Escolar Documentos
Profissional Documentos
Cultura Documentos
THE APPLICATION OF EDUCATIONAL TECHNOLOGY IN THE TEACHING OF ENGLISH FOR HIGH SCHOOL LEVEL IN A SEMI-PRIVATE SCHOOL1.
Gonzales, Tatiana Odalis Enamorado, Veronica Ortiz Ramirez, Marvin Ramirez Cristales, Gustavo
Universidad Tecnolgica de El Salvador, El Salvador, E-mail: gustavo503@yahoo.es Address: Calle Arce, between 17 y 19 North Avenue, 503 San Salvador, El Salvador. ___________________________________
1This study was made possible by a grant from Universidad Tecnologica de El Salvador (UTEC), but views and findings expressed in this report do not necessarily reflect those of UTEC. The following individuals participated in the design and implementation of this study: Tatiana Gonzales, Veronica Enamorado, Marvin Ortiz, Gustavo Ramires. Although we cannot identify the names of the students in the school that participated in this study, we want to thank all the teachers and administrators in this schools. Without their cooperation and support, this study would not have been possible.
Index Index
Abstracts... Pag. 3 Theme... Pag. 4 Research question Statement of the problem Methodology Objectives. Pag. 5 Relevant Pag. 6 Practical implications Introduction... Pag.7 Justification... Pag. 8 Hipothesis. Pag. 9 Review of literature. Pag.10 Methodology... Pag. 20 Type of Investigation Technique and Instruments Selection and population.... Pag. 21 Instrumentation Instrument... Pag. 22 Procedure and time frame... Pag. 23 Analysis plan Validity and reliability.... Pag. 24 Scope and limitations.. Pag. 25 Tables for analysis of the results.... Pag. 26 Discussion of the results..... Pag. 48 Conclusion.. Pag. 50 Recommendations.. Pag. 52 References.. Pag. 53
Annex...Pag. 56
Abstracts
The purpose of this research is to assess the positive impact that provides the correct use of Educational Technology in the classroom of English language teaching. After establishing the object of our research, the process includes, the phase of data collection in which we have prepared a survey with 15 questions to interview students and thus obtain the basic information for the investigation and the tabulation of survey results to illustrate the information obtained and to establish the impact of a concise form. At the same time, we provide information from various sources that support the importance of language technology resources in its different dimensions, and at the end, the corresponding conclusions and group resolutions based in the research products.
Theme
How does the teacher use web resources and in the teaching of English at school?
Research question
How does the teacher use web resources in the teaching of English at school?
Methodology
The application of surveys for High School students, in order to collect information about the use of educative technology and electronic tools during the development of English classes for High School students at Centro Escolar Alberto Masferrer, Santa Tecla, El Salvador.
Objectives General
To analyze the use of educational technology in the teaching of English for High school students at Centro Escolar Garcia Flamenco, Santa Tecla, El Salvador
Specific
To determine the use of educational technology in the teaching of English of High school level in a public school.
To discuss the application of educational technology with students of high school level in a public school.
To examine the advantages of using educational technology with students of high school level in a public
Relevant
The scope of our investigation is designed to awake the consciousness of teachers to improve the use of web resources that is currently used within the classroom as well as offer suggestions for improving this methodology. This is done through classroom observations, interviews with teachers and students. Developing this investigation and find the faults that are occurring in the Centro Escolar Alberto Masferrer, the investigators will have many benefits, as we will be observing the teaching-learning process, through which we can give to the Institution the importance of implementing technology by English teachers in classroom during the English class, in order to develop better student learning, as well as our biggest benefit is the power collaborate with suggestions to improve the way in which students develop their knowledge with in the classroom.
Practical implications
We consider that the larger part of the success that every student get during the learning process, the teacher is the responsible, because they are who have the obligation to improve good methodologies and strategies during the class. Also is very important find a form to implement new electronic equipments at Centro Escolar Alberto Masferrer during the class, if there is a lack of it within the institution, to improve the quality of education and student learning, it means, in this case that the teacher has the responsibility to change it with help of the school.
