificamos cmo se va concretando la presencia de la enseanza/aprendizaje de conocimientos con las TIC en los diferentes currculos y describimos el resultado de los profesores y alumnos. Segundo: porque los resultados obtenidos pretenden ilustrar el contexto en el que nos encontramos. 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Adoptaremos su propuesta a fin de analizar, rastrear la presencia de la enseanza/aprendizaje de los contenidos mediante las TIC para alcanzar el objetivo 1 de nuestra investigacin. A nivel estatal no encontramos ninguna norma sobre la enseanza y aprendizaje de informacin mediante las TIC. Puesto que cada universidad trabaja de forma unilateral en funcin de sus objetivos. 2) Los fines y objetivos se presentan de forma implcitas en los fines y objetivos, sin embargo, 3) la presencia que encontramos en la enseanza/aprendizaje de conocimientos mediante las TIC son cursos de carcter procedimental que no orientan hacia la adquisicin de lenguas. 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Hemos optado por 4 valores por razones contextuales/culturales. Puesto que las posturas neutras que frecuentemente solemos tomar los taiwaneses a la hora de tomar una decisin para evitar ruptura de armona nos ha hecho pensar en ofrecer solo 4 valores, para forzar de alguna forma a los informantes a definirse en un sentido a otro. -Pilotaje en Internet: de perfil similar, y comprobar si haba algn cortafuegos y la comprensin de las preguntas. -Cuestiones culturales y protocolo: anonimato, carta personal, opcin de recibir las conclusiones, carta de agradecimiento. -Administracin: e mail a 23 profesores con 2 enlaces, uno para los propios profesores y otro que deban de reenviarlo a sus alumnos. As que, 23 profesores recibieron nuestra peticin, pero no tenemos los datos de los alumnos, puesto que fueron los profes quienes enviaron la invitacin a sus alumnos. Pero sabemos que 90 pincharon el enlace. -90 pincharon. y 58 vlidos.      lo?6Slide Number Placeholder 3" ÷ PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!m9Mdrs/shapexml.xmlXn6}/ Zhmɲ,,|n`S$*VC*E'N$[,HE]?#"ggáP2!%\*+UL\9!%a2cBI;^g?e=b3u%ߩKh˕.[}544Dxa0(Y! %oF^l4) (i8ؗ d#XwJd`} G 0WXZu} L[XD_5ũbVi5HnPf{,C5<'Q;.a=!)ta7S'Ϧ{V6rjT橱+e7 ))p:V[#Lڡ:h^pҙx9Z.K3"˸/8WYZ*7RU`ۊZw*n!*YMnڍuFfkx3 iǺ%M3mxxjӛCiptHb*C邉"%Ua݊T75]R^7/8\]21PZHmx GiF-nG$}^ѶpRѶ'p<6pDzǮq~ɒQ*\I3W V79qX6i.r{}_6 i)4=ST'F8M@3UOKUԣ* gSLcG':|.wyp }E614}f@ޜ\_[e(7LfmԐLAG4@)=[&4&{PV+h o.ouٚMKƟsʏ"|4;l9x9r|6 g @cҖ"vz_ /K_1shI(rm$f>p ]\RmE5¾ o;09$~=&Zh6Zui3PB"vmhj1ӯү<ϡDݯe+~ƅR/t8k>nk.