Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study.
Technology has brought many advantages in people's lives and it has supported many fields, including the educational field. Teachers and students have been benefited with the inclusion of technology inside the classrooms. There have been several studies related to the benefits that technology h...
- Autores:
-
Durango López, Laura Beatriz
Vidal Vanegas, Leydis Johana
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/2707
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/2707
- Palabra clave:
- Fenomenología
Profesores de Inglés
Tecnología
Salón ILE
Experiencias vividas
Phenomenology
English teachers
Technology
EFL classroom
Lived experience
- Rights
- restrictedAccess
- License
- Copyright Universidad de Córdoba, 2019
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Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study. |
| title |
Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study. |
| spellingShingle |
Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study. Fenomenología Profesores de Inglés Tecnología Salón ILE Experiencias vividas Phenomenology English teachers Technology EFL classroom Lived experience |
| title_short |
Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study. |
| title_full |
Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study. |
| title_fullStr |
Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study. |
| title_full_unstemmed |
Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study. |
| title_sort |
Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study. |
| dc.creator.fl_str_mv |
Durango López, Laura Beatriz Vidal Vanegas, Leydis Johana |
| dc.contributor.author.spa.fl_str_mv |
Durango López, Laura Beatriz Vidal Vanegas, Leydis Johana |
| dc.subject.proposal.spa.fl_str_mv |
Fenomenología Profesores de Inglés Tecnología Salón ILE Experiencias vividas |
| topic |
Fenomenología Profesores de Inglés Tecnología Salón ILE Experiencias vividas Phenomenology English teachers Technology EFL classroom Lived experience |
| dc.subject.keywords.spa.fl_str_mv |
Phenomenology English teachers Technology EFL classroom Lived experience |
| description |
Technology has brought many advantages in people's lives and it has supported many fields, including the educational field. Teachers and students have been benefited with the inclusion of technology inside the classrooms. There have been several studies related to the benefits that technology has brought for the schools. However, there is still a need for more phenomenological research in our context about English teachers’ lived experiences about the use of technology in their classrooms. Particularly, the limitations that they have faced during their teaching practices. The purpose of this study was to explore and understand English teachers’ lived experiences about the use of technology in the EFL classroom. Seidman (2006) three series of interviews model was used to collect the data. The data analysis was carried out through Colaizzi’s (1978) method of seven steps for descriptive phenomenology. The analysis process provided four themes: (a) The Transcendence of Being a User, (b) Awareness of a Value, (c) The Experience of Being Technology-illiterate, and (d) The Smoothness of Communication and Sense of Improvement. The findings of this study provide accounts of the participant’s experiences about the significance of being a user, sense of improvement and value and the limitations inside the EFL classroom, and also the experiences gave meaning to the inclusion of technology in the teaching-learning process. |
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2020 |
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2020-06-02T19:29:58Z |
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2020-06-02 |
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Abdullah , M., Akhter, S., & Yasmin, N. (2014). The Impact of Teacher and Technology in Classroom. Journal of Education and Practice, 5(27), 79-83. Amick, M. (2019a). The Impact of 1:1 Technology Initiatives on Lesson Planning (Doctoral dissertation, Duquesne University). https://dsc.duq.edu/etd/1757 Amick, M. (2019b). The Impact of 1:1 Technology Initiatives on Lesson Planning (Doctoral dissertation, Duquesne University). https://dsc.duq.edu/etd/1757 Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1). 136-155. Chan, Z. C., Fung, Y., & Chien, W. (2013a). Bracketing in Phenomenology: Only Undertaken in the Data Collection and Analysis Process. The Qualitative Report, 18(30), 1-9. https://nsuworks.nova.edu/tqr/vol18/iss30/1 Chow, K., Fan, K., Chan, A., Ip, H., & Kwok, L. (2005). Enhancing Teacher-Student Interactions with Multiple Handheld Devices, 79–86. Christensen, R. (2002). Effects of Technology Integration Education on the Attitudes of Teachers and Students. Journal of Research on Technology in Education, 34(4), 411-433. Cilesiz, S. (2010). A phenomenological approach to experiences with technology: current state, promise, and future directions for research. Education Tech Research Dev, 59, 487 - 510. https://dx.doi.org/10.1007/s11423-010-9173-2 Correa, D., & González, A.(2016a). English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies. Education Policy Analysis Archives, 24(83), 1- 30 . http://dx.doi.org/10.14507/epaa.24.2459 Correa, D., & González, A.