how effective are the information and communication technologies for teaching english

8/22/2019 How Effective Are the Information and Communication Technologies for Teaching English

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FACULTAD DE CIENCIAS DE LA EDUCACIN

PEDAGOGIA MEDIA EN INGLSMETODOLOGIA DE LA INVESTIGACION

Carolina Rodriguez

Karina Soto Pgina 1

How effective are the Information

and Communication Technologies

for teaching English?


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Carolina Rodriguez

Karina Soto Pgina 2

Introduction.

Since always, teachers must find new ways to improve their methodology; however, this

quest never ends, because with thepassage of time, new techniques and methodologies

appear, leaving current ways behind. This is also applied to language teachers.

Nowadays, with the new advances of technology, not all students, but all people, are

connected to new gadgets which help us in our daily life, such as cellphones, computers,

tablets, and so on, all of these with an easier access to them than before, in a way that

everybody must have one to keep in touch with the world.

With this easy access to technology and information from every corner of the world,

students seem to be faster in the use of them and their understanding, making teachers to

use these in their classrooms as a way to innovate their teaching, all this to get a meaningful

class for them.

This is how the ICT (Information and Communication Technologies) starts to bloom in this

field, offering us hardware and software alike for classes, starting from laptops, ipads,

tablets, etc. as tool to be used in class to make them more dynamic.

In this report, it will be shown the use of ICTs, their advantages and disadvantages, their

impact in learning area and how to take advantage of them in the best way to teach a new

language.


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Carolina Rodriguez

Karina Soto Pgina 3

ICTs today.

As said before, ICTs can be found everywhere and most students use them in class. The

extent of these class technologies has got to the point that most teachers are applying them

in their classes, seeing that using them provide their students a new way for leaning. On the

other hand, some detractors say that technology is not necessary for making a good class

and its all in the teachers skill.

Before seeing the arguments in a deeper level, lets see a brief definition of ICT. ICT, or

Information and Communication Technologies are, according to Marcelo Rojas Tamayo, a

group of techniques, developments and advanced devices which integrate functionality

storage, procedure and transition of data. They bring all types of software and hardware

made for educational purposes, focused on helping students to make their classes to be

interesting from their point of view.

Most of the teachers are adapting their lesson plans to the ICTs in order to upgrade their

way of teaching, but some others are reluctant to use them because they: dont know how to

use them or they distrust them, relying more on complementary books to progress.

Nevertheless, experience are showing us that using the complementary book alone is not an

option, students get easily bored in class, making the learning process a daunting and

stressful process for them and for teachers as well.

ICTs are not useful just for elementary and high school students, but also for university

students who are recently starting a career and those graduate teachers who are looking to

show their teaching skills and ways to improve it. So, in order to make ICTs more useful, it

is precise to inform how to make a better use of them to old and new generations alike.


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Carolina Rodriguez

Karina Soto Pgina 4

The problems that now language teaching are facing is how to keep students interested on

the class, because most of them are not interested in learning, they dont see a further use in

learning a second language, and they see learning as a hideous obligation. So, even those

teachers who never used ICTs to make their classes are doing their best to learn their proper

use, and new teachers are adapting themselves to these.

Objectives.

As a matter to make a better understanding of ICTs use, this report has the main objectives

and specific objectives to clarify the scope on which they are focused on.

Main Objectives:

1) Compare the way some teachers make use of the ICTs

Some teachers know how to use ICTs to improve their teaching skills, taking courses in

advance or learning by themselves, all this in order to make their classes interesting and

innovating for their students, who nowadays seem to be less interested in learning. Even

though, there are some teachers who dont know how to use them correctly and abuse of

them for everything, because in some cases, these teachers dont do classes if the notebook

or the data of a classroom are not working as they should, losing a valuable day for

learning.

2) Reflect about how ICTs can be more effective than using complementary books

As said before, complementary books are not the best technique to make classes, while they

help, the structures of the books themselves are boring, and the exercises written on those


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Carolina Rodriguez

Karina Soto Pgina 5

are mechanized, making activities like dialogs to look weird and unnatural. So ICTs are a

second reliable option to contrast with books. Proyecto Fantastic says ICT offer

information in different supports (documents, webpages, movies) and media (text, audio,

images, animations). They allow that activities adapt and respects learners learning

process.

Specific Objectives.

1)Distinguish between the ICTs types which can be applied in an English class.

Not all ICT are made for language learning process, and is up to us to find which one are

the best to proceed with the learning objectives. Some of the best ICTs to use in language

classes are the usual listening, where we can hear two or more people talking in a natural

way, making students to pay attention on what they are saying to proceed with the given

task. Another one can be videos of different situations, which not necessarily include a

dialogue, sometimes they have to guess what the situation is and what is the topic they

might be talking about.

2) Explain how to develop students skills (reading, speaking, listening and writing) in

English with ICTs.

