The use of new technologies among in-service Colombian ELT teachers *

McDougald, Jermaine S.

doi:10.14483/udistrital.jour.calj.2013.2.a07

Cited by 14 publications

(11 citation statements)

References 13 publications

(14 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Science based disciplines such as medicine (Ankle et al, 2018), pharmacy (Valderrama Sanabria & Castaño Riobueno, 2017), biological sciences (Archila et al, 2018) and engineering (Rosero-Zambrano et al, 2018) were represented in the literature. Other disciplines such as architecture (Navarro Morales & Londoño, 2018), language education (McDougald, 2013;Pineda Hoyos, 2018), social sciences (Lobo, 2017) and business (Zambrano & Guerrero, 2009) are also represented. The disciplines of physics (de Castro & Martínez Gómez (Eds), 2017) and mathematics (Rojas Álvarez et al (Eds), 2013) are strongly represented in disciplinary-focused edited books emanating from Uninorte.…”

Section: Sotl Is Emerging From a Range Of Disciplinesmentioning

confidence: 99%

Balancing the local and global: A review of teaching and learning literature from Colombia

Reedy

Farías

2019

5th International Conference on Higher Education Advances (HEAd'19)

View full text Add to dashboard Cite

This paper presents a systematic review of the extent and nature of teaching and learning research in Colombia. The study identified that teaching and learning research is growing but is unevenly spread amongst a small number of Colombian private and public universities. The quantity of learning and teaching research emerging from a small number of institutions is linked to the presence of education development centres that support the research and dissemination of teaching innovation. The dominance of research related to technology innovation reflects the purpose of these centres. The teaching and learning research literature emerging from these universities reflects global educational themes but contains little of the issues and challenges related to diversity, inequality, and other social, political and economic realities that situates higher education research within local contexts. This study concludes that a critical approach to teaching and learning research is needed to balance the local with the global in teaching and learning research in Colombia.

show abstract

Section: Sotl Is Emerging From a Range Of Disciplinesmentioning

confidence: 99%

Balancing the local and global: A review of teaching and learning literature from Colombia

Reedy

Farías

2019

5th International Conference on Higher Education Advances (HEAd'19)

View full text Add to dashboard Cite

show abstract

“…Web 2.0 tools such as Animoto, Fotobabble, Blogs, Wikis and Edmodo offer many benefits for the field of education in general and for teachers who are seeking ways to extend the learning process outside the classroom (McDougald, 2013). As maintained by Pop (2010), Web 2.0 tools in foreign language instruction cause higher levels of motivation and confidence, which are essential to learn a foreign language.…”

Section: Web 20 Tools and Possible Advantagesmentioning

confidence: 99%

Technology in ELT: English Teachers Investigate Animoto and Fotobabble

Coşkun¹,

Marlowe²

2015

IJHE

View full text Add to dashboard Cite

Because of being socially interactive, portable and multimodal, the Internet has had an impact on the field of foreign language education (Warschauer, 2001), and Web 2.0 tools have become integral parts of our everyday teaching. Thus, the aims of this study are twofold: On the one hand, it aims to introduce Animoto and Fotobabble as free Web 2.0 tools that can easily be adapted for English language teaching (ELT) purposes. Throughout the paper, the use of Animoto and Fotobabble in ELT is illustrated through sample activities incorporating these tools. On the other hand, the study also has the objective to reveal the attitudes of twelve university level English as a Foreign Language (EFL) instructors towards the use of these tools in ELT. To collect data regarding their attitudes, the participants were distributed via e-mail an informative document including an introduction to these tools, tutorials on how these tools work and sample Animoto and Fotobabble slides. They were then asked to write their reflections on whether these platforms would be good for learning/teaching English and what possibilities or activities English teachers could use them for. The collected qualitative data was analyzed by means of content analysis, and it was revealed that the study participants mostly held positive attitudes towards the use of these platforms in ELT, and could think of teaching activities incorporating these platforms. Also, it was found that although the majority gave positive comments, there were a few instructors sharing their concerns about their application in ELT. It is believed that such studies dealing with the use of new technologies in ELT are likely to lead to a more effective English learning/teaching process.As argued by Shyamlee and Phil (2012), traditional ELT has been drastically altered due to the emergence of technology, which provides innumerable options for teachers to make teaching more interesting and engaging for their students. They claim that this also increases the productivity of teaching English, in essence providing evidence that technology is greatly assisting not only linguistic, but also social change.EFL teachers desperately need to find novel and unique ways to deliver lessons (Morgan, 2008) which may garner a more positive response from students who seem largely distracted from, or bored with the usual language

show abstract

“…Through these Web 2.0 tools, student learning spaces can be extended beyond the walls of the classroom as the web tools bridge the learning spaces across the school, home and even wider community [3]. On top of that, Web 2.0 tools not only support a virtual learning environment but also offer students the opportunities in practicing their language skills in a fascinating way [4].…”

Section: Introductionmentioning

confidence: 99%

Digital Storytelling as a Creative Teaching Method in Promoting Secondary School Students’ Writing Skills

Lim¹,

Noor

2019

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

- With the current needs of shaping 21st-century classroom in schools, the use of technology has now become compulsory for teachers to incorporate in the classroom. The exposure to technology is highly necessary for the current generation to prepare them for the future ahead. Digital storytelling is one of the tools available in the market for learning. There is no much research yet found in Malaysia that investigates the usefulness of the digital storytelling in promoting secondary school students’ writing skills. Therefore, this research tries to implement one digital storytelling tool in teaching Writing for English Form 1 and tries to identify the elements of digital storytelling tool that might be able to promote students’ writing skills. This research involved fifteen Form 1 students. The data was collected through four (4) time series tests in a pre-experimental research study. The students’ performance in each treatment were marked according to the Rubrics to Assess Digital Stories and were analysed using Friedman Ranks Test. The finding shows that there is an improvement in students’ performance after four treatments of using the Digital Storytelling tools. For the elements of digital storytelling tool that affected after using the digital storytelling tool, the student respondents always applied six elements: ‘Overall Purpose of the Story’, ‘Dramatic Questions’, ‘Choice of Content’, ‘Pacing of the Narrative’, ‘Quality of the Images’ and ‘Good Grammar and Language Usage’. Furthermore, there is an improvement in student respondents’ post-test marks after four treatments of using Storybird. The study shows a relationship between elements of digital storytelling tool in the four treatments and students’ writing performance in post-test. All of the elements shows a significant relationship with students’ writing performance except for ‘Dramatic Questions’.

show abstract

The use of new technologies among in-service Colombian ELT teachers *

Cited by 14 publications

References 13 publications

Balancing the local and global: A review of teaching and learning literature from Colombia

Balancing the local and global: A review of teaching and learning literature from Colombia

Technology in ELT: English Teachers Investigate Animoto and Fotobabble

Digital Storytelling as a Creative Teaching Method in Promoting Secondary School Students’ Writing Skills

Contact Info

Product

Resources

About