Titulo:
La integración de la tecnología como herramienta significativa en la enseñanza del inglés como lengua extranjera.
.
Sumario:
El presente artículo pretende mostrar como la integración de las tecnologías de la información y comunicaciones afecta positivamente los procesos de enseñanza-aprendizaje del inglés como lengua extranjera. La información se fundamenta en los resultados hallados  del proceso de investigación de cuatro cursos de pregrado de las Universidades Santiago de Cali y Autónoma de Occidente durante dos semestres de estudio. Todo el soporte teórico ayuda a fundamentar sólidamente la investigación hecha en el aula de clase con estudiantes de ambas universidades para lograr llegar a unas conclusiones y recomendaciones que pueden aportar al mejoramiento de la enseñanza del inglés. 
Guardado en:
0123-8264
2500-705X
17
2015-11-24
53
66
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
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La integración de la tecnología como herramienta significativa en la enseñanza del inglés como lengua extranjera. Technology integration as significative tools in english teaching as foreing language El presente artículo pretende mostrar como la integración de las tecnologías de la información y comunicaciones afecta positivamente los procesos de enseñanza-aprendizaje del inglés como lengua extranjera. La información se fundamenta en los resultados hallados  del proceso de investigación de cuatro cursos de pregrado de las Universidades Santiago de Cali y Autónoma de Occidente durante dos semestres de estudio. Todo el soporte teórico ayuda a fundamentar sólidamente la investigación hecha en el aula de clase con estudiantes de ambas universidades para lograr llegar a unas conclusiones y recomendaciones que pueden aportar al mejoramiento de la enseñanza del inglés.  This current article shows how the integration of information and communication technology affect positively the teaching-learning processes of English as a foreign language. Information is supported in the results founded from the research process in four groups of the under-graduate courses of the Universidad Santiago de Cali and the Universidad Autónoma de Occidente during two semesters. All the theoretical information helps to support really well the research done in the classroom with the students in both universities to finally achieve some conclusions and recommendations which can help improving English teaching. Gonzalez Valencia, Heriberto Technology teaching education Tecnología enseñanza educación. Inglés 17 1 Núm. 1 , Año 2015 : REVISTA HORIZONTES PEDAGOGICOS Artículo de revista Journal article 2015-11-24T00:00:00Z 2015-11-24T00:00:00Z 2015-11-24 application/pdf Bogotá: Corporación Universitaria Iberoamericana Horizontes pedagógicos 0123-8264 2500-705X https://horizontespedagogicos.ibero.edu.co/article/view/17105 https://horizontespedagogicos.ibero.edu.co/article/view/17105 spa https://creativecommons.org/licenses/by-nc-sa/4.0/ 53 66 Becker, H.J. & Riel, M.M. (2000). Teacher professional engagement and constructivist-compatible computer use [Teaching, Learning, and Computing: 1998 National Survey, Report 7]. Irvine, CA: CRITO (University of California) / University of Minnesota. Disponible en http://www.crito.uci.edu/TLC/findings/report_7/report7.pdf Chamilo Association. (2010). Chamilo MLS 1.9.4 [software]. Bruselas, Bélgica: Yannick Warnier Chinnery, G. (2005). Speaking and listening online, a survey of internet resources. English Teaching Forum. Volume 43, number 3. Cox, M., Preston, C. & Cox, K. (1999). What factors support or prevent teachers from using ICT in their classrooms? [Ponencia presentada en la British Educational Research Association Annual Conference, University of Sussex, Brighton, November, 1999. Cuban, L. (1993) Computers meet classroom, classroom wins. Teachers College Record, 95(2), 185-210 Dillenbourg, P., Schneider, D.K. & Synteta, P. (2002). Virtual Learning Environments. En A. Dimitracopoulou (Ed). Proceedings of the 3rd Hellenic Conference "Information & Communication Technologies in Education" (pp. 3-18). Atenas, Grecia: Kastaniotis Dougiamas, M. (2002). Module object-oriented dynamic learning environment, Moodle, [software]. Melbourne, Australia: Moodle.org ESL Video (2007). ESLvideo.com [portal]. Recuperado de http://www.eslvideo.com Gonglewski, M. and Meloni, C. and Brant J. (2001). Using E-mail in Foreign Language Teaching: Rationale and Suggestions. The Internet TESL Journal, 7 (3), pp.1-12. http://iteslj.org/Techniques/Meloni-Email.html Goodwyn, A., Adams, A. & Clarke, S. (1997). The great god of the future: The views of current and future English teachers on the place of it in literacy. English and Education. 31(2), 54-62 Harmer, J. (2007). The practice of English language teaching. 