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II
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2.- FRONTISPIECE:
“ICT AS STRATEGY IN THE USE AND DOMAIN OF
IRREGULAR VERBS IN THE AFFIRMATIVE AND
INTERROGATIVE FORM”
AUTHOR: ALBÁN TINOCO CARLOS ALBERTO
IDENTITY CARD: 0704210533
EMAIL: [email protected]
Firma: ______________________________
TUTOR: SARMIENTO CHUGCHO KLEVER OSWALDO
IDENTITY CARD: 0702640103
EMAIL: [email protected]
Firma: _______________________________
MACHALA, OCTOBER 2015
IV
3.- PAGINA DE EVALUACIÓN
4.- DEDICATION: I want to dedicate my research to my Family and Estefanía
Camacho Maldonado.
V
5.- ACKNOWLEDGMENT: I want to thank to Universidad Técnica de Machala
UTMACH and high school “Machala”.
VI
6.1.-EXECUTIVE SUMMARY:
“ICT AS STRATEGY IN THE USE AND DOMAIN OF IRREGULAR VERBS IN THE
AFFIRMATIVE AND INTERROGATIVE FORM”
AUTHOR: ALBÁN TINOCO CARLOS ALBERTO
ID CARD: 0704210533
EMAIL: [email protected]
AUTHOR: SARMIENTO CHUGCHO KLEVER OSWALDO
ID CARD: 0702640103
EMAIL: [email protected]
This scientific research project has as main objective to establish the best strategy that
the teachers can use teaching irregular verbs and grammar rules in the simple past
tense the English language to the students of the second year of high school Machala.
After of extensive research in many Internet sources as Google Academic and updated
books it has concluded that one of the strategies most used today inside and outside
the classroom are called Information Technology and Communication ICT because the
teacher can use technology resources such as projectors, computers, tablets, smart
phones and other digital devices to increase knowledge about irregular verbs and
grammar rules in the past simple English language. As research technique is used the
survey developed by students and teachers, obtaining as main result the lack of
technological resources in the high school and the lack of knowledge about advantages
that ICT have in modern education and which are the devices and that the students
can use to increase their English language skills as Listening, speaking, Reading and
Writing. Concluding that the globalization and overcrowding of the information and
current technological advances, ICT provide innovative teaching devices that can be
used by teachers and students inside and outside the classroom. It is recommended
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that the teacher updates their knowledge about of the benefits that ICT have especially
on the use of smartphone applications to improve the knowledge in the past simple
English in the second high school students.
Keywords: Strategy, education, ICT, simple past tense, irregular verbs and grammar
rules.
VIII
6.2.- RESUMEN EJECUTIVO:
“LAS TIC COMO ESTRATEGIA EN EL USO Y DOMINIO DE LOS VERBOS
IRREGULARES EN LAS FORMAS AFIRMATIVA E INTERROGATIVA”
REALIZADO POR: ALBÁN TINOCO CARLOS ALBERTO
CÉDULA DE IDENTIDAD: 0704210533
CORREO ELECTRÓNICO: [email protected]
TUTOR: SARMIENTO CHUGCHO KLEVER OSWALDO
CÉDULA DE IDENTIDAD: 0702640103
CORREO ELECTRÓNICO: [email protected]
El presente proyecto de investigación científica tiene como principal objetivo de
establecer cuál es la mejor estrategia que el docente puede utilizar en la enseñanza de
los verbos irregulares y las reglas gramaticales en el pasado simple del idioma Inglés,
entre los estudiantes del segundo año de bachillerato del colegio Machala. Luego de
una investigación exhaustiva en muchas fuentes bibliográficas como Google
Académico y libros de referencia se llegó a la conclusión de que una de las estrategias
que más se utiliza en la actualidad dentro y fuera del aula de clases son las
denominadas Tecnologías de Información y Comunicación TIC, debido a que el
maestro puede utilizar los recursos tecnológicos como proyectores, computadores,
tablets, teléfonos celulares y otros dispositivos digitales para incrementar el
conocimiento de los verbos irregulares así como también las reglas gramaticales en el
pasado simple del idioma Inglés. Como principal técnica de investigación se empleó la
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encuesta desarrollada a estudiantes y docentes, obteniendo como principal resultado
la falta de recursos tecnológicos en la institución educativa y el desconocimiento del
docente acerca de las principales ventajas que poseen las TIC en la enseñanza
moderna y cuáles son los dispositivos y medios que el estudiante puede usar para
incrementar sus conocimientos del idioma Inglés. Concluyendo que debido a la
globalización y masificación de la información y a los avances tecnológicos actuales,
las TIC proporcionan un medio de enseñanza innovador que puede ser usado por
docentes y alumnos dentro y fuera del salón de clases. Se recomienda que el maestro
actualice sus conocimientos con respecto a las principales ventajas que poseen las
TIC sobretodo en el uso de aplicaciones para teléfonos inteligentes para fomentar su
uso en la enseñanza del pasado simple del idioma Inglés en los estudiantes del
segundo de bachillerato.
