Technologies and Second Languages

ICTs represent a whole industry that invests constantly in researching and developing a host of new products, artifacts and new formats in a clear example of what Innerarity (2011) calls heterochrony: "The world is moving at different speeds, so that breaklines continuously appear between the different dynamics of innovation ... the temporal logics are different, incompatible and even antagonistic. Fashion time does not match the time of religion, nor technology the time of law, nor economy the time of politics, nor the ecosystem the time of consumption". According to Trujillo (2014), the relationship between education and technology must follow two fundamental maxims: firstly, education needs primacy over technology; on the other hand, technology, as one part of the social sphere, must be present in space and educational performance.The central question is if the time of technology coincides with the time of education. In this issue, we try to answer this question through the conclusions of five studies selected carefully from the 75 manuscripts that were received. In each article, authors from five different countries belonging to three different continents, evaluate the quality of ICT educational practices by taking into account the following variables: the type of resource, the type and teaching level, the type of content and metacognitive skills, the type of output, the type of learner(s), and the type of teacher(s). The five articles introduce five different innovative approaches to the topic: subtitles, digital pen, tablet, whatsapp, social networks and development of local digital tools; in secondary and in tertiary levels; for oral and written skills, as regards cognitive and affective development, the learner and/or the teacher.

Jaar van publicatie:2016