The use of learning objects for teaching Spanish as a foreign language: analysis and didactic proposals

• Autor(a) principal: Barrios, Raquel Bicalho de Carvalho
• Data de Publicação: 2018
• Outros Autores: Mantoani, Vanessa Cruz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/33970
• topic: Educational Objects. Use of technology; Teaching proposal; Teaching Spanish; Objetos de Aprendizaje; Uso de tecnologías; Propuestas didácticas; Enseñanza de Lengua Española; Objetos de Aprendizagem; Uso de tecnologias; Propostas didáticas; Ensino de Língua Espanhola.

Technological resources are more and more immersed in our daily lives. They are used in several ways and with varied purposes: communication, entertainment, organization/planning, among others. Given this context, its educational purpose also became a necessity and school institution and teachers have started to seek ways to include these tools in the classroom in order to follow and meet the demands of a technological society. Thus, this article aims to establish a brief historical overview of the use of technology in language teaching and to encourage its use in Spanish as a foreign language (ELE) classes for Brazilian learners. To do so, and more specifically, we aim to analyze two OA (audio and video) produced for the teachinglearning of ELE available in the International Bank of Educational Objects (BIOE) and propose activities from these two OA analyzed. We use as theoretical reference, authors that talk about terminologies related to technology (LÉVY, 1999; PAIVA, 2015; PRENSKY, 2001, 2010); technological resources and teaching (ARAÚJO, 2013; PRENSKY, 2001, 2010; SILVA, 2013; TALLEI e COELHO, 2012) and educational objects (ARAÚJO, 2013; WILEY, 2000).