Palabras claves: Estrategia, enseñanza, TIC, pasado simple, verbos irregulares y
reglas gramaticales.
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7.- TABLE OF CONTENTS:
1.- COVER PAGE ............................................................ ¡Error! Marcador no definido.
2.- COVER ....................................................................... ¡Error! Marcador no definido.
CESIÓN DE DERECHOS DE AUTORÍA: ........................................................................ II
2.- FRONTISPIECE: ........................................................................................................ III
3.- PAGINA DE EVALUACIÓN........................................................................................ IV
4.- DEDICATION:............................................................................................................. IV
5.- ACKNOWLEDGMENT: ............................................................................................... V
6.1.-EXECUTIVE SUMMARY: ......................................................................................... VI
6.2.- RESUMEN EJECUTIVO: ...................................................................................... VIII
8.- INTRODUCTION: ........................................................................................................ 1
9.- DEVELOPING: ............................................................................................................ 2
9.1 Historical Background of the problem:.................................................................... 2
9.2 Contextualization of the problem: ........................................................................... 2
9.3 Theoretical foundation: ........................................................................................... 3
9.3.1 Information Technology and Communication ICT: .......................................... 3
9.3.2 ICT as a teaching-learning strategy: ................................................................ 3
9.3.2.1 Smart phones applications: ........................................................................... 4
9.3.2.2 Websites Educational-interactive: ................................................................. 5
9.3.1.4 ICT in state high schools of Ecuador: ........................................................... 5
9.3.1.5 Differences of ICT with other didactic resources: ......................................... 6
9.3.2 Irregular verbs in the English language studied in second year: ........................ 6
9.3.3 Simple past tense English language studied in the second year: ...................... 7
10. RESULTS: .................................................................................................................. 8
10.1 Mode research: ..................................................................................................... 8
10.2 Statistical Analysis of students: ............................................................................ 8
10.3 Statistical Analysis of teachers: ............................................................................ 9
10.4 Alternative solutions: ............................................................................................. 9
11.- CONCLUSIONS: ....................................................................................................... 9
12.- RECOMMENDATIONS: .......................................................................................... 10
13.- REFERENCES: ....................................................................................................... 11
14.- ANNEXES: ............................................................................................................... 13
1
8.- INTRODUCTION:
Verbs are words used to name the various actions or conditions in present, past,
future, etc. The verbs are important in the sentence as the subject and predicate
however, not to know writing, pronunciation and affirmative and interrogative
grammatical rules of irregular verbs will cause the partial or total ignorance of all written
and heard sentence.
A lot of students of Canton Machala all state high schools have many problems in the
domain of simple past including irregular verbs and grammar rules to form sentences.
During the development of pre-professional training in the eighth semester of the
career of teaching English it was detected that the second high school students school
Machala are not free this problem, deriving the low learning pronunciation, writing of
irregular verbs and grammatical rules of the past simple English language.
To develop this research it was made surveys to teachers and students e, those
questions allowed to know important aspects such as: Type of ICT use in the
classroom and their frequency, the availability of ICT in the educational institution and
Web sites and Applications smartphone used to increase the domain of English past
tense.
The general objective is: Apply the Information Technology and Communication ICT as
a strategy in the use and domain of irregular verbs in the affirmative and question
forms of the English language.
Specific objectives:
1. Identify the types of information technologies and communication ICT applied for
the teachers for teaching the English language.
