Teachers' Use of ICTs in Public Language Education: Evidence from Second Language Secondary-school Classrooms.
Saved in:
| Title: | Teachers' Use of ICTs in Public Language Education: Evidence from Second Language Secondary-school Classrooms. |
|---|---|
| Alternate Title: | La enseñanza de lenguas extranjeras y el empleo de las TIC en las escuelas secundarias públicas. |
| Authors: | Izquierdo, Jesús1 jesus.izquierdo@mail.mcgill.ca, de-la-Cruz-villegas, Verónika2 veronika.delacruz@hotmail.com, Aquino-Zúñiga, Silvia-Patricia2 saquinozuniga@gmail.com, Sandoval-Caraveo, María-del-Carmen1 sandovalcaraveo29@hotmail.com, García-Martínez, Verónica1 vaquinozuniga@gmail.com |
| Source: | Comunicar. 1/1/2017, Vol. 25 Issue 50, p33-41. 9p. 3 Charts. |
| Subject Terms: | *English language education in secondary schools, *Second language acquisition, *Multimedia systems in education, *Public education, Information & communication technologies |
| Abstract (English): | Worldwide, curricular changes and financial investments are currently underway to promote the integration of technology in public education and English language learning at a young age. This study examines the iCTs that have become part of the daily instructional practices and educational settings of teachers of English who work with young learners in public schools. To this end, this mixed-methods study draws on a quantitative descriptive-exploratory design and a qualitative multiple-case study. The quantitative data were collected through a Likert questionnaire administered to 28 secondary school teachers of English across 17 municipalities in five regions of Southeast Mexico and 2,944 learners. The qualitative data were gathered from a subsample of six teachers through longitudinal classroom observations, teacher and administrator interviews, and school visits. The non-parametric analyses of the quantitative data and the categorical aggregation analyses of the qualitative data reveal that the use of some multimedia and mobile-assisted communication resources is emerging in the L2 public classrooms. in line with findings from other international contexts, variables that seem particular to public education for young learners and their school setting, however, led teachers to prefer using their own technological devices that included laptops, multimedia material, and cellphones, rather than those in the schools. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La educación pública está experimentando en diversos países una serie de reformas que favorecen la integración de la tecnología en la educación pública y el aprendizaje del inglés a una temprana edad. El presente estudio mixto examinó el empleo de la tecnología en las prácticas pedagógicas cotidianas de los profesores de inglés en la educación secundaria pública y los recursos tecnológicos de los que disponen normalmente en sus escuelas. Para la fase cuantitativa se empleó un diseño descriptivo-exploratorio, a través de un cuestionario tipo Likert aplicado a 28 profesores y 2.944 alumnos en 17 municipios del sureste mexicano. Para la cualitativa, se empleó un estudio de múltiples casos con un sub-grupo de seis profesores del cual se recolectó información a través de observaciones de clases, entrevistas con docentes y directivos, y visitas a las instalaciones de las escuelas. El empleo de análisis no-paramétrico con los datos cuantitativos y de agregación categórica con los datos cualitativos permitió identificar algunos recursos multimedia y de comunicación móvil que los profesores tienden a emplear de manera cotidiana en el aula. no obstante, diversos factores relacionados con aspectos propios de la educación pública y el contexto escolar influyeron para que los profesores prefirieran sus propios medios tecnológicos tales como ordenadores portátiles, teléfonos inteligentes y materiales multimedia a los disponibles en su institució [ABSTRACT FROM AUTHOR] |
| Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 120622468 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Teachers' Use of ICTs in Public Language Education: Evidence from Second Language Secondary-school Classrooms. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: La enseñanza de lenguas extranjeras y el empleo de las TIC en las escuelas secundarias públicas. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Izquierdo%2C+Jesús%22">Izquierdo, Jesús</searchLink><relatesTo>1</relatesTo><i> jesus.izquierdo@mail.mcgill.ca</i><br /><searchLink fieldCode="AR" term="%22de-la-Cruz-villegas%2C+Verónika%22">de-la-Cruz-villegas, Verónika</searchLink><relatesTo>2</relatesTo><i> veronika.delacruz@hotmail.com</i><br /><searchLink fieldCode="AR" term="%22Aquino-Zúñiga%2C+Silvia-Patricia%22">Aquino-Zúñiga, Silvia-Patricia</searchLink><relatesTo>2</relatesTo><i> saquinozuniga@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Sandoval-Caraveo%2C+María-del-Carmen%22">Sandoval-Caraveo, María-del-Carmen</searchLink><relatesTo>1</relatesTo><i> sandovalcaraveo29@hotmail.com</i><br /><searchLink fieldCode="AR" term="%22García-Martínez%2C+Verónica%22">García-Martínez, Verónica</searchLink><relatesTo>1</relatesTo><i> vaquinozuniga@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Comunicar%22">Comunicar</searchLink>. 