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

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.

Experiences of English as Foreign Language student using ICT in their learning process

“…For this purpose, approaches such as Flip Learning (Chivatá & Oviedo, 2018;Ramírez, 2018;Ramírez & Buitrago, 2022;), telecollaboration (Ramírez-Lizcano & Cabrera-Tovar, 2020), web-based activities (Ballén, 2014;Cariaga, 2016;Cote Parra, 2015;Galvis Pinzón & Callejas, 2017;Guzmán Gámez & Moreno Cuellar, 2019;Pineda Hoyos & Tamayo Cano, 2016), wikis or blogs (Fandiño Parra, 2012;Ortiz Navarrete & Ferreira Cabrera, 2014;Pascual, 2019), learning management systems (LMS) (Castañeda & Cruz Arcila, 2012;Correa Díaz, 2012;Gunduz & Ozcan, 2017), blended learning (García Trejos, et al, 2018;Gómez-Orjuela, 2021;Quitián Bernal & González Martínez, 2022), and the most recent, emergency remote teaching (ERT) (Castañeda-Trujillo & Jaime Osorio, 2021;Cohen & Calderon Aponte, 2021). All these uses, resources, strategies, and achievements obtained from the inclusion of ICT with EFL teaching present a panorama of possibilities that can be applied in educational contexts such as the rural context (Rojas Rojas, 2019); or teaching education programs (Rincón-Ussa et al, 2020). However, this review also shows that there are many more avenues to explore in terms of the integration of ICT and EFL.…”

Ejes estructurantes de la innovación educativa en contextos tecnológicos. Descripción y análisis desde la Teoría Fundamentada (TF)

“…Ahora se enfatiza más en la necesidad de una educación apoyada en la tecnología capaz de responder a las diferentes demandas formativas (Jaramillo et al, 2022) y se reconoce el rol docente como factor clave para el desarrollo de iniciativas de calidad, innovación y formación en competencias digitales para la vida (Picón et al, 2021). Se trata de acciones pertinentes que tienen el poder de proyectar el sector educativo para alcanzar la verdadera sociedad del conocimiento (Cabero Almenara y Valencia Ortiz, 2021;Rincón Ussa et al, 2020;Barber, 2021). Frente a este panorama problemático y complejo se propone un eje de aproximación que busca repensar los procesos de innovación educativa en contextos tecnológicos de educación superior y formación docente.…”

Pre-Service Teachers’ Instructional Innovation Capabilities: A Many-Faceted Rasch Model Analysis

“…Although instructional innovation capability has been widely discussed, a standard definition is lacking. For example, Rincon-Ussa et al (2020) posited that innovative teachers acquire new roles and actions to conduct the teaching process, apply and transfer knowledge, and use new multimedia tools or resources to effectively innovate students’ learning. Y.-C. Cheng and Tsai (2012) argued that innovative teaching behaviors are reflected in evaluation methods, course materials, teaching ideas, teaching methods (strategies), learning resources, and class management.…”