Il presente lavoro contiene un insieme di concetti di base utili per comprendere la cosiddetta tecnica della “interferometria doppler”, usata, nell’ambito degli studi sulla ionosfera, per ricavare informazioni sulla conformazione e velocità degli strati riflettenti (operazione chiamata anche sky mapping). È utile ricordare, infatti, che il sondaggio ionosferico tradizionale consente solo la determinazione dell’altezza virtuale di ogni strato, pensato come un unico oggetto riflettente piano. Tale determinazione è giunta nel tempo ad avere una risoluzione molto spinta, dell’ordine di qualche chilometro, tuttavia una ionosonda tradizionale non possiede la capacità di individuare la struttura degli strati riflettenti

Bianchi, C.

Sciacca, U.

Baskaradas, J. A.

Zuccheretti, E.

Tutone, G.

Revista de Lengua para Fines Específicos 21 1

This paper presents a critical stance in the face of the technology-enhanced language learning
(TELL) hype in higher education (HE). This hype, largely driven by institutional – instrumental
and financial – imperatives has come under increasing scrutiny in recent times. Indeed,
emerging discourses surrounding the broader context of technology-enhanced learning
question the focus on technology-led innovation rather than pedagogy-led innovation as well
as a number of scholarly aspects that remain largely undertheorised (cf. Bayne, 2014;
Kirkwood & Price, 2013, 2014). In this paper we thus set out to articulate the challenges we
face as language educators in the HE context and, in so doing, bring to light the glaring
methodological gap that emerges from these. This discussion is complemented by practical
examples from ongoing curricular innovation in intermediate Spanish language courses.
These practical examples – drawn from an Action Research-driven pedagogic intervention on
the use of PowerPoint in Spanish as a second/foreign language – illustrate the pedagogical
strategies we have implemented to respond to these challenges critically, but also, creatively.
These strategies integrate theoretical principles from cognitive grammar (cf. Llopis-García, 2011) and an affective engagement approach (cf. Arnold, 2000) to address specific
pedagogical concerns that have emerged in these courses.Este artículo presenta una postura crítica frente al discurso hiperbólico potenciado por el uso
de la tecnología en el aprendizaje de idiomas (TELL), específicamente, en el contexto
universitario. Este discurso, impulsado en gran medida por las exigencias institucionales de
carácter instrumental y financiero ha sido objeto de un intenso escrutinio en los últimos
tiempos. Concretamente, este discurso ha sido cuestionado por su tendencia a centrarse en
un enfoque de la innovación dirigido por tecnología en lugar de la innovación dirigida por la
pedagogía, así como por una serie de aspectos académicos que siguen, en gran medida,
escasamente estudiados (cf. Bayne, 2014; Kirkwood & Price, 2013, 2014). En este trabajo nos
propusimos articular los desafíos que enfrentamos como educadores de lengua en el
contexto universitario y poner así en evidencia la brecha metodológica que se desprende de
estos. Esta exposición teórica se complementa con ejemplos prácticos de innovación
curricular en cursos de español a nivel intermedio. Estos ejemplos prácticos – derivados de
un proyecto investigación-acción sobre el uso de PowerPoint en la clase de español como
segunda lengua/ lengua extranjera –ilustran las estrategias pedagógicas que hemos
implementado para responder a estos desafíos, no solo de manera crítica sino también
creativa. Estas estrategias integran los principios teóricos de la gramática cognitiva (cf. Llopis-
García, 2011) y un enfoque en la dimensión afectiva del aprendizaje (cf. Arnold, 2000) que nos
sirvieron para abordar las preocupaciones pedagógicas que han surgido en estos cursos.ESC

Díaz, Adriana Raquel

Hortiguera, Hugo

accedaCRIS (Universidad de Las Palmas de Gran Canaria)

TELL-ING IT LIKE IT IS: Practical implications from a critical stance on technology-enhanced language learning

This paper presents a critical stance in the face of the technology-enhanced language learning (TELL) hype in higher education (HE). This hype, largely driven by institutional – instrumental and financial – imperatives has come under increasing scrutiny in recent times. Indeed, emerging discourses surrounding the broader context of technology-enhanced learning question the focus on technology-led innovation rather than pedagogy-led innovation as well as a number of scholarly aspects that remain largely undertheorised (cf. Bayne, 2014; Kirkwood &amp; Price, 2013, 2014). In this paper we thus set out to articulate the challenges we face as language educators in the HE context and, in so doing, bring to light the glaring methodological gap that emerges from these. This discussion is complemented by practical examples from ongoing curricular innovation in intermediate Spanish language courses. These practical examples illustrate the pedagogical strategies we have implemented to respond to these challenges critically, but also, creatively. These strategies integrate theoretical principles from cognitive grammar (cf. Llopis-García, 2011) and an affective engagement approach to address specific pedagogical concerns that have emerged in these courses.

