Percepciones de docentes y estudiantes al introducir el modelo SAMR en sus clases
DOI:
https://doi.org/10.35381/r.k.v7i1.1679Keywords:
Enseñanza de una lengua extranjera, tecnología educacional, enseñanza multimedia. (Tesauro UNESCO).Abstract
Este artículo se enfoca en entender las percepciones de 31 profesores y 34 estudiantes universitarios ecuatorianos sobre el modelo de Puentedura Sustitución, Aumentación, Modificación y Redefinición (SAMR) en la clase de inglés. El mismo ha ayudado a profesores a integrar la tecnología en sus clases. La herramienta utilizada para evaluar el modelo consistió en 20 ítems con 5 preguntas para cada SAMR dimensión. La confiabilidad del modelo se mido con McDonald's ω (0.94) en un contexto general y cada dimensión (S: (ω=0.88), A: (ω=0.82), M: (ω=0.85) R: ω=0.87)). Los resultados sobre las percepciones de docentes y estudiantes fueron muy esclarecedores para comprender como ellos implementan la tecnología en las aulas de inglés antes y después de la pandemia. Ellos consideran que el uso de herramientas tecnológicas es beneficioso para el aprendizaje del inglés como lengua extranjera.
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