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PERFORMED BY:
Kelly Maribeth Avendaño Gelviz
ID: 1’049.637.985
COURSE
Research Project
GROUP 551028_5
1. INTRODUCTION.....................................................................................................................2
1.1 General background........................................................................................................3
1.2 Statement of problems....................................................................................................4
1.3 Research objective..........................................................................................................5
GENERAL OBJECTIVE.........................................................................................................5
SPECIFIC OBJECTIVES.......................................................................................................5
1.5 Limitations of the research...................................................................................................5
1.6 Significance of the study......................................................................................................5
2. CHAPTER 2. LITERATURE REVIEW.................................................................................6
2.1 Overview................................................................................................................................6
2.2 Previous studies....................................................................................................................7
3. CHAPTER 3: RESEARCH FRAMEWORK.......................................................................11
3.1 Theoretical framework........................................................................................................11
3.2. Research hypothesis.........................................................................................................20
3.3. Operationalization of the variables..................................................................................21
4. CHAPTER 4. RESEARCH METHODOLOGY...................................................................21
4.1. Methods of research used................................................................................................22
4.2. Respondents and sampling procedures.........................................................................22
4.3. Research instruments/questionnaire...............................................................................23
5. REFERENCES......................................................................................................................23
1. INTRODUCTION
Throughout history the human being has always been concerned with gaining
knowledge to evolve, making the most of his intellect and seeking the improvement
of the quality of life. Education is one of the areas that pursues the progress of man
and plays an important role in the growth of society, providing theoretical
foundations and experiences that serve for the work and social performance.
Among the main knowledge that education must facilitate today is learning the
English language, because it is becoming a global language and is required to be
able to access certain jobs or professional careers, so it is necessary to have a
good preparation from the first years of life starting from primary school. Another
important element is the use and use of technologies, since they not only facilitate
academic development but also make it possible to save time and perform tasks
efficiently. This document proposes the use of Information and Communications
Technologies (ICTCs) as a support tool that enables autonomous learning of the
English language by facilitating learning for people with reading and writing
impairment, mild cognitive disability, personality problems such as depression and
dyscalculia. In addition, the phases and methodology used for the realization of the
activities that will be reflected in the pedagogical proposal are described. This
proposal to use THE TICs for the School Nuestra Señora de Fatima Tunja
headquarters makes it possible for teachers to educate in a novel and creative
way, in addition allows each student to go at their own pace and develop their
learning process according to their skills and motivating the student to not only
learn the language but also interact with the technological tools that are currently
present in many areas of daily life and who are not properly exploited.
The process of teaching and learning the English language has been carried out
through master classes and un dynamics. The levels reached by Colombian
students with this methodology are very low, according to the report delivered by
the ICFES, 55 percent (55%) students across the country did not pass the required
minimum level, 32 percent (32%) reached the last category (A1), which is
characterized by the use of everyday and simple expressions, and only 7% (7%)
reached the next level (A2), where the student is also able to understand phrases
and expressions. Based on these results, it can be determined that there is a flaw
in the methodology that teachers are employing, since the vast majority of students
are not even reaching a minimum level of English language learning and children
who have some cognitive deficit are being affected in greater proportion, so an
even greater effort is needed to improve the situation. This environment causes
demotivation, academic disadvantage and loss of opportunity.
Although some teachers have tried to innovate in their classes using the computer
and multimedia software, it is not yet possible to achieve the goal of the student
mastering the language. Another factor to keep in mind is that the pace of work is
not the same for everyone and some capture knowledge more easily than others.
To solve the aforementioned disadvantages, it is proposed the use of Information
and Communications Technologies - ICT's as tools that make possible the teacher
a methodological change in the teaching of English and give the student a greater
degree of responsibility in his training, making him protagonist of his educational
process and allowing him to learn meaningful, collaborative and for life. In this way,
a proposal that promotes autonomous learning, uses technologies as a teaching
resource and generates better learning outcomes by emphasizing children with
cognitive problems is contributed.
GENERAL OBJECTIVE
Develop an activity guide that involves the use of ICT in English language teaching
focused on First and Second Grade students at Our Lady of Fatima College by
paying greater attention in children with cognitive difficulties.
SPECIFIC OBJECTIVES
Know the advantages of an ICT methodology over a traditional teaching
methodology.
