Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit”
Through the times, technology has been winning a lot of space into the educational system. Teachers need to be updated with Information and Communication Technologies (ICT) so that students can adapt to their environment and learn the topic around the current events. This is how the Technological Pe...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Ecuador |
| Institución: | Universidad Técnica de Cotopaxi |
| Repositorio: | Repositorio Universidad Técnica de Cotopaxi |
| Idioma: | inglés |
| OAI Identifier: | oai:oai:repositorio.utc.edu.ec:27000:27000/8228 |
| Acceso en línea: | http://repositorio.utc.edu.ec/handle/27000/8228 |
| Access Level: | acceso abierto |
| Palabra clave: | TPACK FRAMEWORK PRODUCTIVE SKILLS VIRTUAL LEARNING LINGUISTICS |
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| dc.title.none.fl_str_mv |
Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” |
| title |
Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” |
| spellingShingle |
Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” Vilcacundo Pérez, Erika Magaly TPACK FRAMEWORK PRODUCTIVE SKILLS VIRTUAL LEARNING LINGUISTICS |
| title_short |
Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” |
| title_full |
Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” |
| title_fullStr |
Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” |
| title_full_unstemmed |
Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” |
| title_sort |
Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” |
| dc.creator.none.fl_str_mv |
Vilcacundo Pérez, Erika Magaly |
| author |
Vilcacundo Pérez, Erika Magaly |
| author_facet |
Vilcacundo Pérez, Erika Magaly |
| author_role |
author |
| dc.contributor.none.fl_str_mv |
Tovar Viera, Rodrigo Vicente |
| dc.subject.none.fl_str_mv |
TPACK FRAMEWORK PRODUCTIVE SKILLS VIRTUAL LEARNING LINGUISTICS |
| topic |
TPACK FRAMEWORK PRODUCTIVE SKILLS VIRTUAL LEARNING LINGUISTICS |
| description |
Through the times, technology has been winning a lot of space into the educational system. Teachers need to be updated with Information and Communication Technologies (ICT) so that students can adapt to their environment and learn the topic around the current events. This is how the Technological Pedagogical and Content Knowledge (TPACK) framework appeared as a help for teachers to introduce technology in class correctly. The purpose of this research was to analyze the TPACK framework and the English productive skills in the teaching-learning process combining the technological, pedagogical, and content knowledge. That is why, this report is descriptive, explanatory, and non-experimental. Additionally, It used the mixed method to obtain results that evidenced its importance. The beneficiaries were the English teachers’ staff who work at Ana Páez Educative Unit located in San Felipe, Latacunga. The proposal was a Virtual Course using a Learning Management System called milaulas.com, giving the opportunity of applying this framework through the use of applications such as Padlet, Jamboard, Edpuzzle, and Plickers that can enhance productive skills. A pre-test and a post-test were the instruments that helped to conclude that English teachers do not have enough knowledge about technological tools that they can work with students. However, after using the TPACK framework and the applications mentioned, they have the essence about how to introduce the three most important aspects such as 1. what to teach (Content Knowledge), 2. How to teach (Pedagogical Knowledge), and 3. what ICT tool to use (Technological Knowledge). It means that the teaching-learning process needs a correct relationship to obtain a better understanding, and consequently, it enhances the teaching competencies. Finally, this research has a linguistic, and pedagogical implication because the TPACK framework contributed to productive skills development. |
| publishDate |
2021 |
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2021 2022-02-10T16:35:35Z 2022-02-10T16:35:35Z |
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info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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Vilcacundo Pérez Erika Magaly (2021); Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” UTC. Latacunga. 67 p. MUTC-001068 http://repositorio.utc.edu.ec/handle/27000/8228 |
| identifier_str_mv |
Vilcacundo Pérez Erika Magaly (2021); Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” UTC. Latacunga. 67 p. MUTC-001068 |
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http://repositorio.utc.edu.ec/handle/27000/8228 |
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eng |
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eng |
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http://creativecommons.org/licenses/by-nc-sa/3.0/ec/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-sa/3.0/ec/ |
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openAccess |
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67 páginas |
| dc.publisher.none.fl_str_mv |
Ecuador : Latacunga: Universidad Técnica de Cotopaxi (UTC) |
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Ecuador : Latacunga: Universidad Técnica de Cotopaxi (UTC) |
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reponame:Repositorio Universidad Técnica de Cotopaxi instname:Universidad Técnica de Cotopaxi instacron:UTC |
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Universidad Técnica de Cotopaxi |
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UTC |