Diaz, Adriana Raquel

Portal digital de revistas científicas de la ULPGC (Universidad de Las Palmas de Gran Canaria)

English

This paper presents a critical stance in the face of the technology-enhanced language learning (TELL) hype in higher education (HE). This hype, largely driven by institutional – instrumental and financial – imperatives has come under increasing scrutiny in recent times. Indeed, emerging discourses surrounding the broader context of technology-enhanced learning question the focus on technology-led innovation rather than pedagogy-led innovation as well as a number of scholarly aspects that remain largely undertheorised (cf. Bayne, 2014; Kirkwood & Price, 2013, 2014). In this paper we thus set out to articulate the challenges we face as language educators in the HE context and, in so doing, bring to light the glaring methodological gap that emerges from these. This discussion is complemented by practical examples from ongoing curricular innovation in intermediate Spanish language courses. These practical examples illustrate the pedagogical strategies we have implemented to respond to these challenges critically, but also, creatively. These strategies integrate theoretical principles from cognitive grammar (cf. Llopis-García, 2011) and an affective engagement approach to address specific pedagogical concerns that have emerged in these courses.

DIALNET

This paper presents a critical stance in the face of the technology-enhanced language learning (TELL) hype in higher education (HE). This hype, largely driven by institutional - instrumental and financial - imperatives has come under increasing scrutiny in recent times. Indeed, emerging discourses surrounding the broader context of technology-enhanced learning question the focus on technology-led innovation rather than pedagogy-led innovation as well as a number of scholarly aspects that remain largely undertheorised (cf. Bayne, 2014; Kirkwood & Price, 2013, 2014). In this paper we thus set out to articulate the challenges we face as language educators in the HE context and, in so doing, bring to light the glaring methodological gap that emerges from these. This discussion is complemented by practical examples from ongoing curricular innovation in intermediate Spanish language courses. These practical examples - drawn from an Action Research-driven pedagogic intervention on the use of PowerPoint in Spanish as a second/foreign language -illustrate the pedagogical strategies we have implemented to respond to these challenges critically, but also, creatively. These strategies integrate theoretical principles from cognitive grammar (cf. Llopis-Garcia, 2011) and an affective engagement approach (cf. Arnold, 2000) to address specific pedagogical concerns that have emerged in these courses

Diaz, Adriana

University of Queensland eSpace

This paper presents a critical stance in the face of the technology-enhanced language learning (TELL) hype in higher education (HE). This hype, largely driven by institutional – instrumental and financial – imperatives has come under increasing scrutiny in recent times. Indeed, emerging discourses surrounding the broader context of technology-enhanced learning question the focus on technology-led innovation rather than pedagogy-led innovation as well as a number of scholarly aspects that remain largely undertheorised (cf. Bayne, 2014; Kirkwood & Price, 2013, 2014). In this paper we thus set out to articulate the challenges we face as language educators in the HE context and, in so doing, bring to light the glaring methodological gap that emerges from these. This discussion is complemented by practical examples from ongoing curricular innovation in intermediate Spanish language courses. These practical examples – drawn from an Action Research-driven pedagogic intervention on the use of PowerPoint in Spanish as a second/foreign language – illustrate the pedagogical strategies we have implemented to respond to these challenges critically, but also, creatively. These strategies integrate theoretical principles from cognitive grammar (cf. Llopis-García, 2011) and an affective engagement approach (cf. Arnold, 2000) to address specific pedagogical concerns that have emerged in these courses.Full Tex

Griffith Research Online

TELL-ING IT LIKE IT IS: PRACTICAL IMPLICATIONS FROM A CRITICAL STANCE ON TECHNOLOGY-ENHANCED LANGUAGE LEARNING

http://www.earth-prints.org/bitstream/2122/3859/1/rapporto62pdf.pdf

Rilevamento delle sorgenti doppler della ionosfera tramite radar-HF

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accedaCRIS (Universidad de Las Palmas de Gran Canaria)

Portal digital de revistas científicas de la ULPGC (Universidad de Las Palmas de Gran Canaria)

DIALNET

University of Queensland eSpace

Griffith Research Online