Educational Innovation through ICT-Mediated Teaching Strategies in the Initial Teacher Education of English Language Teachers

Keywords: Teaching innovation, initial teacher education, English language teachers, ICT, mediation, teaching strategies

Abstract

This paper describes the results of the first cycle of a co-joint research study in methodological innovation in the initial education of pre-service language teachers. The experience consisted of the implementation of several learning strategies mediated by different ICT tools. These strategies were used by three teachers, in three different academic spaces of a B.A. in Spanish and Foreign Languages during the second semester of 2018. The purpose of this implementation was to examine the value of ICT-mediated learning strategies and gaining insights into how to integrate ICTs with a process of pedagogical and methodological innovation. The results of the data analysis, which were collected through a qualitative-quantitative survey, indicate that the integration of strategies mediated by ICTs seems to be essential for methodological and pedagogical innovation because they promote the development of collaborative and cooperative learning, foster autonomy and self-directed learning. Besides, these strategies also provide a range of possibilities for bolstering the development of the capacity of agency pre-service teachers.

Author Biographies

Luis Jesús Rincón-Ussa, Universidad de La Salle, Colombia

is an associate professor in the education school at La Salle University, Bogotá, Colombia. He holds an M.Ed. in applied linguistics to teaching English and a B.A. in Modern Languages. His research interests are curriculum management and design, innovation in language teachers education and professional development.  Fields of expertise: English teaching and learning methodology, pedagogical practicum supervisor, undergraduate research director, and ICT-mediated language learning.

 

Yamith Jo´se Fandiño-Parra, Universidad de La Salle, Colombia

holds a B.A. in English Philology from the National University of Colombia and an M.A. in Teaching from De La Salle University. He is also a specialist in virtual learning environments from Virtual Educa Argentina. Currently, he is pursuing his PhD in Education and Society at La Salle University. His research interests range from foreign language learning to teacher education and language policies.

Andrea Margarita Cortés-Ibañez, Universidad de La Salle, Colombia

holds a Bachelor of Spanish, English and French from Universidad de La Salle, Bogotá and a Master Degree in Education from the same University. She was a Spanish Language Assistant from 2012-2013 in Kingston, Jamaica. She has been a language teacher at different universities. Currently, she is a full-time teacher and researcher at Universidad de La Salle leading the International Visibility Committee of the Faculty of Education. Her areas of research and interest are didactics of language teaching mediated by ICT and pedagogical practicum in teacher training.

 

References

Azadi, G., Biria, R., & Nasri, M. (2018). Operationalizing the Concept of Mediation in L2 Teacher Education. Journal of Language Teaching and Research, 9(1), 132-140. https://doi.org/10.17507/jltr.0901.17

Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning. The role of self-regulated learning. Educational Psychologist, 40(4), 199-209. https://doi.org/10.1207/s15326985ep4004_2

Adorno, Th. W. (1998 [1959-1969]). Educación para la emancipación: conferencias y conversaciones con Hellmut Becker (J. Muñoz, trad.). Madrid: Ediciones Morata.

Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). ICT for learning, innovation, and creativity (Policy brief). Luxembourg: Joint Research Centre of the European Community.

Baregheh, A., Rowley, J., & Sambrook, S. (2009). Towards a multidisciplinary definition of innovation. Management decisions, 47(8), 1323-1339. https://doi.org/10.1108/00251740910984578

Benson, P. (2005). Teaching and researching autonomy in language learning. Beijing: Foreign language teaching and research press.

Berrío, A. (2016). La superación de la barbarie, la emancipación del sujeto y la auto-reflexión crítica: Fines del proyecto educativo en Theodor Adorno (Tesis de maestría). Universidad del Norte, departamento de humanidades y filosofía, Barranquilla, Colombia.

Biestaab, G., Priestleyc, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Theory and practice, 21(6), 624-640. https://doi.org/10.1080/13540602.2015.1044325

Bisquera, R. (Coord.) (2004). Metodología de la investigación educativa. España: Editorial La Muralla.

Binimelis, H. (2010). Hacia una sociedad del conocimiento como emancipación: una mirada desde la teoría crítica. Revista Argumentos, 23(62), 203-224.

Carr, W. and Kemmis, S. (1988). Teoría crítica de la enseñanza. Barcelona: Martínez Roca.

Cook, T., & Reichardt, C. (2005). Métodos cualitativos y cuantitativos en la investigación evaluativa (5ta ed.). Madrid: Editorial Morata.

Dam, L. (1995). Learner autonomy: From theory to classroom practice. Dublin: Authentik.

Erdocia, I. (2014). Autonomía y aprendizaje de lenguas. MarcoELE, Revista de didáctica español como lengua extranjera, 0(19), 1-20.

Fandiño, Y. (2010). Research as a means of empowering teachers in the 21st century. Educación y Educadores, 13(1), 109-124. https://doi.org/10.5294/edu.2010.13.1.7

Fandiño, J. & Bermúdez, J. (2016). Bilingüismo, educación, política y formación docente: una propuesta para empoderar al profesor de lengua extranjera. Bogotá: Panamericana Formas e Impresos S.A.

