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dc.contributor.authorDurango López, Laura Beatrizspa
dc.contributor.authorVidal Vanegas, Leydis Johanaspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-06-02T19:29:58Zspa
dc.date.available2020-06-02T19:29:58Zspa
dc.date.issued2020-06-02spa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2707spa
dc.description.abstractTechnology has brought many advantages in people's lives and it has supported many fields, including the educational field. Teachers and students have been benefited with the inclusion of technology inside the classrooms. There have been several studies related to the benefits that technology has brought for the schools. However, there is still a need for more phenomenological research in our context about English teachers’ lived experiences about the use of technology in their classrooms. Particularly, the limitations that they have faced during their teaching practices. The purpose of this study was to explore and understand English teachers’ lived experiences about the use of technology in the EFL classroom. Seidman (2006) three series of interviews model was used to collect the data. The data analysis was carried out through Colaizzi’s (1978) method of seven steps for descriptive phenomenology. The analysis process provided four themes: (a) The Transcendence of Being a User, (b) Awareness of a Value, (c) The Experience of Being Technology-illiterate, and (d) The Smoothness of Communication and Sense of Improvement. The findings of this study provide accounts of the participant’s experiences about the significance of being a user, sense of improvement and value and the limitations inside the EFL classroom, and also the experiences gave meaning to the inclusion of technology in the teaching-learning process.spa
dc.description.tableofcontentsACKNOWLEDGEMENTS .......................................................................................................vispa
dc.description.tableofcontentsABSTRACT ............................................................................viispa
dc.description.tableofcontents1. INTRODUCTION .......................................................................................................1spa
dc.description.tableofcontents2. THEORETICAL FRAMEWORK .......................................................................................................4spa
dc.description.tableofcontents2.1 Conceptual Framework ......................................................................................................4spa
dc.description.tableofcontents2.1.1 Information and Communication technology (ICT) in Education ..........................................................................4spa
dc.description.tableofcontents2.1.2 Teachers’ performance using technology ....................................................................................................5spa
dc.description.tableofcontents2.1.3 Technology implementation in private and public schools .....................................................................................7spa
dc.description.tableofcontents2.1.4 Lived Experience .........................................................................................................8spa
dc.description.tableofcontents2.2 Literature Review ...........................................................................................................8spa
dc.description.tableofcontents3. METHODOLOGY ............................................................................................................12spa
dc.description.tableofcontents3.1 Type of research ............................................................................................................12spa
dc.description.tableofcontents3.2 Context and participants ...........................................................................................................12spa
dc.description.tableofcontents3.3 Data collection methods ...........................................................................................................14spa
dc.description.tableofcontents3.4 Ethical Issues ...........................................................................................................15spa
dc.description.tableofcontents3.5 Data analysis.....................................................................15spa
dc.description.tableofcontents3.6 Bracketing .........................................................................................................18spa
dc.description.tableofcontents3.7 Data analysis of the study ..........................................................................................................19spa
dc.description.tableofcontents4. FINDINGS ...........................................................................................................25spa
dc.description.tableofcontents4.1 Themes ............................................................................................................25spa
dc.description.tableofcontents4.1.1 The Transcendence of being a User ...........................................................................................................25spa
dc.description.tableofcontents4.1.2 Awareness of a Value ............................................................................................................26spa
dc.description.tableofcontents4.1.3 The experience of being Technology-illiterate .............................................................................................................27spa
dc.description.tableofcontents4.1.4 The smoothness of Communication and sense of Improvement. ...........................................................................29spa
dc.description.tableofcontents4.2 Description of the fundamental structure .............................................................................................................30spa
dc.description.tableofcontents4.3 Validation .............................................................................................................34spa
dc.description.tableofcontents5. DISCUSSION ................................................................................................................37spa
dc.description.tableofcontents5.1. The Transcendence of being a User...................................................................................................37spa
dc.description.tableofcontents5.2 Awareness of a Value .............................................................................................................38spa
dc.description.tableofcontents5.3 The experience of being Technology-illiterate ...........................................................................................................39spa
dc.description.tableofcontents5.4 The smoothness of Communication and sense of Improvement ...........................................................................41spa
dc.description.tableofcontents6. CONCLUSIONS ..............................................................................................................43spa
dc.description.tableofcontents6.1 Implications of the findings in our context .............................................................................................................43spa
dc.description.tableofcontents6.2 Scope and Limitations .............................................................................................................44spa
dc.description.tableofcontents6.3 Suggestions for further research ..............................................................................................................45spa
dc.description.tableofcontentsREFERENCES ..............................................................................................................47spa
dc.description.tableofcontentsANNEXES .......................................................................................51spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.rightsCopyright Universidad de Córdoba, 2019spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.titleUnderstanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study.eng
dc.typeTrabajo de grado - Pregradospa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
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dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.subject.proposalFenomenologíaspa
dc.subject.proposalProfesores de Inglésspa
dc.subject.proposalTecnologíaspa
dc.subject.proposalSalón ILEspa
dc.subject.proposalExperiencias vividasspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dc.subject.keywordsPhenomenologyspa
dc.subject.keywordsEnglish teachersspa
dc.subject.keywordsTechnologyspa
dc.subject.keywordsEFL classroomspa
dc.subject.keywordsLived experiencespa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.type.contentTextspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
oaire.accessrightshttp://purl.org/coar/access_right/c_16ecspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa


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