Introduction
The following research project pretends to demonstrate and assess the positive impact of the correct and use of web resources and electronic equipment during an English class at Centro Escolar Alberto Masferrer, Santa Tecla, El Salvador, for this reason we have taken into account the variety of causes that have started this problem in order to have a clear image of the real facts and repercussions.
The way in which we can contribute with a solution will come once we discovered the real environment of the class, establishing the points that affect the students inside the classroom at the class time. The surveys will help us to understand the real situation in the school, and identify the strengths, weaknesses and start with the evaluation of results, also to make graphical the situation of the students Our main objective is to show the usefulness of this investigation measuring the students knowledge before entering college in order to apply it in statistics about how the University can improve its curricula to supply the weaknesses in the students making more enjoyable and productive the learning process, and form competent professionals in the area of teaching another language.
Justification
We are making this research project with the purpose to know what kind of Web resources and Electronic equipment there is in the Centro Escolar Alberto Masferrer and if those are implementing during an English class. In addition, is very important to know if the teacher can use the different technological equipment when teacher is giving the class, it means, if the teacher has lack of knowledge about how use the different technological equipment or not; and if this poor knowledge of teaching of the teacher in the class affect the develop of the student skills during their learning process. On the other hand, this research covers other important aspect like to evaluate the implementation of Web resources in the teaching of English, it means, we will investigate if teacher applies Web resources and use of electronic equipment in the class as which is the kind of methodology that he/she implements during the English class at the school, in this case, inside the Centro Escolar Alberto Masferrer. Also, if teacher could notice which are the methodologies that make, because if teachers realize what things are doing wrong, they should change the strategy they are using at classroom. With this investigation we can help teachers to implement new Web resources and Electronic equipment during the English class that are adequate to improve the quality of teaching and to make at the same time, successful teachers and students with a good prestige.
Hipotesis
1) The use of academics technological resources inside the classroom or computer lab increases the percentage of assimilation of content and communicative performance of the students. 2) The lack of training in the application and management of educational technology in teachers stalls the significant progress in students learning of English. 3) The lack of proper equipment or a specialized laboratory in the language area does not provide the adequate tools requested by the current student academic profile. 4) The appropriate advice when choosing software and books for the teacher and students ensures quality and suitable material for each course. 5) Students Knowledge in managing computers with emphasis in education, is a deficiency in the application of technological education for English classes.
10
11
He also directs educators to consider childrens preferences and developmental levels, while looking for materials that offer a wide variety of applications that are integrated into the curriculum for the means of achieving educational goals. A second perspective demands that web road en our conception of literacy instruction beyond practice in singular skill area sand expands our evaluation practices to consider opportunities to engage in multiple literacies of the Internet. We should consider how multiple sign systems (e.g., Kress& Van Leeuwen, 2001), multiple settings of literacy practice (e.g., Chandler-Olcott & Maher, 2003) and new forms of Internet literacies (e.g., Lankshear & Knobel, 2003; Leu et al., 2004) impact our choices of technologies with the potential to most effectively enhance these new literacies. Our critique of evaluation practices is also influenced by the belief that opportunities for learning with technology should integrate instructional practices that are comprehensive, authentic and individualized. Greens (1988) socio-cultural conception of literacy as having three interlocking dimensions of learning and practice the operational, the cultural, and the critical (Lankshear & Knobel, 2003, p. 10) effectively accounts for dimensions of language, meaning, and context simultaneously and inspires new ideas about how technology evaluation practices can achieve this as well. Furthermore, constructivist notions of the literacy learner as one who uses technology tools to construct reflect and transform meaning into something better suitable for personal purposes (Cope & Kalantzis, 2000; Jonassen, 1996) inform our thinking as well. Finally, and perhaps most importantly, our position is informed by the work of others who insist that the teacher plays a critical role in the successful use of computers (e.g., Balajthy, Critically Evaluating Educational Technologies 8 2000; Karchmer, 2001). We consider technologies in schools as facilitating a critical interaction among multiple
12
learners, teachers, and goals. Thus, it is imperative that valid technology evaluation practices consider the diverse purposes and perspectives that teachers bring to any computer-based learning situation when evaluating its utility in the literacy curriculum. With each of these perspectives in mind, we turn to our critical review of current and past evaluation practices of technology for literacy learning.
