SEMINARY DA VINCI UNIVERSITY FACULTY OF HUMANITIES MIDDLE SCHOOL ENGLISH PROFESSORS

MIDDLE SCHOOL ENGLISH PROFESSORS

2018-2020

USE OF TECHNOLOGY IN THE TEACHING OF ENGLISH LANGUAGE

INTRODUCTION

Technology is defined as a science or knowledge for solving problems in a lot of fields of everyday life, from entertainment to work. For new teachers, technology is considered a necessity for the learning environment. When teachers effectively integrate technology into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun. 

Every single day virtual lesson plans, grading software and online assessments can help teachers save a lot time. This valuable time can be used for working with students who are struggling. What is more, having virtual learning environments in schools enhances collaboration and knowledge sharing between teachers. 

When old-school teachers were students, they had to spend hours in the library looking for the information they needed. Today, technology integration makes everything different and simpler. Students can easily access newspapers, scientific articles, studies, and any other type of content online. And the teachers have the facility to find resources for create a class. We have a world into our computers, phones, IPad, tablets, televisions and other technological tools; we can find any information per seconds without a lot of work

CONCEPTUAL FRAMEWORK

1.  ANTECEDENTS: 

History of technological development to meet the learning needs of a foreign language.

Historically, the first language and computer connection was established when the second was born. This connection becomes the beginning of a technological development to meet new needs.  Automatic translators are started to be created to the detriment of the professional translator of dictionaries and parallel documents. Linguists and computer scientists try side by side to create the miracle machine that offers quality translations. Today, there are many advances, but no machine ever replaces the human figure that translates or helps in the teaching learning process between students and teachers.

Technology and Languages.

The computer has become the ally of learning since it was born and continues to be so until now, especially in developing countries. Thus, the computer can be a tool to support the teaching of languages, since they can handle teaching softwares to facilitate their learning. This use remains the most important for learning a language. We can use the computer freely with text editing programs without having to have an interactive book.

Technology and languages, from the 1990s to the present day.

In the late 1990s and early 1990s, technologies are evolving rapidly and exponentially. In the early 2000s, everyone knows how to operate a computer with more or less initiation thanks to advanced programs. The teacher is not forced to know the programming languages. Developers and programmers create programs and software adapted to teaching needs.

2. JUSTIFICATION:

The technological resources available in some schools may be few and limited, but if we make use of them, we will be making a big change to improve our educational task of teaching the English language to students. This research will also help to raise awareness that the use of technology, in the teaching learning of English Language is more productive.

Likewise, the research work that was carried out, will publicize the importance of the use of technology and the impact it has to help in the teaching/learning process of the English language in the students of Middle School Education by Cooperative I.N. E.B.A.C Parracaná Cantel, Quetzaltenango. Once we know the influence and effects that technology has, as future teachers of the English language we can look for alternatives to implement the use of this tool in the classroom, so we can complement the teaching learning process with our students

3. RESEARCH ACHIEVEMENTS

·         The research carried out will cover the interest of teachers to raise the need for the use of technology in teaching the English language.

·     We will know the opinion of teachers and students about the use of technology in the teaching of  English language.

·         We will attract students' attention to find alternatives to facilitate the learning of the English language with the use of technology.

·    The research will cover technological educational factors of the Middle School Parracaná, Cantel, Quetzaltenango.

4. LIMITS OF RESEARCH

·         One of the main limits is the low-quality education offered by the Government of Guatemala, since many schools require a lot of educational resources.

·         The perceptions of the students and teachers of the Middle School by Cooperativa Parracaná Cantel, Quetzaltenango will be known.

·         Little information and availability to complement the teaching of the English language using any technological resources by teachers.

5. PROBLEM DETERMINATION.

Definition:

Does the use of technology help the teaching learning of English Language?

Geographic Area (Location):

The research was realized in a rural area; “Paraje Parracaná, Cantel, Municipio of Quetzaltenango”

Institutional Area:

Middle School Education by Cooperativa Parracaná, Cantel, Quetzaltenango.

Personal Scope:

Students of Seventh, Eighth and Ninth Grades, of the Middle School of Parracaná Cantel, Quetzaltenango.

Research Execution Time:

The research lasted two and a half months.

Thematic Scope

Use of technology in the teaching learning of English Language.

THEORETICAL FRAMEWORK

1. Technology

The word technology is a combination of two Greek words, techne and logos. Techne means art, craft, or skill. Logos means “to speak of”. Some have since taken the word logos to imply the practical application of techne, but others say that is stretching its etymological roots.

     Perhaps the best way to look at technology is in terms of progress. In many ways, the world simply gets better because technology has the ability to create a higher standard of living. The internet breaks down social, racial and sexual barriers. Computers provide better access to education. But is it always true that more technology is the answer to the world’s problems?

History of Technology

Stone Age

    The development of simple tools from wood or shards of rock and the discovery of fire, which provided a way to cook food and create heat and light, were technological developments which allowed people to accomplish tasks more easily and quickly.

Bronze Age

    The evolving ability of man to work with metal gave the ability to form stronger tools, and the introduction of the wheel allowed people greater ability to travel and communicate.

Iron Age

     The ability to work with harder metals than copper and tin, to smelt iron, and to be able to remove iron from ore allowed for rapid increases in weapons making, brought the development of tools that benefit civilization and gave greater ability to perform tasks, such as manufacturing and transportation.

Computers and the Internet

      The ability to perform basic thinking processes much faster enables business, science and commerce to proceed much more efficiently.

     An example of technology is the Internet which has made up-to-date information available to anyone with access in a matter of moments and provides real time information about events around the world.