Fandiño, J., Bermúdez, J, & Varela, L. (2016). Formación docente en lengua materna y extranjera: un llamado al desarrollo profesional desde el empoderamiento. Revista Virtual Universidad Católica del Norte, 47, 38-63.

Fox, E., & Riconscente, M. (2008). Metacognition and self-regulation in James, Piaget, and Vygotsky. Educational Psychology Review, 20(4), 373-384. https://doi.org/10.1007/s10648-008-9079-2

Gray, D. (2004). Doing research in the real world. London: Sage publications.

Hernández, G., Quiroz, J., & Olarte, F. (2016). ICT-based strategies for teaching and learning in lesson and unit plans designed by Colombian teachers in a program of educational innovation. Paper presented in the 9th Future of Education International conference, June 27 and 28, Florence, Italy.

Holec, B. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.

Kimwarey, M. C., Chirure, H., & Omondi, M. (2014). Teacher Empowerment in Education Practice: Strategies, Constraints, and Suggestions. Journal of research and method in Education, 4(2), 51-56. https://doi.org/10.9790/7388-04225156

Kler, S. (2014). ICT Integration in Teaching and Learning: Empowerment of Education with Technology. Issues and Ideas in Education, 2(2), 255-271. https://doi.org/10.15415/iie.2014.22019

Koehler, M.J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303

Littlewood, W. (1999). Defining and developing autonomy in the East Asian context. Applied linguistics, 20(1), 71-94. https://doi.org/10.1093/applin/20.1.71

Loyens, S. M. M., Magda, J., & Rikers, M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411-427. https://doi.org/10.1007/s10648-008-9082-7

Mâţă, L. (2012). Key Factors of Curriculum Innovation in Language Teacher Education. International Journal of Educational and Pedagogical Sciences, 6(6), 1222-1230.

Mykhailyshyn, H., Kondur, O., & Serman, L (2018). Innovation of education and educational innovations in conditions of modern higher education institutions. Journal of Vasyl Stefanyk Precarpathian National University, 5(1), 9-16. https://doi.org/10.15330/jpnu.5.1.9-16

Molba, P.D. (2018). Understanding of the principles of autonomy (part 1). SADJ, 73(6), 418-420. https://doi.org/10.17159/2519-0105/2018/v73no5a7

Mostafa, J., Ahmad, S., Sosahabi, P., & Berahman, M. (2017). The role of ICT in the learning-teaching process. World scientific news, 0(72), 680-691.

O'Sullivan, D., & Dooley, L. (2009). Applying innovation. USA: SAGE Publications, Inc.

OECD/CERI. (2010). Inspired by Technology, Driven by Pedagogy. A systemic approach to technology-based school innovations. USA: OECD/CERI.

Puentedura, R. R. (2012). The SAMR model: Background and exemplars. Available at http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_BackgroundExemplars.pdf.

Redding, S., Twyman, J. S., & Murphy, M. (2013). What is an innovation in learning? In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on innovations in learning (pp. 3-14). Philadelphia, PA: Center on Innovations in Learning, Temple University; Charlotte, NC: Information Age Publishing.

Rodríguez, G., Gil, J., y García, E. (1999). Metodología de la investigación cualitativa. España: Ediciones Aljibe.

Serdyukov, P. (2017). Innovation in education: what works, what doesn't, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), pp.4-33. https://doi.org/10.1108/JRIT-10-2016-0007

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books

Singh, H. ve Reed, C. (2001). A white paper: Achieving success with blended learning. Lexington, MA: Centra Software. Available at https://maken.wikiwijs.nl/userfiles/f7d0e4f0bd466199841ede3eea221261.pdf

Shan, F. (2013). ICT in Education: A Critical Literature Review and Its Implications. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 9(1), 112-125.

Stenberg, A. (2017). What does Innovation mean - a term without a clear definition. Halmstad University, School of Business, Engineering and Science. Available at http://hh.diva-portal.org/smash/get/diva2:1064843/FULLTEXT01.pdf

Tébar, L. (2003). El perfil del profesor mediador. Madrid: Santillana.

Manen, M.V. (1998). El tacto en la enseñanza. Barcelona: Paidós.

UNESCO. (1990). Innovations and initiatives in teacher education in Asia and the Pacific region. Bankok: Unesco.

UNESCO. (1996). Planning for innovation in education. Paris: International institute for educational planning.

Verd, J. M. y Lozares, C. (2016). Introducción a la investigación cualitativa. Fases, métodos y técnicas. Madrid: Síntesis.

Walker, A., & White, Goodith. (2013). Technology enhanced language learning. Connecting theory and practice. Oxford: Oxford University Press.

Winters, F., Greene, J., & Costich, C. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-444, 2008. https://doi.org/10.1007/s10648-008-9080-9

Published
2020-12-21
How to Cite
Rincón-Ussa, L. J., Fandiño-Parra, Y. J., & Cortés-Ibañez, A. M. (2020). Educational Innovation through ICT-Mediated Teaching Strategies in the Initial Teacher Education of English Language Teachers. GIST – Education and Learning Research Journal, 21, 91-117. https://doi.org/10.26817/16925777.831
Crossref Cited-by logo

More on this topic