scholarly journals Research on Technology Competencies in EFL Language Instructors: Technology-Pedagogy-Content in Language Teaching

2020 ◽  
Vol 5 (1) ◽  
pp. 32-43
Author(s):  
Rodrigo Tovar Viera ◽  
Diego Ismael Velasco Sánchez
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Assessment Instruments ◽  
Teaching Resources ◽  
Pedagogical Content ◽  
Digital Era ◽  
Information And Communication ◽  
Language Instructors ◽  
Computer Literate

Background:Living in the digital era where the information and communication technologies (ICTs) have extensively changed the way of teaching, language instructors, in particular, should be computer literate to put their technical knowledge into practice in such a way they effectively integrate technology into language learning classrooms.Methodology:The research contextualizes teachers’ beliefs and competencies of using the Technological Pedagogical Content Knowledge (TPCK) in teaching English as a foreign language. The study is an extension of previous research carried out by Tovar et at., (2019), and Tovar (2019). It applied a survey-based questionnaire, an unstructured interview, and classroom observations for data collection. The assessment instruments were administrated to EFL language instructors, who work in the Language Center at the Technical University of Cotopaxi.Findings:Results revealed that a high percentage of the EFL language instructors are not familiar with the use of the TPCK model and its integration into their classroom practices. This support the claim that teachers probably have technological knowledge, but they are not well-prepared to combine teaching resources and appropriate pedagogical methods for language teaching and learning.Conclusions:The study hopes that research outcomes arise linguistic implications and pedagogical applications for developing teachers’ TPCK competencies when integrating technology in EFL classroom settings. Limitations, as well as considerations for further research, are discussed.

scholarly journals The Impact of Multimodal Ensembles on Audio-Visual Comprehension: Implementing Vodcasts in EFL Contexts

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Natalia Norte Fernández-Pacheco
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
British Council ◽  
Multimodal Analysis ◽  
Digital Era ◽  
Information And Communication ◽  
Efl Students ◽  
Qualitative And Quantitative Study ◽  
The Impact

Abstract The ever increasing worldwide use of Information and Communication Technologies (ICT) over the last decade, has not only contributed to the way people interact with each other, but also to how languages are taught and learnt. Language digital materials such as vodcasts bring together, in an innovative, attractive and motivating manner, diverse modes of communication which promote a multimodal approach of learning. This article explores the use of multimodal ensembles  in audio-visual language learning materials designed to enhance students’ comprehension. This mixed methods (qualitative and quantitative) study, comprised a multimodal analysis of two language learning vodcasts from the British Council, using ELAN as the main multimodal annotation tool. The data obtained from the multimodal transcription was relevant to describe the different orchestrations of modes contained in both vodcasts. From this data, two comprehension tests, based on the ensembles found, were developed to check how each ensemble could benefit language students. The results confirmed that EFL students’ audio-visual comprehension improved when there was a greater number of orchestrated modes. These findings not only emphasise the potential of multimodal materials to improve foreign language comprehension, but also encourage teachers to adapt their methods to the pervasive digital era.

scholarly journals Busuu e Babbel: reflexões acerca do potencial de contribuição de aplicativos para o processo de ensino e aprendizagem de inglês como língua estrangeira

2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Barbra Sabota ◽  
Sanderson Mendanha Peixoto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Language Teaching ◽  
Digital Technologies ◽  
Educational Technologies ◽  
Teaching Resources ◽  
Multimedia Resources ◽  
Information And Communication ◽  
Multiple Challenges

