TIC en el aula inglesa – ¿Huecos entre la política y la práctica?

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Published: Jul 1, 2015
DOI: https://doi.org/10.21071/edmetic.v4i2.3961
Keywords:
Motivación, ICT/Tic, National Curriculum, aprendizaje de lenguas

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Natalie Seeve-McKenna
Liverpool John Moores University
Rachel Whitaker
Liverpool John Moores University
Peter Mckenna
Manchester Metropolitan University

Abstract

En el aprendizaje de las lenguas extranjeras, obligatorio para estudiantes de 8 a 14 años según el Currículo Nacional Inglés, la necesidad de integrar la tecnología en los métodos de enseñanza ha sido evidente: “las escuelas deberían utilizar una gran variedad de recursos, incluyendo TIC, para acceder a la información y comunicarse en la lengua meta” (Departamento de Educación, 2007). El estudio muestra los motivos por los cuales los profesores hacen uso de la tecnología así como su impacto en la motivación del alumno. Descubre también una clara tendencia de usar TIC para presentar el idioma en lugar de para promover un aprendizaje autónomo y personalizado. Los alumnos expresan una satisfacción subjetiva ante la tecnología utilizada en el aula de lenguas modernas así como el deseo de hacer uso de dicha tecnología de una forma más independiente. La tecnología gira, según este estudio a pequeña escala, alrededor de la figura del profesor, quien se encarga de su uso, y son escasos los ejemplos de las posibilidades comunicativas de naturaleza autónoma descritas previamente. Las conclusiones derivan de los cuestionarios realizados por 60 estudiantes y (sus) 2 profesores, así como de las conversaciones con los profesores de dos escuelas públicas inglesas.

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How to Cite
Seeve-McKenna, N., Whitaker, R., & Mckenna, P. (2015). TIC en el aula inglesa – ¿Huecos entre la política y la práctica?. EDMETIC, 4(2), 29–50. https://doi.org/10.21071/edmetic.v4i2.3961
Issue
Vol. 4 No. 2 (2015): El estado de la cuestión III: Binomio Educación y TIC hoy
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