Digital technologies in English teaching by distance and face-to-face graduates
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Horizontes de Linguística Aplicada |
Texto Completo: | https://periodicos.unb.br/index.php/horizontesla/article/view/32763 |
Resumo: | This article examines the incorporation of digital technologies in the English language classes of distance and face-to-face graduates. Distance teachers are obligatorily graduated with a technologic integration basis, and we are interested in analyzing the uses that the public-school English teacher makes of these technologies, considering whether his undergraduate training, in distance or in-person modality, had an influence on his praxis and contributed to the improvement of foreign language teaching. For this analysis, the scales of two models of technological-pedagogical integration that could be incorporated by English language teachers were used: SAMR, by Ruben Puentedurra (2009); and Will, Skill, Tool, by Voogt and Knezek (2008). Under the theoretical and methodological framework of the studies in CALL, the data collected from four teachers were analyzed in triangulation (interview, questionnaire, and observation of the classes) and it was concluded that, unexpectedly, the teachers of the distance learning mode showed levels close to those of face-to-face modality concerning techno pedagogical incorporation. Although the training was relevant, it cannot be concluded from this study that it has contributed more significantly to teaching practice than other training, personal and professional aspects. |
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Digital technologies in English teaching by distance and face-to-face graduatesTecnologias digitais no ensino de inglês por graduados nas modalidades a distância e presencialEADTecnologias digitaisEnsino de língua inglesaDistance learningDigital technologiesEnglish teachingThis article examines the incorporation of digital technologies in the English language classes of distance and face-to-face graduates. Distance teachers are obligatorily graduated with a technologic integration basis, and we are interested in analyzing the uses that the public-school English teacher makes of these technologies, considering whether his undergraduate training, in distance or in-person modality, had an influence on his praxis and contributed to the improvement of foreign language teaching. For this analysis, the scales of two models of technological-pedagogical integration that could be incorporated by English language teachers were used: SAMR, by Ruben Puentedurra (2009); and Will, Skill, Tool, by Voogt and Knezek (2008). Under the theoretical and methodological framework of the studies in CALL, the data collected from four teachers were analyzed in triangulation (interview, questionnaire, and observation of the classes) and it was concluded that, unexpectedly, the teachers of the distance learning mode showed levels close to those of face-to-face modality concerning techno pedagogical incorporation. Although the training was relevant, it cannot be concluded from this study that it has contributed more significantly to teaching practice than other training, personal and professional aspects.Este artigo versa sobre a incorporação de tecnologias digitais nas aulas de língua inglesa de professores graduados na modalidade a distância e presencial. Os professores a distância possuem uma formação obrigatoriamente integrada à tecnologia, e nos interessa analisar os usos que o professor de inglês da escola pública faz dessas tecnologias, considerando se sua formação na graduação, na modalidade a distância ou presencial, teve influência em sua práxis e se contribuiu para a melhoria do ensino da língua estrangeira. Para essa análise foram utilizadas as escalas de dois modelos de integração tecnológico-pedagógica que poderiam ser incorporados pelos professores de língua inglesa: o SAMR, de Ruben Puentedurra (2009), e o Will, Skill, Tool, de Voogt e Knezek (2008). Sob referencial teórico e metodológico dos estudos em CALL, os dados coletados de quatro professores foram analisados em triangulação (entrevista, questionário e observação das aulas) e concluiu-se que, inesperadamente, os professores da modalidade EAD se mostraram em níveis próximos aos da modalidade presencial no que tange à incorporação tecnopedagógica. Embora a formação tenha sido relevante, não se pode concluir por este estudo que ela tenha contribuído mais significativamente na prática docente do que outros aspectos formativos, pessoais e profissionais.Programa de Pós-Graduação em Linguística Aplicada2021-05-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/horizontesla/article/view/3276310.26512/rhla.v20i1.32763Revista Horizontes de Linguistica Aplicada; Vol. 20 No. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; DT2Revista Horizontes de Linguistica Aplicada; v. 20 n. