Technological Pedagogical Content Knowledge (TPACK) which is achieved through the interrelating of Technological-Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK) and Pedagogical Content Knowledge (PCK). It requires that teachers be trained in this arena to achieve the interrelation of the three types of knowledge of which the model is comprised.
Published in Chapter:
Learning of English as a Foreign Language and Gifted and Talented Students: The Role of ICT in Educational Innovation
Mª del Carmen Trillo-Luque (“Sagrado Corazón” Teacher Training School, University of Córdoba, Spain), María Josefa Vilches-Vilela (“Sagrado Corazón” Teacher Training School, University of Córdoba, Spain), Belén Quintero-Ordoñez (Education Faculty, University of Córdoba, Spain), Fernando Fuentes-Gómez (CEIP Salvador Vinuesa, Spain), and María Sánchez Dauder (Faculty of Philology, University of Barcelona, Spain)
Copyright: © 2020
|Pages: 30
DOI: 10.4018/978-1-7998-2588-3.ch011
Abstract
The current outlook regarding the provision of educational services for students with high intellectual abilities has changed significantly in Spain. This has led to a greater visibility of these students in the educational environment and a greater awareness on the part of teachers of their existence. According to the literature, it is evident that this group of students needs curricular proposals that are coherent with their pace of learning. In this regard, a proposal is presented based on the results obtained in an ad hoc questionnaire on the perception that parents (N=45) have of the English as a second language (ESL) education received by their children. Initial indications reveal the need to promote the implementation of less traditional methodologies in the classroom that are more appropriate to the characteristics of high ability students. The use of Lesson Plan by SymbalooEDU, gamification, and m-learning with Escape Room are proposed as a teaching alternative.