Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language
El objetivo de este estudio fue analizar la percepción de los profesores de inglés sobre el uso de la tecnología en la enseñanza del inglés como lengua extranjera. Para lograr este objetivo, se seleccionaron tres escuelas públicas, tres escuelas privadas y tres institutos de idiomas. Los profesores de inglés participaron en un taller de 2 horas para usar la tecnología para enseñar inglés como idioma extranjero. Después de usar las herramientas que se explicaron en el taller, los maestros tuvieron que realizar una encuesta para determinar si pensaban que la tecnología les había ayudado a enseñar a sus estudiantes y si pensaban que era importante organizar más talleres para mejorar sus conocimientos. Se determinó que el 100% de los maestros e... Ver más
Guardado en:
2644-4038
2644-4038
2020-01-16
37
45
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
| id |
93e8e5f204ca803f7a9a781cb68c226b |
|---|---|
| record_format |
ojs |
| spelling |
Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language info:eu-repo/semantics/article https://revistas.qlu.ac.pa/index.php/latitude/article/view/121 Español https://creativecommons.org/licenses/by-nc-sa/4.0/ Ab Aziz, N. A., Ab Aziz, K., Paul, A., Yusof, A. M., & Noor, N. S. M. (2012, February). Providing augmented reality based education for students with attention deficit hyperactive disorder via cloud computing: Its advantages. In Advanced Communication Technology (ICACT), 2012 14th International Conference on (pp. 577-581). IEEE. Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? [Electronic version]. Education Policy Analysis Archives, 8(51). Darling-Hammond, L. (2003). Keeping Good Teachers: Why It Matters, What Leaders Can Do. Educational leadership, 60(8), 6-13. Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Pearson Education. Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?.Educational technology research and development,53(4), 25-39. Ertmer, P. A., Ottenbreit-Leftwich, A., & York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 55-61. Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1–7. Retrieved from http://llt.msu.edu/issues/october2015/commentary.pdf Karimi (Allvar), M. (2011). The Effects of Professional Development Initiatives on EFL Teachers’ Degree of Self Efficacy. Australian Journal of Teacher Education, 36(6). Levin, T., & Wadmany, R. (2008). Teachers' views on factors affecting effective integration of information technology in the classroom: Developmental scenery.Journal of Technology and Teacher Education, 16(2), 233. Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124–147. Retrieved from http://llt.msu.edu/issues/february2016/linwarschauerblake.pdf Tour, E. (2015). Digital mindsets: Teachers’ technology use in personal life and teaching. Language Learning & Technology, 19(3), 124–139. Retrieved from http://purl.org/coar/resource_type/c_6501 application/pdf http://purl.org/redcol/resource_type/ARTREF info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Latitude QLU Publication El objetivo de este estudio fue analizar la percepción de los profesores de inglés sobre el uso de la tecnología en la enseñanza del inglés como lengua extranjera. Para lograr este objetivo, se seleccionaron tres escuelas públicas, tres escuelas privadas y tres institutos de idiomas. Los profesores de inglés participaron en un taller de 2 horas para usar la tecnología para enseñar inglés como idioma extranjero. Después de usar las herramientas que se explicaron en el taller, los maestros tuvieron que realizar una encuesta para determinar si pensaban que la tecnología les había ayudado a enseñar a sus estudiantes y si pensaban que era importante organizar más talleres para mejorar sus conocimientos. Se determinó que el 100% de los maestros están dispuestos a participar en cursos de desarrollo profesional y piensan que es importante hacerlo, pero no asisten a esos cursos debido a su horario de trabajo. Esta investigación concluyó que es necesario tomar algunas decisiones para hacer que el uso de la tecnología en clase sea exitoso. Artículo de revista Gutiérrez , Jesús Núm. 10 , Año 2017 : Edición 2017 Enseñanza y aprendizaje Tecnología 10 Inglés como segunda lengua Conocimiento en inglés Habilidades Technology The objective of this study was to study the perception of English teachers on the use of technology in Teaching English as a Foreign Language (TEFL). In order to achieve this goal, three public schools, three private schools and three language institutes were selected. English teachers participated in a 2-hour workshop for using technology to teach English as a foreign language. After using the tools that were explained in the workshop, teachers had to take a survey to determine if they thought that technology had helped them to teach their students and if they thought it was important to organize more workshops to improve their knowledge. It was determined that 100% of teachers are willing to participate in professional development courses and they think it is important to do it but they do not attend those courses because of their work schedule. This research concluded that it is necessary to make some decisions to make the use of technology in class successful. Teaching and learning Journal article Foreign language English knowledge Skills Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language 2020-01-16T00:00:00Z 37 https://revistas.qlu.ac.pa/index.php/latitude/article/download/121/99 https://revistas.qlu.ac.pa/index.php/latitude/article/view/121 2644-4038 2644-4038 2020-01-16 2020-01-16T00:00:00Z 45 |
| institution |
QUALITY LEADERSHIP UNIVERSITY |
| thumbnail |
https://nuevo.metarevistas.org/QUALITYLEADERSHIPUNIVERSITY/logo.png |
| country_str |
Panamá |
| collection |
Latitude |
| title |
Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language |
| spellingShingle |
Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language Gutiérrez , Jesús Enseñanza y aprendizaje Tecnología Inglés como segunda lengua Conocimiento en inglés Habilidades Technology Teaching and learning Foreign language English knowledge Skills |
| title_short |
Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language |
| title_full |
Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language |
| title_fullStr |
Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language |
| title_full_unstemmed |
Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language |
| title_sort |
perception of english teachers on the use of technology in teaching english as a foreign language |
| title_eng |
Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language |
| description |
El objetivo de este estudio fue analizar la percepción de los profesores de inglés sobre el uso de la tecnología en la enseñanza del inglés como lengua extranjera. Para lograr este objetivo, se seleccionaron tres escuelas públicas, tres escuelas privadas y tres institutos de idiomas. Los profesores de inglés participaron en un taller de 2 horas para usar la tecnología para enseñar inglés como idioma extranjero. Después de usar las herramientas que se explicaron en el taller, los maestros tuvieron que realizar una encuesta para determinar si pensaban que la tecnología les había ayudado a enseñar a sus estudiantes y si pensaban que era importante organizar más talleres para mejorar sus conocimientos. Se determinó que el 100% de los maestros están dispuestos a participar en cursos de desarrollo profesional y piensan que es importante hacerlo, pero no asisten a esos cursos debido a su horario de trabajo. Esta investigación concluyó que es necesario tomar algunas decisiones para hacer que el uso de la tecnología en clase sea exitoso.