It is well known that ICTs are, according to Marcelo Rojas Tamayo, they favor aural

learning skills, such as production and aural comprehension, by the constant use of ICT.

Proyecto Fantastic also says ICTs are useful to work with information searching abilities,

using internet and a determined multimedia software, offering new strategies for its correct


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use. They develop reading comprehension and writing when students are exposed not just a

simple English text, but also a meaningful one.

Advantages and Disadvantages.

Everything in life have a positive and negative side, this is not an exception for ICTs. While

they can be helpful in a daily class and they make possible new learning modules, they can

create a horrible experience if teachers dont know their use or over use them.

Advantages.

In accordance with cibersociedad.net, ICTs give students a wide variety of educational

resources, quick access to a big variety of information in real time, quick results, flexibility

on times and spaces dedicated to learning, adoption of innovating pedagogical methods and

adapted to different students type, a mayor interaction between students and teachers via

video conferences and emails, collaboration between students (work groups) and

preparation for technologies evolution through practice.

These advantages makes the students to be more dynamic and self-reliant; by developing

more autonomy in their learning process, they built their own knowledge and use the

teacher as a support to see if theyre right. They are becoming aware of their surroundingworld and learn new ways to face reality and improving themselves with experience.


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Disadvantages.

Taking cibersociedad.nets testimonies, ICTs produce dependency on technical elements

for interaction and material use, they have a high cost of acquisition and maintenance, the

speed on which they update technologies makes the old ones to become obsolete in a short

period of time, makes possible an untying process from students to classmates and teachers

in order to make an impersonalized class, and some teachers refuse to use them due to the

extreme change in organizing classes.

Some of the disadvantages can be seen every day, and due to an obsessive attention to a

computer or cellphone with multiple functions, people are losing the ability to bond with

others, they are losing their communication skills performance to replace it with an

interaction with a machine. The high cost of the equipment is also something to

considerate, because not all schools have the resources or money to maintain technology

and upgrading it every time a computer or data becomes old fashioned because of the

demands of better and faster technology.


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Carolina Rodriguez

Karina Soto Pgina 8

Some Background about ICTs

Experiencia 1:

Sara Martin;con Aula virtual Keep In Touch

Experiencia 2:

Jess CerdPedro Ruiz-Morote,

Rosa Mart,

Mara Matamala,Teresa Sanchez;

Proyecto Diver TIC-TAC English

BSICA


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Carolina Rodriguez

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MEDI

A

El aula virtual "Keep inTouch" ha sido unaexperiencia muy positiva, nosolamente para que losalumnos mejoraran en ingls,sino para que se dierancuenta de que el ordenadorles serva para algo ms que

para copiar los trabajos delRincn del Vago, el chateocompulsivo o los juegos enred. Sara Martn eswebmisstres de un espaciodedicado para el alumnado yel profesorado de ingls: ElRebumbio, que no te puedesperder

Los profesores consideramos

la experiencia gratificante yenriquecedora, hemoscompartido materiales ytareas, hemos rentabilizadorecursos y hemos mejorado,junto con nuestros alumnos,en el manejo de las TIC. Para

evaluar esta experienciaeducativa hemos contado entodo momento con laparticipacin del alumnadoparticipante teniendo encuentas sus ideas y susaportaciones.

FODA APLICADO AL USO DE EDMODO EN UN AULA DE 5 DE ED.PRIMARIAREA DE INGLS (C.E.I.P LAS MARINAS (Roquetas de Mar) Andaluca, espaa)M ISABEL BAARES ALEGRA

Oportunidades: Disponibilidad de un ordenador por alumno/a facilitados por la Junta de Andaluca dentro del programa Escuela TIC 2.0. Cadauno de los nios/as tienen la posibilidad de llevar el ordenadora su casa para trabajar con l. La plataforma Edmodo es gratuita, privada y sin necesidad de registro por correo electrnico.

Amenazas: Dentro del aula la conectividad no siempre es la suficienteproducindose periodos de no conexin a Internet puesto quela banda ancha no soporta el uso de varios ordenadores almismo tiempo. Algunas familias de recursos econmicos ms bajos carecen


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de Internet en la casa provocando una desigualdad entre los diferentes alumnos/as fuera del aula ala hora de trabajar ocomunicarse entre ellos.

Fortalezas: El alumnado al presentar la plataforma manifiesta unamotivacin mayor, en expresin de alguno de ellos :" Teacheres Facebook". La interfaz les resulta intuitiva, cercana. El uso de los mensajes permite una comunicacin entre iguales a tiempo real y fuera del aula que fomenta la competenciacomunicativa en una situacin cotidiana interrelacionando la

vida cotidiana con el aprendizaje.