Identify some ICT tools and applications that are available for English
language teaching and learning.
Consult technological and educational alternatives for English language
teaching in cognitively deficit students.
Develop an activity guide by implementing THE ICT tools for First and
Second grade students.
This is basic research that its main scope is to develop a guide focused on carrying
out activities involving ICT in teaching the English language, taking material from
different sources of the Internet and compiling them with the aim of facilitating the
learning of First and Second grade children.
Among the project limitations it should be noted that the guide developed will not
be distributed to teachers of the Colegio Nuestra Señora de Fatima, nor will it apply
to students due to the situation currently being carried out by the COVID-19 global
pandemic. Likewise the purpose of this research in purely academic.
1.6 Significance of the study
Considering that the English language is currently being imposed and is becoming
indispensable to be able to access the world of work in Colombia and in general in
the world, people must prepare better every day and learn to master English as
their second language. At the same time, technological advances are delving into
daily life, in school, work, home among others, becoming necessary the acquisition
of knowledge to facilitate the performance and development of children with
cognitive deficits thus improving the motor and sensitive development of children in
general. To learn in a pleasant, novel and autonomous way the English language
can be made use of ICT's("Repositorio.ual.es", 2020) as tools that allow the user
individually or group to acquire knowledge and most importantly put them into
practice at any time in their life. The use of ICT in Education (2020) has been
gradually strengthening, because despite the economic difficulties and apathy of
some teachers to use technological resources in their chair, some have been able
to adapt and effectively use the tools currently available in the teaching process
learning. ICTs promote the Autonomous Learning of the English language and
contribute to the construction of knowledge in a collaborative way, due to the
flexibility in the management of time as in the case of discussion forums, the
possibility of sharing and discussing opinions as in teleconferences, to the
interaction between user and machine when using multimedia software and I
consider it especially useful to use Chat in the process of learning to write the
English language as well as video-calls to acquire more fluidity.
2.1 Overview
Hail Montalvo, Evelio, & Haro Vaca, Silvia. (2016), I conduct an analysis of the
current state of the digital content industry and Ecuador's regulatory and legal
environment, mainly related to internet security and intellectual property rights
issues; and through research, identifying the needs of users and taking advantage
of the opportunities and challenges presented by online education; a digital content
model for online education is recommended, based on a collaborative public
scheme to promote digital culture.
García Guillén, S., Garrote Rojas, D., & Jiménez Fernández, S. (2016), comments
that the development of the network as is the Internet, throughout the planet is an
undoubted issue. In terms of education, methodology, teaching innovation
experiences, applied research being asked or issues involving the presence of the
network from a moment. It is undeniable that the Internet is leaving teachers, of all
educational levels, hence the sharing of the work that is developing around the
network in this world that is planet Earth is a priority and necessary. The vision that
from Latin America is offered from a collaborative perspective enriches all
individuals as it collects different ideas to apply to a whole and improve the
teaching and learning process in any field, sphere or educational level.
Sánchez del Cerro, T. (2019), designed a program in the face of the need detected
on the good use of information and communication technologies of the population
with autism disorder, intends to generate a program that allows adolescents and
parents, to have knowledge and strategies for responsible and safe use of the
technologies of these tools. To carry out the design of this program, a search was
carried out of the specialized literature, from which, the educational needs
presented by these people have been established, focusing on the diagnostic
criteria of the DSM-5(Diagnostic and Statistical Manual of Mental Disorders, 5th
Edition). The result of this research is a program with thirty activities aimed at both
the child and their families. All of them aimed at enhancing the least developed,
and social capacities within the school. This program is updated, functional,
concrete and focused on the needs of children, adolescents and their parents. It is
estimated that this programme can be taken to other sectors or educational
contexts.
The study shows that hearing impairment has no limits to children and people in
general who possess it, since they have the same cognitive abilities as any other,
the only difference lies in the ability to communicate. That is why they propose in
this research to seek tools that support training and provide opportunity for both
children and teachers and parents who have this condition, in the same way to
sensitize the educational society of the need to adapt the curriculum according to
the needs of the student to facilitate inclusion, carrying out new pedagogical
practices , train and study the language and communication of these people.