Different Types of Technology

1. Fixed technology.

     Fixed technology can't be reused. It's called this way because it never changes. Oil refineries and fuels are some examples of fixed technology.

2. Flexible technology.

     We are daily surrounded by flexible technology. It's called "flexible" because from technical knowledge other products can be made. Some examples are food and pharmaceutical industries.

3. Soft technology.

     Soft technology gathers commercialization, planification and administration knowledge, without knowing any technical information. Unlike flexible technology, soft technology can't be seen or touched. Computers and smartphones are examples of soft technology.

4. Tough technology.

     Tough technology is the combination of the technical knowledge people use to create gadgets like machines, materials or tangible products, that is, things that can be touched or seen.

5. Equipment technology.

     This is one of the types of technology that can be applied into industry, because it includes all the products that are made thanks to mass production, such as plastic and textile processes.

6. Operation technology.

     Operation technology is achieved as a result of observation during a very long time, where people analyze and evaluate what they observed, for using it in other types of technology, like equipment or tough technology.

7. Product technology.

     It's the one that gathers techniques, knowledge and characteristics that are used to obtain a product or to reach a goal.

8. Clean technology.

     Clean technology doesn't have any detrimental effect on Earth while being used. Solar panels are a good example of clean technology, because they don't affect our environment. 

The Uses of Technology in Our Life

 Although we don’t realize it sometimes, the use of technology increases every day. Most of us are now dependents to the technology. We also use several technologies to fulfill specific tasks that we perform in our life. There are various emerging technologies which influence our life in quite different ways. The implementation of technology happens in most aspects in our life as well as in the business functions. So, what are the uses of technology that happens in our surroundings?

Technology and Communication

     Nowadays, we can use technology to communicate instead of writing letters and sending them through the postal service so that they can deliver our message. It is true that technology makes our communication much easier. We can just draft our business message and then send it through email or fax. We also don’t have to wait for long time for your message to be received.

     Technology also helps the business meetings to be done easily. By using the video conferencing, we don’t need to be worried to be late for a meeting. This video conferencing will make you attending the meeting virtually and engaging with your business partners directly.

10 Most Powerful Uses of Technology for Learning

       We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery.

    
1 Critical Thinking

     In Meaningful Learning with Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking–thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use–just thinking and reasoning. Thinking mediates learning. So what kinds of thinking are fostered when learning with technologies?

Analogical Expressive, Experiential,Problem Solving

   

    2.  mobile learning

True mobile learning has been around for close to a decade, right around the time when the first smartphone and tablet (Apple) were introduced and opened up a new world of possibilities for training and education. Enough time has gone by where today’s youth are exposed to mobile devices from the day that they are born, and as such they are very much accustomed to using it for both learning and entertainment.

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3. Access to Education

     The United Nations estimates 58 million children from ages 6 to 11 don’t attend school, a number that has remained stubbornly stagnant since the middle of the last decade. One nonprofit believes it has the solution: Create software so exciting to use that kids will want to teach themselves. “It’s based on the supposition, still unproven, that kids can teach themselves how to read and write.

4. Deeper Learning

“The most powerful uses are where people are producing,” says Karen Cator, president and CEO of Digital Promise and former head of the Office of Technology at the US Department of Education, in a recent Mind/Shift interview. “They’re answering questions that they are intimately involved with.” She gave an example of one social studies assignment to create a narrative for the Mississippi river. Students started at the headwaters in Bemidji, Minnesota and told stories of the people and places all the way down the river’s banks to the Gulf of Mexico. They used publishing tools to create multimedia presentations: “It’s something you couldn’t do very well without technology,” Cator said.

5. Continuous Feedback

     The study used a qualitative, multiple-case design involving four separate online courses. Findings suggested that instructors used student feedback to make course changes that alleviated technical difficulties, added and clarified content, and contributed to future course changes. Students and instructors responded positively to the opportunity to give and receive anonymous feedback and felt that it helped improve the course.

     

6. Unlimited and Immediate Learning

 The person who writes normally will be able to think more quickly, since the action is more routine, requiring less brain power. Now imagine two people writing a research paper, one of whom gets his facts quickly online and the other of whom gets his facts slowly, at a library. The person who gets the information he needs more quickly will be able to move on with his writing more quickly, thereby conserving brain power.

     The person who flips through several books in order to find the information he’s looking for will be slightly more exhausted by the time he thinks about incorporating that fact into the argument he’s making.

7. Creation and Contribution

     Countless programs and platforms now allow us to create and share material in a way that was not possible before the rise of technology. Blogs, for example, are a great way to develop creative thinking and writing in students. They provide freedom to students to post whatever they want and comment upon or share each other’s material. They can openly write on topics that intrigue them and give vent to their ideas without having to worry about grading or grammatical errors.

8. Social Connectedness

     To examine the effectiveness of smart technologies in improving or maintaining the social connectedness of older people living at home, researchers at La Trobe University in Melbourne conducted a literature review to determine how effective smart technologies can be in improving or maintaining the social connectedness of older people living at home. 

9. Global Awareness

 Marcel Proust, the French novelist, once wrote, “The real voyage of discovery consists not in seeing new lands but in seeing with new eyes.” He realized that by working with people from different backgrounds and cultures, we become better able to explore new ideas and possibilities for improvement.

     “Options that would not have occurred to us before stand out as obvious if we understand how other people experience the world,” writes José Picardo, head of modern foreign languages at Nottingham High School, in a recent article for the Guardian. “This is why it is so important for students to have a deeper global awareness and understanding of other cultures.”

10. Understanding Learning

     “Traditionally, we’d be confined to a [course setting] to study student learning for virtually every potential theory we have about science education and curriculum implementation,” Lamb said. “But now, instead of taking a shotgun approach, we can test the initial interventions on a computer and see which ones make the most sense to then study in a [course setting].”