2. Identify technological resources that have the high school in teaching English
language.
3. Determine applications for smartphones that teachers know in teaching irregular
verbs and grammar rules.
4. Determine the educational Web pages that the teacher known teaching irregular
verbs and grammar rules.
Finally, this document shows a historical and contextual analysis of the research
problem and the types of strategies that teachers can develop using ICT in teaching
irregular verbs and grammatical rules of the past simple English language to high
school students.
2
9.- DEVELOPING:
9.1 Historical Background of the problem:
The technology development since the industrial revolution in the eighteenth century in
countries like UK, USA, France, Germany, etc. and the growing globalization of
information from the 60s to develop computers it has resulted in the English language
is a tool of knowledge of all sciences and world trade.
The Ecuador's education ministry consistent with this reality begins a reform in 1992
calling CRADLE project which main objective is to "innovate and strengthen the
process of teaching and learning English in order to develop in students competition
communicative" applied in state schools, however, the poor performance of students
persists today. This is for many problems but the most important is the use of
inadequate and outdated strategies within the classroom but the situation is far from
remedied because since 2011 the public schools no longer have the English subject in
its curriculum.
Actually, the textbook used in the second year of the education ministry is the English
Level 2. But the number of verbs studied in the unit six is of only fourteen unlike of sixty
that an average student should know.
9.2 Contextualization of the problem:
Information technology and communication ICT are a set of technologies used to
provide people with information and communication through technological means of
last generation these are also tools that have had a great development in the
classrooms of schools, state schools and universities since the creation of computer
projectors, smart boards, smart phones, etc.
However, these technological tools have not been fully implemented in the process of
teaching and learning in and out of the classroom in the Spanish-speaking countries
including Ecuador. Most students Machala canton of all schools have many problems
of writing and pronunciation of irregular verbs and grammatical rules of the past simple
English language. The high school Machala students are not free to this problem,
having as a result low knowledge the past simple tense.
The lack of knowledge of ICT and applications for smart phones in the area teachers of
English in this educational institution causes a clear ignorance of what digital resources
that are currently used in the classroom to increase student's knowledge. If this
problem persists among the students of this school, it was not able to improve the
3
correct use of irregular verbs and grammar rules hindering the past simple learning of
English.
9.3 Theoretical foundation:
9.3.1 Information Technology and Communication ICT: Considered to information
technologies as the grouping of tools, hardware, software, network applications which
are necessary when compiling, processing, storing and transmitting important
information as voice, data, text, video and images. (Zambrano, 2013)
ICT are a type of technology used in the transmission, processing and dissemination of
information instantly. It distinguishes these technologies as the core of which are aimed
at reducing the digital divide in order that they develop an information society and
therefore a knowledge economy. (Mantilla, Aportaciones de las Tic, 2013)
ICT play an important role in optimizing the management of information and
communication development. These technologies allow generating a broad knowledge
and intelligence that completely cover these areas in relation to human experience.
These technologies are advantageously and they can be viewed and used at a given
time that is required, as are necessary and important in the areas of human experience
which is mentioned below: work, study forms, different ways to buy and selling,
procedures, and finally learning the most important aspect in humans; health.
(Mantilla, Aportaciones de las Tic, 2013)
9.3.2 ICT as a teaching-learning strategy: The use of information technology and
communication ICT Fig. 1 have made a big impact at various levels and educational
systems which contribute to the development of students/people and serve to
strengthen competencies in both their personal lives and work, they will contribute to
promote their integration in an enriched knowledge society.
4
Fig. 1 ICT in classroom (Victor, 2013)
The society in which we live is being modified by the large existing technological
development where ICT innovations have developed a change in our lives, making an
impact in different areas of knowledge. With respect to education, you are technologies
are a great support for both teachers and students. Are technologies are considered
support tools are not intended to replace the teacher, the contrary trying to help
teachers helping the student to obtain important both visual elements such as hearing,
which will further enrich their knowledge in the teaching-learning process. (Slim, 2013)
ICT provides important support resources that will be used during the process of
learning which is mentioned below: (Textbooks, virtual environments, internet, blogs,
wikis, forums, chat, messaging, video, and other channels communication and
information management) to achieve them develop creativity and innovation, which
contributes directly to a meaningful learning where students achieve perform all of their
abilities and skills through an active and flexible learning. (Delgado, 2013)
9.3.2.1 Smart phones applications: New technologies allow people enormous
functionality, from doing business to learn new languages. Mobile phones with Android
operating systems allow users to always carry applications Fig. 2 to learn without being
connected to the Internet. The creators of scientific applications are constantly
evaluating the effectiveness of their methods to the learning experience continually
improve.
