Task 2 Doing your research part one

Nadia Lorena Campos Torres

Course:

Research project

Group:

551028A_1144

Teacher:

Edner Suarez

National Open and Distance University UNAD

ECEDU (School of Education Sciences)

Bachelor's Degree in Foreign Languages with emphasis in English

Bogotá

October 2022
The activity consists of:

Introduction

During the global emergency that we lived some time ago with the covid-19, the education

system had to face several challenges and forced many people to interfere with technology and

more to many teachers who had a negative thought towards virtual teaching, forcing them to

implement new approaches and different types of teaching, in addition to the use of technological

devices such as tablets, computers, cell phones and others.

That is why the implementation of ICT tools for teaching a second language to children is

important because it influences the learning and teaching process in a positive way, develops

research skills, is more interactive, cooperative, motivating and allows activities, presentation,

and others in a practical, dynamic, and didactic way.

Through this research work I seek to demonstrate how children learn a second language more

easily and how we as teachers can create a close bond with our students and engage them in

learning English through games and interactive presentations that allow them to be self-taught

and how the use of ICT tools help and make the process easier for teachers and are also ideal for

creating quality content.

Law 115 in article 67 of the constitution of Colombia determines as one of the purposes of

education "the study and critical understanding of the national culture" and seeks the need to

promote at least one foreign language from primary school and at an early age.
In Colombia, bilingual projects have been presented giving great importance to communication

and information technologies, therefore many institutions have been adapted so that students can

have access to interactive programs where students learn in a lively and pleasant way.

That is why learning a second language is not only a necessity in Colombian education, but also a

requirement for many institutions, since at a national level there is talk of greater immersion in

English, because it increases the skills and abilities of students and improves the living conditions

of those who learn it.

Through this research work I seek to demonstrate how children learn a second language more

easily and how we as teachers can create a close bond with our students and engage them in

learning English through games and interactive presentations that allow them to be self-taught

and how the use of ICT tools help and make the process easier for teachers and are also ideal for

creating quality content.

"Good tools do not make an excellent teacher, but an excellent teacher uses the tools well".
Eleanor Doan (1918)

Significance of the study

We must take into account that learning a second language or a foreign language is an ideal link

in the educational field to access knowledge, but by acquiring it at an early age children will be

immersed in a greater learning, since they acquire knowledge more easily from a very young age;

the more they know and learn the easier it will be for them to acquire good communicative skills

and competences during their growth and formative process. Therefore, a didactic approach
should be used with multiple strategies that lead the student to show greater interest in English

using ICT as a complement for the development of meaningful learning.

That is why education must be conceived from reality, which suggests taking current resources

that strengthen and give meaning to educational processes. ICT have emerged as a demand that

involves the use of various strategies for guidance and that is gradually involving society for the

diverse benefits and aids in addition to the form of application offered, since ICT are

technological tools of information and communication.

With ICT, in addition to achieving excellent results in the acquisition of a second language

because it favors the development of student autonomy as a constructive, creative, collaborative,

and reflective process, it facilitates the teaching and learning processes.

Thus, this research aims to enhance the acquisition of a second language through ICT and

provide guidelines, viable, truthful, and current ways to help achieve great goals and better

quality of education. So that students will always be able to know how to do, know how to be and

know how to coexist with society and all the instruments and goods that culture and the world

offer.

Statement of the problem

ICT are communication and information technologies which allow us to store, process, gather,

transmit and present information, these have had a great change in humanity and have been and

will continue to be an aid to educational processes and is a tool which stimulates the training

processes in addition to becoming an educational strategy which allows students the opportunity

to lively integrate knowledge, practice and prepare for the future fully competitive and innovated

by the technological field.

Therefore, methodologies and materials must be adapted to the characteristics and needs of the

children of this era, trying to use increasingly innovative tools, since motivation is a crucial factor

in learning. Thus arises the need to involve children in the process of acquiring a second

language, in which not only learning styles are considered, but also the real and proper elements

of the context, culture, technology and society in which they find themselves, which can facilitate

and enhance the educational processes and human formation.

taking into account the above, this project seeks the answer to the problem about the use of ICT

tools for teaching a second language, and how we as teachers in training can change teaching

strategies, making learning a fun, dynamic and didactic way, in addition to making a change of

thought to teachers in training that ICT tools are the best ally for teaching.

Theoretical framework
Nowadays we live in leaps and bounds the use of new technologies and obviously the educational

context is no exception and much less in this time where pandemic we are forced to rely on ICT

to continue with the school process of all human beings, now in terms of technology is focused

on teaching and learning and different ICT tools, The teachers are left with the task of adapting

and looking for the vanguard in their personal sphere in the process, and as an active part in the

spatial transformation and the forms of communication of those who teach and learn. At the same

time, qualitative research is evidenced in methodology to study the systems and environments of

interactivity that favors the Internet, because it allows to explore the interrelationships between

technologies, techniques, and instruments, seeking motivation and interaction between children,

educational community, families, and community in general.

Begoña, G. (2007) One of the ways in which "technological children" learn is through the

implementation of ICT tools and more so when they are introduced to the teaching of a second

language with the use of video games and the virtual world.

The design of a learning environment considering the application of didactic games can

significantly improve the development of children's thinking and learning effects.

The set of skills that a child can develop by playing are varied, as it allows children to have

interaction and learn a playful approach since games allow children to create their own learning

experience, leading them to solve complex situations and learning in an autonomous way and

with the ability to solve problems.

For teachers it takes an especially important part in teaching since activities are created

considering the curriculum and supports the development of strategies which can be especially

important for learning and facilitates the construction of support material.

Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015), "Technologies can be used in an

educational context as an object of knowledge (teaching to use ICT), as a communication channel

to carry out teaching-learning situations at a distance (teaching through ICT) and as

complementary resources to face-to-face teaching (teaching with ICT)" for this reason we have

several advantages regarding the implementation of ICT tools such as constant participation by

children which encourages the development of initiative as they are forced to continually make

new decisions, another advantage is that there is greater communication between teachers and

children, The communication channels provided by the Internet facilitate contact and allow them

to share ideas, exchange resources, debate among others, and cooperative learning stimulates
learning with their classmates as it allows them to discuss a situation that is occurring in class and

want to communicate what they think and they can do it in a second language.

Bindu, C. N. (2016), This author refers to the impact that technology has had on society,

therefore, educational institutions must update themselves with the new needs that education

requires in their different contexts, they are in the urgency to implement them if they follow a

curricular and structured model of objectives and criteria to be evaluated.

In addition, they highlight that in some educational environments, ignoring the influence and

benefits presented by ICT, they do not take advantage of the impact and the risk of not

incorporating them in the teaching-learning process, It concludes that not all educational

institutions are furnished, equipped and/or prepared to face digital innovation, besides

recognizing that ICTs are an innovative, entertaining, communicative, and necessary way for the

development of students in the teaching-learning process. It also highlights that, although ICTs

are necessary, they must be used with traditional teaching strategies and methods for effective

and comprehensive learning.

Research objectives
General Objective
To determine the impact of ICT, use on second language acquisition in children.

Applied surveys

Specific objectives
• To measure the effect that the use of technological tools has on children's motivation and

learning levels.
• Through the use of technological resources and strategies to achieve greater immersion in

English.

• To identify the technological tools and resources used by teachers in teaching English.

• To foster a positive attitude towards learning English using technology and using tools

ICT.

Survey

Considering that the topic of my research has to do with children, I wanted to conduct two

surveys, one for teachers and one for children to know what they thought about teaching a

second language using ICT tools.

Link of survey for kids:

https://forms.office.com/Pages/ResponsePage.aspx?id=elQA_LskT06dYXP8peud87GfD

bSrWndDipqD34xH4iRUOVhGVlc5U0hSWkQzOUFFNTdPQktVMThFVy4u
Link of survey for teachers:

https://forms.office.com/Pages/ResponsePage.aspx?id=elQA_LskT06dYXP8peud87GfD

bSrWndDipqD34xH4iRUOUNBR1hHQ1Q0NFQ2VVZaSEhZQzRRMzVCOC4u
Participation in the web conference
 References

Begoña, G. (2007) Digital Games in Education, Journal of Research on Technology in

Education, 40:1, 23-38, DOI: https://files.eric.ed.gov/fulltext/EJ826060.pdf

Bindu, C. N. (2016). Impact of ICT on teaching and learning: A literature review. International

Journal of Management and Commerce Innovations, 4(1), 24-

31.https://d1wqtxts1xzle7.cloudfront.net/57798387/Impact_of_ICT_on_Teaching-3068-with-

cover-page-

v2.pdf?Expires=1664768139&Signature=DqfLAd44rPNnBduGtt1TBHXCdvM4gnZY68szlCao

TktLhatyb~Akg24OKRAJrJRU4DrD4BzzAMWtjPFoWno4fy6EGUJO7Y-88mWg2Vyc-

1zIwfY2qoaO-szRORQuYscCXmeyPjT4Vvt7oH5awCfGjXkEopBiZ65-

QHSj6LfuaB2pKX9Uo41jq7fZeLV94hYn~JsWaYqbNB-

BCWvb~pCCPR3XFWhslXJu5~rre93H4Diu09VFW2~M3WDxjaKwlMR99XV5N6WWW7wD

QvuVUxv20YFSkGP3ObtSk-DuvRgweqoUbeP3Xn-

m5OfaQ3TKnSSXMRy70PkAzFJSnWHXD3osyA__&Key-Pair-

Id=APKAJLOHF5GGSLRBV4ZA

Cruz, M., & Durán, A. (2013). How to integrate stories and ICT in content-based units of work

for English learning. Porta Linguarum, 18, 219-237.

https://recipp.ipp.pt/bitstream/10400.22/3831/1/14%20A%20Duran.pdf
Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood

education: Scale development and research on ICT use and influencing factors. European Early

Childhood Education Research Journal, 23(2), 183-199.

https://d1wqtxts1xzle7.cloudfront.net/37198156/EECERJ_Kerckaert_Vanderlinde_van_Braak-

with-cover-page-

v2.pdf?Expires=1664842570&Signature=ZV7cBLUKpzVx7gYoyCQZCjo6v8wojd4-

wwR4~NriC-2RAaHJmqnEjhjAf86EJ4A8LIPIYk9g9MRRKoM9UnzgYDTfiC26f20e-

bTfzbI9UkjOn6UtL~s0rm2uBEhMfl6xJlkg-

zspnUbLPok9dCoGxs73WaHCpFvlStpBxGIakyfqXMRi52ZIbQS~aMnKSnLPL0j~ICSaldzpHs-

H~JS~z6uxYa8M4oIcpptPqPOFnxgL7DmC4VR8zVEtPtYKEqP1r8LL-

pMnKuEluGCJor5WnT1shn531cuOTv3UdD1YoPaIdr30ZDHsC1FLhHjfaI~UBpuMCgN2Oxp7

i~Vn4EXZRw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Paas, L. (2008). How information and communications technologies can support education for

sustainable development: Current uses and trends. In International Institute for Sustainable

Development (IISD.

https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.423.2429&rep=rep1&type=pdf