     This means that in-person research becomes more finely targeted and requires fewer student subjects. It also requires less time from researchers and costs less money.

 Integrating Technology into English Language Teaching

     In an interview with thehindu.com, Nik Peachey, language teacher, teacher trainer, technology trainer and educational technology consultant, talks about the impact teaching- and learning-technology has had on students and teachers.  

 Does Technology Make Language Learning Easier?

English Language Origins

Old English (5th to 11th Century)

Early Middle English

Early Modern English

 Late Modern English

Evolution of the English Language

        In the Norman Conquest in 1066, the Norman French dialect (which was French with a Germanic influence) arrived in Britain. The center of learning gradually moved from Winchester to London, so Old English no longer dominated. Norman French, spoken by the aristocracy, and Old English, spoken by the common people, intermingled over time to become Middle English. By the 1200s, about 10,000 French words had been incorporated into English.  Some words served as replacements for the English words, and others coexisted with slightly changed meanings.

              Structural and grammatical changes happened as well. Charles Barber points out in "The English Language: A Historical Introduction":

 Characteristics of English Language

First characteristic is the splintering of the language into distinct but mutually intelligible dialects. This is largely a function of the influence of Great Britain around the world from the seventeenth to the twentieth century. American English is quite different from British English (not that either is a monolithic language—each has different elements of regional slang, pronunciation, and so on) and each is different than the versions of English spoken in Australia, the Caribbean and other locations. This has been exacerbated by the prevalence of English as a virtual lingua franca in business and diplomacy, and the widespread nature of American pop culture and consumer goods, a consequence of ongoing globalization from the post-World War II era to the present.

Learn to Speak English in the Classroom

      Learning a language works best when it’s engaging, and some people do prefer a classroom that allows personal interaction with other English speakers. Classroom learning does have some drawbacks though, including a lack of convenience and a curriculum that often emphasizes reading and writing English over speaking it in conversations.

Learn to Speak English with a Language Learning Program

       Language learning programs can offer the best of both worlds. Rosetta Stone provides both software and a mobile app with a program carefully built by experts for contextual language learning. It lets you pick up learning to speak English where you left off with an award-winning mobile app that syncs across all devices.

    English is the language of the internet

     The most common language on the internet is in English, so learning the language is pretty necessary for anyone making their living online. Many online careers rely upon at least some knowledge of English, including movers and shakers in social media, journalists, entertainers, website designer and developers, and much, much more.

Language

      Language, a system of conventional spoken, manual, or written symbols by means of which human beings, as members of a social group and participants in its culture, express themselves. The functions of language include communication, the expression of identity, play, imaginative expression, and emotional release.

Ways of studying language

      Languages are immensely complicated structures. One soon realizes how complicated any language is when trying to learn it as a second language. If one tries to frame an exhaustive description of all the rules embodied in one’s language the rules by means of which a native user is able to produce and understand an infinite number of correct well-formed sentencesone can easily appreciate the complexity of the knowledge that a child acquires while mastering a native vernacular. 

Phonetics and phonology

Functions of Language

      A Primary Function: Language’s primary function was in expressive form. It means, language is the medium to express the ideas, feelings, thoughts and emotions. The communication and interaction is in its better form if it has proper and appropriate emotions. Everybody is here want to feel the feelings of others as well as let them feel their feelings and respond after that. Only by language it is possible and easy to interpret someone’s views and emotions. The primary function of language works in three ways i.e. Oral, written and symbolic which means verbal as well as non-verbal.

Importance of Language

  

      The importance of communication is often overlooked. Despite our great prowess in communication, misunderstandings and mistranslations are commonplace. It is arrogant to believe that one can travel the world and expect all of mankind to understand his or her native tongue. In order to travel the world, whether for business or pleasure, a desire and willingness to adapt to new cultures and methods is necessary. Adaptability, of course, includes the ability to communicate with new people in various dialects. Being unable to communicate in a country is akin to living with a serious impairment; it is very difficult and near impossible, to adapt and get along with new people if there is no way to communicate with one another.

     

Language and the Brain

      Whether all such examples of grammatical analysis hold up to detailed scrutiny is a matter of debate. Phillip Lieberman points out in his book Eve Spoke that no complete description of a grammar of any language has ever been produced, implying that these analyses are somewhat superficial. Lieberman believes that many aspects of language that Chomsky attributes to a specific brain module, “the language organ”, are in fact performed by areas of the brain using more general cognitive and learning capabilities.

     

Language and Speech

      Language is a complex phenomenon with origins that are difficult to trace. Certain aspects of language, though not without controversy, are better suited to empirical investigation. Speech is one example because it requires some physical properties that can be measured in, or at least partially derived from, the fossil record.

     

Technology and the English Language

      With the rise of the internet, the English language became a crucial part of the spread of technology. Since the internet was invented in America, the vocabulary associated with technology was created and distributed in English. There were no other language alternatives when technology started booming. This greatly increased the reach of the English language when many other countries started incorporating technology into their culture.

       Teaching English  

      In the classroom: Although most modern methodologies and approaches focus on communication and make little reference to systems, many course books still have a structure based on the systems and skills mentioned above. Discourse itself is normally not identified separately, but included in skills areas.

    

Active Learning for Language Learning: How to Learn English Fast:

     The conventional methods of teaching EFL do not teach learners how to think in English. They can’t stop cross-translation in learner’s head. In active learning the ability to think in English is formed subconsciously while the innate habit of cross-translation is turned off automatically.