Pinion, N. D. L. A. G., & Nares, Y. D. C. P. (2017), This work discloses the state of
Mexico's education system with respect to other countries such as South Korea,
the Netherlands, Finland, Canada and Russia, and the influence of Information and
ICT Communications Technologies on teaching English, its employment, and the
benefits of teachers and students at the core level. The type of study enabled
an analysis of the use and management of ICTs as a teaching strategy that help
improve academic performance in the written production of the English language.
The work is focused on teaching in 7- and 8-year-olds in schools. It is
demonstrated that the english subject is compatible for the use of technologies as
it makes classes dynamic and attractive to students, motivating their interest in
learning another language.
In most Latin American countries, English language teaching has been less
received in schools and colleges despite being a language that has been taught
since years ago from very early ages, this is due to the few or inefficient learning
strategies used in the classroom, which in turn has not yielded the expected result
or worse yet , that the student does not like or have an interest in learning this
important language. This has also caused difficulties in the educational
advancement and concern towards society because students get their high school
by learning very little vocabulary and with serious confusion with English grammar.
For many years, the government has allocated very few or even no resources to
English language teaching and as a result, it is something that affects all teachers
and therefore students. Although the infrastructure of some public educational
establishments in the country has been improved, however, it has not reached
remote locations such as surrounding villages where there is still a need for
laboratories even in rural schools where all subjects are taught by a single teacher,
more than there are few students. In schools in Ecuador, there are also problems,
such as the lack of interest in learning or simply differentiating verbs from
adjectives, due to ignorance of effective teaching methods used and within a few
hours of that language being taught in the week. This research paper takes as a
model the Private College "Educate 2000" with a population of 350 students, where
58 cases of children with special educational needs have been released with
medical evidence, the sixth degree of Basic General Education with 30 students of
whom 8 have been diagnosed with Attention Deficit And Hyperactivity Disorder
"ADHD" , where the management of learning strategies has better results than
those investigated in other educational institutions within it, because there are
more hours dedicated to teaching and practicing the English language.
Objectives
Content
Forms of organization
Methods
Media
Evaluation
School success
Although there is no shortage of those who unconditionally accept the life project
offered to them by the institution, it is possible that one sector rejects it, and
another, perhaps the most substantial, only identifies with it circumstantially. They
accept, for example, the promise of social mobility and use the school to achieve it,
but do not identify with school culture and values, so they maintain towards the
institution an attitude of accommodation, which consists in transiting it with only the
necessary effort.
They either meet her in her natural environment but do not believe or do not need
to believe in her promises, because they have decided to give up what is offered to
them, or they have it insured anyway for their social status and then try to
dissociate themselves from their demands.
It would be excellent for all students to enter school with a lot of motivation to learn,
but the reality is far from this perspective, as some students still find school activity
boring or irrelevant.
When we talk about inclusive education, therefore, we mean that education that
responds to a philosophical, social, economic, cultural, political and pedagogical
approach and that pursues the acceptance and appreciation of differences in
school for each of the students. It is important to note.
The integration of people with special educational needs into society as a whole
and, therefore, also in school, in order to be as successful as possible, needs to be
gradual, consensual, that no one considers itself its owner and that all actors in the
educational community are involved in it.
Within this framework is the need to rethink, among other things, the practice of the
teacher, proposing alternative pedagogical strategies for the construction of:
An educational culture in which everyone feels part of it.
Responses to educational needs for people with barriers to
learning and participation in different contexts.
The promotion of multiple literacy.
Constructive learning.
The assessment of the abilities of all students.
The sense of community, solidarity and plural belonging.
Advantages and disadvantages of using ICT for students
Among the benefits indicated by Zappala, D., Koppel, A., Sushodolsky, M. (2011),
which would provide ICTs for children with special educational needs would be as
follows:
Versatility and flexibility allow a variety of applications with different
objectives, as well as adaptation to each particular case, being possible to
adapt the same device or program according to the needs of each child at
the time of work.
They facilitate the individualization of teaching, adapting the tasks to the
level of skills of the students and according to their own learning rhythm.
They allow repetition of exercise and self-correction by being able to check
the results immediately.
They increase the degree of autonomy and personal independence, being
able to work alone and need less help from others. This allows teachers to
have more time to dedication to other students or activities.
Greater speed and quality in the outcome of the work, which allows students
to save a considerable effort contributing to eliminate the sense of failure.
In recreational or training activities in social skills among others, it increases
the communication and socialization of the group when designing activities
that involve collaborative work.
