Perspectives of teachers on the integration of didactic resources within the teaching of English as a foreign language
DOI:
https://doi.org/10.62305/alcon.v4i1.77Palabras clave:
teachers; teaching; English language; perspectives; didactic resourcesResumen
The study addresses the influence of teaching resources on the interest of students in learning the English language in Educational Units of Pujilí, proposing a review of traditional methods and the incorporation of digital resources, the objective was to analyze the perspective of teachers of secondary towards didactic resources in the teaching of English, breaking down into the theoretical foundation, evaluation and assessment of said resources. A mixed research design was used, applying surveys to secondary school teachers in Pujilí. The target population was selected by convenience. A validated instrument with established grading criteria was used, obtaining the following results: teachers showed a generalized preference for modern teaching resources, although a minority evaluated both traditional and modern resources in a more moderate way. The age and gender distribution of teachers was also analyzed, showing diversity in perspectives and the conclusion was reached that the positive assessment of modern teaching resources reflects an adaptation to current pedagogical trends. However, the importance of continuing to explore and debate the complementarity of traditional and modern approaches is highlighted.
Descargas
Citas
Aguilera, D., & Perales-Palacios, F. J. (2020). What Effects Do Didactic Interventions Have on Students’ Attitudes Towards Science? A Meta-Analysis. Research in Science Education, 50(2), 573–597. https://doi.org/10.1007/s11165-018-9702-2
Albiladi, W. S., & Alshareef, K. K. (2019). Blended Learning in English Teaching and Learning: A Review of the Current Literature. Journal of Language Teaching and Research, 10(2), 232. https://doi.org/10.17507/jltr.1002.03
Alrashidi, O., & Phan, H. (2015). Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview. English Language Teaching, 8(5), 33–44. https://doi.org/10.5539/elt.v8n5p33
Arroyo, R. (2019). Materiales didácticos tradicionales y digitales. Logos Boletín Científico De La Escuela Preparatoria No. 2, 6(11).
Artigue, M., & Trouche, L. (2021). Revisiting the French Didactic Tradition through Technological Lenses. Mathematics, 9(6), 629. https://doi.org/10.3390/math9060629
Balwant, P. T. (2018). The meaning of student engagement and disengagement in the classroom context: lessons from organisational behaviour. Journal of Further and Higher Education, 42(3), 389–401. https://doi.org/10.1080/0309877X.2017.1281887
Bernal, D., Caro, Y., Ochoa, O., Cardona, G., & Gómez, J. O. (2020). Estado de la cuestión de los recursos didácticos en los programas del español como lengua extranjera (ELE) en Bogotá y Medellín. Revista Interamericana de Investigación, Educación y Pedagogía, 13(1), 63–88.
Cabero-Almenara, J., & Palacios-Rodríguez, A. (2021). La evaluación de la educación virtual: las e-actividades. RIED-Revista Iberoamericana de Educacion a Distancia, 24(2), 169–188. https://doi.org/10.5944/RIED.24.2.28994
Cui, D., Yang, G., Meyer, E. R., & Ojeda, N. (2023). Past and Current Learning and Teaching Resources and Platforms. In Visualización biomédica. Avances en Medicina Experimental y Biología (Vol. 1431, pp. 1–15). https://doi.org/10.1007/978-3-031-36727-4_1
De La Cruz, K. M. L., Gebera, O. W. T., & Copaja, S. J. N. (2022). Application of Gamification in Higher Education in the Teaching of English as a Foreign Language (pp. 323–341). https://doi.org/10.1007/978-981-16-5063-5_27
Earl, S. R., Taylor, I. M., Meijen, C., & Passfield, L. (2017). Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement. Learning and Instruction, 49, 32–40. https://doi.org/10.1016/j.learninstruc.2016.12.001
Hasan, R., Palaniappan, S., Mahmood, S., Shah, B., Abbas, A., & Sarker, K. (2019). Enhancing the Teaching and Learning Process Using Video Streaming Servers and Forecasting Techniques. Sustainability, 11(7), 2049. https://doi.org/10.3390/su11072049
Hasse, C. (2019). Learning Matter: The Force of Educational Technologies in Cultural Ecologies. In Material Practice and Materiality: Too Long Ignored in Science Education (pp. 217–229). https://doi.org/10.1007/978-3-030-01974-7_15
Hernández, J., Jiménez Galán, Y. I., & Rodríguez Flores, E. (2020). Más allá de los procesos de enseñanza-aprendizaje tradicionales: construcción de un recurso didáctico digital. RIDE Revista Iberoamericana Para La Investigación y El Desarrollo Educativo, 10(20). https://doi.org/10.23913/ride.v10i20.622
Khamidovna, P. (2022). Features of the Use of Modern Didactic Tools in Technical Higher Educational Institutions. TELEMATIQUE, 21(1), 7630–7634. https://scienceweb.uz/publication/5767
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712
Liu, Z.-J., Tretyakova, N., Fedorov, V., & Kharakhordina, M. (2023). Digital Literacy and Digital Didactics as the Basis for New Learning Models Development. International Journal of Emerging Technologies in Learning (IJET), 15(14), 4–18. https://www.learntechlib.org/p/217585/
López Marí, M., Sánchez Cruz, M., & Peirats Chacón, J. (2021). Los recursos educativos digitales en la atención a la diversidad en Educación Infantil. Innoeduca. International Journal of Technology and Educational Innovation, 7(2), 99–109.
