Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language

Gutiérrez , Jesús

Titulo:

Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language
.

Sumario:

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:

Revista:

Latitude

ISSN:

2644-4038

EISSN:

2644-4038

Autores:

Gutiérrez , Jesús

Editor:

QUALITY LEADERSHIP UNIVERSITY

Año de publicación:

2020-01-16

Pagina inicial:

Pagina final:

Pais:

Panamá

Palabras claves:

Enseñanza y aprendizaje

Tecnología

Inglés como segunda lengua

Conocimiento en inglés

Habilidades

Licencia:

info:eu-repo/semantics/openAccess

http://purl.org/coar/access_right/c_abf2

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spelling	Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language 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 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. 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. Gutiérrez , Jesús Enseñanza y aprendizaje Tecnología Inglés como segunda lengua Conocimiento en inglés Habilidades Teaching and learning Technology Foreign language English knowledge Skills 10 Núm. 10 , Año 2017 : Edición 2017 Artículo de revista Journal article 2020-01-16T00:00:00Z 2020-01-16T00:00:00Z 2020-01-16 application/pdf QLU Latitude 2644-4038 2644-4038 https://revistas.qlu.ac.pa/index.php/latitude/article/view/121 https://revistas.qlu.ac.pa/index.php/latitude/article/view/121 spa https://creativecommons.org/licenses/by-nc-sa/4.0/ 37 45 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 https://revistas.qlu.ac.pa/index.php/latitude/article/download/121/99 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
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 Teaching and learning Technology 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 Teaching and learning Technology Foreign language English knowledge Skills
topic_facet	Enseñanza y aprendizaje Tecnología Inglés como segunda lengua Conocimiento en inglés Habilidades Teaching and learning Technology 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	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	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
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type_coarversion	http://purl.org/coar/version/c_970fb48d4fbd8a85
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publishDate	2020-01-16
date_accessioned	2020-01-16T00:00:00Z
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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
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Perception of English teachers on the Use of Technology in Teaching English as a Foreign Language
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