Use of technology in the classroom
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Authors
Barrales, Olaf Morales
Issue Date
2019
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study was conducted at a primary school in Todos Santos, Baja California Sur, Mexico, with a small class of 11 sixth-grade students aged 10-11. The class had diverse English proficiency levels due to the town's mix of local and international families. The focus of the study was to explore the effectiveness of using technology to enhance language learning.
Aims: The project aimed to evaluate the impact of digital tools on students' learning, engagement, and ability to integrate technology into their language development. It sought to determine what students enjoyed about technology, its educational potential, and its role in enriching classroom interactions.
Methods: Data collection involved student interviews, discussions with teachers, and the teacher's reflective journal, supplemented by video-recorded lessons. Over two weeks, the teacher implemented three digital resources: videos for contextualizing lessons, digital flashcards and games for vocabulary, and online reading materials with interactive features.
Findings: Students demonstrated higher engagement and retained information better when lessons included technology. Videos helped students connect meanings visually, enhancing memory and understanding. Digital games and flashcards made vocabulary learning more interactive and enjoyable, while digital reading platforms enabled students to process information faster and boosted their confidence through instant feedback. Peer observations noted that technology catered to diverse learning styles, allowed individualized pacing, and fostered collaboration.
Implications: The findings suggest that technology can significantly enrich learning experiences when thoughtfully integrated. Other educators might consider incorporating videos, interactive games, and online reading tools to engage students and support various learning preferences. Structuring lessons around digital resources can make them more engaging and effective.
Aims: The project aimed to evaluate the impact of digital tools on students' learning, engagement, and ability to integrate technology into their language development. It sought to determine what students enjoyed about technology, its educational potential, and its role in enriching classroom interactions.
Methods: Data collection involved student interviews, discussions with teachers, and the teacher's reflective journal, supplemented by video-recorded lessons. Over two weeks, the teacher implemented three digital resources: videos for contextualizing lessons, digital flashcards and games for vocabulary, and online reading materials with interactive features.
Findings: Students demonstrated higher engagement and retained information better when lessons included technology. Videos helped students connect meanings visually, enhancing memory and understanding. Digital games and flashcards made vocabulary learning more interactive and enjoyable, while digital reading platforms enabled students to process information faster and boosted their confidence through instant feedback. Peer observations noted that technology catered to diverse learning styles, allowed individualized pacing, and fostered collaboration.
Implications: The findings suggest that technology can significantly enrich learning experiences when thoughtfully integrated. Other educators might consider incorporating videos, interactive games, and online reading tools to engage students and support various learning preferences. Structuring lessons around digital resources can make them more engaging and effective.
Description
Keywords (free text)
english as a foreign language , technology in education , digital tools , student engagement , primary education , language learning , interactive learning , exploratory action research