1.
UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
MEMORIA DE GRADUACION PARA OPTAR AL GRADO DE LICENCIATURA EN LA
ENSEÑANZA DEL INGLÉS
A STUDY TO CORROBORATE EFFECTIVENESS OF REMOTE EDUCATION WITH
TECHNOLOGY DEVELOPMENT IN ENGLISH TEACHING CLASS, TELESECUNDARIA SAN
JUAN PANGOLA, LA VIRGEN DE SARAPIQUI, HEREDIA, 2014
MARIBEL RODRÍGUEZ VEGA
JEAN CARLO ARGUEDAS BALLESTERO

2.
JUSTIFICATIONJUSTIFICATION
 Today’s globalizing world, the technology has become part of the education
process, and this is happening fast and everywhere.
 Companies depend on technology for producing, which requires being familiarized
with technological tools, forcing people to develop abilities and competencies in
this field.
 Technology allows learners to be more the protagonist into their own knowledge
acquisition, and this is exactly what education is looking for in the latest times.
PROBLEM STATEMENTPROBLEM STATEMENT
Why do technologies play an
important role in the English class
development at the Remote
Education at Telesecundaria
Pangola according to teachers and
students’ opinion?

3.
SPECIFIC OBJECTIVE VARIABLE
CONCEPTUAL
DEFINITION
INSTRUMENTAL
DEFINITION
OPERATIONAL
DEFINITION
To identify types of
technological resources used by
English teachers.
Usage of
Technological
e-teaching
resources.
Technological teaching
resources consist on
which types of hardware
or software has been
implemented in English
lessons.
The queries are related to which
technological tools the English
teacher has been using, in order to
develop this variable, the teacher’s
survey in section II (Technological
skills), section III. ICT in English
Teaching of Remote Education
It is relevant to take into
consideration the level of use for
such technological tools the
teachers develop. Five different
levels were determined to level
the usage of such technological
tools.
To describe the use of the
different technological tools
utilized for English teaching at
Telesecundaria San Juan
Pangola.
Efficacy level
of e-tools used
by students.
It refers to the accurate
utilization of technology
devices and e-programs
for students’ learning
acquisition.
Gather five different levels of
technology utilization in order to
determine how often these tools are
used by the students. Section 2.6
from the administrative survey and
section II from the students ‘survey
were helpful for the accurate
elaboration of this variable.
Survey is applied to students, the
questions are related to which
technological tools them rather to
use in their classes and as a
whole in the English learning
process.
To determine effectiveness
of remote education in
English teaching.
Effectiveness
and quality
perception
from project.
This variable refers to
the effectiveness and
quality observed by the
project owners.
The questions which built this area
will be found in the section II that
refers to technological competition,
section III and IV of the
administrative survey, which will
determine what the level of quality,
is achieved using the English
teaching. Also section 2.6 from the
administrative survey provided
valuable information.
This investigation will be made
using the MEP educational
guidelines set for a quality
integral education. Several points
considered from different areas in
which all will be observed in
order to establish three levels of
presence. The goal set if to
achieve at least a 70% score in
the quality or effectiveness of the
English teaching education.
To measure the acceptance of
the students for the use of the
technological teaching tools
used by English teachers.
Acceptance
about the use
of e-tools in
the English
class.
Attribute to which
technological devices
are considered to be the
most helpful in their
learning process
according to the
student’s opinion.
Measuring a question in the survey
related to which technological tools
students feel most comfortable
with, being specific; section III
focused the students’ acceptance
regarding this scenario.
For the purpose of this
investigation, it is considered
positive if 70% out of 100% of the
students respond positively to the
use of a determined technological
tool. This means that students
considered a certain tool useful
and important within their
learning process.
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

4.
San Juan PangolaSan Juan Pangola

5.
To transform Costa Rica into a
bilingual country by the year 2017
A great variety of different study
plans in different zones of the
country.
FIGURE No. 4: REGIONAL OFFICE.
Source: Supervision Circuit 01. 2014.
MINISTERIO DE EDUCACION PUBLICA DE COSTA RICA
Regional office: Dirección Regional Sarapiquí
Circuito Supervisión: 01
Telesecundaria San Juan Pangola

6.
TELESECUNDARIA SAN JUAN PANGOLATELESECUNDARIA SAN JUAN PANGOLA
Founded in 1999 on the Telesecundaria
program taught by the Ministry of Education.
The program of Telesecundaria is a bit
different from the academic high schools
lessons Provide a daily lesson was very
difficult because the institution did not have
a financial executive budget from the
government, only PANEA to feed the
students.

