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ICT and ELT: An Action Research Study
Transcript of ICT and ELT: An Action Research Study
attitudes and competencies:
An action research study.
September 20th, 2011
Jorge A. Mejía L.
M.Ed. in Educational Leadership.
Virginia Commonwealth University
Universidad de La Salle
M.Ed. in Education
Universidad de La Salle
What is the impact of an ICT training course on the beliefs, attitudes and ICT competencies of a group of 20
English teachers from four
public schools in Bogota?
Population - Sample
TEACHERS' BELIEFS, ATTITUDES AND ICT COMPETENCIES
INFORMATION AND COMMUNICATION TECHNOLOGIES
•“Plan Nacional de Desarrollo 1998 – 2002” document, ICT were included as part of the Colombian Economical and Social development model.
•ICT were initially incorporated in Colombia by “Ministerio de Educación Nacional” in 2000 with the donation of language labs and an interactive software called “English Discoveries”.
•“Plan Nacional Decenal de Educación 2006-2016” document, it is stated that all schools must be provided with a technological infrastructure to support pedagogical processes.
•Despite all these efforts and several studies on why and how to incorporate ICT in schools, there are rather few attempts to explain how teacher’s beliefs, attitudes and ICT competencies are influenced by training programs on the use of ICT.
•Many scholars agree that in order to develop effective ICT implementation processes, not only teachers’ ICT competencies should be modified, but also their beliefs and attitudes towards them.
Technique: Generation of meaning by systematically tracking repeated topics -Miles y Huberman (cit. by Quintana (2006)- based on 3 categories Beliefs, Attitudes and ICT Competencies
Triangulation: Comparing diagnostic results to intervention/evaluation outcomes
Study, development, implementation,
storage and distribution of information
through the use of hardware or software
Conclusions and Implications:
•The present study shows that most of the initial beliefs, attitudes and ICT competencies were significantly influenced by the training
•The training course seems to have helped most teachers build up self-confidence towards the use of ICT
•Training on ICT should include: Reflection on ICT, ICT Competencies, Pedagogical support, Didactic strategies, Evaluation of ICT products and Beliefs/attitudes towards ICT.
•Beliefs and Attitudes towards ICT may –and should- be “modified” during training on ICT.
• The more teachers are involved in engaging and meaningful training –on ICT-, the more they are likely to implement ICT in their teaching practices successfully.
• Teachers with “student-centered” approaches seem to be more willing to use ICT. Those who have traditional perspectives are more likely to “avoid” the use of ICT.
• Some more research is needed to observe how the training on ICT has impacted the actual teaching practices of study-participants.
Teachers' beliefs are usually conceptualised as a tacit set of often unconsciously held assumptions regarding educational issues and processes such as teaching, learning, curriculum, schooling, and knowledge (Elen & Lowyck, 1999).
Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.
An attitude is a tendency to behave in a consistent and persistent way in certain situations, objects, events or persons (Coll, 1987)
ICT Competencies means being able to properly use ICT in a particular context, mobilizing personal resources (knowledge, know, do, qualities, culture, emotional resources ...) and network resources (banks data, documentation networks, networks of specialized experience) (Le Boterf, 2000)
Beliefs about teaching and learning play an important role in transforming classrooms with the use of technology (Ertmer, 1999).
Some teachers only superficially accept technology into their work, even when it is available to their students (Cuban 2001; Leach & Moon, 2000).
Without teachers’ skilled pedagogical application of educational technology, technology in and of itself cannot provide innovative school practice and educational change (Cox, Abbott, Webb, Blakeley, Beauchamp, & Rhodes, 2004)
The teacher’s view of technology can present a major barrier to the use of technology in the classroom. However, beliefs on the role technology in the classroom can be modified using technology-based experiences (Slough & Chamblee, 2000)
The role of ICT in foreign language teaching (Warschauer & Healey, 1998; Dudeney, 2000; Fotos & Browne, 2004)
Methodology matters (Egbert, 2005; Dudeney & Hockly, 2007)
Research approaches (Chappelle, 1998; Egbert & Petrie, 2005)
Teachers’ role and ICT (Godwin-Jones, 2002; Avendaño, 2003)
Teachers’ beliefs and attitudes usually condition their instructional practices, including how new teaching methods are adopted (Pajares, 2006; Golombek, 1998; Prawat, 1992).
Dealing successfully with ICT in teaching relates not just to knowledge of the applications and implications of ICT, but more importantly to teachers' beliefs and attitudes regarding ICT tools.
RESEARCH: ICT IN ELT
RESEARCH ON BELIEFS/ATTITUDES AND ICT
Conclusions and Implications
Do you know any ICT tools for ELT? Which ones? Do you actually use them?
How do you feel about the use of ICT in ELT? (E.g. Intimidated, overwhelmed, ignorant, indifferent, anxious, expert, familiar, etc) Why?
Do you think there are any advantages/disadvantages about the use of ICT in ELT?
Do you consider that the use of ICT requires new ways of teaching and learning? Why?
Beliefs are filters that guide teachers during instructional and curricular decision -making (Pajares, 1992; Prawat, 1992)
JOSÉ ALDEMAR ALVAREZ
YAMITH JOSÉ FANDIÑO - AURORA CARDONA - JAIRO ALBERTO GALINDO