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Digital Competence Development in Higher Education

An International Perspective

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Edited By Maria Luisa Pérez Cañado and Juan Ráez Padilla

This book seeks to foster the successful incorporation of digital competence in Bologna-adapted language degrees. To this end, it pools the insights of a set of international practitioners and investigators who report on classroom- and research-based experiences which have integrated ICT (information and communication technology) for specific and generic competence development within the Higher Education language context. Their research has evinced that digital competence can act as a catalyst for the development of other linguistic and generic competencies of crucial relevance in Higher Education language degrees, as well as the multiple literacies involved not only in digital and linguistic skills, but also cooperative learning, critical thinking and literary aspects. Thus, the contributions included in this volume seem to make a compelling case for the incorporation of ICT into the new language learning scenario provided by the implementation of the European Credit Transfer System.
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What’s HappeNING?: Expanding the ESL Classroom through Educational Social Network Sites

Introduction: Generation 2.0. enters the university classroom

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What’s HappeNING?

Expanding the ESL Classroom through Educational Social Network Sites

Anna María Brígido-Corachán & María Goretti Zaragoza-Ninet

Abstract

In this case study we analyze the impact of the educational social network site NING on an upper-level ESL module at the University of Valencia, Spain. We discuss the didactic advantages provided by this multimodal online tool that integrates digital literacies with the creative practice of writing, reading and listening activities in the English language. Our students managed personal profiles, wrote blog entries, frequently discussed self-produced photos and videos, completed grammar and vocabulary exercises, and opened forum discussions where heated debates regularly coexisted with the sharing of meaningful personal and academic information and peer-advice. These multidirectional dialogues fostered the creation of a community of support that strengthened self-managed linguistic practice, student motivation and confidence. Our results show that the use of this educational platform greatly improved our students’ digital, communicative and collaborative skills, bringing ESL learning to a whole new level.

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