5
Fig. 2 Irregular verb application (Sergeev, 2013)
The diversity of applications is varied, many games use to easily memorize irregular
verbs also have English language pronunciation and phonetic symbols and download
on any phone is free.
9.3.2.2 Websites Educational-interactive: Like Android applications are Web pages
devoted to language learning English and other languages Fig 3. Many of these sites
are free and offer visitors an entertaining way to learn.
Fig. 3 Website English Grammar Online (Line, 2013)
The number of Web pages today is almost innumerable, their education systems is
fully interactive ie allowing direct dialogue between the computer and the user through
multiple forms of education such as games.
9.3.1.4 ICT in state high schools of Ecuador: Despite the significant increase of
electronic devices used in the classroom as the projector, whiteboards and computers,
in many state schools of all provinces of Ecuador, its use is limited primarily the lack of
economic resources and are only centralized in schools and colleges of the millennium.
This significantly limits the task of teaching that cannot use these new innovative
resources to enhance the learning of students Fig. 4.
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Fig. 4 Second year classroom in high school
9.3.1.5 Differences of ICT with other didactic resources: The difference lies in the
ease that teachers and students can find information related to the issue of classes
unlike other resources, so the student develops a better comprehension and
understanding of concepts through images, audio tracks and videos to help you build
your own knowledge. This has greatly facilitated teaching in developed countries
especially in people with some kind of physical and intellectual disabilities.
9.3.2 Irregular verbs in the English language studied in second year: The second
verb is the element in the sentence describing the action or state that influences the
subject. (cursosdelingles.net) the irregular verbs are those who do not follow the
standard patterns of conjugation. In English, irregular verbs are usually the most used.
Table 1 presents the list of irregular verbs that students studying in the second year of
high school, that knowledge is acquired the book of the Ministry of Education "English
Level 2".
Irregular verbs in 2do year
INFINITIVE PAST
Be Was/were
Come Came
Do Did
Forget Forgot Go Went
Have Had
Leave Left
Say Said
7
See Saw
Spend Spent Take Took
Tell Told
Think Thought
Wake up Woke up Table 1. Irregular verbs studied in second year
9.3.3 Simple past tense English language studied in the second year: To form
affirmative and interrogative sentences in the past simple English Language teacher
teaches students using the book "English Level 2" Fig. 5, which shows the grammar
rules to form such sentences.
Fig. 5. Grammatical rules studied in second year (Abbs, 2008)
How students use the simple past is through exercises focusing on grammar, causing a
lack of the correct pronunciation of such sentences.
8
10. RESULTS:
10.1 Mode research:
During the field research, surveys were developed for students and teachers Annex 1
Annex 2 of the second year of high school in three different specialties these were:
Tourism
Commerce and sales
Social Sciences class “A” and “B”
To know the number of students polled it was established the following formula:
(
)
Where:
The high school has in the second year a total population of 243 students, 151 study
sciences and 92 are technical sciences, the formula is applied to determine the sample
with a permissible error of 15% then:
(
)
(
)
It should poll to 10 students per classroom of the three careers to obtain a permissible
error of 15% and investigate the main aspects of this research.
10.2 Statistical Analysis of students:
After developing statistical analysis Annex 3 to 40 students of the three different
careers it can say that the English teachers of second year use 48% audio player and
the projector use is limited only to 28%. 38% of students say that sometimes the
9
English teacher uses ICT in the classroom and 35% say ICT they regularly is used.
80% of students say the teacher encourages the use of educational Web pages
English for the teaching, however, only 80% of students say that the teacher does not
encourage the use of smartphone applications inside and outside of the classroom.