(2016b). English in public primary schools in Colombia: Achievements and Challenges Brought about by National Language Education policies. Education Policy Analysis Archives, 24(83), 1- 30 . http://dx.doi.org/10.14507/epaa.24.2459 Costley, K. (2014). The Positive Effects of Technology on Teaching and Student Learning. https://eric.ed.gov/?id=ED554557 Duygu, S., Aşkım, A., & Muhterem, D. (2012). Teachers’ Views about Effective Use of Technology in Classrooms. Turkish Online Journal of Qualitative Inquiry, 3(2), 29–41. Ertmer, P., & Ottenbreit-Leftwich, A. (2010a). Teacher Technology Change. Journal of Research on Technology in Education, 42(3), 255–284. http://dx.doi.org/10.1080/15391523.2010.10782551 Ertmer, P., & Ottenbreit-Leftwich, A. (2010b). Teacher Technology Change. Journal of Research on Technology in Education, 42(3), 255–284. http://dx.doi.org/10.1080/15391523.2010.10782551 Ghavifekr, S., & Rosdy, W. (2015a). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science (IJRES), 1(2), 175- 191. Ghavifekr, S., & Rosdy, W. (2015b). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science (IJRES), 1(2), 175- 191. Ghavifekr, S., & Rosdy, W. (2015c). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science (IJRES), 1(2), 175- 191. Given, L. M. (2008). The Sage encyclopedia of qualitative research methods. Sage Publications. Mahdi, H., & Al-Dera, A. (2013). The Impact of Teachers’ Age, Gender and Experience on the Use of Information and Communication Technology in EFL Teaching. English Language Teaching, 6(6), 57-67 http://dx.doi.org/10.5539/elt.v6n6p57 Raja, R., & Nagasubramani, P.(2018).Impact of modern technology in education. Journal of Applied and Advanced Research,3(1), 33-35. Schuemann, K. B. (2014). A phenomenological study into how students experience and understand the university presidency. (Dissertation). https://scholarworks.wmich.edu/dissertations/261 Seidman, I. (2006). Interviewing as qualitative research: a guide for researchers in education (third edition. Teachers College Pres. Sharma, S., Sharma, A., Sharma, S., & Ghandar, K. (2011a). Role of ICT in the Process of Teaching and Learning. Journal of Education and Practice, 2(5), 1-7 Sharma, S., Sharma, A., Sharma, S., & Ghandar, K. (2011b). Role of ICT in the Process of Teaching and Learning. Journal of Education and Practice, 2(5), 1-7 Sosha, G. (2012). Employment of Colaizzi’s strategy in Descriptive Phenomenology: A Reflection of a Researcher. European Specific Journal, 8(27), 1857-7881. Trucano, M. (2005). Knowledge Maps: ICTs in Education. Teachers, Teaching and ICT, 35-40. http://www.infodev.org/articles/teachers-teaching-and-icts Umugiraneza , O., Bansila, S., & North, D. (2018). Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools. Pythagoras, 39(1), 1-13. https://doi.org/10.4102/pythagoras.v39i1.342 Walker, R., & Miglino, O. (2010). Teaching to teach with technology - a project to encourage take-up of advanced technology in Education. Procedia - Social and Behavioral Sciences ER, 2, 2492–2496. http://dx.doi.org/10.1016/j.sbspro.2010.03.359 Winterhalder, J. E. (2017). Teachers’ Perceptions and Experiences in Implementing Mobile Devices Into Their Teaching (dissertation). https://scholarworks.waldenu.edu/dissertations Wirihana, L., Welch, A., Williamson, M., Christensen, M., Bakon, S., & Craft, J. (2018). Using Colaizzi’s method of data analysis to explore the experiences of nurse academics teaching on satellite campuses. nurser researcher, 25(4), 30-34. http://dx.doi.org/10.7748/nr.2018.e1516 |
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Durango López, Laura Beatriz5e367c2d-0e9c-4206-8876-b4bb8a46dc0c-1Vidal Vanegas, Leydis Johana32cb064b-0bdc-46bf-93d2-06648060a8cb-1Montería, Córdoba2020-06-02T19:29:58Z2020-06-02T19:29:58Z2020-06-02https://repositorio.unicordoba.edu.co/handle/ucordoba/2707Technology has brought many advantages in people's lives and it has supported many fields, including the educational field. Teachers and students have been benefited with the inclusion of technology inside the classrooms. There have been several studies related to the benefits that technology has brought for the schools. However, there is still a need for more phenomenological research in our context about English teachers’ lived experiences about the use of technology in their classrooms. Particularly, the limitations that they have faced during their teaching practices. The purpose of this study was to explore and understand English teachers’ lived experiences about the use of technology in the EFL classroom. Seidman (2006) three series of interviews model was used to collect the data. The data analysis was carried out through Colaizzi’s (1978) method of seven steps for descriptive phenomenology. The analysis process provided four themes: (a) The Transcendence of Being a User, (b) Awareness of a Value, (c) The Experience of Being Technology-illiterate, and (d) The Smoothness of Communication and Sense of Improvement. The findings of this study provide accounts of the participant’s experiences about the significance of being a user, sense of improvement and value and the limitations inside the EFL classroom, and also the experiences gave meaning to the inclusion of technology in the teaching-learning process.ACKNOWLEDGEMENTS .......................................................................................................viABSTRACT ............................................................................vii1. INTRODUCTION .......................................................................................................12. THEORETICAL FRAMEWORK .......................................................................................................42.1 Conceptual Framework ......................................................................................................42.1.1 Information and Communication technology (ICT) in Education ..........................................................................42.1.2 Teachers’ performance using technology ....................................................................................................52.1.3 Technology implementation in private and public schools .....................................................................................72.1.4 Lived Experience .........................................................................................................82.2 Literature Review ...........................................................................................................83. METHODOLOGY ............................................................................................................123.1 Type of research ............................................................................................................123.2 Context and participants ...........................................................................................................123.3 Data collection methods ...........................................................................................................143.4 Ethical Issues ...........................................................................................................153.5 Data analysis.....................................................................153.6 Bracketing .........................................................................................................183.7 Data analysis of the study ..........................................................................................................194. FINDINGS ...........................................................................................................254.1 Themes ............................................................................................................254.1.1 The Transcendence of being a User ...........................................................................................................254.1.2 Awareness of a Value ............................................................................................................264.1.3 The experience of being Technology-illiterate .............................................................................................................274.1.4 The smoothness of Communication and sense of Improvement. ...........................................................................294.2 Description of the fundamental structure .............................................................................................................304.3 Validation .............................................................................................................345. DISCUSSION ................................................................................................................375.1. The Transcendence of being a User...................................................................................................375.2 Awareness of a Value .............................................................................................................385.3 The experience of being Technology-illiterate ...........................................................................................................395.4 The smoothness of Communication and sense of Improvement ...........................................................................416. CONCLUSIONS ..............................................................................................................436.1 Implications of the findings in our context .............................................................................................................436.2 Scope and Limitations .............................................................................................................446.3 Suggestions for further research ..............................................................................................................45REFERENCES ..............................................................................................................47ANNEXES .......................................................................................51PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésapplication/pdfengCopyright Universidad de Córdoba, 2019https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/restrictedAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_16ecUnderstanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study.Trabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Abdullah , M., Akhter, S., & Yasmin, N. (2014). The Impact of Teacher and Technology in Classroom. Journal of Education and Practice, 5(27), 79-83.Amick, M. (2019a). The Impact of 1:1 Technology Initiatives on Lesson Planning (Doctoral dissertation, Duquesne University). https://dsc.duq.edu/etd/1757Amick, M. (2019b). The Impact of 1:1 Technology Initiatives on Lesson Planning (Doctoral dissertation, Duquesne University). https://dsc.duq.edu/etd/1757Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1). 