ESL/EFL Teachers and How They Use Technology There is a wide variety of hardware and software available for teachers of English as a Second Language (ESL) and of English as a Foreign Language (EFL). Even though the contexts between the two types of teaching/learning are different, the motivations are the same. Teachers and students want and need access to techniques and strategies that effectively teach English. Depending on the specific context, the teachers and students may have more or less access to various types of technology. Computer Use in the ESL Classroom
Computers should be used as a language learning tool - just as any other piece of equipment (i.e., tape recorder, VCR, blackboard, etc.). It is important the computer NOT become the center of attention of the lesson. There are situations when activities at the computer can become the center of attention, however these situations should be avoided and left to students to decide when, and if, they want to utilize such activities (in self-access).
For some tasks, computers can provide distinct advantages over more traditional approaches. The use of a computer for listening exercises often provides not only sound,
13
but also visual input providing students with more contextual clues. Students interacting with a computer are also using motor skills as well, which can have a strong reinforcing effect on the learning process by connecting physical actions (clicking, typing) with desired results. Students are also allowed more control over their own learning process as they make the decisions when to repeat questions, exercises and sequences based on their own progress.
Probably the strongest argument for the use of the computer in the classroom environment is that of student self-pacing. Especially in the field of pronunciation, students can employ a computer to record themselves to compare their pronunciation to a target pronunciation. This can be repeated endlessly until a student is satisfied with his/her result. These pronunciation exercises are often combined with visual aids. Finally, with the aid of the Internet and CD-Rom based materials, teachers can quickly access documents addressing individual student needs. This is especially effective when teaching English for Specific Purposes such as Business English. An example would be white papers put up on a company web-site discussing certain technologies in English that students are currently employing. Another example is glossaries provided for specific business sectors (port, banking, insurance, etc.). Using these materials, the teacher can often provide content addressing specific student needs, thereby improving motivation and effectiveness.
Admittedly, the computer can be an overwhelming and imposing instrument to students and teachers. The complexity of the computer - not to mention the overwhelming choice of possibilities - can put students and teachers off as they lose time grappling with how
14
to use the computer. There are a few basic principles that should be followed in order to help the student (and teacher) feel more at home using the computer.
Using technology to help students to develop language skills Teaching students to be literate is a high educational priority in the United States, as it is throughout the world. Though this area is one of our greatest priorities, it is also one of our greatest challenges. The classroom environment has changed from many years ago. Teachers face the challenges of a large population who do not speak English and have high transient rates. According to Liaw (1997), teachers should offer English language learners a languagerich environment in which students are constantly engaged in language activities. Children need to be able to interact with each other so that learning through communication can occur. Computers can facilitate this type of environment. The computer can act as a tool to increase verbal exchange. In a study conducted by Liaw (1997), computer books were used to investigate whether computers increase verbal interaction between students. These computer books are interactive stories that appear on the computer screen as an actual book with text and illustrations. This study was conducted by videotaping student interactions while using the computer books. Students were arranged in groups of three to read the stories. Their types of speech used with each other were analyzed. Even though the children had limited English language proficiency, they engaged in various modes of language functions to accomplish their reading of the computer books (Liaw, 1997) ((Liaw, M.L. (1997). An analysis of ESL children's verbal interaction during computer book reading. Computers in the Schools, 13 (3/4), 55-73).
