Innovando con las TIC en ambientes de contenido y lenguaje

Abdullahi, H. (2013). The role of ICT in teaching science education in schools. International Letters of Social and Humanistic Sciences, 19(2011), 217–223. https://doi.org/10.18052/www.scipress.com/ILSHS.19.217

Arteaga Lara, H. M. (2017). Using the process-genre approach to improve fourth-grade EFL learners’ paragraph writing. Latin American Journal of Content & Language Integrated Learning, 10(2).

Bonnett, M., Mcfarlane, A., & Williams, J. (1999). ICT in subject teaching: an opportunity for curriculum renewal? The Curriculum Journal, 10(3), 343–359. https://doi.org/10.1080/0958517990100303

Castillo, R. (2017). Changing the Course: Interpreting and Structuring Scientific Texts Aided by ICT. Latin American Journal of Content & Language Integrated Learning, 10(2).

Deyrich, M.-C., & Kari Stunnel. (2014). Language education models: New issues and challenges. In English as a foreign language teacher education: Current perspectives and challenges (p. 364).

Fontecha, A. F. (2014). CALL syllabus integration through ICT-mediated tasks. Didáctica, Lengua Jy Literaura, 26, 147–168. https://doi.org/http://dx.doi.org/10.5209/rev_DIDA.2014.v26.46835

García-Herreros, H. M. (2017). The road to bilingualism: cases of success. Latin American Journal of Content & Language Integrated Learning, 10(2).

Hu, Z., & McGrath, I. (2011). Innovation in higher education in China: Are teachers ready to integrate ICT in English language teaching? Technology, Pedagogy and Education, 20(1), 41–59. https://doi.org/10.1080/1475939X.2011.554014

Jimoyiannis, A., & Komis, V. (2007). Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme. Teacher Development, 11(2), 149–173. https://doi.org/10.1080/13664530701414779

Manaouchers, Tabatabaei, Gui, Y. (2011). The impact of technology on teaching and learning: lessons from research. Learning to Teach Using ICT in the Secondary School: A Companion to School Experience, 513–517.

Marenco Dominguez, J. M. (2017). Peer-tutoring to foster spoken fluency in computer-mediated tasks. Latin American Journal of Content & Language Integrated Learning, 10(2).

Mattheoudakis, M., Alexiou, T., & Laskaridou, C. (2013). To CLIL or not to CLIL? The case of the 3rd experimental primary school in Evosmos. Versita Discipline-Language Literature, 1–14.

McDougald, J. S. (2009). The use of information and communication technology (ICT) in the EFL classroom as a tool to promote L2 (English) among non-native pre-service English teachers. University of Jaén. Retrieved from http://asian-efl-journal.com/thesis/2012/07/16/the-use-of-information-and-communication-technology-ict-in-the-efl-classroom-as-a-tool-to-promote-l2-english-among-non-native-pre-service-english-teachers/

McDougald, J. S. (2013). The use of new technologies among in-service Colombian ELT teachers. Colombian Applied Linguistic Journal, 15(2), 247–264.

Melor, M. Y., Maimun, A. L., & Chua, P. L. (2009). Language learning via ICT: Uses, challenges and issues. WSEAS Transactions on Information Science and Applications, 6(9), 1453–1467.

Ohlberger, S., & Wegner, C. (2017). Measuring the knowledge increase of eighth grade students in a bilingual biology unit. Latin American Journal of Content & Language Integrated Learning, 10(2).

Player-Koro, C. (2012). Factors Influencing Teachers’ Use of ICT in Education. Education Inquiry, 3(1), 93–108. https://doi.org/10.3402/edui.v3i1.22015

Savage, J. (2010). A survey of ICT usage across English secondary schools. Music Education Research, 12(1), 89–104. https://doi.org/10.1080/14613800903568288

Wankel, C. (2012). Educating Educators with Social Media. Development and Learning in Organizations: An International Journal, 26(3). https://doi.org/10.1108/dlo.2012.08126caa.012