Board games as a teaching tool for technology classes in Compulsory Secondary Education

Aquest treball estudia la tècnica coneguda com game-based learning, és a dir, l’ús dels jocs com a eina didàctica. Primer que res, es fa recerca sobre els treballs ja existents i es veu que, tot i haver-hi articles sobre game-based learning, és difícil trobar-ne de relacionats amb la tecnologia, més enllà d’ensenyar a programar. A continuació, es revisen els continguts curriculars i les competències de secundària i es relacionen amb alguns jocs de taula ja existents, dels quals es detallen breument les regles de joc. Es veu que hi ha continguts curriculars, pels quals es difícil trobar un joc que hi encaixi. A més a més, es desenvolupa la idea d’un nou joc de taula, basat en el ja existent Party & Co., per treballar alguns dels continguts curriculars pels quals no s’ha trobat cap joc existent que s’hi escaigui. Finalment, s’explica una experiència duta a terme durant el període de pràctiques en el centre escolar al curs de 3r d’ESO. Es disposava de tres grups i en tots tres es va seguir la mateixa programació: classe introductòria expositiva, una sessió de muntatge de robots LEGO, 4 sessions de programació i un petit test. En un dels tres grups, però, es va fer una classe prèvia extra on es va jugar a un joc de taula anomenat RoboRally. Els objectius eren dobles: que aprenguessin la importància de l’algorísmica i que s’ho passessin bé. Els resultats mostren que aquest grup va treballar més i millor. En el treball s’analitzen els resultats obtinguts

“Don’t stop speaking”: Using game-based learning to promote fluency in the EFL classroom

Nowadays, one of the most important objectives is that our students learn in high school without seeing it as a punishment. This MA Thesis deals with an educational proposal “Don’t stop speaking” based on game-based learning to promote oral production, more specifically, fluency in the EFL classroom. It is a whole academic year educational proposal with one session per unit, in which I propose two types of sessions, an analogue and a digital one, for teachers to choose from. I want students to leave the routine by working cooperatively and using ICTs in the classroom. It would be possible to reduce the affective filter and achieve a more relaxed environment for students to learn and speak a foreign language, which is something that students are often afraid of.Una de las cosas más importantes hoy en día es que nuestros alumnos aprendan en los institutos sin verlo como un castigo. Este Trabajo de Fin de Máster presenta una propuesta educativa "Don't stop speaking" enfocada en el aprendizaje basado en el juego para promover la producción oral, más concretamente, la fluidez en el aula de inglés como lengua extranjera. Se trata de una propuesta educativa para todo el curso académico con una sesión por unidad, en la que propongo dos tipos de sesiones, una analógica y otra digital, para que los profesores puedan elegir. Quiero que los alumnos salgan de la rutina trabajando de forma cooperativa y utilizando las TICs en el aula. Se conseguiría reducir el filtro afectivo y lograr un ambiente más relajado para que los alumnos aprendan y hablen una lengua extranjera que es algo a lo que los alumnos temen a menudo.Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idioma

Vocabulary acquisition through playful activities in the English classroom

Treball final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs acadèmic 2014-2015This didactic unit is intended to improve and expand vocabulary acquisition for first grade students of secondary level, through the use of playful activities in the classroom. An interesting point in order to motivate and engage students is the use of games in the English classroom. In this way, they feel comfortable and have a good opportunity to speak in the foreign language without paying much attention to their pronunciation or grammar mistakes as it occurs in a spontaneous way. Vocabulary acquisition is the basis for learning any language so that, throughout this paper, there will be considered aspects that ensure the assimilation of the contents raised when implementing theoretical framework such as guidelines to develop a playful activity or the cognitive development of learners in the first grade of the secondary level

Teaching Manuscripts in the Digital Age

This chapter reflects on the author’s practical experience teaching palaeography in several different contexts at the start of the so-called “digital age”. Material for manuscript-studies is becoming available at an enormous rate: perhaps most obvious are the results of the large-scale digitisation programmes which are making high-quality colour facsimiles of manuscripts available online to wide audiences. At the same time, Virtual Learning Environments provide new possibilities for teaching and learning, and many tools for research on manuscripts can also be used for teaching. Perhaps more fundamentally, however, it has often been noted that scholarship is changing as a result of digital tools, resources, and methods. What, then, of teaching? Should the teaching of manuscript studies also change along with the scholarly discipline, bringing the Digital Humanities into our classes on palaeography and codicology? To begin answering this question, and to suggest some pedagogical possibilities brought about by technology, the author’s own experiences are discussed. Some limitations of technology for teaching are then considered, and some general remarks are then provided on the relationship between palaeography and Digital Humanities, two fields which are both fighting for recognition as full academic disciplines and not “mere” Hilfswissenschaften

A Trivia to the Land of Culture: A didactic unit proposal on the topic of culture, lifestyle and customs to foster motivation and dynamism in an A1 EFL classroom

The didactic unit proposed in this Dissertation emerges as a result of the needs I detected in the observations I carried out in an A1 class of Escuela Oficial de Idiomas Nº1, Zaragoza. This project proposal originates with the aim of solving the lack of motivation from students and the lack of dynamism in the environment of the class. Thus, this didactic unit follows both a project-based approach and a game-based learning approach with gamification as its main technique. Thus, multiple games have been used to teach both grammatical contents and specific vocabulary on the topic of culture, lifestyle and customs. The unit pursues a communicative approach emphasising collaborative pair and group work. All these factors will help students to the creation of the final project that is to design questions for a Cultural Trivia adapted from the wellknown board game Trivial Pursuit<br /

"Game" separation in early childhood education: the state of integration technological games into game based learning according to the English foreign language teachers in kindergarten

https://www.ester.ee/record=b5258072*es

Interview with Harold A. Dunkelberger, July 29, 1999

The first of two interviews, Harold A. Dunkelberger, a student and professor at Gettysburg College, was interviewed on July 29, 1999 by Michael J. Birkner & David Hedrick. He graduated with the class of 1936, and discusses his experience as a student of English at Gettysburg and his time at the Gettysburg Seminary. Length of Interview: 87 minutes Collection Note: This oral history was selected from the Oral History Collection maintained by Special Collections & College Archives. Transcripts are available for browsing in the Special Collections Reading Room, 4th floor, Musselman Library. GettDigital contains the complete listing of oral histories done from 1978 to the present. To view this list and to access selected digital versions please visit -- http://gettysburg.cdmhost.com/cdm/landingpage/collection/p16274coll

Digital technology in mathematics education: Why it works (or doesn't)

The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool's pedagogical potential, the role of the teacher and the educational context