7.
E-LEARNINGE-LEARNING
BLENDINGBLENDING
COOPERATIVECOOPERATIVE
LEARNINGLEARNING
E-learning, is a formalized teaching and learning system
specifically designed to be carried out remotely by using
electronic communication.
The term blended learning is generally applied to the practice
of using both online and in-person learning experiences
when teaching students.
Educational approach which aims to organize classroom activities
into academic and social learning experiences.
Resources are any instruments that help us to achieve any
goal; that is, auxiliary material with which the students develop
the learning process.
DIDACTIC RESOURCESDIDACTIC RESOURCES

8.
SMARTPHONE COMPUTER THESMARTPHONE COMPUTER THE
BLOGBLOG
SOCIAL NETWORKS VIDEO BEAMSOCIAL NETWORKS VIDEO BEAM
INTERACTIVE BOARDINTERACTIVE BOARD
LANGUAGE LAB WHATSAPP EDUBLOGSLANGUAGE LAB WHATSAPP EDUBLOGS
VOICE THREAD POWER POINT MOVIEVOICE THREAD POWER POINT MOVIE
MAKER FACEBOOK TRANSLATORMAKER FACEBOOK TRANSLATOR

9.
ANALYSIS AND INTERPRETATION OF THE RESULTSANALYSIS AND INTERPRETATION OF THE RESULTS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

10.
DIAGRAM No. 2. TEACHER IN CHARGE KNOWLEDGE AND USE OF ICT
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

11.
DIAGRAM No. 3. TECHNOLOGICAL RESOURCES
USING IN THE ENGLISH CLASS ACCORDING TO THE
TEACHER IN CHARGE
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 4. TECHNOLOGICAL TOOLS BY ENGLISH
TEACER IN HER CLASS, ACCORDING TO THE
PRINICIPAL
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

12.
GRAPH No. 17. INTEREST TO APPLY ICT IN THE ENGLISH
CLASSROOM ACCORDING WITH THE ENGLISH TEACHERS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

13.
DIAGRAM No. 11. CHART No. 26. USE ICT IN
ENGLISH CLASSROOM, BY ADMINISTRATION
SORTED BY RELEVANCE
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 5. SORT RELEVANCE BY
TEACHER OPINION WILL BE USEFUL ICT TO
TEACH ENGLISH IN CLASS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

14.
DIAGRAM No. 8. ADMINISTRATIVE STAFF
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

15.
GRAPH No. 5. AGE DISTRIBUTION OF STUDENT POPULATION
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

16.
GRAPH No. 6. STUDENTS WITH COMPUTERS AND
SMARTPHONE
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 9. FREQUENCY USING
TECHNOLOGY TOOLS IN ENGLISH
CLASS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2004

17.
GRAPH No. 8. COMMON ACTIVITIES IN INTERNET BY STUDENTS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

18.
GRAPH No. 23. STUDENT OPINION IF THE SOCIAL
NETWORKS OPERATE IN AN EDUCATIONAL
ENVIRONMENT AND INTERACTION
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 21. USEFULNESS OF ICT BY STUDENTS IN
THE ENGLISH LEARNING
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

19.
GRAPH No. 18. STUDENT´S OPINION AS IT IS MUCH MORE FUN STUDY ENGLISH WITH A
COMPUTER
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

20.
GRAPH No. 24. DISLIKE TO USE
TECHNOLOGICAL TOOLS OR DEVICES
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
GRAPH No. 25. PREFERENCE TO USE
TECHNOLOGICAL TOOLS OR DEVICES
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

21.
DIAGRAM No. 14: PREFERENCE´S OPINION TO SPECIFIC TECHNOLOGICAL
TOOL OR DEVICE BY STUDENTS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel

22.
USE
OF
ICT
DIAGRAM No. 7. ADVANTAGES AND
DISADVANTAGES OF USING THE ICT BY
TEACHERS
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014
DIAGRAM No. 13. ADVANTAGES AND
DISADVANTAGES OF USING THE ICT IN
ENGLISH CLASSES BY PRINCIPAL
USE
OF
ICT
Source: Arguedas, Jean Carlo and Rodríguez, Maribel. 2014

23.
DIAGRAM No. 12. ASPECTS THAT MUST BE CHANGED AT TELESECUNDARIA
TO RESPOND MEP NATIONAL ACADEMIC GOAL BY ADMINISTRATION
Source: Arguedas, Jean Carlo and Rodríguez, Maribel

24.
CONCLUSIONS RECOMMENDATIONS
• To identify the specific kind of
technology which is going to help to
get the desired goal.
• Incorporation of two or three
trainings in the professors’
activities.
• Reinforce the students’ skills
through the efficacy of e-tools.
• Technological updates
• Determine effectiveness in the
classroom.
• Teachers must identify which
technological resources are more
motivating and useful for their
students.
• Acceptance of its use is very
important, as well as motivation
and having fun in the lessons of
English.
• Sharing teaching model for other
rural institutions in the Circuit.

25.
PROPOSAL OF WORKSHOPS TO IMPROVE THE LEARNING
PROCESS OF TEACHING WITH THE USE OF TECHNOLOGY
To improve the process of
learning through technology