Resumo Neste estudo bibliográfico documental propomos uma discussão sobre as possibilidades de uso de softwares educacionais, mais especificamente Busuu e Babbel, na aprendizagem de inglês como língua estrangeira (LE). Após apresentação do referencial teórico sobre ensino de línguas e tecnologias analisamos esses dois aplicativos sob as perspectivas de como eles se adéquam aos métodos de ensino de LE e do potencial de promoção de input que oferecem como recursos tecnológicos. Em última instância, buscamos perceber e evidenciar como em contextos virtuais de ensino de línguas a comunicação e a colaboração podem fazer com que os aprendizes desempenhem papéis de reciprocidade no processo de aprendizagem. Com base nas análises tecidas, observa-se que os aplicativos ora verificados são capazes de proporcionar atividades interativas e interacionais com potencial favorecedor da aprendizagem. Tendo como pressuposto que trabalhar a multimídia e as TDIC implica novos multidesafios que não podem ser desvinculados da discussão do aprendizado de línguas mediado pelas tecnologias digitais, apresentamos o artigo na intenção de colaborar com a pesquisa sobre utilização de recursos tecnológicos no processo de aprendizagem de inglês como LE. Palavras-chave: Inglês. Ensino-aprendizagem. Tecnologias educacionais.   Abstract In this documentary study, we propose a discussion about the possibilities of using educational softwares, specifically Busuu and Babbel in learning English as a foreign language (EFL). After presenting the theoretical framework for language teaching and digital technologies, we analyze these two mediating digital tools from the perspectives of how they fit to FL teaching methods and their potential to promote input as technological teaching resources. Finally, we seek to understand and show how virtual contexts of language teaching, communication and collaboration can cause learners to play reciprocal roles in the learning process. After triangulating data we observe that the above-mentioned applications are able to provide interactive and interactional activities favoring potential learning. Departing from the assumption that working with multimedia resources and the information and communication digital technologies (ICDT) together implies new and multiple challenges that cannot be disconnected from the discussion of language learning, mediated by digital technologies, we present this article aiming to collaborate with the research on the use of technological resources in the EFL learning process. Keywords: English. Learning & teaching. Educational technologies.

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

2014 ◽  
Vol 15 (2) ◽  
pp. 247 ◽  
Author(s):  
Jermaine McDougald
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Context ◽  
Information And Communication ◽  
Ict Tools ◽  
The Impact

This study reports on the impact of the Masters in english language Teaching with an emphasis on Autonomous learning environments from the Universidad de la Sabana. The report highlights how graduates from 12 cities from 9 departments throughout Colombia are using Information and Communication Technologies (ICT) for english language learning in order to promote autonomy. The data that has been gathered thus far reveals that teachers are becoming much more comfortable in evaluating ICT tools in accordance with their teaching context, the strengths and opportunities of ICT tools and their consequent improvement on language teaching, while promoting the development of autonomous learners.

scholarly journals The Use of Technologies for Teaching Dentistry in Brazil: Reflections from an Integrative Review

2017 ◽  
Vol 10 (4) ◽  
pp. 172 ◽  
Author(s):  
Henrique Salustiano Silva ◽  
Rita Catia Bariani ◽  
Hatsuo Kubo ◽  
Tais Pereira Leal ◽  
Roberta Ilinsky ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Technical Skills ◽  
Health Sciences ◽  
Integrative Review ◽  
Exclusion Criteria ◽  
Teaching Resources ◽  
Data Collection Instrument ◽  
Information And Communication

This article is an integrative review regarding the use of information and communication technologies (ICT) for teaching Dentistry. Thus, the article aimed to analyze papers that show the use of these technologies as resources and tools for learning. The stages in the elaboration of this integrative review were: establishing the guiding question and aims of the study, establishing the inclusion and exclusion criteria for articles, defining the research instrument and information to be extracted from the articles selected, results analysis, and discussion. For this, bibliographical data was collected from the SciELO, ColecionaSUS, and Periódicos CAPES databases in the search for articles published in the last five years, written in Portuguese, and containing the following keywords in Health Sciences: “education in dentistry”, “dentistry”, “dentistry informatics”, “distance learning”, and “education”, and which were related in context to the topic of study. Eleven articles were selected as the results, which were analyzed using the data collection instrument. It was concluded that the current technologies used as teaching resources and tools contribute as allies for improving ways of teaching and learning, particularly in the area of dentistry, in a way that makes courses more interactive and dynamic, and adding personal and technical skills to the profiles of the professionals trained.

