La afinidad y habilidad tecnológicas de los nativos digitales respecto a la integración de las TIC en el aula de inglés

Resumen

While there is a rich body of literature about the use of ICTs in bilingual education, most have been based on the digital natives as students rather than teachers. Our research focuses on the technological affinity and performance of digital natives as teachers in the English classroom. A total of 236 undergraduate students of Education at the University of Alicante attending the subject Integrating Communication Skills in English participated in this seven-week project. First, all students were administered an on-line questionnaire to measure the degree of technological affinity based on Dahlstrom (2013). Next, they were randomly assigned into groups of five students in order to design and implement a lesson plan that incorporated several ICT tools aimed at different educational stages (pre-school, primary). Then, students debated in class about the results obtained and completed a final questionnaire on their self-perception and assessment. The findings show a significant number of students have problems implementing the basic principles (task-based, needs analysis) and lack the necessary framework for effective ICT implementation in the classroom. As prospective teachers, students support the use of technology but require better pre-service training for the proper use of ICTs in Education.