Palabras clave
Educational Technology
Emergency Remote Teaching
ERT
Preservice Teacher Education
COVID-19
Aprendizaje de inglés
Tecnología educativa
Enseñanza Remota de Emergencia
ERE
Formación preparatoria de docentes
COVID-19
Cómo citar
Resumen
Investigaciones recientes han revelado las complejidades de incorporar herramientas tecnológicas en el salón de clases a pesar de la creación de varias plataformas y aplicaciones para la educación (Wen & Hua, 2020). El cambio radical del aprendizaje tradicional al aprendizaje en línea durante la pandemia de COVID-19 obligó a docentes y estudiantes a desarrollar habilidades técnicas para enfrentar una nueva realidad, y este estudio explora el impacto de este fenómeno en las perspectivas de futuros profesores y profesoras de inglés, estudiantes de un programa formador de docentes de inglés, con respecto al uso de la tecnología como apoyo en su propio proceso de aprendizaje del idioma inglés. Para lograr este propósito, se seleccionó un enfoque de método mixto secuencial explicativo. Se administró un cuestionario de siete declaraciones de escala de Likert y seis preguntas abiertas a 32 futuros docentes de una Licenciatura en Lengua Inglesa en una de las principales universidades públicas en el Sureste de México. Posteriormente, se entrevistó a ocho participantes. Los resultados mostraron que a pesar de que la mayoría de los y las participantes tenían conocimientos sobre herramientas tecnológicas y plataformas educativas antes de la pandemia, no las utilizaban para apoyar su aprendizaje de lengua. Los hallazgos también mostraron una respuesta positiva de los y las participantes para continuar usando plataformas digitales debido a los beneficios percibidos durante la Enseñanza Remota de Emergencia. Estos hallazgos brindan evidencia adicional sobre el aprendizaje y la enseñanza del inglés y cómo las clases pueden ser más efectivas y significativas utilizando plataformas y aplicaciones si las aulas están bien equipadas.
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