Mamani, K. (2016). Percepción del uso de recursos didácticos para el aprendizaje del idioma inglés como lengua Extranjera en estudiantes del nivel básico I del Instituto de Idiomas de la Universidad Andina Néstor Cáceres Velásquez Juliaca, 2016 [Tesis, Universidad Peruana Unión]. https://repositorio.upeu.edu.pe/handle/20.500.12840/963
Mercader, C., & Gairín, J. (2020). University teachers’ perception of barriers to the use of digital technologies: the importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(1), 4. https://doi.org/10.1186/s41239-020-0182-x
Morales, L. U. (2023). ICTs tools as didactic resources to enhance speaking skills in senior students at “Abelardo Moncayo” High School in 2021-2022 academic year [Tesis]. Universidad Técnica del Norte.
Ortega, D., Gómez, I. M., Trestini, M., & Pérez, C. (2020). Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students. Multimodal Technologies and Interaction, 4(4), 74. https://doi.org/10.3390/mti4040074
Ríos, J. del C. (2020). Lineamientos orientadores de las TIC como recurso didáctico en la Educación Primaria. Revista Scientific, 5(15), 150–167. https://doi.org/10.29394/Scientific.issn.2542-2987.2020.5.15.7.150-167
Solano, A. (2014). The Making of an International Educator: Transnationalism and Nonnativeness in English Teaching and Learning. TESOL Journal, 5(3), 412–443. https://doi.org/10.1002/tesj.156
Trouche, L., Gueudet, G., & Pepin, B. (2018). Open Educational Resources: A Chance for Opening Mathematics Teachers’ Resource Systems? In Research on Mathematics Textbooks and Teachers’ Resources. (pp. 3–27). https://doi.org/10.1007/978-3-319-73253-4_1
Trouche, L., Gueudet, G., & Pepin, B. (2020). Documentational Approach to Didactics. In Encyclopedia of Mathematics Education (pp. 237–247). Springer International Publishing. https://doi.org/10.1007/978-3-030-15789-0_100011
Umameh, M. A. (2020). Mathematics Teachers’ Appropriation of Digital and Non-Digital Resources and its Impact on Classroom Practices [PhD Thesis]. University of Leeds.
Valverde, L., & Ureña, M. (2021). Una propuesta de estrategias y recursos didácticos por competencias en respuesta a los estilos de enseñanza-aprendizaje de la población estudiantil. Revista Electrónica Educare, 25(3), 1–19. https://doi.org/10.15359/ree.25-3.7
Vargas Murillo, G. (2017). Recursos educativos didácticos en el proceso enseñanza aprendizaje. Cuadernos Hospital de Clínicas, 58(1), 68–74. http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S1652-67762017000100011&lng=es&nrm=iso&tlng=es
Videla, R., Rossel, S., Muñoz, C., & Aguayo, C. (2022). Online Mathematics Education during the COVID-19 Pandemic: Didactic Strategies, Educational Resources, and Educational Contexts. Education Sciences, 12(7), 492. https://doi.org/10.3390/educsci12070492
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Revista Científica de Innovación Educativa y Sociedad Actual "ALCON"
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