؈QbF9#3Xy) eaAoO7YWgPK!drs/downrev.xmlDMK@Eax;;iPcݴ*yɄdę1I.tys9d;1cYtZD;ǤH6ӓڍk  T`b )Cib8ucඓ,˥ņӃve|Wnؚ=}ToJM7 "M|}W<Q?|"y/&SPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!m9M)drs/shapexml.xmlPK-!drs/downrev.xmlPK_   h*     I}OPMg ] 'p(      0e0eh?4Slide Image Placeholder 1   ^   `o0e0e5%h?(Notes Placeholder 2 0f  ^NF___PPT9(  uNi de software ni de hardware Word y Power Point son los ms usados. La finalidad de estos tiende a ser muy similar a la enseanza tradicional de Presentacin-Prctica-Produccin (PPP). En EVA lo utilizan para difundir recursos, informacin y material. 4 "     lPo?6Slide Number Placeholder 3" õ PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!CKdrs/shapexml.xmlXo8~? H ZjR6=ɀi3NvH菕VTi7dyf +n0ՔR=qD&R\h*rʥ`1c y/YS[hfuLZ׳Ѩɶ͉BjUWZ M5LT8QEKANa(q f28|@#hnx3bWLYkN3<{LFk8rQ)\PoA+z K58@ >K=Ii/mL O*3%YLV#ض2cν]~S ލ!F]sc_qn0 ٰzsEv2 Mv<8~/KZ|ImL {6:J |ЉζKд=JQLbTb!Q)C)r'xV{b* ywG#(`1iscXjؒ[ĮKx:inLx &Iڛs wܲ^MIrUuX-s5 7}ĻIϥN3 w tncS^LCXf)/SU.uMhUrHucXR0ؕ>K#0=UL}/ R@lûSxh!2v]C {H<5{N06pD q T )MҦMMkcAYa΢ZFT!?UU|:9dH G 騊Tٔ#Sы/-_ rfc m$:EPa7+q2{-LfmKԐ@G(G)=[&5ͦ;PV{#`&7Pw:l6A\Mqy9qyxvOhKC;pq~| r 1V m 2`WwUY8Z\pGkB%m7\w1Hrc,b]3/+# cC^޳-im,TzZBnkזɠ=&ʊJJtj\(u@V @Nadrs/downrev.xmlDN0EHC4HCA u+Zb78J<IR,ѹ:dl g9dĕS ^oϮ Ya$(zu|Rw4c%%RPf'NvbLByvb煰pZ0Po͟ o~d,ן/AIX,.?|F0D%&SPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!CK)drs/shapexml.xmlPK-!>Nadrs/downrev.xmlPK_   h*     I}OPM] H@((      0e0eh?4Slide Image Placeholder 1   ^   o0e0e5%h?(Notes Placeholder 2 0  ^ Partiendo de estas respuestas, estamos ante un grupo de participantes que sabe usar bastante o mucho aplicaciones de escritorio para editar, presentar documentos y programas de comunicacin asincrnicas (email). Muchas aplicaciones virtuales web2.0 quedan bastante rezagadas en su cotidiano. est asociado a aplicaciones web que facilitan el compartir informacin, la interoperabilidad, el diseo centrado en el usuario y la colaboracin en la World Wide Web. Ejemplos de la Web 2.0 son las comunidades web, los servicios web, las aplicaciones Web, los servicios de red social, los servicios de alojamiento de videos, las wikis, blogs, mashups y folcsonomas.     lPo?6Slide Number Placeholder 3" ö PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!߽Mdrs/shapexml.xmlXo8~?