scholarly journals The Evolving Role of IT Departments in Digital Transformation

2018 ◽  
Vol 10 (10) ◽  
pp. 3706 ◽  
Author(s):  
Che-Chuan Hsu ◽  
Rua-Huan Tsaih ◽  
David Yen
Keyword(s):  
Information And Communication Technologies ◽  
Organizational Transformation ◽  
Dominant Role ◽  
Digital Transformation ◽  
Leadership Role ◽  
Digital Era ◽  
Information And Communication ◽  
It Departments ◽  
Role Of It

In the digital era, organizations are increasingly tasked with creating and utilizing new content, applications, and/or services through the use of advanced information and communication technologies (ICT) to sustain a competitive advantage. Indeed, sustainability is now an embedded and overarching feature of organizations’ strategic planning. Research has shown that information technology (IT) departments are vital to organizations’ digital transformation. However, the role of IT departments in non-ICT-oriented organizations undergoing digital transformation has yet to be explored. Our study reveals that although the IT departments of non-ICT-oriented organizations play an important and proactive role in the early stages of organizational transformation and a dominant role in developing ICT capabilities, they will be unable to assume a leadership role within the organizations after transformation is complete.

scholarly journals Digital and Intelligent Public Administration: transformations in the era of artificial intelligence

2018 ◽  
Vol 18 (71) ◽  
pp. 55-87 ◽  
Author(s):  
Juan Gustavo Corvalán
Keyword(s):  
Artificial Intelligence ◽  
Public Administration ◽  
Information And Communication Technologies ◽  
Industrial Revolution ◽  
New Technologies ◽  
Technological Development ◽  
Digital Era ◽  
Challenges And Opportunities ◽  
Information And Communication ◽  
The Impact

This article addresses the impact of the digital era and it specifically refers to information and communication technologies (ICT) in Public Administration. It is based on the international approach and underscores the importance of incorporating new technologies established by the United Nations and the Organization of American States. Thereon, it highlights the Argentine Republic national approach towards ICT, and how it has moved towards a digital paradigm. It then emphasizes on the challenges and opportunities that emerge from the impact that artificial intelligence has in transforming Public Administration. Finally, it concludes that the key challenge of the Fourth Industrial Revolution is to achieve a boost towards a Digital and Intelligent Administration and government, which promotes the effectiveness of rights and an inclusive technological development that assures the digital dignity of people.  

Open Up the Classroom

2018 ◽  
pp. 22-46
Author(s):  
Hélène M. Andrawiss-Dlamini ◽  
Donata Puntil
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Teaching ◽  
Visual Media ◽  
Language Teachers ◽  
Effective Learning ◽  
Video Clips ◽  
Teachers Experiences ◽  
Language Courses ◽  
Language Instructors

Language instructors strive to provide students with a language learning environment that is authentic and contextualised. This chapter encourages teachers to step out of the textbook and integrate audio visual media in language courses. It highlights the pedagogical benefits of these resources and addresses the possible challenges language instructors may face. Bringing examples from two languages (French and Italian), the chapter aims at providing guidance to all language teachers in using film excerpts and video clips in their teaching. With a focus on lower levels (A.2 to B1), it showcases how these tools can be implemented, detailing the criteria to take into consideration in planning the lessons. Three detailed examples are provided with the objective of enabling effective learning. The last section of the chapter reflects on the use of audio visual media in language teaching and offers insights from the learners as well as the teachers' experiences.

ICT in Malay Language Learning

2010 ◽  
pp. 104-128
Author(s):  
Abduyah Ya'akub ◽  
Christina Gitsaki ◽  
Eileen Honan
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Language And Literacy ◽  
Language Curriculum ◽  
Language Writing ◽  
Information And Communication ◽  
Writing Pedagogies ◽  
Professional Workplace ◽  
Post Industrial

With digital communications and technological media becoming an integral part of the new professional workplace and everyday lives of the younger generation (especially in post-industrial societies), comes the clarion call for educators to develop a more complex understanding of language and literacy and how to go about designing pedagogies that equip students with 21st Century skills. This chapter presents two case studies that examine the complex interaction of teachers, students, writing pedagogies, language curriculum and Information and Communication Technologies (ICT). The study explored students’ experiences of using ICT in second language writing and the impact of ICT on writing pedagogy and the curriculum, producing in-depth descriptions and interpretations to answer a set of focused research questions.

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