Abstract
The digital age has revolutionized most of the aspects of citizens’ everyday lives and this directly affects educational systems because Information and Communication Technologies (ICT) have been integrated into the curriculum at all educational levels. Regarding foreign language learning, many studies support that ICTs contribute to positive development in terms of linguistic competence and foreign language acquisition. In relation to previous research considering the Spanish educational context, very few studies are published in this respect regarding English Foreign Language (EFL) and training for Primary pre-service teachers. This study analyzes the ICT and digital topics that are part of the curriculum for EFL in Primary Teaching Degrees across all Spanish Public Universities. This was done in order to evaluate if ICTs are given the necessary importance with regard to 21st century educational demands with the objective of facilitating foreign language learning. This research follows a descriptive - comparative method to detail what is or isn’t being done at higher education institutions as for EFL primary pre-service teachers training concerning meaningful second language acquisition with the support and benefits derived from the inclusion of new technologies in the curriculum. The main findings shed light on whether university curriculums are coherent with 21st-century educational demands, or if there is a need to redesign them to fill the gap among education, job market requirements and students’ needs.
Presenters
Francisco Pradas EstebanEnglish teacher , English Department , CEIP Miguel de Unamuno , Alicante, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
EFL, ICT, PRE-SERVICE TEACHERS, CURRICULUM, SPANISH CONTEXT, HIGHER EDUCATION INSTITUTIONS