˯'HHhIrUOL؜qڴo@BjWJy 63ox~_ ru](SĥTe韗K'6LfL(czk_UӺ"𲬧ULTNd\WJK LTu'PfS5ZZ"FJv#]pMւ|Dpb3u Tz](ٷ4?HaN5;6+Gr7es]I9Пx#JbNl¦|oH Q.f =q|[lHgkW"8PL5O])YI9NI,x-aձEL?Gnt'.r;|<-r 'G-p@cG-h[gnk.؈QbF9%3Xy) efAo7YWPK!Ś(drs/downrev.xmlDMK1E!m~lhJ_zTXШDAB˶PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!߽M)drs/shapexml.xmlPK-!Ś(drs/downrev.xmlPK_   h*     I}OPM] k(      0e0eh?4Slide Image Placeholder 1   ^B   `o0e0e5%h?(Notes Placeholder 2 0  ^ 0Los usos que hacen de dichos fines se centran en aplicaciones de ofimtica, procesadores de texto y presentacin de documentos. Los recursos web 2.0 se mantienen relativamente igual con respecto a la tabla anterior.      lo?6Slide Number Placeholder 3" ô PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!1 Jdrs/shapexml.xmlXo8~? 'hIrUOL؜qڴo@BjWJ<7|/su](# y?.nH01$ӟPMʁe=b5u%OT%JT\f`R JVHr CɛMh7kYL0d%LEƝ]pKV !2Ruݢd߂2#' kqءyx\A8U(e@pM*X0 .&8`6{!&~nЃ&Ϧ{V6z5*橱+e7 ))p:[#Lڡ:vɗȋ". zrNҟ·/ϧme\'UVIl[A^y?R 1Y_qn0,ٰԛ.ȍ&^z~4V/_sh<{66- -|ЉMe Y0ݣJQlbTb!Q C6)r'xV{jyg4'MO)76-IEʹքLa$97pʊTi0/2]i ٲ?M_K[r#j1w O\cߒϦ?6ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!Idrs/shapexml.xmlXQo8~?IHtդJ*t'jl8m1д+թnȀ޽ߕ¹. =eB^ϫ6LfL(crk_UӺreYOlAnxUq m%3p5FPv]4ZJ;E0OJv-;2Y 2TMݢd߂2# k8BJ<?_p}4n,㲿>qHUnNRU`ۊZ^ CHNB;Lda ðd-7'bp؋\NfN%- ;Z_$.&?lbkش, D(J}'6p]̺ah@Pb&J"Ia/O;7J?N3[9qGY4 ! HoI-r[l= 8K{J3q 0au8*kbQYnϢk[FT!?-UU|:*䧥*:P@|6T!?-UUQ4z6T!?V~tyJ2;p'ط]dCNgTRUfGѱʤm6L^C tDS h^ܢ0i6قYٜl{s)~s }l4X5J4QpExFI>] gE4 @cҖ vf[ /K_1{hI(6Tfu 8.n``" ¾ o;09$~&ZhVZui3PB"vmhj1oү<ϡD.e+~ƅRot9k>QCZ5l(I[1]Ĝ:3Xy) ebAo7YWPK!drs/downrev.xmlD]K0Cx\*E~lnwyӔ6oj_^9ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!4'drs/shapexml.xmlko6{_ԏ/!rKW8$*LIyv~}=nCָEI#7mɆ)]H1%L2+}L?^Dp)XLwL_^U2 U1]SENWRVL .Cu?L0QGB.%6j,^oYLD@[^K4YpHJ)2@et@2{!?(Tgb79ie7V*+َێ _Ff{ 3,#m )%1}79=E78}f${/%=@WF慱7RZfiv=Ub\&fYo5tэUS"hICSCLa0jmIr)̹c +YV 1xHq3!**]l -٣`yCkmȐÞ_6/: 'Pv`{]!~AAR PLX 2̵u?Dh .3!.RYx{!b; ha`S8OYT` DkL !d͔->%̿@X& h [p!JYA4.꣛ +W*gEf'-/0[_ѧbyRة`.`,9Zn|`6ht+;rg0vZ8REL}yDeJ4#ֱwG$j5 qON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!<ÇKdrs/shapexml.xmlXn6}/ Zh-,;j NǂX E8Ywl"Yv D<<JRɄz\JT^ʫy:1%a2gBI;'?55e35FMkީKh+[}55o4D;U7z.nVyB ƔHVkQ\ d%XƷJ`tԽ#?S{XReM} \[XD_5éFbVq rvFY,BWkREA`Ac/.8|!t/va73Fg3D=kݘ_z5*%Tؕec8Ti)k)Sv.iN8tB|bᜦ$Z|}yl[9xLF]l[Q^{?R6s  M۸AClGK=N:'N3zӳ "}e)yO˗Dn:/͵kc4٢lY~.sT #@ 8 ZJL ;$jm {yr ޿U[ O4攈eLx(1"%zز]5Wt2š2LMo apff)u'=_L]``Bg2܈Ƭ͝88~&?:X7³Y΋ ]O ~pzo3^I] H 3QntII]lX2pؕ>K#0}˄NB؆w?&?BdO7 =/ Hx pD$JpD}7o8퀏#/Dx8dA*BIs*@nX&xÂL{D1guo#ɀ^>A3UOGU|*lB~:xlB~E֗/ev9NV3oȆ6fl0ۛPK!