10.3 Statistical Analysis of teachers:
During the development of the survey Annex 2 to three teachers in the area of English
in high school Machala it can said that: All English teachers teach in the morning
section, they have a degree specialty English or tongue foreign, A lot of teachers use
audio player as a tool to give their classes, the teachers sometimes use ICT as a tool
teaching and learning and their availability is limited in the high school. All teachers do
not promote the use of smartphone applications and only one of them knows two
interactive educational Web sites in English language teaching.
10.4 Alternative solutions:
After analyzing surveys of teachers and students in the second year, the following
alternative solutions are proposed:
1. Train English teachers about the main applications for smart phones and interactive
educational Web sites that students can increase their domain of irregular verbs
and grammar of English simple past.
2. Manage through the high school authorities or parents committee building English
labs for students.
3. Encourage students through meeting about the main advantages which has learn
English in the modern world and the use ICT to achieve this.
11.- CONCLUSIONS:
Many teachers in public institutions still do not know what are the main advantages
that have ICT inside and outside the classroom and how can increase the domain
English language.
The increasing development of digital technology in computers, mobile phones,
tablets, etc. now there are many tools to learn and teach English and other
languages.
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The main advantage to have applications on smartphones is that they do not need
an Internet connection to use applications unlike Interactive educational Web
pages.
Many of the applications for smart phones and interactive educational Web pages
are developed by universities as Cambridge and Oxford and are free.
12.- RECOMMENDATIONS:
1. Train English teachers about the main applications for smart phones and interactive
educational Web sites that students can increase their domain of irregular verbs
and grammar of English simple past.
2. Manage through the high school authorities or parents committee building English
labs for students.
3. Encourage students through meeting about the main advantages which has learn
English in the modern world and the use ICT to achieve this.
11
13.- REFERENCES:
Abbs, B. (2008). Postcards 1B, Teacher´s Book. 10 Bank Street, White Plains, NY
10606: Pearson Education.
Castillo, L. A. (08 de 05 de 2012). Tecnología Multimedia. Recuperado el 22 de 02 de
2015, de Tecnología Multimedia: http://tecnologiamultimedia-
evolucion.blogspot.com/
cursosdelingles.net. (s.f.). Recuperado el 22 de 02 de 2015, de
http://definicion.de/verbo/
Definición.de. (s.f.). Recuperado el 22 de 02 de 2015, de http://definicion.de/internet/
Delgado, R. (19 de 12 de 2013). Importancia de las Tics en la educación. Recuperado
el 22 de 02 de 2015, de Importancia de las Tics en la educación:
http://es.slideshare.net/Raquel_Delgado/importancia-de-las-tics-en-la-educacin-
29358504
Guayaquil, M. M. (2011). Tecnología para una ciudad inteligente. Guayaquil.
Recuperado el 22 de 02 de 2015, de http:// www.guayaquil.gob.ec
Line, E. G. (12 de March de 2013). English Grammar On Line. Obtenido de
https://www.ego4u.com/
Mantilla, Y. (18 de 04 de 2013). Aportaciones de las Tic. Recuperado el 01 de 02 de
2015, de Aportaciones de las Tic:
http://ticsyeinnismantilla.blogspot.com/search?updated-min=2013-01-
01T00:00:00-08:00&updated-max=2014-01-01T00:00:00-08:00&max-results=3
Mantilla, Y. (18 de 04 de 2013). Aportaciones de las Tic. Recuperado el 01 de 02 de
2015, de Aportaciones de las Tic:
http://ticsyeinnismantilla.blogspot.com/search?updated-min=2013-01-
01T00:00:00-08:00&updated-max=2014-01-01T00:00:00-08:00&max-results=3
Pérez, V. S. (10 de 2008). Contribuciones a las Ciencias Sociales. Recuperado el 08
de 02 de 2015, de Contribuciones a las Ciencias Sociales:
http://www.eumed.net/rev/cccss/02/vsp.htm
Pérez, V. S. (10 de 2008). Contribuciones a las Ciencias Sociales. Recuperado el 08
de 02 de 2015, de Contribuciones a las Ciencias Sociales:
http://www.eumed.net/rev/cccss/02/vsp.htm
Sergeev, S. (2013, April 25TH). Search man. Obtenido de
https://searchman.com/android/app/us/com.app.IrregularVerbsDragunkinPro/en
/sergeev-sergey/irregular-verbs-pro/
Slim, F. C. (20 de 05 de 2013). Académica comunidad digital del conocimiento.
