Integration of tablets in english teaching at a panamanian university
DOI:
https://doi.org/10.36881/yachay.v15i1.1327Keywords:
english as a foreign language, MALL, teaching resources, digital divide, educational technology, teacher training-PanamaAbstract
The integration of tablets into English language teaching requires teacher training and pedagogical design, but in Panama, there are no empirical studies documenting how this integration is perceived. To analyze the perceptions of teachers and students regarding the integration of tablets in English language teaching at a private Panamanian university, a descriptive, cross-sectional, quantitative study was conducted with 24 teachers and 21 first-semester students using two self-administered questionnaires. 83.3% of teachers believe that ICTs promote learning, but only 20.8% use interactive materials (a gap of 62.5%). 90.5% of students perceive ICTs as an incentive for teachers, and 85.7% associate ICTs with better performance. The results showed a disconnect between belief and practice: although 83.3% of teachers offer a positive assessment of ICTs, only 20.8% implement interactive materials in the classroom, revealing a difference of 62.5 percentage points. On the other hand, the students showed a positive attitude, with 90.5% perceiving the teacher's incentive and 85.7% associating tablet use with improved academic performance. It is concluded that the mere presence of technology does not guarantee pedagogical success without a formal integration model. Therefore, an interdependent system of six guidelines is proposed: TPACK training, a tiered program, longitudinal evaluation, contextualization, collaborative tasks, and institutional sustainability.
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