4th ed. Harlow, England: Longman. Healy, S. (2011). Motivation and the use of visual images. Paper presented at CUE 2011 Conference: Foreign Language Motivation in Japan, Tokyo, Japan. Hui-fang, S. (2005). E-mail Dialogue Journaling: Attitudes and Impact on L2 Reading Performance. Educational Studies, 31 (2). Iwasaki, I. (2008). From cyberspace to the classroom: Using e-mail to enhance the EFL environment. Volume 44, number 1. Lafford, P. A., and Lafford, B. A. (1997). Learning language and culture with Internet technologies. Maki, R.H. and Maki, W.S. (2007). Online Courses. In F.T. Durso (Ed.), Handbook of applied cognition (2nd ed., pp. 527-552). New York: Wiley & Sons, Ltd. Mumtaz, S. (2002). Factors affecting teacher’s use of information and communication technology. Journal of information technology for teacher education, 2(1), 77-104 Nagel, P.S. (1999). E-mail in the Virtual ESL/EFL Classroom. The Internet TESL Journal, 5 (7). http://iteslj.org/Articles/Nagel-Email.html Nihat Sad, S. (2008). Using Mobile Phone Technology in EFL Classes. English Teaching Forum 4 Oblinger, D. (2004). Educating the Net generation. Louisville, CO: Educause Reinders, H. (2010). Twenty Ideas for Using Mobile Phones in the Language Classroom. English teaching Forum, number 3. Sabieh, C. (2002). The Influence of E-mail on Language Learning: A Positive Impact. Paper presented at the 22nd Symposium, Annual Center for Developing English Language Symposium, Cairo, Egypt. Sheer, V.C. and Fung, T.K. (2007). Can E-mail Communication Enhance Professor-Student Relationship and Student Evaluation of Professor? Some Empirical Evidence. Journal of Educational Computing Research, 37 (3). So, H. J. and Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51. Rosen, L.D. & Weil, M.M. (1995) Computer Availability, Computer Experience, and Technophobia Among Public School Teachers. Computers in Human Behavior, 11, 9-31 Sheingold, K. & Hadley, M. (1990). Accomplished teachers: integrating computers into classroom practice. New York, NY: Bank Street College of Education Tao, L. and Reinking, D. (1996). What Research Reveals About E-mail in Education. Paper presented at the 40th Annual Conference of the College Reading Association, Charleston, South Carolina. Taylor, G. (2012). Making a Place for PowerPoint in EFL Classrooms. OnCUE Journal, 6(1). Nanzan University. Tufte, E.R. (1990). Envisioning information. Cheshire, Connecticut: Graphics Press. Tufte, E.R. (1992). The visual display of quantitative information. Cheshire, Connecticut: Graphics Press. Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal 13 (2). Voxopop/Chinswing Pty (2009). Voxopop [portal]. Recuperado de http://www.voxopop.com https://horizontespedagogicos.ibero.edu.co/article/download/17105/693 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 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 Publication |
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Horizontes Pedagógicos |
| title |
La integración de la tecnología como herramienta significativa en la enseñanza del inglés como lengua extranjera. |
| spellingShingle |
La integración de la tecnología como herramienta significativa en la enseñanza del inglés como lengua extranjera. Gonzalez Valencia, Heriberto Technology teaching education Tecnología enseñanza educación. Inglés |
| title_short |
La integración de la tecnología como herramienta significativa en la enseñanza del inglés como lengua extranjera. |
| title_full |
La integración de la tecnología como herramienta significativa en la enseñanza del inglés como lengua extranjera. |
| title_fullStr |
La integración de la tecnología como herramienta significativa en la enseñanza del inglés como lengua extranjera. |
| title_full_unstemmed |
La integración de la tecnología como herramienta significativa en la enseñanza del inglés como lengua extranjera. |
| title_sort |
la integración de la tecnología como herramienta significativa en la enseñanza del inglés como lengua extranjera. |
| title_eng |
Technology integration as significative tools in english teaching as foreing language |
| description |
El presente artículo pretende mostrar como la integración de las tecnologías de la información y comunicaciones afecta positivamente los procesos de enseñanza-aprendizaje del inglés como lengua extranjera. La información se fundamenta en los resultados hallados  del proceso de investigación de cuatro cursos de pregrado de las Universidades Santiago de Cali y Autónoma de Occidente durante dos semestres de estudio. Todo el soporte teórico ayuda a fundamentar sólidamente la investigación hecha en el aula de clase con estudiantes de ambas universidades para lograr llegar a unas conclusiones y recomendaciones que pueden aportar al mejoramiento de la enseñanza del inglés. 
|
| description_eng |
This current article shows how the integration of information and communication technology affect positively the teaching-learning processes of English as a foreign language. Information is supported in the results founded from the research process in four groups of the under-graduate courses of the Universidad Santiago de Cali and the Universidad Autónoma de Occidente during two semesters. All the theoretical information helps to support really well the research done in the classroom with the students in both universities to finally achieve some conclusions and recommendations which can help improving English teaching.