15
They made many commands to each other. They also shared opinions and made suggestions. They tended to ask a lot of questions of their partners and were given responses. The quality of talk was also analyzed by Liaw (1997). The amount of computer related talk and story related talk was measured. Initially, there was a lot of computer related talk, but as the students became more familiar with the format of the stories and software, their talk became story related in subsequent sessions. Overall, the study concluded that verbal interaction and the use of a variety of language functions by English language learners can be facilitated by the use of the computer. The group's computer book reading environment fostered language development by providing an opportunity for verbal interaction. The use of the computer can be a useful supplement to the traditional curriculum of the ELL classroom by promoting verbal communication and the acquisition of English.
Teaching English through computers is very interesting for both teacher and students, that is why technology become so important to be implemented in the school in this case Alberto Masferrer school. The importance is because the different skills are developed with the use of technology: reading, listening, writing and also speaking. Vocabulary One way to use computers for English Language Learners is to teach vocabulary. Kang and Dennis (1995) (Kang, S.H. & Dennis, J.R. (1995). The effects of computerenhanced vocabulary lessons on achievement of ESL grade school children. Computers in the Schools, 11 (3), 25-35) write, "Any attempt to treat vocabulary learning as learning of isolated facts certainly will not promote real vocabulary knowledge".
16
Students need to learn vocabulary in context and with visual clues to help them understand. Computers can provide this rich, contextual environment. The computer also allows students to become active learners in a one-on-one environment. Computers can incorporate learning strategies as well as accommodate a variety of learning styles.
Reading There are several ways in which technology can be used to improve reading ability. Most simple reading texts are also very primary in content. Older children may consider themselves too old to be reading such primary content books. Computers, however can increase the interest level for older students while keeping the text simple and easy to read. Another benefit of using computers for reading instruction is that the computer offers immediate feedback on performance. They also can provide added practice when necessary. According to Case and Truscott (1999) (Case, C. & Truscott, D. (1999). The lure of bells and whistles: Choosing the best software to support reading instruction. Reading and Writing Quarterly: Oversoming Learning Difficulties, 15 (4), 361-369), students have been able to improve their sight word vocabulary, fluency, and comprehension. Computer based reading instruction also allows for "increased interaction with texts, attention to individual needs, and increased independence through an ability to read texts they would not otherwise be able to read" (Case & Truscott, 1999). Writing As demonstrated, computers and software can help English language learners develop vocabulary skills and knowledge. Computers can also help ELL students develop their writing skills. Lewis (1997) ( Lewis, P. (1997). Using productivity software for beginning language learning Part 1.The word processor. Learning and Leading with
17
Technology, 24 (8), 14-17), recommends that composition for beginning learners should be a guided activity so students do not become frustrated. Writing paragraphs in a language that is still somewhat unfamiliar to students can be difficult. When using a computer, however, the use of graphics can make this much more enjoyable. Using clip art can also help students to convey their thoughts more clearly. Listening: Students get involved into different dialogues through internet or just simply trough a recording play in the computer. Controversies in using technology in language teaching Pete Sharma (Pete Sharma (2007) Blended Learning Using Technology inside and beyond the language classroom, Macmillan) considers some of the controversies surrounding the use of technology in and out the classroom. 'Interactive whiteboards are great!' 'Interactive whiteboards are expensive!' There are many controversial issues in the area of technology-enhanced language teaching. Terminology: Terms can have different definitions. For example, the phrase blended learning means different things to different people. In language teaching, the classical definition is a combination of face-to-face classes (same time, same place) and webbased training. However, this definition excludes using CD-ROM, since they are not delivered over the internet. What this means is that when teachers begin discussing concepts such as blended learning they soon discover they are arguing about completely different things! (Jones, C (1086) Its not so much the program, more what you do with it: the importance of methodology in CALL System 14 / 2, 171-178 (2009). Article summarized in: Controversies in Using Technology in Language Teaching (April, 2009) from: http://www.teachingenglish.org.uk/articles/controversiesusing-technology-language-teaching ).