_:'drs/downrev.xmlDMK1E!ۆ6ּKy~6K8}QE=j *ghNńAB˶PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!<ÇK)drs/shapexml.xmlPK-!_:'drs/downrev.xmlPK_   h*     I}OPM ] (      0e0eh?4Slide Image Placeholder 1   ^X   po0e0e5%h?(Notes Placeholder 2 0z  ^bZ___PPT9<4 FLos recursos parecen indicar que estn integrados en su uso cotidiano, asumiendo que las TIC como parte de su vida y no como un complemento Estamos ante un colectivo que posee un nivel de competencia digital con la capacidad de adquirir informacin/conocimiento a travs de distintas formas de exposicin. Esto es importante que los profesores tomen en cuenta, puesto que mientras ms variedad de herramientas disponen los profesores, ms posibilidad tendrn los alumnos de adquirir informacin/conocimiento. Poseen un nivel de aceptacin bastante alto. Datos similares a& Los recursos que saben usar tienden a ser similares con los recursos que le agradan usar en clase. R "   "    lo?6Slide Number Placeholder 3" õ PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!^Ldrs/shapexml.xmlX]o8}_i! 5_#eh> YiG^ iԎVf@.^˻[{BgHeVyCb՚r)XLXMޟ˻jRW,Id0-+i}&+&-nRfBS |9N0(i!9 %jJ/keYLAKvËY2aZsC2h_,}Fp%ӛEIe-,@K TC+lq$ pӝ!Wkd[a;$]L y`:amn)GcD=+ULDTHi Nek)Sv*b9rE};}vtǣp>/>ןl,c\e*Y\):Jn!:qe)ڍu\ҪKncQ_]c~OF'e!yQo;ɖl!2{T @ 8 ZJL ;$*&<9@JuO[E!ObE La͍ Db~Kor&a]褹1e*R &Ig4ap˲z%6U%=ƫ_TUm`j`Rnbg0Zo?:~&?:X{$c'܆.;:>4Q/G]rH1Q^$ VUte! }`eKU`W .Oh0WTb2hb޵p4{"slKu!IG-p@cG- h[A30n_ds V.נ Z7)qX֩n.^,JmDR5QɧS:hG i OT !q>~dGUϦ*ȏNt o]ib]f9d4濋lh&)6 3]1Qn2ia-PCw"є%bD(nQz|4@Y]lNvU hfc6 L,yf3ӡN3(.ȞE ^kziKr+RŁ^l֊f'8\*IY溋EB70c)~a^IQQDnnLP-mk%en3( (.rS6D4Oz7WP"wV~_kTBC{R،6QCZ5l(I[1]D[3Xy DB'oO7YWPK! &drs/downrev.xmlDN0EH5HM u+Z(l|= X޹suvl$\0rW%_ ;pKGaj!.(ԗʐ8=i,CU1mBb6ve%|kyn.F?ik6 tw ,єן/IIEяǏШ-DABdl |PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!^L)drs/shapexml.xmlPK-! &drs/downrev.xmlPK_   h*     I}OPM] YQ09(      0e0eh?4Slide Image Placeholder 1   ^   @o0e0e5%h?(Notes Placeholder 2 0  ^ Los recursos abarca tanto programas de comunicacin asincrnicas (email) y sincrnicas (redes sociales). Tambin los programas de ofimtica ocupan un espacio importante. Este hecho nos hace suponer que estamos ante un grupo que tienen un cierto dominio bsico de recursos digitales. Este es importante, puesto que permite al profesorado un previa competencia digital que poseen los alumnos (Levy, Horizontal integration)     lo?6Slide Number Placeholder 3" ö PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK! 7Mdrs/shapexml.xmlXQo6~@uP-ɒ-U؎^`8PkH'E(VR(bA>;}/.