|
| description_eng |
The objective of this study was to study the perception of English teachers on the use of technology in Teaching English as a Foreign Language (TEFL). In order to achieve this goal, three public schools, three private schools and three language institutes were selected. English teachers participated in a 2-hour workshop for using technology to teach English as a foreign language. After using the tools that were explained in the workshop, teachers had to take a survey to determine if they thought that technology had helped them to teach their students and if they thought it was important to organize more workshops to improve their knowledge. It was determined that 100% of teachers are willing to participate in professional development courses and they think it is important to do it but they do not attend those courses because of their work schedule. This research concluded that it is necessary to make some decisions to make the use of technology in class successful.
|
| author |
Gutiérrez , Jesús |
| author_facet |
Gutiérrez , Jesús |
| topicspa_str_mv |
Enseñanza y aprendizaje Tecnología Inglés como segunda lengua Conocimiento en inglés Habilidades |
| topic |
Enseñanza y aprendizaje Tecnología Inglés como segunda lengua Conocimiento en inglés Habilidades Technology Teaching and learning Foreign language English knowledge Skills |
| topic_facet |
Enseñanza y aprendizaje Tecnología Inglés como segunda lengua Conocimiento en inglés Habilidades Technology Teaching and learning Foreign language English knowledge Skills |
| citationissue |
10 |
| citationedition |
Núm. 10 , Año 2017 : Edición 2017 |
| publisher |
QLU |
| ispartofjournal |
Latitude |
| source |
https://revistas.qlu.ac.pa/index.php/latitude/article/view/121 |
| language |
Español |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-sa/4.0/ info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references |
Ab Aziz, N. A., Ab Aziz, K., Paul, A., Yusof, A. M., & Noor, N. S. M. (2012, February). Providing augmented reality based education for students with attention deficit hyperactive disorder via cloud computing: Its advantages. In Advanced Communication Technology (ICACT), 2012 14th International Conference on (pp. 577-581). IEEE. Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? [Electronic version]. Education Policy Analysis Archives, 8(51). Darling-Hammond, L. (2003). Keeping Good Teachers: Why It Matters, What Leaders Can Do. Educational leadership, 60(8), 6-13. Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Pearson Education. Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?.Educational technology research and development,53(4), 25-39. Ertmer, P. A., Ottenbreit-Leftwich, A., & York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 55-61. Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1–7. Retrieved from http://llt.msu.edu/issues/october2015/commentary.pdf Karimi (Allvar), M. (2011). The Effects of Professional Development Initiatives on EFL Teachers’ Degree of Self Efficacy. Australian Journal of Teacher Education, 36(6). Levin, T., & Wadmany, R. (2008). Teachers' views on factors affecting effective integration of information technology in the classroom: Developmental scenery.Journal of Technology and Teacher Education, 16(2), 233. Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124–147. Retrieved from http://llt.msu.edu/issues/february2016/linwarschauerblake.pdf Tour, E. (2015). Digital mindsets: Teachers’ technology use in personal life and teaching. Language Learning & Technology, 19(3), 124–139. Retrieved from |
| type_driver |
info:eu-repo/semantics/article |
| type_coar |
http://purl.org/coar/resource_type/c_6501 |
| type_version |
info:eu-repo/semantics/publishedVersion |
| type_coarversion |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| type_content |
Text |
| publishDate |
2020-01-16 |
| date_accessioned |
2020-01-16T00:00:00Z |
| date_available |
2020-01-16T00:00:00Z |
| url |
https://revistas.qlu.ac.pa/index.php/latitude/article/view/121 |
| url_doi |
https://revistas.qlu.ac.pa/index.php/latitude/article/view/121 |
| issn |
2644-4038 |
| eissn |
2644-4038 |
| citationstartpage |
37 |
| citationendpage |
45 |
| url2_str_mv |
https://revistas.qlu.ac.pa/index.php/latitude/article/download/121/99 |
| _version_ |
1797159762582831104 |