Uso Del As Tics En Pedagogia En Ingles

TABLE OF CONTENTS | |
CONTENT PAGE

ABSTRACT…………………………………………………………. I
DEDICATION……………………………………………………… II
ACKNOWLEDGMENTS…………………………………………... III
TABLE OF CONTENTS……………………………………………. IV
CHAPERT 1: INTRODUCTION…………………………………… V
1.2 GENERAL OBJECTIVE………………………………... VII
1.3 SPECIFICOBJECTIVE………………………………… VII
CHAPTER II: BODY………………………………………………... VIII
2.1 THEORETICAL FRAMEWORK……………………….. VIII
2.2 METHODOLOGY………………………………………. XXXV
2.3 RESULTS AND ANALYSIS…………………………… XXXVII
2.4 DISCUSSION……………………………………………. LVIII
CHAPTER 3: CONCLUSIONS AND RECOMMENDATIONS….... LXII
REFERENCES……………………………………………………….. LXIV
APPENDIX A………………………………………………………… LXVIII
APPENDIX B………………………………………………………… LXXIICHAPTER 1: INTRODUCTION

1.1 Introduction


We live on a different era from our parents; we have the ability to communicate worldwide in just a few seconds. We can share or receive information from our relatives and friends without much effort. These previous examples show us how technology has affected our daily lives. The influence of technology is so remarkable that goes fromthe way we peel an apple using a peeling machine, also the way we decorate or build our houses using different kinds of appliances to the way how we teach and learn.

“There can be infinite uses of the computer and of new age technology, but if teachers themselves are not able to bring it into the classroom and make it work, then it fails” – Nancy Kassebaum, U.S Senator. This quote reminds usthat, although technology can be strongly useful, if we do not know how to use it, we will not make the best use it. Based on these ideas, we know that nowadays we have access to a big number of appliances and applications that helps us to perform many tasks. Nevertheless, as the quote said, we have to know how to use it. In education, as in many other areas of our society, technology plays animportant role and impacts positively or negatively depending on the different teachers’ competences.

The raised conundrum in this case-study monograph is the limited use of multimedia resources in the English teaching; these two have been closely related for decades since the new generations have become more visual. As technology develops, new resources have been included in the English classes,from the use of cassettes, radio, and books to the use of videos and Power Point presentations. According to our experience, English teachers, nowadays, make little use of the available resources, limiting themselves to the use of Power Point and videos.

Given the conundrum previously raised, we propose the following hypothesis: the integration of multimedia materials in the English teachingguarantees a more effective learning in 9th graders of Colegio Humberstone and Colegio Inglés.

We mainly base our study on two research projects and one study carried out by an organization related to the scientific and technological development in our country. In the first place, we consulted “La inserción de la tecnologías en el aula: Estabilidad y procesos instituyentes en la práctica deldocente” by Guerrero I., Kalman J. (2010) which debates that we have access to many resources but they are useless if we do not take advantage of them. Another study we took into account was “Proyecto de Tecnología Educativa”. Cabero J. (1996) that proposes the concept of Educational Technology, which has to do with the insertion of multimedia resources to the educational field due to the changefrom behaviorism to constructivism. Finally, we reviewed a study called “TIC’s para educación en Chile: Resultados del Programa TIC EDU de FONDEF” by CONICYT- FONDEF (2008) which presents data about current status of the presence of technology in our country. It also demonstrates how the gap between technology and the access to it has been reduced during the last decade. This has been achieved...