 Learn to Speak English Easily in Conversation

      When learners begin to take lessons to learn how to speak English, it may be tempting to focus on vocabulary and grammar. But one of the difficulties in learning to speak English is the fact that the language has many irregularities. Some words called homophones have multiple meanings, and the English language is packed with idioms that have become part of common usage. 

Integrating Technology into English Language Teaching

     In an interview with thehindu.com, Nik Peachey, language teacher, teacher trainer, technology trainer and educational technology consultant, talks about the impact teaching- and learning-technology has had on students and teachers. We’re proud at New College Group to offer engaging, innovative and technologically enhanced learning environments for our students. While using technology in English language teaching, our Techno-Hubs bring tech-based learning to the ELT classroom improving the way students and teachers communicate and interact through language learning.

Does Technology Make Language Learning Easier?

    The Techno-Hubs at New College Group plays an important role in our student’s education. As well as the learning opportunities it offers, it also affords collaborative learning to improve creativity and evaluation.

Truly Integrating Technology into English Language

     Tech should not run alongside lesson plans but compliment or even enhance them. Here’s what we feel the Techno Hubs and technology-based lessons have contributed.

Motivation in Learning

Technology plays a massive part in day to day life for so many of us, which only asserts the use of technology in English language teaching and learning. Technology fascinates us and engages us. Encouraging students to take part is arguably the most important part of any lesson plan, incorporating technology especially creatively could be the element that transforms a dull lesson into a captivating one. 

Education Anywhere

Practice Makes Perfect

Beyond Limits

Providing Context for the English Language

Transforming Education

Use of Technology in ESL Teaching

    

5 Benefits of Educational Technology in Learning English

     Technology in the classroom within educational centers is the present of education. The use of new technology in language learning has become the perfect complement in reaching proficiency and fluency, and English courses accompanied by technological support are the most effective and attractive for students who want to be successful in their learning. Educational technology at the service of teachers in the English language classroom ELearning solutions for successful language training.

1 The Best Complementary Tool for Teachers In The Classroom

    2 Technology Is Motivating and Stimulating For Students

    3 Ease in Managing and Monitoring Student Progress

     4 Create A Unique Experience as Much for the Teacher as the Students

    5 Promote Interactivity and Collaboration within Learning

     

Teaching

     In this piece Mark K Smith explores the nature of teaching those moments or sessions where we make specific interventions to help people learn particular things. He sets this within a discussion of pedagogy and didactics and demonstrates that we need to unhook consideration of the process of teaching from the role of ‘teacher’ in schools.

What Is Teaching?

     In much modern usage, the words ‘teaching’ and ‘teacher’ are wrapped up with schooling and schools. One way of approaching the question ‘What is teaching?’ is to look at what those called ‘teachers’ do and then to draw out key qualities or activities that set them apart from others. The problem is that all sorts of things are bundled together in job descriptions or roles that may have little to do with what we can sensibly call teaching. Another way is to head for dictionaries and search for both the historical meanings of the term, and how it is used in everyday language.  This brings us to definitions like:  Impart knowledge to or instruct (someone) as to how to do something; or Cause (someone) to learn or understand something by example or experience. As can be seen from these definitions we can say that we are all teachers in some way at some time.

Fostering Learning

To make sense of all this it is worth turning to what philosophers of education say. Interestingly, the question, ‘What is teaching?’ hasn’t been a hotbed of activity in recent years in the UK and USA. However, as Paul Hirst (1975) concluded, ‘being clear about what teaching is matters vitally because how teachers understand teaching very much affects what they actually do in the classroom’.

Hirst (1975) makes two very important points. For him teaching should involve:

• Setting out with the intention of someone learning something.
• Considering people’s feelings, experiences and needs. Teaching is only teaching if people can take on what is taught.

     To this we can add Jerome Bruner’s insights around the nature of education, and the process of learning and problem solving.

     To instruct someone… is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product. (1966: 72) We can begin to weave these into a definition  and highlight some forms it takes.

 Definition

    Teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given. Interventions commonly take the form of questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities (such as note taking, discussion, assignment writing, simulations and practice).

Learning Particular Things

     Teaching involves creating an environment and engaging with others, so that they learn particular things. This can be anything from tying a shoe lace to appreciating the structure of a three act play. I want highlight three key elements here focus, knowledge and the ability to engage people in learning.

Teaching, Pedagogy and Didactics

     Earlier, we saw that relatively little attention had been given to defining the essential nature of teaching in recent years in the UK and North America. This has contributed to confusion around the term and a major undervaluing of other forms of facilitating learning. The same cannot be said in a number of continental European countries where there is a much stronger appreciation of the different forms education takes. Reflecting on these traditions helps us to better understand teaching as a particular process and to recognize that it is fundamentally concerned with didactics rather than pedagogy.

Didactics

Certainly within German traditions – can be approached as Allgemeine Didaktik (general didactics) or as Fachdidaktik (subject didactics). Probably, the most helpful ways of translating didaktik is as the study of the teaching-learning process. It involves researching and theorizing the process and developing practice (see Kansanen 1999). The overwhelming focus within the didaktik tradition is upon the teaching-learning process in schools, colleges and university.

     To approach education and learning in other settings it is necessary to turn to the pädagogik tradition. Within this tradition fields like informal education, youth work, community development, art therapy, play work and child care are approached as forms of pedagogy. Indeed, in countries like Germany and Denmark, a relatively large number of people are employed as pedagogues or social pedagogues. While these pedagogues teach, much of their activity is conversationally, rather than curriculum, -based. Within this what comes to the fore is a focus on flourishing and of the significance of the person of the pedagogue (Smith and Smith 2008). In addition, three elements stand out about the processes of the current generation of specialist pedagogues. First, they are heirs to the ancient Greek process of accompanying and fostering learning. Second, their pedagogy involves a significant amount of helping and caring for. Indeed, for many of those concerned with social pedagogy it is a place where care and education meet – one is not somehow less than the other (Cameron and Moss 2011). Third, they are engaged in   what we can call ‘bringing situations to life’ or ‘sparking’ change (animation). In other words, they animate, care and educate (ACE). Woven into those processes are theories and beliefs that we also need to attend to.