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; DT22237-09511677-977010.26512/rhla.v20i1reponame:Revista Horizontes de Linguística Aplicadainstname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/horizontesla/article/view/32763/29729Copyright (c) 2021 Revista Horizontes de Linguistica Aplicadahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessLima, Fábio Rodrigo Bezerra deZavam, Áurea Suely2021-06-28T18:54:19Zoai:ojs.pkp.sfu.ca:article/32763Revistahttps://periodicos.unb.br/index.php/horizontesla/indexPUBhttps://periodicos.unb.br/index.php/horizontesla/oaihorizontesla@gmail.com2237-09511677-9770opendoar:2023-01-13T09:49:30.203481Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Digital technologies in English teaching by distance and face-to-face graduates Tecnologias digitais no ensino de inglês por graduados nas modalidades a distância e presencial |
title |
Digital technologies in English teaching by distance and face-to-face graduates |
spellingShingle |
Digital technologies in English teaching by distance and face-to-face graduates Lima, Fábio Rodrigo Bezerra de EAD Tecnologias digitais Ensino de língua inglesa Distance learning Digital technologies English teaching |
title_short |
Digital technologies in English teaching by distance and face-to-face graduates |
title_full |
Digital technologies in English teaching by distance and face-to-face graduates |
title_fullStr |
Digital technologies in English teaching by distance and face-to-face graduates |
title_full_unstemmed |
Digital technologies in English teaching by distance and face-to-face graduates |
title_sort |
Digital technologies in English teaching by distance and face-to-face graduates |
author |
Lima, Fábio Rodrigo Bezerra de |
author_facet |
Lima, Fábio Rodrigo Bezerra de Zavam, Áurea Suely |
author_role |
author |
author2 |
Zavam, Áurea Suely |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lima, Fábio Rodrigo Bezerra de Zavam, Áurea Suely |
dc.subject.por.fl_str_mv |
EAD Tecnologias digitais Ensino de língua inglesa Distance learning Digital technologies English teaching |
topic |
EAD Tecnologias digitais Ensino de língua inglesa Distance learning Digital technologies English teaching |
description |
This article examines the incorporation of digital technologies in the English language classes of distance and face-to-face graduates. Distance teachers are obligatorily graduated with a technologic integration basis, and we are interested in analyzing the uses that the public-school English teacher makes of these technologies, considering whether his undergraduate training, in distance or in-person modality, had an influence on his praxis and contributed to the improvement of foreign language teaching. For this analysis, the scales of two models of technological-pedagogical integration that could be incorporated by English language teachers were used: SAMR, by Ruben Puentedurra (2009); and Will, Skill, Tool, by Voogt and Knezek (2008). Under the theoretical and methodological framework of the studies in CALL, the data collected from four teachers were analyzed in triangulation (interview, questionnaire, and observation of the classes) and it was concluded that, unexpectedly, the teachers of the distance learning mode showed levels close to those of face-to-face modality concerning techno pedagogical incorporation. Although the training was relevant, it cannot be concluded from this study that it has contributed more significantly to teaching practice than other training, personal and professional aspects. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unb.br/index.php/horizontesla/article/view/32763 10.26512/rhla.v20i1.32763 |
url |
https://periodicos.unb.br/index.php/horizontesla/article/view/32763 |
identifier_str_mv |
10.26512/rhla.v20i1.32763 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/horizontesla/article/view/32763/29729 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Revista Horizontes de Linguistica Aplicada https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Revista Horizontes de Linguistica Aplicada https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística Aplicada |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística Aplicada |
dc.source.none.fl_str_mv |
Revista Horizontes de Linguistica Aplicada; Vol. 20 No. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; DT2 Revista Horizontes de Linguistica Aplicada; v. 20 n. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; DT2 2237-0951 1677-9770 10.26512/rhla.v20i1 reponame:Revista Horizontes de Linguística Aplicada instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Revista Horizontes de Linguística Aplicada |
collection |
Revista Horizontes de Linguística Aplicada |
repository.name.fl_str_mv |
Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
horizontesla@gmail.com |
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1797051345706942464 |