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CLIL Approach and Educational Technologies: ClassLabs, Teachers' Digital Literacy, and High School Students' Opportunities

CLIL Approach and Educational Technologies: ClassLabs, Teachers' Digital Literacy, and High School Students' Opportunities

Assunta Tavernise
Copyright: © 2020 |Pages: 16
ISBN13: 9781799821045|ISBN10: 1799821048|ISBN13 Softcover: 9781799821052|EISBN13: 9781799821069
DOI: 10.4018/978-1-7998-2104-5.ch011
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MLA

Tavernise, Assunta. "CLIL Approach and Educational Technologies: ClassLabs, Teachers' Digital Literacy, and High School Students' Opportunities." Examining the Roles of Teachers and Students in Mastering New Technologies, edited by Eva Podovšovnik, IGI Global, 2020, pp. 224-239. https://doi.org/10.4018/978-1-7998-2104-5.ch011

APA

Tavernise, A. (2020). CLIL Approach and Educational Technologies: ClassLabs, Teachers' Digital Literacy, and High School Students' Opportunities. In E. Podovšovnik (Ed.), Examining the Roles of Teachers and Students in Mastering New Technologies (pp. 224-239). IGI Global. https://doi.org/10.4018/978-1-7998-2104-5.ch011

Chicago

Tavernise, Assunta. "CLIL Approach and Educational Technologies: ClassLabs, Teachers' Digital Literacy, and High School Students' Opportunities." In Examining the Roles of Teachers and Students in Mastering New Technologies, edited by Eva Podovšovnik, 224-239. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2104-5.ch011

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Abstract

CLIL (content and language integrated learning) is an educational approach in which a foreign language is used for the teaching and learning of content and language. The Council of Europe has fostered it as an innovative methodology for promoting plurilingualism and raising the quality of school curricula. Furthermore, in European Commission's reports, the use of educational technologies in CLIL approach has been recommended for improving the effectiveness of language learning. In this work, a study on the integration of different activities in CLIL settings as ClassLabs is presented, underlining the significant link between CLIL and information communication technologies in the Italian context. In particular, in the promoted technology-enhanced environments, the combination of videos, online exercises, and the production of multimedia artifacts is proposed in order to make enjoyable the acquisition of cross skills. CLIL teacher profile is also introduced, specifying the different skills and competences a teacher must develop in order to be fully qualified in a CLIL ClassLab.

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