Approaching Teaching as a Process

     Some of the teaching we do can be planned in advance because the people involved know that they will be attending a session, event or lesson where learning particular skills, topics or feelings is the focus. Some teaching arises as a response to a question, issue or situation. However, both are dependent on us:

Recognizing and Cultivating Teachable Moments

     Teachers certainly those in most formal settings like schools have to follow a curriculum. They have to teach specified areas in a particular sequence. As a result, there are always going to be individuals who are not ready for that learning. As teachers in these situations we need to look out for moments when students may be open to learning about different things; where we can, in the language of Quakers, ‘speak to their condition’. Having a sense of their needs and capacities we can respond with the right things at the right time.

Realness or Genuineness

     Rogers argued that when we are experienced as real people -entering into relationships with learners ‘without presenting a front or a façade’, we more likely to be effective.

Prizing, Acceptance, Trust

     This involves caring for learners, but in a non-possessive way and recognizing they have worth in their own right. It entails trusting in capacity of others to learn, make judgements and change.

Empathic Understanding

      ‘When the teacher has the ability to understand the student’s reactions from the inside, has a sensitive awareness of the way the process of education and learning seems to the student, then again the likelihood of significant learning is increased’.

    In practical terms this means we talk to people, not at them. We listen. We seek to connect and understand. We trust in their capacity to learn and change. We know that how we say things is often more important than what we say.

Scaffolding

 Scaffolding entails providing people with temporary support so that they deepen and develop their understanding and skills and develop as independent learners.

     Like physical scaffolding, the supportive strategies are incrementally removed when they are no longer needed, and the teacher gradually shifts more responsibility over the learning process to the student. (Great Schools Partnership 2015)

     To do this well, educators and workers need to be doing what we have explored above – cultivating collaborative relationships for learning, and building on what people know and do and then working just beyond it. 

Differentiation

     Differentiation involves adjusting the way we teach and approach subjects so that we can meet the needs of diverse learners. It entails changing content, processes and products so that people can better understand what is being taught and develop appropriate skills and the capacity to act.

Accessing Resources for Learning

     One of the key elements we require is the ability to access and make available resources for learning. The two obvious and central resources we have are our own knowledge, feelings and skills; and those of the people we are working with. Harnessing the experience, knowledge and feelings of learners is usually a good starting point. It focuses attention on the issue or subject; shares material; and can encourage joint working. When it is an area that we need to respond to immediately, it can also give us a little space gather our thoughts and access the material we need.

     The third key resource is the internet – which we can either make a whole group activity by using search via a whiteboard or screen, or an individual or small group activity via phones and other devices. One of the good things about this is that it also gives us an opportunity not just to reflect on the subject of the search but also on the process. We can examine, for example, the validity of the source or the terms we are using to search for something.

     

Adopting a Growth Mindset

     Last, we need to encourage people to adopt what Carol Dweck (2012) calls a growth mindset. Through researching the characteristics of children who succeed in education (and more generally flourish in life), Dweck found that some people have a fixed mindset and some a growth mindset.

     Believing that your qualities are carved in stone the fixed mindset—creates an urgency to prove yourself over and over. If you have only a certain amount of intelligence, a certain personality, and a certain moral characterwell, then you’d better prove that you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics….

     

 Structuring Interventions and Making Use of Different Methods

     One of the key things that research into the processes of teaching and educating tells us is that learners tend to like structure; they want to know the shape of a session or intervention and what it is about. They also seem to like variety, and changes in the pace of the work (e.g. moving from something quite intense to something free flowing).

     It is also worth going back to the dictionary definitions – and the origins of the word ‘teach’. What we find here are some hints of what Geoff Petty (2009) has talked about as ‘teacher-centered’ methods (as against active methods and student-centered methods).

Teacher-centred methods	Active methods	Student-centred methods
Talking	Supervised student practice	Reading for learning
Explaining	Discussion	Private study and homework
Showing	Group work	Assignments and essays
Questioning	Games	Projects and reports
Note-making	Role play, drama and simulations	Independent learning
	Seminars	Self-directed learning

What Does Good Teaching Look Like?

     What one person sees as good teaching can easily be seen as bad by another. Here we are going to look at what the Ofsted (2015) framework for inspection says. However, before we go there it is worth going back to what Paul Hirst argued back in 1975 and how we are defining teaching here. Our definition was:

      Teaching is the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things.

     We are looking at teaching as a specific process part of what we do as educators, animators and pedagogues. Ofsted is looking at something rather different.  They are grouping together teaching, learning and assessment and adding in some other things around the sort of outcomes they want to see. That said, it is well worth looking at this list as the thinking behind it does impact on a lot of the work we do.

     Teachers, practitioners and other staff have consistently high expectations of what each child or learner can achieve, including the most able and the most disadvantaged.

Teacher-Centered Approach to Learning

     Taken to its most extreme interpretation, teachers are the main authority figure in a teacher-centered instruction model, who passively receive knowledge from their teachers through lectures and direct instruction, with an end goal of positive results from testing and assessment. In this style, teaching and assessment are viewed as two separate entities; student learning is measured through objectively scored tests and assessments.

