• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Technology, Education and Development Conference >(2318) TELL ME MORE. CONTEXTUALIZING AND EXPANDING ECONOMIC TERMINOLOGY IN THE CLASSROOM
【24h】

(2318) TELL ME MORE. CONTEXTUALIZING AND EXPANDING ECONOMIC TERMINOLOGY IN THE CLASSROOM

机译：（2318）告诉我更多。课堂上的语境化和扩大经济术语

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Nowadays, new technologies are more present than ever in our modern society and the classroom is no exception. In this respect, a great deal of complementary activities is made possible by the use and integration of digital instruments or electronic devices in education. In particular, mobile phones can introduce a dynamic element in the traditional classroom in order to help acquiring, conveying or strengthening academic contents (Anshari et al., 2017) and to promote the teaching-learning interaction. This project aims to combine the learning process of certain economic and financial concepts -studied in Spanish as part of the subject of Macroeconomics in the Business Administration and Management Degree- and the teaching of their equivalents in English using ICT tools. For this purpose, the students are required to watch a series of video sequences in English -mainly interviews, press releases and films within the financial and economic field. After watching these short sequences (2 to 5 minutes) the students will have to answer a test in order to demonstrate the right understanding of the economical concepts and the corresponding terminology in English. The test will be projected on the screen and answered with the use of Kahoot, a game-based learning platform, which allows students to play the quizzes with their smartphone or tablet (Ferrandiz et al., 2016). Afterwards, the teacher revises the terminology both in English and Spanish, solves doubts, and corrects possible mistakes. The main objectives of the present activity are: - Underlining and increasing the use of ICT in the classroom - Transferring economic and financial knowledge in Spanish and English - Identifying main terminological and linguistic difficulties in the field of Economics This project is based on an open pragmatic approach and has a true transversal objective, in so far as it implies the participation of University lecturers of two different areas - Business and Languages. This research focuses on the potential benefits of integrating ICT in schools as a means to develop new useful strategies both for teachers and students.Keywords: Business, languages, Smartphone, Kahoot, teaching experience.
机译：如今，新技术比以往任何时候都在现代社会中，课堂也不例外。在这方面，通过在教育中使用和集成数字仪器或电子设备的使用和集成，使得大量的互补活动成为可能。特别是，移动电话可以在传统教室中引入动态元素，以帮助获得，传达或加强学术内容（Anshari等，2017）并促进教学互动。该项目旨在将某些经济和金融概念的学习过程与西班牙语中的某些经济和金融概念的学习过程作为业务管理和管理学位的宏观经济学主题的一部分，以及使用ICT工具的英语中的等同物教学。为此目的，学生必须观看英国人访谈中的一系列视频序列，新闻和经济领域内的新闻发布和电影。在观看这些短序列（2到5分钟）后，学生将不得不回答测试，以证明对经济概念的正确了解和英语中相应的术语。该测试将在屏幕上投影并随着使用基于游戏的学习平台的kahoot的使用而得到回答，这允许学生用他们的智能手机或平板电脑播放测验（Ferrandiz等，2016）。之后，教师在英语和西班牙语中都可以修改术语，解决疑虑，并纠正可能的错误。本活动的主要目标是： - 强调和增加ICT在课堂上使用ICT的使用 - 在西班牙语和英语中转移经济和金融知识 - 确定经济学领域的主要术语和语言困难该项目基于开放的务实近来的方法并具有真正的横向目标，就意味着两个不同地区的大学讲师的参与 - 商业和语言。本研究侧重于将信息通信技术整合到学校中的潜在好处，作为为教师和学生开发新的有用策略的手段.Keywords：商业，语言，智能手机，kahoot，教学经验。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号