Possibility to store data about the achievements of each student. The use of
standardized programmes in various treatments allows to establish a more
objective control over the progress of the students and the validity of the
program, to make the most appropriate decisions.
There are many advantages that we can attribute to ICT for students with
special educational needs, including the following:
They help overcome the limitations that arise from the cognitive, sensory
and motric disabilities of the students.
They promote the autonomy of students, since the tools can be adapted to
the needs of each student in a personalized way.
They promote the synchronous and asynchronous communication of these
students with the rest of the classmates and the teachers.
They save time for acquiring skills and skills in students.
They encourage the diagnosis of students.
They support a multisensory communication and training model.
They encourage individualized training.
They facilitate the socio-labor insertion of students with specific difficulties.
They provide moments of leisure.
They save time for acquiring skills and skills.
They promote the approach of students to the scientific and cultural world.
They promote a decrease in the sense of academic and personal failure.
As for some disadvantages or disadvantages that Zappala, D., Koppel, A.,
Sushodolsky, M. (2011), give the use of ICT in education with children with special
educational needs we have the following:
The high economic cost they entail, so it is not possible to equip all people
who need them. In addition, the rapid advancement of research often turns
some products into outdated products in a short period of time.
The lack of preparation of education professionals, occurring in some cases
even rejection by the use of these tools "technophobia".
The inadequate use of technological means as a result of the introduction of
them in the educational field due to fashion and lacking previous
approaches that consider the study of the real needs of students. "The
abuse or misuse of these means can lead to passivity in students, enhance
a mechanistic reasoning, lack of imagination, intolerance to frustration,
individualism, etc."
3.2. Research hypothesis
The development of a guide for first and second graders of the Colegio
Nuestra Señora de Fatima using Information and Communications
Technologies (TICs) as a learning strategy, allows to improve academic
performance and in turn serve as an aid to propose class activities to
teachers.
This research project aims to give a slightly broader view of the advantages and
improved processes of English language teaching through methodologies using
technological information tools, evaluating the level of support for teachers and
students as well as how to improve support in this learning in children with
disabilities at the cognitive level , as well as analyzing and identifying the different
learning options is these first and second grades children of the Our Lady of
Fatima College. With this in mind, it can be determined that the variables present in
this research process are qualitative, thus determining this research as qualitative
because it studies the cognitive, social, age and interaction characteristics in the
different students.
With the above we can define the following qualitative variables on which this
research is based:
The most effective methodology for addressing this problem is qualitative because
with its tools it offers the possibility to find a solution, generate better vision of the
topic and answer the questions that address this problem. This methodology allows
us to analyze from different points of view, such as the teacher, the parent, the
student and the institution.
Among the types of research to be used will be the focus groups, interviews and
surveys expressed by Zita, A. (2020). With these tools, it is hoped to achieve the
complete characterization of the sampling population in addition to the socio-
cultural and procedural responses that allow a solution to this study.
It will work with semi-structured interviews because this will give flexibility to
explore the thinking and feelings of teachers and the educational community that
has direct contact with our sampling population, delimiting the use of ICT tools in
class sessions and their relationship to the expressions of each of the participants
of the sampler, which allows to understand the interpersonal processes present in
the classroom and school schedules , this survey will allow to define the population
with cognitive deficit, its type and level of deficiency.
In this research, the sampled population delimits to the students of the first and
second grades of primary school of the Colegio Nuestra Señora de Fátima, taking
into account, that according to previous interviews with coordination and guidance,
it was discovered that in these grades there are the greatest number of students
with cognitive deficits, while there is greater difficulty in involving methodologies
with information technology tools , due to the short ages and more dedicated time
needed for each student. Please note that this population studying only in the
morning hours and meetings with parents should be informed well in advance and
hopefully at the beginning of the day or after the parents' working hours to ensure
greater attendance.
Interviews will be initiated to determine which students have cognitive deficits and
which students have the greatest willingness to help to make use of the different
ICT tools. In parallel with this, the focus groups will work to determine the already
defined group institutional dynamics, the population will emphasize students with
the greatest cognitive deficit and perform focus groups by families and thus better
understand their status and elements necessary for better language learning in
such cases, in addition, interviews will be conducted with the different teachers in
the Area of English who investigate the pedagogical processes that are used and
how the technological and connectivity tools are inserted classes.
5. REFERENCES