Recuperado el 22 de 02 de 2015, de Académica comunidad digital del
conocimiento: http://www.academica.mx/blogs/importancia-del-uso-las-tic-en-
la-educacion
Victor, M. J. (04 de Diciembre de 2013). Recursos de las TIC. Obtenido de
https://recursosticugr.wordpress.com/tag/caracteristicas-posibilidades-y-
limitaciones-de-las-tic-en-educacion/
12
Zambrano, M. Á. (15 de 05 de 2013). Conceptos básicos de las Tic. Recuperado el 01
de 02 de 2015, de Conceptos básicos de las Tic:
http://es.slideshare.net/manzamb/01-comceptos-basicos-de-tic
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14.- ANNEXES:
ANNEX 1: Student’s survey.
UNIVERSIDAD TÉCNICA DE MACHALA UNIDAD ACADÉMICA DE CIENCIAS SOCIALES
ESCUELA DE CIENCIAS DE LA EDUCACIÓN ESPECIALIZACIÓN DOCENCIA EN INGLÉS
EXAMEN COMPLEXIVO PARTE PRÁCTICA
BOLETA DE ENCUESTA ESTUDIANTE
TEMA DE LA INVESTIGACIÓN:
“APLICACIÓN DE LAS TECNOLOGÍAS DE INFORMACIÓN Y COMUNICACIÓN EN EL
USO Y DOMINIO DE LOS VERBOS IRREGULARES EN LAS FORMAS AFIRMATIVA E
INTERROGATIVA”
OBJETIVOS:
1. Identificar los tipos de tecnologías de información y comunicación TIC que aplican los
docentes para la enseñanza del idioma Inglés.
2. Identificar los recursos tecnológicos que posee la institución educativa en la enseñanza
del idioma Inglés.
3. Determinar las aplicaciones para teléfonos inteligentes que el docente conoce en la
enseñanza del idioma Inglés.
4. Determinar las páginas web educacionales que el docente conoce en la enseñanza del
idioma Inglés.
1. DATOS INFORMATIVOS:
GENERO: M ( ) F ( ) EDAD: ..........................................
CURSO: Segundo año de bachillerato PARALELO: ( )
ESPECIALIDAD…………………………………………………………………………………
14
2. ASPECTOS A INVESTIGAR
2.1 Tipos de tecnologías aplicadas por el docente:
2.1.1 ¿Qué tipo de tecnologías aplica el docente durante la enseñanza del idioma Inglés?
Visual ( )
Audio (REPRODUCTOR) ( )
Audio Visual ( )
2.1.2 ¿Con qué frecuencia el docente aplica las tecnologías de información y
comunicación TIC en la enseñanza del idioma inglés?
Siempre ( )
Regularmente ( )
A veces ( )
Nunca ( )
2.2 Recursos tecnológicos que posee la institución educativa:
2.2.1 ¿Existe disponibilidad de recursos tecnológicos en la institución educativa?
Disponibles ( )
Medianamente Disponibles ( )
Limitados ( )
2.3 Aplicaciones para teléfonos inteligentes que el docente conoce:
2.3.1 ¿El docente promueve el uso de aplicaciones para teléfonos inteligentes en la
enseñanza del idioma Inglés?
Si ( )
No ( )
2.4 Páginas Web educacionales que el docente conoce:
2.3.1 ¿El docente promueve el uso de páginas Web en la enseñanza del idioma Inglés?
Si ( )
No ( )
15
OBSERVACIONES……………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………
Entrevistador:............................................................................................................................
During the survey with students:
16
ANNEX 2: English teacher’s survey
UNIVERSIDAD TÉCNICA DE MACHALA UNIDAD ACADÉMICA DE CIENCIAS SOCIALES
ESCUELA DE CIENCIAS DE LA EDUCACIÓN ESPECIALIZACIÓN DOCENCIA EN INGLÉS
EXAMEN COMPLEXIVO PARTE PRÁCTICA
BOLETA DE ENCUESTA DOCENTE DE INGLÉS
TEMA DE LA INVESTIGACIÓN:
“APLICACIÓN DE LAS TECNOLOGÍAS DE INFORMACIÓN Y COMUNICACIÓN EN EL
USO Y DOMINIO DE LOS VERBOS IRREGULARES EN LAS FORMAS AFIRMATIVA E
INTERROGATIVA”
OBJETIVOS:
5. Identificar los tipos de tecnologías de información y comunicación TIC que aplican los
docentes para la enseñanza del idioma Inglés.
