The Impact of the iPad on Mexican English Language Teachers’ Cognition Article Sidebar

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH How-A Colombian Journal for Teachers of English Pub Date : 2023-03-25 DOI:10.19183/how.30.1.727
Héctor Rubén Luna-Martínez, Rebeca E. Tapia-Carlín
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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.
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iPad对墨西哥英语教师认知的影响
本文报告了一项研究的结果,该研究是硕士论文的一部分。这项研究的重点是墨西哥伊达尔戈州帕丘卡的一所私立小学。本研究旨在探讨英语教师的认知,特别是在课堂上使用iPad的教学实践和情绪反应。四名女英语教师被选为该项目的一部分。采用扎根理论方法进行研究,并选择两种仪器收集和三角测量所获得的数据。这些工具是指导教师的叙述和个人访谈。结果表明,教师在iPad实施过程中的实践和情绪反应经历了初始反应、实现感、改变和适应四个主要阶段。此外,在四名参与者中发现了相似的情绪反应和教学实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
How-A Colombian Journal for Teachers of English
How-A Colombian Journal for Teachers of English EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
21
审稿时长
16 weeks
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