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UTC |
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Repositorio Universidad Técnica de Cotopaxi |
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Repositorio Universidad Técnica de Cotopaxi |
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Repositorio Universidad Técnica de Cotopaxi - Universidad Técnica de Cotopaxi |
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. |
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1868999411672023040 |
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Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit”Vilcacundo Pérez, Erika MagalyTPACK FRAMEWORKPRODUCTIVE SKILLSVIRTUAL LEARNINGLINGUISTICSThrough the times, technology has been winning a lot of space into the educational system. Teachers need to be updated with Information and Communication Technologies (ICT) so that students can adapt to their environment and learn the topic around the current events. This is how the Technological Pedagogical and Content Knowledge (TPACK) framework appeared as a help for teachers to introduce technology in class correctly. The purpose of this research was to analyze the TPACK framework and the English productive skills in the teaching-learning process combining the technological, pedagogical, and content knowledge. That is why, this report is descriptive, explanatory, and non-experimental. Additionally, It used the mixed method to obtain results that evidenced its importance. The beneficiaries were the English teachers’ staff who work at Ana Páez Educative Unit located in San Felipe, Latacunga. The proposal was a Virtual Course using a Learning Management System called milaulas.com, giving the opportunity of applying this framework through the use of applications such as Padlet, Jamboard, Edpuzzle, and Plickers that can enhance productive skills. A pre-test and a post-test were the instruments that helped to conclude that English teachers do not have enough knowledge about technological tools that they can work with students. However, after using the TPACK framework and the applications mentioned, they have the essence about how to introduce the three most important aspects such as 1. what to teach (Content Knowledge), 2. How to teach (Pedagogical Knowledge), and 3. what ICT tool to use (Technological Knowledge). It means that the teaching-learning process needs a correct relationship to obtain a better understanding, and consequently, it enhances the teaching competencies. Finally, this research has a linguistic, and pedagogical implication because the TPACK framework contributed to productive skills development.Al pasar los años, la tecnología ha ido ganando espacio en el sistema educativo. Los docentes necesitan estar actualizados con las Tecnologías de la Información y la Comunicación para que los estudiantes puedan adaptar su entorno y aprender en torno a su actualidad. Así surgió el marco de Conocimiento Tecnológico Pedagógico y de Contenidos (TPACK) como una ayuda para que los docentes introduzcan correctamente la tecnología en clase. El objetivo fue analizar el marco TPACK y las habilidades productivas del inglés para conocer su significado y cómo utilizarlo combinando los conocimientos tecnológicos, pedagógicos y de contenido. El informe tuvo una metodología descriptiva, explicativa, no experimental y mixto para obtener resultados que evidenciaron su importancia. Los beneficiarios fueron el personal docente de inglés que labora en la Unidad Educativa Ana Páez ubicada en San Felipe, Latacunga. La propuesta fue un Curso Virtual utilizando un Sistema de Gestión de Aprendizaje llamado milaulas.com dando la oportunidad de aplicar este marco mediante el uso de aplicaciones como Padlet, Jamboard, Edpuzzle y Plickers que pueden mejorar las habilidades productivas (speaking y writing). Un pre-test y un post-test fueron los instrumentos utilizados concluyendo que los profesores de inglés no tienen conocimientos suficientes sobre herramientas tecnológicas para trabajar con los estudiantes. Sin embargo, después de usar el marco TPACK y las aplicaciones, tienen la esencia sobre cómo introducir los tres aspectos más importantes como 1. qué enseñar (conocimiento del contenido), 2. cómo enseñar (conocimiento pedagógico) y 3. qué herramienta TIC a utilizar (Conocimiento Tecnológico). Esto significa que el proceso de enseñanza-aprendizaje necesita una correcta relación para obtener una mejor comprensión y potenciar las competencias docentes. Finalmente, esta investigación tiene una implicación lingüística y pedagógica porque el marco TPACK contribuyó al desarrollo de habilidades productivas.Ecuador : Latacunga: Universidad Técnica de Cotopaxi (UTC)Tovar Viera, Rodrigo Vicente2022-02-10T16:35:35Z2022-02-10T16:35:35Z2021info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis67 páginasVilcacundo Pérez Erika Magaly (2021); Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit” UTC. Latacunga. 67 p.MUTC-001068http://repositorio.utc.edu.ec/handle/27000/8228enghttp://creativecommons.org/licenses/by-nc-sa/3.0/ec/info:eu-repo/semantics/openAccessreponame:Repositorio Universidad Técnica de Cotopaxiinstname:Universidad Técnica de Cotopaxiinstacron:UTC2022-02-11T08:00:33Zoai:oai:repositorio.utc.edu.ec:27000:27000/8228Institucionalhttp://repositorio.utc.edu.ec/Universidad públicahttps://www.utc.edu.ec/..Ecuador...opendoar:02025-01-26T03:45:03.941779Repositorio Universidad Técnica de Cotopaxi - Universidad Técnica de Cotopaxitrue |
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14,964248 |