18
Connotation: For some people, the term 'blended learning' has a positive connotation. The best of the teacher plus the best of the technology could result in positive learning outcomes. For others, blended learning has a negative connotation: it is the worst of both worlds. On a blended course, the students who love the classroom do not contribute to the knowledge-building on the forums. When someone mentions the virtual classroom, what connotation does it have? For one person its exciting; for the next, its scary.
Grammar: The increase in the number of interactive exercises on CD-ROM and the web has undoubtedly benefitted the analytical learner. Students can practice 24/7 and receive instant feedback. However, many teachers and material writers would argue that this kind of practice is based on an outdated, stimulus-response methodology. These grammar exercises skewer the language, so on-line practice focuses on crisp areas of language at the expense of fuzzy areas.
Vocabulary: Arguments are currently raging about the use of electronic translators. These provide many benefits, allowing students to cross-check between bi-lingual dictionaries and mono-lingual dictionaries, and encouraging them to review language. Teachers can quite easily spot an essay written with the help of one of these small machines.
Using technology in and beyond the language classroom An introduction into various elements of technology that can be used by language teachers, both in and outside the classroom,to facilitate independent and motivational learning. While most instructors who have been teaching for more than a few years will by now have experience using these kinds of technology, those with limited teaching or
19
technology experience would benefit from Blended Learning. While the book contains some helpful website suggestions, those with more experience in the use of technology probably already have a plethora of websites they employ. Each chapter contains concise and accessible explanations of how to use software programs and the Internet, as well as some practical activities that can easily be adapted to fit other second language proficiency levels. The benefits and pitfalls of each of the suggested lessons and methods of using the technology apply to any classroom, regardless of the target language. In addition, the worksheets Sharma and Barrett include in Appendix 1 could be modified and used in a classroom of any language. Teachers in non-ESL classes would, however, need to find their own Web resources since all of the references in Blended Learning are for ESL and EFL classes. Even though each chapter contains elements that could be helpful to instructors of different technology proficiency levels, this book is most useful to those with moderate or limited experience using technology in the classroom. Many of the points, especially the how-to sections of each chapter, are too basic for those with more experience: these sections tend to explain in detail how to start using a program but do not continue and explain how to manipulate the program to take full advantage of it. For example, Sharma and Barrett explain in Chapter 5 how to create a very basic PowerPoint slide, but do not explain how to record the audio track of the presentation onto the slides, which is a very helpful tool for teaching students about transition signals and practicing presentation timings.
20
Methodology
The application of surveys for High School students, in order to collect information about the use of educative technology and electronic tools during the development of English classes for High School students at Centro Escolar Alberto Masferrer, Santa Tecla, El Salvador.
Type of Investigation
The research is field type oriented to students of the Alberto Masferrer School, Santa Tecla, in which the people responsible to carry out the research have to go there to collect the information and process it in order to get the results of it.
21
Instrumentation
The present survey it will be carried out with the purpose of improving the teaching methodology that is to say which is used in the different levels of study of English major, to create a teaching culture but solid which is convenient to solidify the teaching in the UTEC which is hoped to be able to create a commitment among professors which will have to improve its academic development using methodologies a lot but effective and motivational, we also believe that this investigation helped to the society in general hoping to create a general idea among teachers' of other educational units different staff or centers educational such universities, institutes and some English academies.
22
Survey about the Benefits of using web resources and electronic equipment during an English class Description
Thanks for taking the time to complete this survey by Universidad Tecnologica de El Salvador. Your feedback is important to us in how we can m analyze the use of educational technology in the teaching of English. This survey should only take about 5 minutes of your time. The purpose of this survey it is to determine the use of use of educative technology and in the teaching of English at school and at the same time, the benefits of using web resources during an English class.
Directions
Answer these questions by marking with an X in the answer that you consider is the appropriate according to your opinion, there are 2options for each question.