6. Identificar los recursos tecnológicos que posee la institución educativa en la enseñanza
del idioma Inglés.
7. Determinar las aplicaciones para teléfonos inteligentes que el docente conoce en la
enseñanza del idioma Inglés.
8. Determinar las páginas web educacionales que el docente conoce en la enseñanza del
idioma Inglés.
1. DATOS INFORMATIVOS:
NOMBRE DEL ENCUESTADO: ………………………………………………………………
GENERO: M ( ) F ( ) EDAD: ( )
LUGAR DE TRABAJO: ………………………………………………………………………..
ESPECIALIDAD DEL DOCENTE: ……………………………………………………………
17
2. ASPECTOS A INVESTIGAR
2.1 Tipos de tecnologías aplicadas por el docente:
2.1.1 ¿Qué tipo de tecnologías aplica usted durante la enseñanza del idioma Inglés?
Visual ( )
Audio (REPRODUCTOR) ( )
Audio Visual ( )
2.1.2 ¿Con qué frecuencia usted aplica las tecnologías de información y comunicación TIC
en la enseñanza del idioma inglés?
Siempre ( )
Regularmente ( )
A veces ( )
Nunca ( )
2.2 Recursos tecnológicos que posee la institución educativa:
2.2.1 ¿Existe disponibilidad de recursos tecnológicos en la institución educativa?
Disponibles ( )
Medianamente Disponibles ( )
Limitados ( )
2.3 Aplicaciones para teléfonos inteligentes que el docente conoce:
2.3.1 ¿Usted promueve el uso de aplicaciones para teléfonos inteligentes en la enseñanza
de verbos irregulares del idioma Inglés?
Si ( )
No ( )
Puede mencionar alguna aplicaciones:
1. ……………………………………….
2. ……………………………………….
3. ……………………………………….
4. ……………………………………….
5. ……………………………………….
18
2.3.2 ¿Usted promueve el uso de aplicaciones para teléfonos inteligentes en la enseñanza
de la Gramática del pasado simple idioma inglés?
Si ( )
No ( )
Puede mencionar alguna aplicaciones:
1. ……………………………………..
2. ……………………………………..
3. ……………………………………..
4. ……………………………………..
2.4 Páginas Web educacionales que el docente conoce:
2.3.1 ¿Usted promueve el uso de páginas Web en la enseñanza de verbos irregulares del
idioma Inglés?
Si ( )
No ( )
Puede mencionar alguna aplicaciones:
1. ……………………………………..
2. ……………………………………..
3. ……………………………………..
4. ……………………………………..
2.3.2 ¿Usted promueve el uso de páginas Web en la enseñanza de la Gramática del
pasado simple idioma inglés?
Si ( )
No ( )
Puede mencionar alguna aplicaciones:
5. ……………………………………..
6. ……………………………………..
7. ……………………………………..
8. ……………………………………..
OBSERVACIONES……………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Entrevistador:............................................................................................................................
19
ANNEX 3: Statistical Analysis of students.
What do technologies apply during the class?
How often do ICT apply in class?
24%
48%
28%
TECHNOLOGY APPLIED IN CLASS
VISUAL
AUDIO
AUDIO VISUAL
27%
35%
38%
0%
FRECUENCY OF ICT IN CLASS
ALWAYS
REGULARLY
SOME TIMES
NEVER
20
Are there technological resources available?
Does the teacher encourage APP for smartphones use?
45%
40%
15%
AVAILABLE OF TECHNOLOGIC RESOURSES
AVAILABLE
M. AVAILABLE
LIMITED
12%
88%
ENCOURAGE APP FOR SMART PHONES USE
YES
NO
21
Does the teacher encourage the use of websites?
80%
20%
ENCOURAGE THE WEBSITES USE
YES
NO
