Taller de Aprendizaje

"A través de este taller descubrimos la importancia de la Tecnología y la Comunicación en el proceso de enseñanza y aprendizaje ."

viernes, 31 de julio de 2015

Presentación Final del Blog Grupal

Blog Grupal:

"Interactive English World"







En este video les explicamos detalladamente a los lectores cada uno de los pasos que realizamos durante la creación de nuestro blog "Interactive English World." En el desarrollo de esta herramienta de enseñanza, pusimos en práctica cada una de las técnicas y estrategias que aprendimos en la materia Tecnología de la Educación, supervisada por el profesor Wilfredo Ríos. Por otro lado, el contenido del blog se basa principalmente en clases de inglés, con sus respectivas actividades. Además, están incluidas otras entradas referentes a la aplicación de la Tecnología en el sector educativo.

Preparado por los profesores de Inglés:

Isaías Jurado, Gabriela Morales, Eva Pinto, Rubén Miranda.



domingo, 26 de julio de 2015

Micro-clase Tecnológica

Utilización de una nueva herramienta en el sector educativo: 
"GLOGSTER"


El GLOGSTER es una herramienta que sirve para crear posters interactivos, pero ahora además existe la versión para educación. 

Tiene la ventaja de que cada profesor puede incluir en su cuenta hasta 200 alumnos/as sin necesidad de que ellos tengan cuenta de correo electrónico, además sólo podrán acceder a los trabajos realizados los que tengan permiso. Con esto se ayuda a cuidar la privacidad de los menores.


Presentación de esta novedosa herramienta "GLOGSTER" por los siguientes profesores:






Tutorial de la utilización de Glogster:


                                          





domingo, 19 de julio de 2015

"Comunicación y Tecnología en el Proceso Educativo"


Actividad de Aprendizaje #1

1- Definir los conceptos Comunicación y Tecnología. Cuál es su utilización y cómo ayudan al docente a mejorar los procesos de enseñanza en las aulas de clases.

2- Enumere 5 características de la Comunicación y la Tecnología. Indique su aplicación en la Educación.

Desarrollo

Definición #1:

Concepto de Comunicación y Tecnología:

La idea de Tecnología se asocia a los conocimientos, las técnicas y los dispositivos que posibilitan la aplicación del saber científico. Comunicación por su parte se vincula a la transmisión de información entre un emisor y un receptor que comparten un mismo código.






Utilización en la Educación:

La Comunicación y la Tecnología en educación permiten el desarrollo de competencias en el procesamiento y manejo de la información, el manejo de hardware y software entre otras desde diversas áreas del conocimiento, esto se da porque ahora estamos con una generación de niños y jóvenes a los cuales les gusta todo en la virtualidad por diversos motivos y ellos mismos lo demandan, además los cambios tecnológicos en los microprocesadores y en los dispositivos de memoria digital, así como el aumento de capacidad de transmisión de información en fibra óptica y en sistemas inalámbricos y, la disponibilidad de muchísimos recursos gratuitos en la Web han reducido los costos de aprovechamiento del potencial de las TIC en la educación a niveles no soñados por educadores o gobernantes hace sólo 10 años.





Definición #2:

Características de la Comunicación y la Tecnología:

1) Su gran capacidad para almacenar enormes cantidades de información. Esto cambiará el papel tradicional del profesor como fuente de información a un orientador en los procesos de enseñanza aprendizaje con su alumnado. 

2) Las nuevas formas de comunicación entre los individuos. Las redes de comunicación y telemática posibilitan el intercambio de información entre ordenadores de un modo eficiente y transparente, rompiendo los obstáculos espaciales y temporales que en otras épocas eran impensables.

3) La capacidad de tratamiento de la información, y no sólo textuales, sino de otros sistemas de símbolos, hoy muy arraigados en la vida cotidiana como son los lenguajes audiovisuales, multimedia, hipertexto, etc. 

4) Las tecnologías de la información permiten que cada estudiante ejecute su propio estilo de aprendizaje. En vez de que su aprendizaje sea en libros de textos y clases magistrales, pueda tomar como modelo otras fuentes de información de mayor dinamismo para continuar aprendiendo el resto de su vida. 

5) El profesor, como facilitador o mediador del aprendizaje, ayudará a sus participantes a tomar la mejor decisión ante la abundancia de información disponible.





Los invitamos a ver este interesante video sobre la Tecnología del futuro y su aplicación a la Educación.

