Del papel a la pantalla y del aula a la nube: ideas para dinamizar la expresión escrita en secundaria = From paper to the screen and from the classroom to the cloud: ideas to energise written expression at secondary level

The spread of sociocultural focuses and critical literacy studies, which offer an holistic perspective on communicative skills, has reached our country at a time when the commonest environment for writing is the internet, and information technologies have transformed writing with new channels, genres, forms of preparation and languages. Thanks to these changes, educational programmes now include new concepts of literacy related to knowledge and the use of digital environments. This paper explores the impact of introducing these new communicative environments to teaching written expression at secondary level and puts forward some ideas to link learning how to write to present communicative contexts and established practices. Without forgetting the achievements of recent decades, we need to bring about a series of changes to bring new learned writing practices to class and leave behind others we had championed as necessary when the goal was to move beyond exclusively linguistic or grammatical approaches

Codeship: Financing growth: Case study and Teaching note

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

A mi què m'expliques?

Els alumnes i les alumnes de primer cicle d'ESO s'enfronten amb les dificultats de la nova etapa i la necessitat de demostrar les seves competències lingüístiques, quant al redactat i la correcció en l'elaboració de textos diversos. Les noves tecnologies de la informació i la comunicació poden ajudar (i han de propiciar-ho) a desenvolupar aquestes capacitats, i han de ser un element motivador perquè els nois i les noies sentin la necessitat de crear produccions escrites pròpies, adequades lingüísticament, coherents i amb les idees ben organitzades.És necessari, a més, que l'avaluació d'aquestes tasques els serveixi per millorar l'expressió en llengua catalana, gramaticalment i ortogràficament, tot ajudant-los a establir sistemes d'autocorrecció i rectificació d'errors.L'exposició pública (en un mitjà com el d'internet) de les seves obres hauria de reblar l'aspecte de la motivació en la creació d'escrits, de manera que els aporti noves expectatives de comunicació i els animi a participar de l'espai virtual que els ofereix aquesta finestra oberta al món. El meu treball té la intenció de ser un projecte educatiu per aconseguir una millora en l'expressió escrita dels alumnes del primer curs d'ESO amb l'ajuda de les eines de les Tecnologies de la Informació i la Comunicació.

Escritura joven en la red = Young writing online

Changes in written communications brought about by technology have led to a revolution in the concepts of literacy and, as a result, in students’ educational needs. However, teenagers appear to use technologies that involve new channels and text genres in the digital environment much more than in their everyday life than in an academic environment, because there is still too much distance between what schools offer students and their own reality. This article shows part of the findings of ethnographic and qualitative research in the line of new studies on teenagers’ critical literacy and vernacular writing practices in the asynchronous communication spaces online. The idea is to offer data and ideas to help overcome the current inertia and distance between some educational activities and young people’s communicative needs

Temps per escriure, temps per aprendre

Quan un centre es planteja com ajudar l’alumnat en el desenvolupament i adquisició de l’escriptura d’una manera integral i global ensopega amb tòpics i preconceptes difícils de canviar. És en el marc del treball d’equip, de la reflexió en grup, amb la guia d’un assessorament de centre (intern o extern, com és el cas que presentem) que el professorat pot trobar vies alternatives de treball d’aula i d’escola que afavoreixen el desenvolupament competencial

Los Procesos lingüístico-cognitivos en la producción escrita del discurso argumentativo de niños de tercer grado de primaria

Este trabajo tiene por objeto explorar el desempeño de alumnos de 3° de primaria, de una escuela pública de Córdoba, Argentina, en la escritura de textos argumentativos. Los textos fueron producidos en el marco de una secuencia didáctica para el aprendizaje del género “carta de solicitud con justificación”

L'ensenyament-aprenentatge de competències transversals a les titulacions d'enginyeria en informàtica concretament de la competència de comunicació escrita en currículums TIC

Per una banda, contextualitza el concepte de competència professional dins del marc de l'EEES, i reconeix i classifica a partir de la revisió de la documentació existent les competències específiques i transversals o genèriques, que han de tenir els nous titulats del Grau d'EI. Per altra banda, s'escomet l'anàlisi dels plans d'estudi i dels plans docents del Grau per identificar la seva adaptació al EEES,, concretament en el que fa referència a la competència de comunicació escrita.