Student-Centered Approach to Learning

     While teachers are still an authority figure in a student-centered teaching model, teachers and students play an equally active role in the learning process.

     The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material, and to measure student learning through both formal and informal forms of assessment, like group projects, student portfolios, and class participation. In the student-centered classroom, teaching and assessment are connected because student learning is continuously measured during teacher instruction.

 

High Tech Approach to Learning

     Advancements in technology have propelled the education sector in the last few decades. As the name suggests, the high tech approach to learning utilizes different technology to aid students in their classroom learning. Many educators use computers and tablets in the classroom, and others may use the internet to assign homework. The internet is also beneficial in a classroom setting as it provides unlimited resources. Teachers may also use the internet in order to connect their students with people from around the world.

Low Tech Approach to Learning

     While technology undoubtedly has changed education, many educators opt to use a more traditional, low tech approach to learning. Some learning styles require a physical presence and interaction between the educator and the student. Additionally, some research has shown that low-tech classrooms may boost learning. For example, students who take handwritten notes have better recall than students who take typed notes External link. Another downside of technology in the classroom may be that students exposed to spell check and autocorrect features at an earlier age may be weaker in spelling and writing skills. Ultimately, tailoring the learning experience to different types of learners is incredibly important, and sometimes students work better with a low-tech approach.

Flipped Classrooms (High Tech)

   The idea of the flipped classroom began in 2007 when two teachers began using software that would let them record their live lectures External link. By the next school year, they were implementing pre-recorded lectures and sharing the idea of what became known as the flipped classroom.

Kinesthetic Learning (Low Tech)

     Sometimes known as tactile learning “or "hands-on learning", kinesthetic learning is based on the idea of multiple intelligences External link, requiring students to do, make, or create. In a kinesthetic learning environment, students perform physical activities rather than listen to lectures or watch demonstrations. Hands-on experiences, drawing, role-play, building, and the use of drama and sports are all examples of kinesthetic classroom activities.

     

Differentiated Instruction (Low Tech)

     Differentiated instruction is the teaching practice of tailoring instruction to meet individual student needs. It initially grew popular with the 1975 Individuals with Disabilities Education Act. (IDEA), which ensured all children had equal access to public education. The Individualized Education Programs that started under IDEA helped classroom teachers differentiate for students with special needs. Today, differentiated instruction is used to meet the needs of all types of learners.

   

Inquiry-Based Learning (High Tech)

     Based on student investigation and hands-on projects, inquiry-based learning is a teaching method that casts a teacher as a supportive figure who provides guidance and support for students throughout their learning process, rather than a sole authority figure.

     Teachers encourage students to ask questions and consider what they want to know about the world around them. Students then research their questions, find information and sources that explain key concepts and solve problems they may encounter along the way. Findings might be presented as self-made videos, websites, or formal presentations of research results.

     

Expeditionary Learning (High Tech)

Expeditionary learning is based on the ideas of the educator who founded Outward Bound and is a form of project-based learning in which students go on expeditions and engage in in-depth study of topics that impact their schools and communities.

Personalized Learning (High Tech)

     Personalized learning is such a new educational model that its definition is still evolving. At the heart of the model, teachers have students follow personalized learning plans that are specific to their interests and skills. Student self-direction and choice in the curriculum are hallmarks of personalized learning.

Game-Based Learning (High Tech)

     Game-based learning comes from the desire to engage students in more active learning in the classroom. Because they require students to be problem solvers and use soft skills that they will need as adults, games are a great way to encourage a “mastery” mindset, rather than a focus on grades.

     In a game-based learning environment, students work on quests to accomplish a specific goal (learning objective) by choosing actions and experimenting along the way. As students make certain progress or achievements, they can earn badges and experience points, just like they would in their favorite video games.

METHOLOGICAL FRAMEWORK

General Objective:

Determinate the importance of the use of technology, when teaching English as a Second Language to students from Seventh, Eighth and Ninth Grade

Specific Objectives:

1.      Create tools to determine the influence of technology on the English Language teaching.

2.      Analyze the importance that technology provides in English Language Teaching.

3.      Investigate new technological resources for teaching English. 

Hypothesis:

1.      Technology is a tool that facilitates processes in all axes of knowledge, allows to plan, direct, execute and control in an organized way.

Sampling:

Universe: Middle School,  Cooperativa Parracana Cantel, Municipio de Quetzaltenango, Departamento de Quetzaltenango.

Study area: Rural area

Type of Study: 

      Quantitative research is the procedure that seeks to quantify the data and in general apply some form of statistical analysis to indicate, among certain alternatives, using numerical quantities that can be treated using tools from the field of statics

Data collection methods:

·         Questionnaire

·         Survey

·         Document review

·         Observation

     Qualitative research has a multimethod approach that includes an interpretative and naturalistic approach to the subject of study, which means that the qualitative researcher studies things in their natural environments, trying to make sense or interpret the phenomena.

      Data collection methods:

·         Personal Interview

·         Focus groups

·         Observation

1. Questionnaire: Consist of a set questions regarding one or more variables to be measured. That must be written consistently and organized, sequenced and structured. 

Types of questions:

Closed Questions: They are those that do not have a fixed number of options but require a short answer.

Open Questions: They serve to have more extensive information.

Item:  Used in evaluation to refer to a question 

2. Survey: The researcher collect data  thought a pre-designed questionnaire, without modifying the environment or the phenomenon where the information is collected either to deliver it in the form of a triptych, graph or table.

·         Descriptive surveys: Reflect or document the attitudes or conditions present. This means that they try to describe in which situation a certain population is at the moment in which the survey is carried out. 