N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Questions Does the school have a computer lab? Do you go to the computer lab during your English class? Is the computer lab in good conditions physically? The computer lab has actualized softwares Do you use Interchanges software to practice English in the computer lab? Is the interchange software actualized? Do you consider that Interchanges book software has helped you to increase your English level? Do you use the internet in the computer lab during the English class? Does your teacher guide you to use any internet tool during your English class in the computer lab? Do you use internet tool to practice speaking during your English class in the lab? Do you use internet tool to practice writing during your English class in the lab? Do you use internet tool to practice listening during your English class in the lab? Do you use internet tool to practice reading during your English class in the lab? Do you use blogs for your English class? Do you use Virtual classrooms for your English classes? Do you consider important the use of virtual classrooms for your learning process of English in the school?
Answers
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
No No No No No No No No No No No No No No No No
23
17 18 19 20 21 22
Do you feel comfortable using internet tools during your English class at school? Does the use of internet help you to increase your English level? Have you developed better competencies using interchanges software in the teaching of English at school? Do you feel better learning English using Internet tools than Interchanges software? Have you developed better competencies using interchanges software in the teaching of English at school? Do you feel better learning English using Internet tools than Interchanges software?
No No No No No No
Analysis plan
We decided to choose students from high school level because they are the student who are ready to get into the university, an also, the ones who has more developed technological skills that are necessary to apply in the teaching of English using technological education. The institution has 5 sections (A, B, C, D, E) of 45 or 55 students per each classroom for the last level of the general high school degree (2ND year of high school), the
24
institution just have one area for high school degrees, which is the general degree and its assigned in the morning shift, the institution doesnt have shifts for another part of the day for this area. The principal just allowed us to apply the survey in 2 sections, due to the time we went to the institution, we couldnt visit more because the other sections were busy with activities already scheduled and we couldnt disturb during such activities. At the end, we just could apply the survey to 104 students (frequency), from two sections, one section had 50 students and the other one had 54 students.
25
We were refused to entry the first time in the school because the Principal told us that needed authorization from the University in order to enter the classrooms of the school and to conduct the survey. So, the authorization was obtained.
When we believed to be ready to pass the instrument already at school, there was a delay because the change in the University teacher had made mistakes in the questions and had to restore most of the work, including the instrument.
But eventually, we were able to achieve the objective of the research, as we could pass the survey inside the school to see if the institution had the use of the Web resources and the implementation of Technologic equipment during class.
Many of the researchers working in this project work, and it was difficult to process the dates and analysis for every question.
We have some other limitation like the availability of time, in order to collect the information and pass the instrument, because all the members in the research project and just some of them were able to go at the institution.
The institution allowed us to pass the instrument only to two groups of 5, because they were in final exams.
26
Valid Total
Answers Yes No
Yes No
100%
27
Valid Total
Yes No
100%
28
Valid Total
Yes No
99%
29
Valid Total
43% 57%
Yes No
30
Valid Total
Yes No 100%
31
Valid Total
Answers Yes No
Yes No
100%
32
Valid Total
Answers Yes No
Do you consider that Interchanges book software has helped you to increase your English level?
0%
Yes No
100%
33
Valid Total
Answers Yes No
Do you use the internet in the computer lab during the English class?
0%
Yes No
100%
34
Valid Total
Does your teacher guide you to use any internet tool during your English class in the computer lab?
0%
Yes No
100%
35
Valid Total
Do you use internet tool to practice speaking during your English class in the lab?
0%
Yes No
100%
36
Valid Total
Do you use internet tool to practice writing during your English class in the lab?
0%
Yes No
100%
37
Valid Total
Answers Yes No
Frequency 25 79 104
Do you use internet tool to practice listening during your English class in the lab?
0%
Yes No 100%
38
Valid Total
Do you use internet tool to practice reading during your English class?
0%
Yes No
100%
39
Valid Total
Do you use internet tool to practice reading during your English class?
0%
Yes No
100%
40
Valid Total
Do you use internet tool to practice writing during your English class?