Dialogue journal writing: a tool for critical reflection in the adult ESL learner

This study attempted to determine whether or not dialogue journal writing encouraged critical reflection in the adult ESL (English as a Second Language) learner. According to research in adult education and anecdotal evidence, the process ofdialogue journal writing can facilitate critical reflection in the adult learner. However, little research has been conducted to examine whether or not journal writing can facilitate critical reflection in the second language learner. As a result, ten low-intermediate level adult ESL students from Brock University's Intensive English Language Programme participated in a dialogue journal writing programme in their writing class. The participants wrote journal entries over a 10-week period, and were interviewed once throughout the process to determine their perceptions ofthe journal writing experience. They also were observed by the researcher throughout the journal writing sessions to establish whether any behaviours or intrusions might affect the participants' writing processes. After the content ofthe journals and the interviews, and the observations made by the researcher were analysed, it was confirmed that, for these participants, dialogue journal writing did not necessarily encourage critical reflection. Moreover, the participants' perceptions ofjournal writing were that it helped them to practise the syntax, vocabulary, and rhetorical patterns ofEnglish; nevertheless, it did not foster critical reflection or thinking.

O papel do jornalista na assessoria de comunicação: um estudo de caso da agência propagação

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A Study of Written Communication: Showing Your Steps

In this action research study of my teaching of sixth grade mathematics, I investigated the importance of showing work on daily assignments. I wanted to find out what happens when I ask students to show their work, specifically, whether it would improve students’ grades or not and whether I could help the students to understand the importance of showing their work. I discovered that students need to be shown the proper way to show their work, how to look at a problem and then how to show all of their steps to get to the answer. They need to be encouraged and be held accountable for showing their work when asked. Once they were able to show work, they could start to see the value in showing their work and they tended to show their work more often. Students became more confident in themselves as mathematics students and, in some cases, their grades improved. As a result of this research, I plan to teach and explain to my future classes about how showing their work can benefit them in a variety of ways. They will be able to use the knowledge that they gain in my classroom in their future math classes in middle and high school.

The Use of Vocabulary in an Eighth Grade Mathematics Classroom: Improving Usage of Mathematics Vocabulary in Oral and Written Communication

In this action research study of my mathematics classroom of eighth grade students, I investigated the use of mathematics vocabulary by focusing on improving the usage of this vocabulary in both oral and written communication. I discovered oral communication tended to show more improvements compared to written communication done by the same group of students. As a result of this research, I plan to continue to focus my teaching on the use of mathematics vocabulary in an effort to help my students gain a greater understanding of the daily use of that vocabulary.

Oral and Written Communication in Classroom Mathematics

In this action research study of my classroom of sixth grade mathematics, I investigated the impact of an increase in student oral and written communication on student level of understanding and student self-confidence. I also investigated the changes in my teaching as I increased opportunities for student oral and written communication of mathematics. While I discovered that student level of understanding was not necessarily increased if written communications were increased, I did find that there seemed to be a rise in student level of self-confidence and understanding throughout the course of the research project due to an increase in oral communication. Additionally, my intentions as a teacher were to become less dominating as communication was increased, but the opposite occurred. As a result of this research, I plan to continue to allow oral discourse to take place in my classroom much like it has in the past.

Teaching persons with intellectual disabilities and limited receptive and expressive communication how to recognize and assert their human rights

Persons with intellectual disabilities (ID) are far more likely to be abused than the general population, but there is little research on teaching people with ID about their rights. The goal of this study was to teach four participants with ID and limited communication abilities about their human rights by training them on specific rights topics. The training program included icebreaker activities, instruction on rights concepts, watching and answering questions about videotaped scenarios of rights restrictions, watching and answering questions about role pl ay scenarios of rights restrictions, and responding to brief, low risk in situ rights restrictions imposed by the researchers. Participant performance did not improve significantly or consistently from baseline to training on the questions asked about the videotaped or the role play scenarios, but two of three participants demonstrated defmite improvements in responding to in situ rights restrictions.

Written Communication in a Sixth-Grade Mathematics Classroom

In this action research study of my sixth grade mathematics classroom, I investigated what happened to students’ mathematical achievement when they had increased practice on written explanations to problems. I wanted to see if writing out solutions to problems helped them overall in daily mathematics. By using specific mathematic vocabulary more frequently and deliberately during my instruction, I wanted to investigate whether students would correctly use specific math vocabulary in their written explanations. I also increased my expectations of the students’ written explanations throughout the research project. I wanted to determine whether students would try to meet or even exceed my expectations. I discovered that students used vocabulary more frequently in their written explanations by providing definitions of vocabulary versus using the vocabulary in context. I found little to no evidence suggesting that my students’ mathematical achievement changed through more practice on written communication; however, I did find as my expectations for the quality of students’ written explanations increased, most of my students improved their written explanations of problems and my teaching became more deliberate and specific. As a result of this research, I plan to continue having students communicate their mathematical ideas through written communication while continuing to focus on specific mathematical vocabulary and its purpose in written communication.