Techno-pedagogy of teaching spanish in virtual environments
DOI:
https://doi.org/10.36881/yachay.v14i1.1033Keywords:
digital literacy, pedagogical design, teaching Spanish, pedagogical strategies, techno-pedagogyAbstract
Teaching Spanish as a second language in virtual environments presents challenges, but also opportunities. The incorporation of techno-pedagogy involves the integration of ICTs with pedagogical methodologies, becoming a necessity to improve the quality of education and the effectiveness of teaching Spanish in the virtual environment. The objective of this study was to identify the challenges faced by Spanish teachers at universities in Houston, Texas, proposing strategies based on techno-pedagogy. A structured digital questionnaire was administered to a purposive sample of 15 Spanish teachers. The answers were analyzed using simple thematic coding. The main result indicates that, while 75% of the teachers surveyed considered digital platforms effective for teaching Spanish online, 25% disagreed, highlighting the need to improve their functionality and pedagogical design. Additionally, challenges were identified such as lack of internet access, technical problems, resistance to change on the part of some teachers, and misuse of technology by students. In conclusion, the integration of ICTs in the teaching of Spanish as a second language was identified, which requires continuous techno-pedagogical training for teachers, so that they can use digital platforms effectively and adapt to new tools, highlighting the importance of implementing strategies that promote the ethical and responsible use of technology by students, ensuring meaningful learning.
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