The Impact of the iPad on Mexican English Language Teachers' Cognition

Autor/inn/en	Luna-Martínez, Héctor Rubén; Tapia-Carlín, Rebeca E.
Titel	The Impact of the iPad on Mexican English Language Teachers' Cognition
Quelle	In: HOW, 30 (2023) 1, S.102-122 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Luna-Martínez, Héctor Rubén) ORCID (Tapia-Carlín, Rebeca E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Handheld Devices; Mexicans; English (Second Language); Second Language Learning; Second Language Instruction; Elementary School Teachers; Females; Language Teachers; Grounded Theory; Teacher Attitudes; Emotional Response; Technology Uses in Education; Teaching Methods; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Mexikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Language teacher; Sprachunterricht; Lehrerverhalten; Emotionales Verhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mexiko
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. (As Provided).
Anmerkungen	ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01