ƥTeWK'6LfL(czk_VӺ"𲬧ULTNdUq m%3p5uGPvS5ZZ"i0rJv#]pMւ|Dpb3u TzS(ٷ4?HzaN5;6+Gr7es]I9(yCJc)B2"v3A8-|6E$سҵyՋQ(ƮݮjZBn0K"&"'GN.r87|>`-r *TZMl[A^y?R䖉.ݸ^cl'Kg9N Bg2v#& &bxIB/ta_]k_M@d>tb-gم̬ VQT%(6h1*1Q`!R%wA1)d LxAah DJt%]9Wt2š2)LӤ30UY1*F/60 p6[VS5 76s/wHRVx|6xNoM}K!x?s&DTIKVRttaW .!h1WLb:Ibu(D۽=?%txy܏FG-@cG-wq#<@T`_dp $WҜkЄ QW8,X4GTcZs{}_: i14#STEG8O&*䧥jң*F'SޏLcG':|.wyp }E614= loVro2{U&m3ejN#RTDCL- ^f(np07Pݷ:l&A\Ϲlqi-f;MwfÙdzp΢rd/5PXȀ]ٕE WLy\l6eR'8<*IYEB70TkQr5~ێ(a_"Dx ڶV*v] j]"'Z +s(;nw+rʯqa=i[)Κi!ۚ 6gQb Vl !4sfP+~4 ǯ`PK!Rdrs/downrev.xmlDMK1E!ּۖKyy1K8}Q<E! `W1am6PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-! 7M)drs/shapexml.xmlPK-!Rdrs/downrev.xmlPK_   h*     I}OPM] rjPR(      0e0eh?4Slide Image Placeholder 1   ^'   @0e0e5%h?(Notes Placeholder 2 0  ^ estos resultados tambin reflejan de algn modo que los participantes consideran que los recursos informticos favorecen positivamente a los distintos aspectos en su proceso de aprendizaje      ljo?6Slide Number Placeholder 3" ö PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!jLLdrs/shapexml.xmlX]o8}_i@4tcvlMǕӰ56k6hk #ѪLsy~_ P2&# y?/nH01$_yWMʁe=b5u%OT%JT\f`R |JVHr CɛMh7kYL `rJv#;2Y C2h_?W{XJu} L[XT4T C+lq$ pQ>kT;ac:$]Lq8 lIMhn#Mo M tm>pjTScWnVARStR- !^KAFCultϑ-E?^7gYt2ٜ~`-rhĹ"ժV9IU9m+R>h z*n!* 06xÒ ;hIs?rp`F/t=Gc/V/_sh䏚<{66- -|ЉMe Y0ݣJQlbTb!Q C6)r'xV{jyw4'(k`76-IEʙkL0ALΜVeJnKz4…lYşϦa٘;qp'L.uڱniO ]O ~pzo2^阻c2cHtA0vB@ʖît)\Bрc.^d(-$6hm#Dp#ؖ7G-@cG-&h[ 30_ds N9W V7s`SQ]=h=Y~mۈ*䧥jңOt8LRB|6T!?-UQ0?~d+?:сuupC΃SLp.D3*l%UfrcI mr)舦(S?%҃Ea]leu9mRVY'$h0k9-?ӳrNc7E.ȍpQ:G ^kziK r+R%]l6eR'8 ,{DN"kXs5~ێ(a_"Dqx ڶV*v] j]"'Z +s(;nw+rʯ_qa=i[)]Κi!ۚ 6gQbN<Bi2[3͠7h\_PK!drs/downrev.xmlDN0EH5H V 6- 8J<IR X{ulO3 Z5iyB ^,UH;fBTlJ}y,:gGʙPsԘ ! TCv$}j!Fxn6]X)?Eo_ԣpy5yy8|FTL$dlMPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!jLL)drs/shapexml.xmlPK-!drs/downrev.xmlPK_   h*     I}OPM] zrpZ(      0e0eh?4Slide Image Placeholder 1   ^/   0e0e5%h?(Notes Placeholder 2 0  ^ A partir de lo expuesto, creemos que todas estas cuestiones desde la perspectiva del alumnado que acabamos de presentar pueden ofrecer una visin preliminar a los profesores de las diversas posibilidades que tienen las TIC en el proceso de aprendizaje/enseanza. Asimismo, teniendo en cuenta dichas cuestiones tambin permiten a los profesores conocer de antemano las actitudes y la disponibilidad que pueden tener los alumnos de ELE en este contexto.      