The Impact of the iPad on Mexican English Language Teachers’ Cognition
Article Sidebar
Main Article Content
Abstract
This article reports the results of a study that was part of a master’s thesis. The research focused on a private primary school in Pachuca, Hidalgo, Mexico. It aimed to explore English language teachers’ cognition, specifically into the teaching practice and emotional responses reported when implementing the use of the iPad in their lessons. Four female English language teachers were selected to be part of the project. A grounded theory method was selected to carry out the study, and two instruments were chosen to collect and triangulate the data obtained. Those instruments were guided teachers’ narratives and individual interviews. Results show that teachers’ practices and emotional responses evolve during the process of the iPad implementation by following four main stages: initial reactions, sense of realization, change, and adaptation. Furthermore, similar emotional reactions and teaching practices were found in the four participants.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.
References
Abbasi, I. (2020). The influence of technology on English language and literature. English Language Teaching, 13(7), 1-7.
Alzaidiyeen, N. J. (2017). English as a foreign language students’ attitude towards the utilization of iPad in Language learning. Malaysian Online Journal of Educational Technology, 5 (8), 16-24.
Auquilla, D. P., & Urgilés, G. E. (2017). The use of iPad and applications for English language education. Theory and Practice in Language Studies, 7(9), 709-715. http://dx.doi.org/10.17507/tpls.0709.01
Borg, S. (2006). Teacher cognition and language education research and practice. Bloomsbury Publishing.
Cai, H. (2012). E-learning and English Teaching. IERI Procedia, 2, 841-846.
Castineira, T., Preciado, P. & Witten, M. (2010). A significant moment in a teacher's life: Different ways to approach qualitative research. Memorias de la Expopresencia 2010 de la Facultad de Lenguas en Eventos Nacionales e Internacionales. BUAP: Puebla, Mexico.
Creswell, J. W. (1998). Qualitative inquiry and research design. Choosing among five
traditions. Thousand Oaks: Sage.
Creswell, J.W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage.
Fullan, M. (2006). Change theory: A force for school improvement. Center for Strategic Education, 157, 3-14.
Galván-Malagón, C. & López-Pérez, M. (2017). ICT in the English classroom. Qualitative analysis of the attitudes of teachers of English towards its implementation in Secondary Schools. Procedia – Social and Behavioral Sciences, 237, 268 – 273.
Geer, R., White, B., Zeegers, Y., Au, W., & Barnes, A. (2015). Emerging pedagogies for the use of iPads in schools. British Journal of Educational Technology, 48(2), 490-498.
Gönen, S. İ. K. (2019). A qualitative study on a situated experience of technology integration: reflections from preservice teachers and students. Computer Assisted Language Learning, 1- 27. https://doi.org/10.1080/09588221.2018.1552974
Guan, N., Song, J., & Li, D. (2018). On the advantages of computer multimedia aided English teaching. Procedia computer science, 131, 727-732.
Hembre, O. J., & Warth, L. L. (2019). Assembling iPads and Mobility in Two Classroom Settings. Technology, Knowledge and Learning, 23(1), 197-211.
Herrera, G. E. (2014). A multimodal exploration of classroom culture: A critical discourse analysis. [Master 's thesis, Benemérita Universidad Autónoma de Puebla]. Repositorio Institucional de Acceso Abierto BUAP. https://hdl.handle.net/20.500.12371/5773
Kayapinar, U., Erik, S. & Kose, N. (2019). The effect of tablet use on students’ success in English as a foreign language (EFL) grammar classroom. Educational Research and Reviews, 14(5), 178-189.
Lawrence, B. A. M. (2016). IPad acceptance by English learners in Saudi Arabia. Canadian Center of Science and Education, 9(12), 34-46.
Lezama, P. A. (2014). El uso del iPad como una herramienta que favorece el aprendizaje de los alumnos de quinto de primaria en Educación Privada en México. [Tesis de Maestría, Tecnológico de Monterrey]. Repositorio Institucional del Tecnológico de Monterrey. http://hdl.handle.net/11285/626528
Marek M. W., & Wu, W. C. V. (2019). Creating a technology-rich English language learning environment. In X. Gao (Ed.), Second handbook of English language teaching (pp. 757-777). Springer, Cham, 1-2. https://doi.org/10.1007/978-3-319-58542-0_39-1
McGinity, M. (2002). Reading behind the words: sociolinguistics aspects of attitude
questionnaires. Sociolinguistics (Unpublished paper). Symposium 14. University of
Gant.
Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior. 101, 334-349.
Öztürk, E. (2018). A study of primary school teachers’ and Turkish language teachers’ anxiety about tablet PC assisted teaching. International Education Studies, 11(6), 66-72.
Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers and Education, 50, 1084-109.
Posch, P. (1994). Changes in the Culture of Teaching and Learning and Implications for Action Research. Educational Action Research, 2(2), 153-161. https://www.doi.org/10.1080/0965079940020202
Saglam, A. L. G., & Sert, S. (2012). Perceptions of In-Service Teachers Regarding Technology Integrated English Language Teaching. Online Submission, 3(3), 1-14.
Soleimani, E., Ismail, K., & Mustaffa, R. (2014). The acceptance of mobile assisted language learning (MALL) among post graduate ESL students in UKM. Procedia Social and Behavioral Sciences. 118, 457-462. https://www.doi.org/10.1016/j.sbspro.2014.02.062
Somekh, B. (2004). Taking the sociological imagination to school: an analysis of the (lack of) impact of information and communication technologies on education systems. Technology, Pedagogy and Education, 13(2),163-179.
Veen, K. & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum Studies, 38 (1), 85-11.
Walsh, V., & Farren, M. (2016). Teacher Attitudes Regarding Barriers to Meaningfully Implementing iPads in a Primary School Setting. Computers in the Schools. https:/www.doi.org/10.1080/07380569.2018.1462674
Zhang, L. & Nouri, J. (2018). A systematic review of learning and teaching with tablets. 14th International Conference Mobile Learning, 79-88.