0%
Yes No
100%
41
Valid Total
Yes No
100%
42
Valid Total
Yes No
100%
43
Valid Total
Answers Yes No
Frequency 42 62 104
Do you consider important the use of virtual classrooms for your learning process of English in the school?
40%
Yes No
59%
44
Valid Total
Do you feel comfortable using internet tools during your English class at school?
16% Yes No
83%
45
Valid Total
Does the use of internet help you to increase your English level?
11%
Yes No
88%
46
Valid Total
Have you developed better competencies using interchanges software in the teaching of English at school?
0%
Yes No
100%
47
Valid Total
Do you feel better learning English using Internet tools than Interchanges software?
16%
Yes No
84%
48
Discussion
As we can see in the final results of the research, the institution has technology in terms of computers, projectors, radio, and television and this comes not so relevant in the way they develop English skills because the resources they use, computers and internet connection, becomes not a principal factor when they study English in the lab practices thats why the students do not improve their English performance. Other important factor that affects that process is that the lack of knowledge of the teacher in terms of technological management makes weak and slow the way in which the students acquire techniques to improve English. We can state also that the institution have internet access, and comfortable lab physical conditions, they remarked that they feel good going to the lab, but they have not clear the purpose of going there, they stated that virtual classroom is not a familiar concept and also they rarely use the Interchanges software. Even when they have a clear idea of the use of internet in education and specifically in English matter, they showed a lack of reinforcement using internet tools such as virtual classroom. The fundamental problem that we discovered in the research was that even when they have internet access, and even when they feel comfortable using internet, the institution does not provide a planned program in which the students can experience a different way to acquire knowledge such as an educational adventurer through Virtual Classrooms. A tendency to emphasize on inevitable role of technology in pedagogy to the extent of obliterating human part of teacher by technology part has been very dominant. Even in the balanced arguments, only words of caution for appropriate use of technology seems to be meagerly appearing, Inappropriately used in the classroom, technology can be used to perpetuate old models of teaching and learning or the must common that says
49
that teachers can use multimedia technology to give more colorful, stimulating lectures thats why, in this research, said that they would feel comfortable using technology, but the most important point in here is that ,is not just turning on a computer and going to Google to look for information that was assigned in the class, it is how to teach and apply the technology in the teaching of English. For the institution, is very difficult to get some more materials or train to the teacher because they dont have money and their incomes are not enough to cover this area in the teaching of this language, in agreement of our hypothesis, we consider that the institution doesnt apply the technology, because some reasons we mentioned above and they need more incomes and investment from the government to train teachers.
50
Conclusion
After completed our investigation and process, check and analyze the information gathered we have discovered several factors that are inhibiting a learning of quality in the students from Centro Escolar Alberto Masferrer. The students use the internet connection only for tasks; they dont use electronic resources as blogs, wikis, pages, free sites because they dont know how to use them or how to find them. There is a lack of a proper guidance and clear instructions toward the students at the time of use and look for information, also the students dont know anything about books software. Observing the lack of knowledge, training and resources can we advise a meaningful improvement in the technology of the school, a qualified training for the teachers in the area of electronic resources and how to transmit that knowledge to the students in order to form professionals with quality and vanguards in the new era of education with technology. There are easy targets that most people agree need to be changed dramatically. Textbooks are one of these. Its easy to look at the sorry state of textbooks and decide that they could use an upgrade. When you see a kid carrying 30 pounds of paper and cardboard on her back, this seems like an obvious fix. But in this research, we have seen that the teacher never pointed to textbooks as a priority that they would like to change. We have seen that teacher never felt that the lack of technology in the teaching of English in the classroom was the main issue holding us back. The problem with education is, and always will be, a human issue. Im often asked what needs to change to fix our education problems. Is it the students? The parents? The administration and the budgets? Government investment? The teachers? What is it?