|
| author |
Gonzalez Valencia, Heriberto |
| author_facet |
Gonzalez Valencia, Heriberto |
| topic |
Technology teaching education Tecnología enseñanza educación. Inglés |
| topic_facet |
Technology teaching education Tecnología enseñanza educación. Inglés |
| topicspa_str_mv |
Tecnología enseñanza educación. Inglés |
| citationvolume |
17 |
| citationissue |
1 |
| citationedition |
Núm. 1 , Año 2015 : REVISTA HORIZONTES PEDAGOGICOS |
| publisher |
Bogotá: Corporación Universitaria Iberoamericana |
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Horizontes pedagógicos |
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https://horizontespedagogicos.ibero.edu.co/article/view/17105 |
| language |
spa |
| 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 |
Becker, H.J. & Riel, M.M. (2000). Teacher professional engagement and constructivist-compatible computer use [Teaching, Learning, and Computing: 1998 National Survey, Report 7]. Irvine, CA: CRITO (University of California) / University of Minnesota. Disponible en http://www.crito.uci.edu/TLC/findings/report_7/report7.pdf Chamilo Association. (2010). Chamilo MLS 1.9.4 [software]. Bruselas, Bélgica: Yannick Warnier Chinnery, G. (2005). Speaking and listening online, a survey of internet resources. English Teaching Forum. Volume 43, number 3. Cox, M., Preston, C. & Cox, K. (1999). What factors support or prevent teachers from using ICT in their classrooms? [Ponencia presentada en la British Educational Research Association Annual Conference, University of Sussex, Brighton, November, 1999. Cuban, L. (1993) Computers meet classroom, classroom wins. Teachers College Record, 95(2), 185-210 Dillenbourg, P., Schneider, D.K. & Synteta, P. (2002). Virtual Learning Environments. En A. Dimitracopoulou (Ed). Proceedings of the 3rd Hellenic Conference "Information & Communication Technologies in Education" (pp. 3-18). Atenas, Grecia: Kastaniotis Dougiamas, M. (2002). Module object-oriented dynamic learning environment, Moodle, [software]. Melbourne, Australia: Moodle.org ESL Video (2007). ESLvideo.com [portal]. Recuperado de http://www.eslvideo.com Gonglewski, M. and Meloni, C. and Brant J. (2001). Using E-mail in Foreign Language Teaching: Rationale and Suggestions. The Internet TESL Journal, 7 (3), pp.1-12. http://iteslj.org/Techniques/Meloni-Email.html Goodwyn, A., Adams, A. & Clarke, S. (1997). The great god of the future: The views of current and future English teachers on the place of it in literacy. English and Education. 31(2), 54-62 Harmer, J. (2007). The practice of English language teaching. 4th ed. Harlow, England: Longman. Healy, S. (2011). Motivation and the use of visual images. Paper presented at CUE 2011 Conference: Foreign Language Motivation in Japan, Tokyo, Japan. Hui-fang, S. (2005). E-mail Dialogue Journaling: Attitudes and Impact on L2 Reading Performance. Educational Studies, 31 (2). Iwasaki, I. (2008). From cyberspace to the classroom: Using e-mail to enhance the EFL environment. Volume 44, number 1. Lafford, P. A., and Lafford, B. A. (1997). Learning language and culture with Internet technologies. Maki, R.H. and Maki, W.S. (2007). Online Courses. In F.T. Durso (Ed.), Handbook of applied cognition (2nd ed., pp. 527-552). New York: Wiley & Sons, Ltd. Mumtaz, S. (2002). Factors affecting teacher’s use of information and communication technology. Journal of information technology for teacher education, 2(1), 77-104 Nagel, P.S. (1999). E-mail in the Virtual ESL/EFL Classroom. The Internet TESL Journal, 5 (7). http://iteslj.org/Articles/Nagel-Email.html Nihat Sad, S. (2008). Using Mobile Phone Technology in EFL Classes. English Teaching Forum 4 Oblinger, D. (2004). Educating the Net generation. Louisville, CO: Educause Reinders, H. (2010). Twenty Ideas for Using Mobile Phones in the Language Classroom. English teaching Forum, number 3. Sabieh, C. (2002). The Influence of E-mail on Language Learning: A Positive Impact. Paper presented at the 22nd Symposium, Annual Center for Developing English Language Symposium, Cairo, Egypt. Sheer, V.C. and Fung, T.K. (2007). Can E-mail Communication Enhance Professor-Student Relationship and Student Evaluation of Professor? Some Empirical Evidence. Journal of Educational Computing Research, 37 (3). So, H. J. and Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51. Rosen, L.D. & Weil, M.M. (1995) Computer Availability, Computer Experience, and Technophobia Among Public School Teachers. Computers in Human Behavior, 11, 9-31 Sheingold, K. & Hadley, M. (1990). Accomplished teachers: integrating computers into classroom practice. New York, NY: Bank Street College of Education Tao, L. and Reinking, D. (1996). What Research Reveals About E-mail in Education. Paper presented at the 40th Annual Conference of the College Reading Association, Charleston, South Carolina. Taylor, G. (2012). Making a Place for PowerPoint in EFL Classrooms. OnCUE Journal, 6(1). Nanzan University. Tufte, E.R. (1990). Envisioning information. Cheshire, Connecticut: Graphics Press. Tufte, E.R. (1992). The visual display of quantitative information. Cheshire, Connecticut: Graphics Press. Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal 13 (2). Voxopop/Chinswing Pty (2009). Voxopop [portal]. Recuperado de http://www.voxopop.com |
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