·         Analytical surveys: They seek, in addition to describing, explain the reasons for a given situation. In these types of surveys, the assumptions that support them are usually tested by examining at least two variables, of which interrelations are observed and then explanatory inferences are made.

Survey execution cycle:

1. Definition of the objective, which means answering the question, what do you want to investigate and for what purpose? Is the what and the what for? This will depend largely on the next steps.

 2. The second step is the elaboration of the sample design, which will depend on the selected universe and the intended coverage. A sample is the representation of a population under study that is used to establish the perception and experience of citizens. The sample is defined by the size of the population.

 3. Design of the instrument. In addition, the type of questions is defined, if they will be closed or open, a clear, simple and direct language should be used and adapted to the idiosyncrasy of the respondent. You must have interrelated questions to allow for deeper analysis.

 4. Execution of the survey. The pollster must have credibility, ability to conduct interviews and have good institutional support to reduce the margins of possible resistance

3. Document Review:

It is a complementary observation technique, in case there is a record of actions and programs. The documentary review allows you to get an idea of ​​the development and the characteristics of the processes and also to have information that confirms or doubts what the interviewed group has mentioned.

They count as documents:

Letters

Proceedings

Forms

Reports

Books

Images

Brochures 

4. Observation: It is a fundamental element of any investigative process; it relies the researcher to get

OPERATIONAL AND 

ADMINISTRATIVE FRAMEWORK

We have the answers of the Survey we passed to the students of Paraje De Parracaná, Cantel, Municipio de Quetzaltenango.

GENERAL GRAPH STUDENTS

Of 120 students surveyed, 32% said they would not like to use the technology in the process of teaching and learning English, and 68% would like the technology to be implemented in the teaching and learning process of a new language (English).

GENERAL GRAFIC

Does the use of technology helps the teaching of English language?  

In conclusion the teachers answered  our question 74 % said  that is important use the technology in the teaching-  learning process.  And 26 % responded that don’t use the technology to helps the teaching of English language.

CONCLUSIONS

1.     The use of technology in the teaching-learning process of the English language is important to achieve that the student develops critical thinking and gets access to learning materials.

2.     We also need to unhook “Traditional Pedagogy” of the English language teaching and connecting it with the current didactics that includes technology.

3.     We have access to different kinds of tools and the use of them, helps to teach in an organized, active and interesting way.

VIDEO

USE OF TECHNOLOGY IN THE TEACHING OF ENGLISH LANGUAGE

RECOMMENDATIONS

1.     It is essential that the students have access to technological tools for the learning of a second language (English), so in this way the student can develop critical thinking.

2.     It is important that the teacher can apply to actual technological didactics of the English language.

3.     It is fundamental the use of the technology because we have different tools access that help us in the teaching English process.

Bibliografía

www.cantechletter.com/2013/01/what-is-technology0103/,2013. (01 de 2013). Obtenido de cantechletter: (https://www.cantechletter.com/2013/01/what-is-technology0103/,20130

https://discover.trinitydc.edu/continuing-education/2014/02/26/importance-of-language-why-learning-a-second-language-is-important/. (2014). Obtenido de 

https://discover.trinitydc.edu/continuing-education/2014/02/26/importance-of-language-why-learning-a-second-language-is-important/

www.innovationexcellence.com/blog/2015/03/30/10-most-powerful-uses-of-technology-for-learning/. (10 de 03 de 2015). Obtenido de innovationexcellence: https://www.innovationexcellence.com/blog/2015/03/30/10-most-powerful-uses-of-technology-for-learning/

brainconnection.brainhq.com/2017/09/03/the-evolution-of-language/. (03 de 09 de 2017). Obtenido de brainconnection: https://brainconnection.brainhq.com/2017/09/03/the-evolution-of-language/

enlaescuela.elnortedecastilla.es/2017/grupos/hojasdepapel-8/different-types-of-technology-1707.html. (2017). Obtenido de enlaescuela.elnortedecastilla: https://enlaescuela.elnortedecastilla.es/2017/grupos/hojasdepapel-8/different-types-of-technology-1707.html

www.yourdictionary.com/technology. (2018). Obtenido de yourdictionary: https://www.yourdictionary.com/technology

www.newcollegegroup.com/blog/2019/10/16/technology-english-language-teaching/. (16 de 10 de 2019). Obtenido de newcollegegroup: https://www.newcollegegroup.com/blog/2019/10/16/technology-english-language-teaching/

https://www.telecommute.org/the-uses-of-technology-in-our-life/. (s.f.). Obtenido de telecommute: https://www.telecommute.org/the-uses-of-technology-in-our-life/

infed.org/mobi/what-is-teaching/. (s.f.). Obtenido de infed.org: https://infed.org/mobi/what-is-teaching/

infed.org/mobi/what-is-teaching/. (s.f.). Obtenido de infed.org: https://infed.org/mobi/what-is-teaching/

learnenglish.britishcouncil.org/english-grammar-reference. (s.f.). Obtenido de learnenglish: https://learnenglish.britishcouncil.org/english-grammar-reference

techpikk.com/blog/types-of-technology-definition-meaning-different-examples/. (s.f.). Obtenido de techpikk: https://techpikk.com/blog/types-of-technology-definition-meaning-different-examples/

www.britannica.com/topic/English-language. (s.f.). Obtenido de britannica: https://www.britannica.com/topic/English-language

www.britannica.com/topic/language. (s.f.). Obtenido de britannica: https://www.britannica.com/topic/language

www.britishcouncil.ph/teach/courses/core-skills. (s.f.). Obtenido de britishcouncil: https://www.britishcouncil.ph/teach/courses/core-skills

www.dexway.com/5-benefits-of-educational-technology-in-learning-english/. (s.f.). Obtenido de dexway: https://www.dexway.com/5-benefits-of-educational-technology-in-learning-english/

