A Study to Corroborate Effectiveness of Remote Education with Technology Development in English...

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


DIAGRAM No. 3. TECHNOLOGICAL RESOURCES USING IN THE ENGLISH CLASS ACCORDING TO THE TEACHER IN CHARGE


DIAGRAM No. 4. TECHNOLOGICAL TOOLS BY ENGLISH TEACER IN HER CLASS, ACCORDING TO THE PRINICIPAL


GRAPH No. 17. INTEREST TO APPLY ICT IN THE ENGLISH CLASSROOM ACCORDING WITH THE ENGLISH TEACHERS


DIAGRAM No. 11. CHART No. 26. USE ICT IN ENGLISH CLASSROOM, BY ADMINISTRATION SORTED BY RELEVANCE


DIAGRAM No. 5. SORT RELEVANCE BY TEACHER OPINION WILL BE USEFUL ICT TO TEACH ENGLISH IN CLASS


DIAGRAM No. 8. ADMINISTRATIVE STAFF


GRAPH No. 5. AGE DISTRIBUTION OF STUDENT POPULATION


GRAPH No. 6. STUDENTS WITH COMPUTERS AND SMARTPHONE


GRAPH No. 9. FREQUENCY USING TECHNOLOGY TOOLS IN ENGLISH CLASS


GRAPH No. 8. COMMON ACTIVITIES IN INTERNET BY STUDENTS


GRAPH No. 23. STUDENT OPINION IF THE SOCIAL NETWORKS OPERATE IN AN EDUCATIONAL ENVIRONMENT AND INTERACTION


GRAPH No. 21. USEFULNESS OF ICT BY STUDENTS IN THE ENGLISH LEARNING


GRAPH No. 18. STUDENT´S OPINION AS IT IS MUCH MORE FUN STUDY ENGLISH WITH A COMPUTER


GRAPH No. 24. DISLIKE TO USE TECHNOLOGICAL TOOLS OR DEVICES


GRAPH No. 25. PREFERENCE TO USE TECHNOLOGICAL TOOLS OR DEVICES


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


DIAGRAM No. 13. ADVANTAGES AND DISADVANTAGES OF USING THE ICT IN ENGLISH CLASSES BY PRINCIPAL

USE OF ICT


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

A Study to Corroborate Effectiveness of Remote Education with Technology Development in English...

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