1. The eLITE project: preliminary results on the importance of using enriched texts in a Primary Education context
Dra. Lourdes Pomposo
Universidad Camilo José Cela (UCJC)
Dr. José Javier Ávila-Cabrera
Universidad Complutense de Madrid (UCM)

2. Outline Goal > creation of enriched texts
Why an analysis of teachers’ needs?
Methodology
First tool of needs analysis: questionnaire
Questionnaire general results
Second tool of needs analysis: the interview
Conclusion

3. Project: Creation of enriched texts
Enriched texts are digital books which enhance the possibilities of learning and interacting if compared with the format based on only a text
This effect is achieved by using icons embedded in the original text which permit the user to listen to audio files, see images, maps, listen to music, get access to a series of notes on diverse topics, etc.
This additional information can be adapted to the reader’s profile and, within a teaching setting, to the teachers’ goals and interests

4. Goal Creation of enriched texts within a research project
‘Cuentos de Calleja’
The research groups:
Leethi, Loep, Ilsa (UCM)
Atlas (UNED)
Methodology > Multi-strategy design
Quantitative/Qualitative data (Robson, 2011)
The eLITE project (H2015/HUM-3426) financed by the Ministerio de Educación, Cultura y Deporte of Spain

5. The enriched text
Cuentos de Calleja. Biblioteca enciclopédica para niños. (1923). Plaga de dragones. Madrid: Editorial Saturnino Calleja S.A.

6. The enriched text
Cuentos de Calleja. Biblioteca enciclopédica para niños. (1923). Plaga de dragones. Madrid: Editorial Saturnino Calleja S.A.

7. Why an analysis of teachers’ needs?
To know the Primary teachers’ reality on:
The work they do with their students on reading for learning a language
Proficiency on the use of ICT tools in the classroom and their tendency to accept them
Degree of satisfaction and expectations

8. Methodology Multi-strategy design
Combination of quantitative & qualitative data
Quantitative data
Questionnaire > Primary teachers
Qualitative data
Face-to-face interviews > Primary teachers
Robson, 2011

9. First tool of needs analysis: questionnaire and diffusion
Google forms (quantitative data) questionnaire addressed to:
Public schools
(Receiving state subsidy) private schools
Master Degrees for Primary/Secondary teachers
Several universities
Employed teachers
Social networks: Research Gate, Academia, LinkedIn, Twitter, university online campuses

10. Questionnaire general results
109 participants
Profiles
Postgraduates with over 10 years’ experience
Spanish and/or English tuition
+10 hrs./week

11. Questionnaire general results
Location> 13 ‘Comunidades Autónomas’
Work methodology
The oral skill is boosted in the classroom through fluency and expression
37 from Madrid
19 from Navarra
11 from Cantabria
10 from Castilla la Mancha
4 from Comunidad Valenciana
4 from Cataluña
4 from Castilla y León
2 from Andalucía
2 from Galicia
1 from the Canary Islands
1 from the Basque Country
1 from Asturias
1 from Ceuta

12. Questionnaire general results
General preferences
Ludic readings
Reading in class helps the multiple intelligences development
Use of ICT tools
Most teachers prefer a hybrid method combining digital learning with the teacher and another medium
The whiteboard is the most common ICT tool used
ICT tools have a full acceptability among teachers and students

13. Questionnaire general results
Enriched texts
Most teachers think they could help learning and teachers would welcome them
Skeptical about the effectiveness of learning a language based on a text in both English and Spanish

14. Second tool of needs analysis: the interview
Personal interview (qualitative data) to complement the questionnaire results and to delve into the ensuing aspects:
Satisfaction with the work done
Type of methodology followed in the class
Explaining types of reading
ICT education
Competences assessment
Possible problems and solutions when using ICT tools for reading

15. Second tool of needs analysis: results
Teachers are willing to read in class to improve the learning of a language
To be done in the classroom
Reading is practised both in the classroom and outside
On a daily basis
Teachers are willing to use ICT tools
They would like to use our research tool
Teachers do not think using enriched texts in the classroom can be a problem
They do not think there are enriched texts in their schools
ICT tools which integrate audio and video files are positively considered

16. Second tool of needs analysis: results: wants and lacks
Teachers think that apart from reading comprehension, other skills could be assessed
Students’ interest can rely on what others think
Rather than on what they like
Lack of cooperative work training for primary teachers
Lack of ICT training for primary teachers
Students have little alternatives when choosing readings
There are not reduced groups
Reading practices turn more difficult

17. Second tool of needs analysis: results: wishes
Question 11: As far as the objectives and benefits derived from children’s reading, what type of support would you like to have?
The addition of brief videos to illustrate what the text describes
Recapitulations on the plot
Lexical support with difficult terms
Reading comprehension exercises > digitalised results > assessment
Cultural contextualization exercises > information on the reading > Comprehension improvement

18. Conclusion
To consider the didactic teachers’ views in the creation of the enriched texts
Teachers are willing to use ICT in general
Teachers feel lack of training
Teachers are skeptical about learning a language with texts in two languages
More skills should be assessed, not only reading comprehension

19. Current Project work Layout created > Hotspots (icons)
Reading comprehension
Listening comprehension
Critical awareness
Collaborative task
Creativity
Different groups working on diverse areas
Translation of the tales (by volunteers)
Elaboration of activities (by volunteers)
Creation of a Crowd content development of enriched texts guidelines
Narration recordings on English and Spanish (CEMAV, UNED)

20. Future Project work
Use of the final product (enriched texts) in schools in both languages
Observation of its implementation
Tool assessment
Learning assessment
Paper publications
Conference presentations

21. References
Cuentos de Calleja. Biblioteca enciclopédica para niños. (1923). Plaga de dragones. Madrid: Editorial Saturnino Calleja S.A.
Robson, Colin Real World Research: A Resource for Users of Social Research Methods in Applied Settings (3rd edn). Chichester: Wiley.

22. Thank you! Dra. Lourdes Pomposo Universidad Camilo José Cela (UCJC)
Dr. José Javier Ávila-Cabrera
Universidad Complutense de Madrid (UCM)