miércoles, 15 de julio de 2015

How to teach a Reading class applying grammar and phonics


Reading

Henry and Mudge under the Yellow Moon
Rylant, Cynthia

In the fall, Henry and his big dog Mudge took long walks in the woods. Henry loved looking at the tops of the trees. He liked the leaves: orange, yellow, brown, and red. Mudge loved sniffing at the ground. And he liked the leaves, too. He always ate a few. In the fall, Henry liked counting the birds flying south. Mudge liked watching for busy chipmunks. Since one was a boy and the other was a dog they never did things just the same way. Henry picked apples and Mudge licked apples. Henry put on a coat and Mudge crew one. And when the fall wind blew, Henry’s ears turned red and Mudge’s ears turned inside out. But one thing about them was the same. In the fall Henry and Mudge liked being together, most of all.
Henry loved Halloween. He loved to make jack-o’- lanterns. He loved to make paper bats. And most of all he loved to dress up. But there was one thing bout Halloween Henry did not like: ghost stories. And Henry’s mother loved to tell ghost stories. Every Halloween she put on her witch’s hat, lit candles, and told ghost stories. She thought Henry liked them because he told her he liked them. But really he hated them. They scared him. He was afraid to tell her that. But this year Henry had Mudge. Mudge would be with him. Henry would not be afraid of the ghost stories. So Halloween night Henry’s mother put on her hat and lit her candles. She invited Henry and Mudge and some of Henry’s friends to listen to ghost stories. It was dark outside. A big yellow moon was in the sky. It was dark inside, except for the candles and one jack-o’-lantern. Henry got close to Mudge on the floor. Henry’s mother began.
First she told a story about a man who lot his head. Henry shook. His friends shook. Then she told a story about a cat in a graveyard. The candles made shapes on the walls. Henry shook harder. Then Henry’s mother began telling a story about a pair of shoes that went looking for someone’s feet. The shoes, she said, came out only at night. And they walked up and down the streets, looking. “You could hear them,” she said softly. “They went CLICK…CLICK…CLICK…CLICK.” Henry’s mother tapped her own shoed on the floor. “CLICK…CLICK…CLICK,” she whispered. But when she stopped tapping, Henry still heard something. Something in the room. Something in the room under the yellow moon. Henry held his breath. Something went CLICK…CLICK …CLICK…CLICK. But faster. Henry’s whole body shook. It was someone walking faster and faster. CLICK-CLICK-CLICK-CLICK-CLICK-CLICK. What was it? Henry’s mother bent down. “Mudge?’ she said. Henry knew his mother was scared, too, if she needed Mudge. “Mudge?” she said again. The clicking got louder. The shoes are coming! thought Henry. He put his head in Mudge’s neck. Now the clicking was louder than ever. “Mudge,” Henry’s mother said, “stop chattering.” Chattering? Henry put his ear near Mudge’s mouth. And Mudge’s teeth went CLICKCLICK-CLICK-CLICK-CLICK-CLICK. It wasn’t a pair of shoes! It was Mudge! And he was more scared of the yellow moon and the dark room and the witch’s stories than anybody else! Poor Mudge, thought Henry. Henry stopped shaking and put his arms around Mudge’s big head and held Mudge tight. Then they listened to the next story about a chair that rocked all by itself. But Mudge clicked all the way to the end.
In November, Henry’s Aunt Sally always came. She came one week before Thanksgiving. She left one week after Thanksgiving. That is why Henry did not like Thanksgiving. Because Henry did not like Aunt Sally. She talks too much, Henry thought. She eats too much, Henry thought. She hogs the TV, Henry thought. Henry wishes Aunt Sally would stay home. Aunt Sally had not yet seen Henry’s dog Mudge. I bet she hates dogs, Henry thought. Oh, how he wished Aunt Sally would stay home. But she didn’t.
She came one week before Thanksgiving, right on time. Aunt Sally came into Henry’s house. She was talking and talking and talking. She went right into the kitchen with Henry’s father. Henry knew what Aunt Sally would be doing in the kitchen. Henry went in the backyard to find Mudge. At last, Henry thought that Aunt Sally must be finished talking and eating. So he went back inside with Mudge. They walked into the kitchen. Aunt Sally was still eating. “Good grief!” she yelled. Henry and Mudge stepped back. I knew she’d hate dogs, Henry thought. Aunt Sally looked at Mudge. “Good grief!” she said again. But then she took a cracker off her plate. She threw it to Mudge. SNAP! went Mudge’s mouth. And the cracker was gone. Henry looked at Mudge. Henry looked at Aunt Sally. “Great dog,” Aunt Sally said. She put a cracker in her own mouth. “Want one?” she asked Henry. “Sure,” said Henry.

He sat down with Aunt Sally. She still ate too much. She still talked too much. But all of her talk this time was about Mudge. And that was different. Aunt Sally talked about Mudge’s sweet eyes. She talked about Mudge’s strong chest. She talked about Mudge’s soft fur. She talked about Mudge’s good manners. And she fed Mudge lots of crackers. This year, Henry knew, he was going to like Thanksgiving. This year, Henry knew, he really had something to be thankful for!
Activity #1
Phonics activity:

After reading the story develop the following phonics activity. 
Long Vowels /a/ /i/ write the words where they belong. 

Word Bank

Grade
Time
Wide
Gaze
Mile
Crate
Slide
Blame



a _ e as in skate
i _ e as in pride
1. _________________
1. _______________
2. _________________
2. _______________
3. _________________
3. _______________
4. _________________
4. _______________


Activity #2

Grammar: Statements and Questions

Statements:
  • A statement is a sentence that tells something
  • A statement begins with a capital letter and ends with a period.

Write each statement correctly

1. josh and his family live near the wood.

2. They have a dog and two goldfish.

3. josh takes a bus to school.

4. dad drives to work.

5. the playground is crowded today.


This video is about the  story "Henry and Mudge under the Yellow Moon." Rylant, Cynthia.


Authors of that class:

Gabriela Morales
Eva Pinto
Rubén Miranda