Debilidades: Imposibilidad de previsualizar documentos de software libreformato .odt siendo este el que utiliza el alumnado comoprocesador de texto, presentaciones y base de datos. Limitacin de recursos personales por parte del alumnado paraexpresarse en ingls, por lo que los mensajes resultanrepetitivos y montonos en la mayora de los casos.

Las TIC para el sector educativoImpacto y lecciones aprendidas de programas

apoyados por el IICD (InstitutoInternacional para la Comunicacin y el Desarrollo) llevado a cabo en Jamaica, Bolivia, Zambia,Burkina Faso, Mal, Ghana, Tanzania y Uganda.

El IICD y sus contrapartes locales decidieron dar al monitoreo y evaluacin un enfoqueparticipativo. Por esa razn, los datos sobre el nivel de satisfaccin y el impacto de los proyectosson recogidos y analizados mediante cuestionarios online que son completados por lascontrapartes y po rlos usuarios finales de los proyectos. Durante los ltimos cuatro aos (2003-2007) se ha hecho una recoleccin sistemtica de los datos de 13 proyectos en seis pases, quehan recibido asistencia en el sector educativo. En total, se han recogidoy analizado casi 2.000 cuestionarios entre docentes y alumnos participantes.Las contrapartes locales para el monitoreo y la evaluacin ayudan a las contrapartes locales de losproyectos en la recoleccin sistemtica de la informacin y en el anlisis de los resultados.

Es importante conocer cul es el efecto que estos proyectos tienen en el cumplimiento delos objetivos de la educacin. La amplia mayora de los usuarios finales aseguran haberalcanzado sus objetivos y tienen una visin positiva sobre los aspectos cualitativos de losproyectos. Ms del 80%de los usuarios dicen estar satisfechos con los cursos de capacitacin TIC,con los materiales y con la calidad de la informacin que recibieron.Los usuarios revelaron tambin que un alto porcentaje90%usa los materiales y serviciosprovistos por el proyecto al menos todas las semanas y, la mayora de los usuarios, usa elproyecto en formato electrnico por medio de la computadora, CD o DVD. Una minora


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todava sigue usando materiales escritos o informacin provista en forma oral. Este uso delos medios electrnicos ha crecido gradualmente durante los aos del 60% al 80%.

Alrededor del 60% de los usuarios finales ha percibido un impacto positivo de los proyectosen lo que se refiere al acceso a la educacin y a servicios educativos de mejor calidad. Estose atribuye al apoyo que los proyectos ofrecieron al proveer servicios TIC para desarrollarcontenidos y planes de estudios apropiados y para mejorarlos mtodos de enseanza.


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Carolina Rodriguez


Bibliography.

1) Rojas, M. (n.d). Las TICs en el area de Ingls. Retrieved on Thursday 24th, 2013 from

http://www.slideshare.net/marcelox21/las-tic-en-el-area-de-ingles

2) Uso de las TICs en Ingls. (n.d). Retrieved from

https://sites.google.com/site/piefantastic/usos-de-las-tic/tic-en-ingles

3) Ventajas y desventajas del uso de las nuevas tecnologas en la adquisicin de

competencias profesionales. (n.d). Retrieved from

http://www.cibersociedad.net/congres2009/es/coms/ventajas-y-desventajas-del-uso-de-las-

nuevas-tecnologias-en-la-adquisicion-de-competencias-profesionales/900/
http://www.slideshare.net/marcelox21/las-tic-en-el-area-de-ingleshttp://www.slideshare.net/marcelox21/las-tic-en-el-area-de-ingleshttps://sites.google.com/site/piefantastic/usos-de-las-tic/tic-en-ingleshttps://sites.google.com/site/piefantastic/usos-de-las-tic/tic-en-ingleshttp://www.cibersociedad.net/congres2009/es/coms/ventajas-y-desventajas-del-uso-de-las-nuevas-tecnologias-en-la-adquisicion-de-competencias-profesionales/900/http://www.cibersociedad.net/congres2009/es/coms/ventajas-y-desventajas-del-uso-de-las-nuevas-tecnologias-en-la-adquisicion-de-competencias-profesionales/900/http://www.cibersociedad.net/congres2009/es/coms/ventajas-y-desventajas-del-uso-de-las-nuevas-tecnologias-en-la-adquisicion-de-competencias-profesionales/900/http://www.cibersociedad.net/congres2009/es/coms/ventajas-y-desventajas-del-uso-de-las-nuevas-tecnologias-en-la-adquisicion-de-competencias-profesionales/900/http://www.cibersociedad.net/congres2009/es/coms/ventajas-y-desventajas-del-uso-de-las-nuevas-tecnologias-en-la-adquisicion-de-competencias-profesionales/900/https://sites.google.com/site/piefantastic/usos-de-las-tic/tic-en-ingleshttp://www.slideshare.net/marcelox21/las-tic-en-el-area-de-ingles

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