www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and-maps/chancery-standard. (s.f.). Obtenido de encyclopedia: http://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and-maps/chancery-standard

www.englishclub.com/what-is-english/. (s.f.). Obtenido de englishclub: https://www.englishclub.com/what-is-english/

www.english-for-students.com/general-principles-of-english-language.html . (s.f.). Obtenido de english-for-students: http://www.english-for-students.com/general-principles-of-english-language.html

www.enotes.com/homework-help/what-characteristics-modern-english-language-261126. (s.f.). Obtenido de enotes: https://www.enotes.com/homework-help/what-characteristics-modern-english-language-261126

www.omgroup.edu.in/downloads/files/n56e670c620f79.pdf. (s.f.). Obtenido de omgroup: https://www.omgroup.edu.in/downloads/files/n56e670c620f79.pdf

www.oxforddictionaries.com/definition/english/teach. (s.f.). Obtenido de oxforddictionaries: (http://www.oxforddictionaries.com/definition/english/teach).

www.oxfordinternationalenglish.com/a-brief-history-of-the-english-language/ . (s.f.). Obtenido de oxfordinternationalenglish: https://www.oxfordinternationalenglish.com/a-brief-history-of-the-english-language/

www.teachingenglish.org.uk/article/functions. (s.f.). Obtenido de teachingenglish: https://www.teachingenglish.org.uk/article/functions

www.teachingenglish.org.uk/blogs/ceyda-basmaci/use-technology-esl-teaching. (s.f.). Obtenido de teachingenglish: https://www.teachingenglish.org.uk/blogs/ceyda-basmaci/use-technology-esl-teaching

www.teach-this.com/ideas/problems-learning-english. (s.f.). Obtenido de teach-this: https://www.teach-this.com/ideas/problems-learning-english

ANNEXES

Activities SEMINARY
No.	Month	Day	Year	ACTIVITIES
1st  Saturday	February	1	2020	·         INTRODUCTION, We talk about the seminary and the steps to use a good Scientific Method. We make four groups, 2 groups of 2 people and 2 of 3 people.
2nd  Saturday	February	8	2020	PRE-DESING AND SELECTION OF TOPIC, We have an expositions about the PRE DESIGN. We chose the topic “USE OF TECHNOLOGY IN THE TEACHING OF LEARNING LANGUAGE” Each one the frameworks was explained.
3rd  Saturday	February	15	2020	THEORICAL TOPIC, ·         We chose a problem. Does the use of technology helps the teaching of English language? ·         Check the information about the topic “USE OF TECHNOLOGY IN THE TEACHING OF ENGLISH LANGUAGE.
4th  Saturday	February	22	2020	Everybody ask questions for the survey for the students and teachers’.
5th  Saturday	February	29	2020	Data collection of the survey.
6th  Saturday	March	7	2020	Review of the graphics.
7th  Saturday	March	14	2020	We did the program.
8th Saturday	March	21	2020	We make a small presentation with our colleagues.
9th  Saturday	March	28	2020	Presentation of the seminar
10th  Saturday	April	4	2020

 

Budget
 

Budget
Description	Cost
Survey Photocopies	Q 49.00
Seminar Presentation	Q 1,000.00
Impressions of the seminars	Q 1,125.00
Total	Q 2,174.00

This is a survey  of teachers and students about: Use of technology in the teaching of English Language.

1.      Do you implement the technology in the English course?

Yes _____                                          No ______

2. Would you be interested in using technology in English class?

Yes _____                                          No_____

3. Does the school have access to technology?

Yes _____                                          No_____

4. Has the use of technology facilitated you in the Teaching-learning process?

Yes_____                                           No_____

5. What are the web pages that you use to teach English?

a.       Duolingo

b.      Cake- conversación

c.       Kahoot

d.      Other

e.       None of the above

6. Do you believe that access to technology is necessary to teach a second language (English)?

Yes _____                                          No_____

7. Do you think that is important and necessary the extension of the technological coverage in the school?

Yes_____                                           No_____

8. How often do you use technology to teach English?

Few ______                                       Much _____

9. Do you receive some training to implement technology in the classroom?

Yes_____                                           No_____

10. Do you think you get benefits from using technology in teaching a second language?

Yes_____                                           No_____

Below is a series of questions that we made to the teacher.  Do they use the technology helps to teaching of English language?

1.      Do you interested to learn a second language (English)?

     Yes _____                         No _____

2.      Does you teacher use the technology to teach English language?

     Yes_____                          No _____

3.      Do you like implement technology in English course?

     Yes _____                         No _____

¿Why? ____________________________________________________________________________________________________________________________________________________________

4.      Has the use of technology facilitated in your learning process?

Yes _____                        No _____

5.      What are the web pages that you use to learn English?

a.       Duolingo

b.      Cake- conversación   

c.       Wubbu English

6.      Do you think you get benefits from using technology in learn a second language?

Yes_____                                     No_____

7.      Does the school have access to technology?

Yes _____                                    No_____

8.      How many do you use the technology?

Much ----------                                few---------

9.      Do you use the technological to continue learning second language?

Yes_____                                     No_____

10.  Do you think you get benefits from using technology in learning a second language?

Yes_____                                     No_____

This is the school “Paraje Parracana Cantel, Municipio of  Quetzaltenango. 

They are the teachers. Who realized the survey of the teachers and students in the Middle School by Cooperativa Parracana Cantel. 

The teachers are into the classroom, and explained that the technology is a useful and important tool that facilitated and improves skills to lean a second language (English) 

The students answered the questions, and learnt the importance of use the technology to learn a second language.