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UNIVERSIDAD MAGISTERFACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
MEMORIA DE GRADUACION PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
A STUDY TO CORROBORATE EFFECTIVENESS OF REMOTE EDUCATION WITH TECHNOLOGY DEVELOPMENT IN ENGLISH TEACHING CLASS, TELESECUNDARIA SAN
JUAN PANGOLA, LA VIRGEN DE SARAPIQUI, HEREDIA, 2014
MARIBEL RODRÍGUEZ VEGA
JEAN CARLO ARGUEDAS BALLESTERO
JUSTIFICATIONJUSTIFICATION Today’s globalizing world, the technology has become part of the education
process, and this is happening fast and everywhere.
Companies depend on technology for producing, which requires being familiarized with technological tools, forcing people to develop abilities and competencies in this field.
Technology allows learners to be more the protagonist into their own knowledge acquisition, and this is exactly what education is looking for in the latest times.
PROBLEM STATEMENT PROBLEM STATEMENT
Why do technologies play an important role in the English class development at the Remote Education at Telesecundaria Pangola according to teachers and students’ opinion?
SPECIFIC OBJECTIVE VARIABLE CONCEPTUAL DEFINITION INSTRUMENTAL DEFINITION OPERATIONAL DEFINITION
To identify types of technological resources used
by English teachers.
Usage of Technological
e-teaching resources.
Technological teaching resources consist on
which types of hardware or software has been
implemented in English lessons.
The queries are related to which technological tools the English
teacher has been using, in order to develop this variable, the teacher’s survey in section II (Technological
skills), section III. ICT in English Teaching of Remote Education
It is relevant to take into consideration the level of use for
such technological tools the teachers develop. Five different levels were determined to level the usage of such technological
tools.
To describe the use of the different technological tools
utilized for English teaching at Telesecundaria San Juan
Pangola.
Efficacy level of e-tools used
by students.
It refers to the accurate utilization of technology devices and e-programs
for students’ learning acquisition.
Gather five different levels of technology utilization in order to
determine how often these tools are used by the students. Section 2.6
from the administrative survey and section II from the students ‘survey
were helpful for the accurate elaboration of this variable.
Survey is applied to students, the questions are related to which technological tools them rather to use in their classes and as a whole in the English learning process.
To determine effectiveness of remote education in
English teaching.
Effectiveness and quality perception
from project.
This variable refers to the effectiveness and
quality observed by the project owners.
The questions which built this area will be found in the section II that
refers to technological competition, section III and IV of the
administrative survey, which will determine what the level of quality,
is achieved using the English teaching. Also section 2.6 from the
administrative survey provided valuable information.
This investigation will be made using the MEP educational guidelines set for a quality
integral education. Several points considered from different areas in
which all will be observed in order to establish three levels of
presence. The goal set if to achieve at least a 70% score in
the quality or effectiveness of the English teaching education.
To measure the acceptance of the students for the use of the technological teaching tools
used by English teachers.
Acceptance about the use of e-tools in the English
class.
Attribute to which technological devices
are considered to be the most helpful in their
learning process according to the
student’s opinion.
Measuring a question in the survey related to which technological tools
students feel most comfortable with, being specific; section III
focused the students’ acceptance regarding this scenario.
For the purpose of this investigation, it is considered
positive if 70% out of 100% of the students respond positively to
the use of a determined technological tool. This means
that students considered a certain tool useful and important
within their learning process.
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
San Juan PangolaSan Juan Pangola
To transform Costa Rica into a bilingual country by the year 2017
A great variety of different study plans in different zones of the
country.
FIGURE No. 4: REGIONAL OFFICE.
Source: Supervision Circuit 01. 2014.
MINISTERIO DE EDUCACION PUBLICA DE COSTA RICA
Regional office: Dirección Regional Sarapiquí
Circuito Supervisión: 01
Telesecundaria San Juan Pangola
TELESECUNDARIA SAN JUAN PANGOLATELESECUNDARIA SAN JUAN PANGOLA
Founded in 1999 on the Telesecundaria program taught by the Ministry of Education.
The program of Telesecundaria is a bit different from the academic high schools lessons Provide a daily lesson was very difficult because the institution did not have a financial executive budget from the government, only PANEA to feed the students.
E-LEARNINGE-LEARNING
BLENDINGBLENDING
COOPERATIVE LEARNINGCOOPERATIVE LEARNING
E-learning, is a formalized teaching and learning system specifically designed to be carried out remotely by using electronic communication.
