Digital technologies in English teaching by distance and face-to-face graduates

Abstract

This article examines the incorporation of digital technologies in the English language classes of distance and face-to-face graduates. Distance teachers are obligatorily graduated with a technologic integration basis, and we are interested in analyzing the uses that the public-school English teacher makes of these technologies, considering whether his undergraduate training, in distance or in-person modality, had an influence on his praxis and contributed to the improvement of foreign language teaching. For this analysis, the scales of two models of technological-pedagogical integration that could be incorporated by English language teachers were used: SAMR, by Ruben Puentedurra (2009); and Will, Skill, Tool, by Voogt and Knezek (2008). Under the theoretical and methodological framework of the studies in CALL, the data collected from four teachers were analyzed in triangulation (interview, questionnaire, and observation of the classes) and it was concluded that, unexpectedly, the teachers of the distance learning mode showed levels close to those of face-to-face modality concerning techno pedagogical incorporation. Although the training was relevant, it cannot be concluded from this study that it has contributed more significantly to teaching practice than other training, personal and professional aspects.