1/1/2017, Vol. 25 Issue 50, p33-41. 9p. 3 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+language+education+in+secondary+schools%22">English language education in secondary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Multimedia+systems+in+education%22">Multimedia systems in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+education%22">Public education</searchLink><br /><searchLink fieldCode="DE" term="%22Information+%26+communication+technologies%22">Information & communication technologies</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Worldwide, curricular changes and financial investments are currently underway to promote the integration of technology in public education and English language learning at a young age. This study examines the iCTs that have become part of the daily instructional practices and educational settings of teachers of English who work with young learners in public schools. To this end, this mixed-methods study draws on a quantitative descriptive-exploratory design and a qualitative multiple-case study. The quantitative data were collected through a Likert questionnaire administered to 28 secondary school teachers of English across 17 municipalities in five regions of Southeast Mexico and 2,944 learners. The qualitative data were gathered from a subsample of six teachers through longitudinal classroom observations, teacher and administrator interviews, and school visits. The non-parametric analyses of the quantitative data and the categorical aggregation analyses of the qualitative data reveal that the use of some multimedia and mobile-assisted communication resources is emerging in the L2 public classrooms. in line with findings from other international contexts, variables that seem particular to public education for young learners and their school setting, however, led teachers to prefer using their own technological devices that included laptops, multimedia material, and cellphones, rather than those in the schools. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La educación pública está experimentando en diversos países una serie de reformas que favorecen la integración de la tecnología en la educación pública y el aprendizaje del inglés a una temprana edad. El presente estudio mixto examinó el empleo de la tecnología en las prácticas pedagógicas cotidianas de los profesores de inglés en la educación secundaria pública y los recursos tecnológicos de los que disponen normalmente en sus escuelas. Para la fase cuantitativa se empleó un diseño descriptivo-exploratorio, a través de un cuestionario tipo Likert aplicado a 28 profesores y 2.944 alumnos en 17 municipios del sureste mexicano. Para la cualitativa, se empleó un estudio de múltiples casos con un sub-grupo de seis profesores del cual se recolectó información a través de observaciones de clases, entrevistas con docentes y directivos, y visitas a las instalaciones de las escuelas. El empleo de análisis no-paramétrico con los datos cuantitativos y de agregación categórica con los datos cualitativos permitió identificar algunos recursos multimedia y de comunicación móvil que los profesores tienden a emplear de manera cotidiana en el aula. no obstante, diversos factores relacionados con aspectos propios de la educación pública y el contexto escolar influyeron para que los profesores prefirieran sus propios medios tecnológicos tales como ordenadores portátiles, teléfonos inteligentes y materiales multimedia a los disponibles en su institució [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=120622468 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3916/C50-2017-03 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 33 Subjects: – SubjectFull: English language education in secondary schools Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Multimedia systems in education Type: general – SubjectFull: Public education Type: general – SubjectFull: Information & communication technologies Type: general Titles: – TitleFull: Teachers' Use of ICTs in Public Language Education: Evidence from Second Language Secondary-school Classrooms. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Izquierdo, Jesús – PersonEntity: Name: NameFull: de-la-Cruz-villegas, Verónika – PersonEntity: Name: NameFull: Aquino-Zúñiga, Silvia-Patricia – PersonEntity: Name: NameFull: Sandoval-Caraveo, María-del-Carmen – PersonEntity: Name: NameFull: García-Martínez, Verónica IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 1/1/2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 11343478 Numbering: – Type: volume Value: 25 – Type: issue Value: 50 Titles: – TitleFull: Comunicar Type: main |
| ResultId | 1 |
