Subido por delaocristy

Final Task

Final Task
Implementation of technology in the classroom.
The use of technology has increased in recent years, and society has been shaped
because of it, jobs and things that were did in the past using human workforce, it has
now evolved and technology took its place, according to there are INEGI 2019 survey,
there are 80.6 millions of people in Mexico who navigate on the Internet, 91.5% of
Internet users made use of the Internet for entertainment purposes, and a 90.7 % to get
information, lastly, a 90.6% for communication purposes, in total, a 70.1% of Mexican
population has access to Internet.
There have been some universities that have implemented technology, some of them
have opened opportunities by offering online programs in which students can study the
university through distance learning and get a degree with official validity, nevertheless,
the use of technology in the classroom is still limited and there is room for improvement.
The objectives of this research are to 1) explore students and teachers experiences
regarding the use of technology in the classroom, 2) how much technology they use for
academic purposes, and lastly, 3) what can be done to improve the quality and
performance in overall. COVID-19 has disrupted in the teaching setting, thousands of
teachers have moved to distance learning all of a sudden, and students have started
studying through distance learning, many teachers and students encountered limitations
such as, not knowing how to use technology, the lack of devices, and training in the use
of them, it is important to explore the results of this.
The teachers and students’ perceptions, training, the use of devices and Internet access
will be mentioned to analyze the current situation of technology implementation in the
Literature Review
Zempoalteca, et.. (2017) noticed that teachers were not implementing technology in the
classroom and they found a connection between the lack of training, infrastructure, and
devices in the classroom.
Batson (2010) enumerated some of the reasons why teachers struggle adapting to
technology: 1) students are still waiting for traditional classes, as using technology
requires an extra effort from their part, 2) institutions and teachers are not designing
processes in which students can apply technology, 3) the curriculums and programs are
still reflecting traditional teaching instead of incorporating technology to their plans.
Siria Padilla (2008 ) conducted a survey to know how much control did teachers have
about digital tools, according to the survey, 50% percent of teachers had a good
command of computation, 61.76% of them knew how to navigate on Internet, 41.7%
were able to do videocalls, and 23.52% could navigate on virtual websites but another
survey reflected that even though teachers had basic knowledge to use IT, they
considered themselves unable to teach using those tools in the classroom for teaching
purposes, a 38.23% of teachers said to know how to use a computer in their teaching
practice, a 44.11% knew how to navigate on the Internet, 29.41% knew how to do
videocalls, when asked about training most of them said that they learned by
themselves, and just a few learned it through courses, it seems like teachers know how
to use computers and some tools, but they do not know how to incorporate it into their
teaching practice, the lack of training and support from institutions are hindering the use
of technology in the classroom.
The research is qualitative, surveys, video recordings, observations and interviews will
be used to explore teachers and students’ perspectives regarding the use of technology
in the classroom, a qualitative approach is going to be used to dive deep into their
experiences and learn how they react to technology, and their beliefs. Participants are
or had been part of the teaching practice, the research aims to analyze teachers that
are currently working in the teaching field, thus they are likely to have worked with
technology or have a notion of it, those teachers come from different backgrounds,
some of them will be teachers who have worked in private and public schools from early
education such as kindergarten to teaching future professionals, at the university level,
likewise, students’ survey will be opened to students from public and private school
regardless their age, or education level, the research will be conducted by doing
surveys, questionnaires and interviews with the purpose of collecting data, observation
of classes and transcription of interviews will be done too, hence, to analyze the
aftermath in an objective way, after recollecting the data, data will be organized in
graphs, there will be other participants participating in the interviews as a second
opinion, questionnaires will be revised by them before being administered, the size will
be medium to be open to more possibilities and people from different backgrounds.
Some of the limitations might be the lack of other researchers that may provide
insightful feedback, and participants not being honest as they might feel that are
compared to other teachers in a negative way.
Zempoalteca Durán, Beatriz, Barragán López, Jorge Francisco, González Martínez,
Juan, & Guzmán Flores, Teresa. (2017). Formación en TIC y competencia digital en la
docencia en instituciones públicas de educación superior. Apertura (Guadalajara,
Jal.), 9(1), 80-96.
Batson, Trent. (2010). Let faculty off the hook. Campus Technology. Recuperado
Padilla Partida, Siria. (2018). Usos y actitudes de los formadores de docentes ante las
TIC. Entre lo recomendable y la realidad de las aulas. Apertura (Guadalajara,
Jal.), 10(1), 132-148.