Análisis de la gestión académica desde la didáctica para la enseñanza del inglés mediada por las TICs en el centro de idiomas de la FULL.

Abstract

With the arrival of Covid-19 in Colombia at the beginning of 2020, the learning and teaching of English in higher education where academic programs were offered in face-to-face mode, had to be rethought and redesigned through the implementation of the ICTs. Considering that these new challenges involved English teachers directly, this study sought to characterize the academic management in the classroom from the implementation of ICTs in the process of teaching English at the Language Center of the Fundación Universitaria los Libertadores during the virus contingency. The methodology of this study was established through three stages: preparation and design (research under a qualitative paradigm); planning and field work (documentary analysis, field diaries and semi-structured surveys); analysis (Atlas.ti) and conclusions (description of a social phenomenon). In addition, it had a rigorous work of population selection and data coding taking into account the grounded theory; the analysis of the information resulting from the semi-structured interviews and decoding of the data, outlined the need to propose the formation of general semantic networks such as: academic management, didactics for the teaching of English, digital strategies and pedagogical scope of the use of ICTs , in addition to two emerging semantic networks: meaningful learning and improvement of educational quality. Among some of the conclusions of the study, it is established that the implementation of ICTs in the teaching of English supposes a redefinition of the role of both the teacher and the student; that it is highly important to establish clear institutional guidelines regarding the use of digital tools in the virtual classroom; that the change of modality and the abrupt implementation of ICTs have a personal and professional impact on teachers; and, finally, that ICTs are a tool that promotes meaningful language learning since it makes thematic content more attractive and effective. Finally, some of the most significant digital tools for FULL English teachers were identified and a digital brochure was proposed and shared with the research participants. Likewise, some recommendations were established both for the Language Center and for the institution in general with the purpose of making the experience in the implementation of ICTs in the teaching and learning of English meaningful for all the actors in the process.