Publication: Escritura académica con Tecnologías de la Información y la Comunicación en Educación Superior
Authors
Valverde González, María Teresa
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/red/58/14
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info:eu-repo/semantics/article
Description
Abstract
Este artículo presenta una revisión crítica de la literatura sobre las relaciones entre la
educación lingüístico-literaria y la tecnología. El objetivo de la revisión es elucidar las
experiencias de investigación relevantes sobre este tema, basándose en la hipótesis
demostrada en las conclusiones de que la escritura académica, debido a su complejidad
actual, debe ser trabajada necesariamente con el sustento estratégico de las nuevas
tecnologías de la Sociedad del Conocimiento. Como prueba se emplea una metodología de
Análisis Crítico del Discurso (ACD) para la indagación de diversas investigaciones
científicas centradas en el estudio de distintas herramientas de producción digital de textos
académicos útiles para el acceso y la comunicación sobre el saber científico. En suma, este
análisis teórico aporta al profesorado y al alumnado universitario conocimiento actualizado
de aquellos soportes digitales que han demostrado su eficacia desde un punto de vista
epistémico y didáctico para contribuir al desarrollo de la competencia en escritura
académica en Educación Superior.
This article presents a critical review of the literature on the relationship between linguistic- literary education and technology. The aim of the foresaid review is to elucidate the relevant research experiences on this subject, based on the demonstrated hypothesis in the conclusions that academic writing, due to its current complexity, must necessarily be worked with the strategic sustenance of the new technologies of the Knowledge Society. As proof, a methodology of Critical Discourse Analysis (CDA) is used for the investigation of diverse scientific researches focused on the study of different digital production tools of academic texts which are useful for the access to and communication about scientific knowledge. To sum up, this theoretical analysis provides lecturers and university students with up-to-date knowledge of those digital media that have been proven to be effective from an epistemic and didactic point of view to contribute to the development of the academic writing competence in Higher Education.
This article presents a critical review of the literature on the relationship between linguistic- literary education and technology. The aim of the foresaid review is to elucidate the relevant research experiences on this subject, based on the demonstrated hypothesis in the conclusions that academic writing, due to its current complexity, must necessarily be worked with the strategic sustenance of the new technologies of the Knowledge Society. As proof, a methodology of Critical Discourse Analysis (CDA) is used for the investigation of diverse scientific researches focused on the study of different digital production tools of academic texts which are useful for the access to and communication about scientific knowledge. To sum up, this theoretical analysis provides lecturers and university students with up-to-date knowledge of those digital media that have been proven to be effective from an epistemic and didactic point of view to contribute to the development of the academic writing competence in Higher Education.
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