CHANGING SANDS

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The sands taught me
the moment and the place are never the same,
neither are we .
Changing,
is the frame of life.
And we should be opened to it...
Time to explore research, again...
Let's flow, like the sands and water...

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RESEARCH PROPOSAL

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  The Scopes of Using Tech tools in EFL Classes at Alternating Cycle Educational System   in Espigas, Buenos Aires Province. Maria Ines Noseda- Silvana Vota Tutor: Veronica Pintos ESP 2018 Universidad Caece June 2018 Abstract In a technology- based society, students must be prepared to be productive, independent, creative, and knowledgeable individuals. Having proper access to technology and being able to use it is essential and will be one of the many skills necessary for future use in higher education and at the workplace. The aim of this paper is to explore the scopes of implementing tech and web 2.0 tools in EFL classes at the alternating cycle educational system (sistema escolar de alternancia)    in Espigas , Buenos Aires province as well as students and teachers’ perceptions in its use throughout cross- curricular projects and works. A qualitative research approach will be used based on cases study and focusing on groups a...
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NARRATIVES IN TEACHING PRACTICE

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MILE Narratives in Teacher Education: A Framework for a better Practice      The bell rings, teacher and students enter in the classroom and the action starts. Speak, write, listen to, read. Write again, socialize, express results, learn from mistakes. It seems as if writing scholar pieces of lives permeate and shape a teacher’s routine. Educators write, students write, all the time, with different purposes, to different audiences. But, an inquiry emerges. Are teachers sufficiently aware of their interventions? Are they accurate observers and strategic writers? What could be done to delve into expertise perspective? Dolk, M. & del Hertog, J. (2008) in Narratives in teacher education . Interactive Learning Environments,  provide student teachers a useful tool to observe, analyse and finally reach to a meaningful interpretation as regards their daily practice. Knowing the constraints that vignettes and journal entries might present, the experts go beyon...
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ANNOTATED BIBLIOGRAPHY: GOING STRAIGHT TO THE READER. THE ART OF BEING BRIEF AND CLEAR

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Warwick, L. (2016). The Use of Assessment Criteria in Classroom Speaking Tasks . Research  Notes , (66), 16-21: Cambridge English. The article recounts a research project carried out at a language school focusing on the use of formative assessment tools and its influence on student’s progress in speaking skills. It describes and analyses the role of assessment criteria given by the teacher before and after the evaluative process made by students themselves, also providing relevant sample results of a two phases research. Results suggest a significant, positive effect on learning before the speaking task was done. Although the research project has its limitations, the author acknowledges the benefits it has when pupils recorded themselves and evaluated the speaking performance.  
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