136-155.Chan, Z. C., Fung, Y., & Chien, W. (2013a). Bracketing in Phenomenology: Only Undertaken in the Data Collection and Analysis Process. The Qualitative Report, 18(30), 1-9. https://nsuworks.nova.edu/tqr/vol18/iss30/1Chow, K., Fan, K., Chan, A., Ip, H., & Kwok, L. (2005). Enhancing Teacher-Student Interactions with Multiple Handheld Devices, 79–86.Christensen, R. (2002). Effects of Technology Integration Education on the Attitudes of Teachers and Students. Journal of Research on Technology in Education, 34(4), 411-433.Cilesiz, S. (2010). A phenomenological approach to experiences with technology: current state, promise, and future directions for research. Education Tech Research Dev, 59, 487 - 510. https://dx.doi.org/10.1007/s11423-010-9173-2Correa, D., & González, A.(2016a). English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies. Education Policy Analysis Archives, 24(83), 1- 30 . http://dx.doi.org/10.14507/epaa.24.2459Correa, D., & González, A.(2016b). English in public primary schools in Colombia: Achievements and Challenges Brought about by National Language Education policies. Education Policy Analysis Archives, 24(83), 1- 30 . http://dx.doi.org/10.14507/epaa.24.2459Costley, K. (2014). The Positive Effects of Technology on Teaching and Student Learning. https://eric.ed.gov/?id=ED554557Duygu, S., Aşkım, A., & Muhterem, D. (2012). Teachers’ Views about Effective Use of Technology in Classrooms. Turkish Online Journal of Qualitative Inquiry, 3(2), 29–41.Ertmer, P., & Ottenbreit-Leftwich, A. (2010a). Teacher Technology Change. Journal of Research on Technology in Education, 42(3), 255–284. http://dx.doi.org/10.1080/15391523.2010.10782551Ertmer, P., & Ottenbreit-Leftwich, A. (2010b). Teacher Technology Change. Journal of Research on Technology in Education, 42(3), 255–284. http://dx.doi.org/10.1080/15391523.2010.10782551Ghavifekr, S., & Rosdy, W. (2015a). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science (IJRES), 1(2), 175- 191.Ghavifekr, S., & Rosdy, W. (2015b). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science (IJRES), 1(2), 175- 191.Ghavifekr, S., & Rosdy, W. (2015c). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science (IJRES), 1(2), 175- 191.Given, L. M. (2008). The Sage encyclopedia of qualitative research methods. Sage Publications.Mahdi, H., & Al-Dera, A. (2013). The Impact of Teachers’ Age, Gender and Experience on the Use of Information and Communication Technology in EFL Teaching. English Language Teaching, 6(6), 57-67 http://dx.doi.org/10.5539/elt.v6n6p57Raja, R., & Nagasubramani, P.(2018).Impact of modern technology in education. Journal of Applied and Advanced Research,3(1), 33-35.Schuemann, K. B. (2014). A phenomenological study into how students experience and understand the university presidency. (Dissertation). https://scholarworks.wmich.edu/dissertations/261Seidman, I. (2006). Interviewing as qualitative research: a guide for researchers in education (third edition. Teachers College Pres.Sharma, S., Sharma, A., Sharma, S., & Ghandar, K. (2011a). Role of ICT in the Process of Teaching and Learning. Journal of Education and Practice, 2(5), 1-7Sharma, S., Sharma, A., Sharma, S., & Ghandar, K. (2011b). Role of ICT in the Process of Teaching and Learning. Journal of Education and Practice, 2(5), 1-7Sosha, G. (2012). Employment of Colaizzi’s strategy in Descriptive Phenomenology: A Reflection of a Researcher. European Specific Journal, 8(27), 1857-7881.Trucano, M. (2005). Knowledge Maps: ICTs in Education. Teachers, Teaching and ICT, 35-40. http://www.infodev.org/articles/teachers-teaching-and-ictsUmugiraneza , O., Bansila, S., & North, D. (2018). Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools. Pythagoras, 39(1), 1-13. https://doi.org/10.4102/pythagoras.v39i1.342Walker, R., & Miglino, O. (2010). Teaching to teach with technology - a project to encourage take-up of advanced technology in Education. Procedia - Social and Behavioral Sciences ER, 2, 2492–2496. http://dx.doi.org/10.1016/j.sbspro.2010.03.359Winterhalder, J. E. (2017). Teachers’ Perceptions and Experiences in Implementing Mobile Devices Into Their Teaching (dissertation). https://scholarworks.waldenu.edu/dissertationsWirihana, L., Welch, A., Williamson, M., Christensen, M., Bakon, S., & Craft, J. (2018). Using Colaizzi’s method of data analysis to explore the experiences of nurse academics teaching on satellite campuses. nurser researcher, 25(4), 30-34. http://dx.doi.org/10.7748/nr.2018.e1516FenomenologíaProfesores de InglésTecnologíaSalón ILEExperiencias vividasPhenomenologyEnglish teachersTechnologyEFL classroomLived experienceFacultad de Educación y Ciencias HumanasLicenciatura en Lenguas Extranjeras con Énfasis en InglésPublicationORIGINALdurangolopezlaura-vidalvanegasleydis.pdfdurangolopezlaura-vidalvanegasleydis.pdfapplication/pdf1859883https://repositorio.unicordoba.edu.co/bitstreams/53a36df9-4004-49d9-8d09-5a377501ca69/download2673c915dc5805f236c4ce8ab52d7fd3MD51formato autoizacion.pdfformato autoizacion.pdfapplication/pdf928468https://repositorio.unicordoba.edu.co/bitstreams/ed3e1f7c-1313-460e-bfee-e6bec7693e26/downloade6572579e8527130531b8f74d0343121MD52LICENSElicense.txtlicense.txttext/plain; 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