51
Its everything. It is every last one of those things. But according to the results given in this research it seems that the perception of what is bad in bilingual education the application of technology is wrong. Maybe youve heard that the students are lazy and dont have any ambition in using technology for education. Maybe we have heard that the parents dont care, or they care too much and stifle the teachers. Maybe we have seen administrative bloat and budgets that need to be trimmed back before they are increased. Perhaps we have heard the term teaching to the test. Most of all, youve definitely heard about the teachers unions protecting bad teachers while the good ones leave the profession early because they are so underpaid. This is what happens with English teacher trained in education, hiring these teachers is expensive; and also, we think that just investing the teachings would chance, nobody wont be able to do it with software and technology using it themselves, you need to be guided by someone. we need to start with the people. Help them. Respect them and support them. But most importantly, hire as many of them as you possibly can. There is unimaginable work to be done to see different methodologies in the teaching of English.
52
Recommendations
As a group the recommendations that are according to the results and we can make are: The Institution should implement new methodology based on teaching using educational technology.
The Government should help in the implementation of Technological resources in different Institutions who lack these resources to improve the quality of student learning.
The school should make a proposal to the Central Government, in this case MINED, to assist them in the acquisition of Technological equipments, in order to benefit that Institution to assist in improving student learning.
Teachers should have courses about the use of education technology and new technological aids should be introduced to the teachers.
53
References
Allen, G., & Thompson, A. (1995). Analysis of theeffect of networkingoncomputer-assistedcollaborativewriting in a fifth grade classroom. Journal of Educational Computing Research, 12, 65-75.
20survey.htm.
Bader, M.J. (2000). Choosing CALL software: Beginningtheevaluationprocess. TESOL Journal, 9, 18-22.
Bain, J., McNaught, C., & Mills, C. (1996). Relationshipbetweenacademics' educationalbeliefs and conceptions and theirdesign and use of computer software in highereducation. Paperpresented at 'ResearchingEducation in New Times', AustralianAssociationforResearch in EducationAnnualConference, Brisbane, Australia. RetrievedNovember 11, 2003 fromhttp://www.aare.edu.au/97pap/bainj134.htm.
http://www.crito.uci.edu/TLC/FINDINGS/internet-use/startpage.htm.
Case, C. & Truscott, D. (1999). The lure of bells and whistles: Choosing the best software to support reading instruction. Reading and WritingQuarterly: OversomingLearningDifficulties, 15 (4), 361-369.
54
Cordova, D. &Lepper, M. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of EducationalPsychology, 88 (4), 715-730.
Kang, S.H. & Dennis, J.R. (1995). The effects of computer-enhanced vocabulary lessons on achievement of ESL grade school children. Computers in theSchools, 11 (3), 25-35.
Landerholm, E.; Karr, J. &Mushi, S. (2000). A Collaborative Approach to Family Literacy Evaluation Strategies. EarlyChildDevelopment and Care, 162, 65-79.
Lewis, P. (1997). Using productivity software for beginning language learningPart 1. Thewordprocessor. Learning and LeadingwithTechnology, 24 (8), 14-17.
Liaw, M.L. (1997). An analysis of ESL children's verbal interaction during computer book reading. Computers in theSchools, 13 (3/4), 55-73.
Trenchs, M. (1996). Writing strategies in a second language: Three case studies of learners using electronic mail. The Canadian Modern LanguageReview, 52 (3), 464-497.
Pete Sharma (2007) Blended Learning Using Technology inside and beyond the language classroom, Macmillan.
55
Jones, C (1086) Its not so much the program, more what you do with it: the importance of methodology in CALL System 14 / 2, 171-178 (2009).
Article summarized in: Controversies in Using Technology in Language Teaching (April, 2009) from: http://www.teachingenglish.org.uk/articles/controversies-using-technologylanguage-teaching
Macmillan Publishers Limited (2007). From Oxford to England: Review of blended learning: using technology in and beyond the language classroom. England: Concordia University, PhD dissertation. Retrieved November 4, 2002 from http://llt.msu.edu/vol13num1/review3.pdf