The term blended learning is generally applied to the practice of using both online and in-person learning experiences when teaching students.
Educational approach which aims to organize classroom activities into academic and social learning experiences.
Resources are any instruments that help us to achieve any goal; that is, auxiliary material with which the students develop the learning process.
DIDACTIC RESOURCESDIDACTIC RESOURCES
SMARTPHONE COMPUTER THE BLOG SMARTPHONE COMPUTER THE BLOG SOCIAL NETWORKS VIDEO BEAMSOCIAL NETWORKS VIDEO BEAM
INTERACTIVE BOARDINTERACTIVE BOARD
LANGUAGE LAB WHATSAPP EDUBLOGS LANGUAGE LAB WHATSAPP EDUBLOGS VOICE THREAD POWER POINT MOVIE MAKER VOICE THREAD POWER POINT MOVIE MAKER
FACEBOOK TRANSLATOR FACEBOOK TRANSLATOR
ANALYSIS AND INTERPRETATION OF THE RESULTSANALYSIS AND INTERPRETATION OF THE RESULTS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 2. TEACHER IN CHARGE KNOWLEDGE AND USE OF ICT
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 3. TECHNOLOGICAL RESOURCES USING IN THE ENGLISH CLASS ACCORDING TO THE TEACHER IN CHARGE
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 4. TECHNOLOGICAL TOOLS BY ENGLISH TEACER IN HER CLASS, ACCORDING TO THE PRINICIPAL
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 17. INTEREST TO APPLY ICT IN THE ENGLISH CLASSROOM ACCORDING WITH THE ENGLISH TEACHERS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 11. CHART No. 26. USE ICT IN ENGLISH CLASSROOM, BY ADMINISTRATION SORTED BY RELEVANCE
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 5. SORT RELEVANCE BY TEACHER OPINION WILL BE USEFUL ICT TO TEACH ENGLISH IN CLASS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 8. ADMINISTRATIVE STAFF
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 5. AGE DISTRIBUTION OF STUDENT POPULATION
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 6. STUDENTS WITH COMPUTERS AND SMARTPHONE
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 9. FREQUENCY USING TECHNOLOGY TOOLS IN ENGLISH CLASS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2004
GRAPH No. 8. COMMON ACTIVITIES IN INTERNET BY STUDENTS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 23. STUDENT OPINION IF THE SOCIAL NETWORKS OPERATE IN AN EDUCATIONAL ENVIRONMENT AND INTERACTION
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 21. USEFULNESS OF ICT BY STUDENTS IN THE ENGLISH LEARNING
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 18. STUDENT´S OPINION AS IT IS MUCH MORE FUN STUDY ENGLISH WITH A COMPUTER
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 24. DISLIKE TO USE TECHNOLOGICAL TOOLS OR DEVICES
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 25. PREFERENCE TO USE TECHNOLOGICAL TOOLS OR DEVICES
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 14: PREFERENCE´S OPINION TO SPECIFIC TECHNOLOGICAL TOOL OR DEVICE BY STUDENTS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel
USE OF ICT
DIAGRAM No. 7. ADVANTAGES AND DISADVANTAGES OF USING THE ICT BY TEACHERS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 13. ADVANTAGES AND DISADVANTAGES OF USING THE ICT IN ENGLISH CLASSES BY PRINCIPAL
USE OF ICT
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 12. ASPECTS THAT MUST BE CHANGED AT TELESECUNDARIA TO RESPOND MEP NATIONAL ACADEMIC GOAL BY ADMINISTRATION
Source: Arguedas, Jean Carlo and Rodríguez, Maribel
CONCLUSIONS RECOMMENDATIONS
• To identify the specific kind of technology which is going to help to get the desired goal.
• Incorporation of two or three trainings in the professors’ activities.
• Reinforce the students’ skills through the efficacy of e-tools.
• Technological updates
• Determine effectiveness in the classroom.
• Teachers must identify which technological resources are more motivating and useful for their students.
• Acceptance of its use is very important, as well as motivation and having fun in the lessons of English.
• Sharing teaching model for other rural institutions in the Circuit.
PROPOSAL OF WORKSHOPS TO IMPROVE THE LEARNING PROCESS OF TEACHING WITH THE USE OF TECHNOLOGY
To improve the process of learning through technology