FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

How effective are the Information and Communication Technologies for teaching English?

Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

Introduction. Since always, teachers must find new ways to improve their methodology; however, this quest never ends, because with the passage 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.

Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

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.
Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

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
Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

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

Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

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 surrounding world and learn new ways to face reality and improving themselves with experience.

Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

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.

Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

Some Background about ICTs

Experiencia 1: Experiencia 2:

Sara Martin; con Aula virtual Keep In Touch

Jess Cerd Pedro Ruiz-Morote, Rosa Mart, Mara Matamala, Teresa Sanchez; Proyecto Diver TIC-TAC English

B S I C A

Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

M E D I A

El aula virtual "Keep in Touch" ha sido una experiencia muy positiva, no solamente para que los alumnos mejoraran en ingls, sino para que se dieran cuenta de que el ordenador les serva para algo ms que para copiar los trabajos del Rincn del Vago, el chateo compulsivo o los juegos en red. Sara Martn es webmisstres de un espacio dedicado para el alumnado y el profesorado de ingls: El Rebumbio, que no te puedes perder

Los profesores consideramos la experiencia gratificante y enriquecedora, hemos compartido materiales y tareas, hemos rentabilizado recursos y hemos mejorado, junto con nuestros alumnos, en el manejo de las TIC. Para evaluar esta experiencia educativa hemos contado en todo momento con la participacin del alumnado participante teniendo en cuentas sus ideas y sus aportaciones.

FODA APLICADO AL USO DE EDMODO EN UN AULA DE 5 DE ED.PRIMARIA REA 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. Cada uno de los nios/as tienen la posibilidad de llevar el ordenador a 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 suficiente producindose periodos de no conexin a Internet puesto que la banda ancha no soporta el uso de varios ordenadores al mismo tiempo. Algunas familias de recursos econmicos ms bajos carecen

Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

de Internet en la casa provocando una desigualdad entre los diferentes alumnos/as fuera del aula a la hora de trabajar o comunicarse entre ellos. Fortalezas: El alumnado al presentar la plataforma manifiesta una motivacin mayor, en expresin de alguno de ellos :" Teacher es 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 competencia comunicativa en una situacin cotidiana interrelacionando la vida cotidiana con el aprendizaje. Debilidades: Imposibilidad de previsualizar documentos de software libre formato .odt siendo este el que utiliza el alumnado como procesador de texto, presentaciones y base de datos. Limitacin de recursos personales por parte del alumnado para expresarse en ingls, por lo que los mensajes resultan repetitivos y montonos en la mayora de los casos.

Las TIC para el sector educativo Impacto y lecciones aprendidas de programas apoyados por el IICD (Instituto Internacional 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 enfoque participativo. Por esa razn, los datos sobre el nivel de satisfaccin y el impacto de los proyectos son recogidos y analizados mediante cuestionarios online que son completados por las contrapartes y po rlos usuarios finales de los proyectos. Durante los ltimos cuatro aos (20032007) se ha hecho una recoleccin sistemtica de los datos de 13 proyectos en seis pases, que han recibido asistencia en el sector educativo. En total, se han recogido y 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 los proyectos 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 de los objetivos de la educacin. La amplia mayora de los usuarios finales aseguran haber alcanzado sus objetivos y tienen una visin positiva sobre los aspectos cualitativos de los proyectos. 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 servicios provistos por el proyecto al menos todas las semanas y, la mayora de los usuarios, usa el proyecto en formato electrnico por medio de la computadora, CD o DVD. Una minora

Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

todava sigue usando materiales escritos o informacin provista en forma oral. Este uso de los 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 proyectos en lo que se refiere al acceso a la educacin y a servicios educativos de mejor calidad. Esto se atribuye al apoyo que los proyectos ofrecieron al proveer servicios TIC para desarrollar contenidos y planes de estudios apropiados y para mejorarlos mtodos de enseanza.

Carolina Rodriguez Karina Soto

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FACULTAD DE CIENCIAS DE LA EDUCACIN PEDAGOGIA MEDIA EN INGLS METODOLOGIA DE LA INVESTIGACION

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-lasnuevas-tecnologias-en-la-adquisicion-de-competencias-profesionales/900/

Carolina Rodriguez Karina Soto

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