llo?6Slide Number Placeholder 3" ö PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!ȡ1Ldrs/shapexml.xmlX]o8}_i HH4tcvlMǕӰ56k6hk #ѪLsy~_ ru](SĥTe韗K'6LfL(czk_UӺ"𲬧ULTNd\WJK LTﺣA IOa(yfI4Od%LEŮL&kRU"{Hk81su Tz](ٷ4?HaN5;6+Gr7es]I9(yCJb)B2"v3A8-|6E$سҵիQ(ƮݬjZBn0k"'d- 9[g|8\LEq_$/.iUH%ۘNB?lbksش, D(JC'6r-df]B4v (GAQDvD%ڤ'ȝ[) DiN(k` Ccol R-IEʙքLa&93pʊTi0/1]i ٲ?M_K[r#j1w O\cϒϦ?6sQxd/5PXȀ]ޕE WLy,62)E ,{TN"kX(_WRTmG0/[<T mZ+[.LpC5JHԮ ͓^-{M9la/ոP갞4g~Ԑm3JV|(1c+O6AL3~z xq?0?PK!qQdrs/downrev.xmlD]K0Cx\*ee t ^7Mi$^9zxFhubi㇢_znz<}F0D_MW?PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!ȡ1L)drs/shapexml.xmlPK-!qQdrs/downrev.xmlPK_   h*     I}OPMz] :2(      0e0eh?4Slide Image Placeholder 1   ^     0e0e5%h?(Notes Placeholder 2 0  ^  1La primera implica la formacin de los docentes. Dicha formacin ha de basarse en un marco de enseanza/aprendizaje que pueda poner en relieve el potencial de las TIC con fines didcticos. La segunda implica el apoyo tcnico a nivel institucional e individual, puesto que el desarrollo de las TIC vara en funcin de los recursos de la institucin. 2) Evitar la creacin de cursos aislados, sino que articulados de las TIC con los programas de enseanza/aprendizaje. 3) Debe ser un puente para unir lo que pueden ofrecer las TIC con la prctica de la enseanza/aprendizaje de conocimientos a travs de las TIC. para unir el potencial que pueden aportar los recursos informticos con la prctica que se lleva a cabo. 4) que estn en los currculos con lo que se pretende transmitir a la clase, de tal forma que el enlace pueda garantizar que las TIC se lleve a cabo como una prctica pedaggica y no como una  rplica de lo que se hace con los materiales tradicionales. Estas pautas siguen unas lneas muy similares y aluden de alguna forma a los trabajos de Graham (2011), Levy (2006), Bax (2003), Gros (2000) Vallance (2000). Pese a que existan diferencias obvias en estos trabajos, creemos que nos han sido de gran utilidad, aportando una visin clara para comenzar con una integracin coherente en el currculo de nuestro contexto. C C C   l?6Slide Number Placeholder 3" ÷ PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!,Mdrs/shapexml.xmlXo8~?˯'H hIrUOL؜qڴo@BjWJy 63ox~_ ru](SĥTe韗K'6LfL(czk_UӺ"𲬧ULTNd\WJK LTuǃPfS5ZZ"yJv#]pMւ|Dpb3u Tz](ٷ4?HaN5;6+Gr7es]I9{#Jb`6aS7$h.f =`|[lHgkW"8PL5O])YI9NI,x-aձEL?Gnt.r;7 |<-r76)"w\{kL0ALΜVeJnKz4…lYşϦa٘;qp'L.uڱnggӌp<fdGc:gHtAIUtde! 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