A utilização de tecnologias digitais aplicadas ao ensino de inglês como língua adicional na perspectiva de professores (as) no contexto da escola pública

Abstract

Nowadays, technologies are resources used in many aspects of everyday life. In education, technological resources are sometimes overlooked for a variety of reasons, including difficulties in the use and the lack of structure in schools, as well as the frequent lack of adequate continuing teacher education in relation to the use of the technologies applied to education (DEMO, 2011). However, Siqueira (2013) states that the use of Information and Communication Technologies (ICT) allows the opening of new possibilities for education, including the making, the thinking and the living actions, because technology helps us potentialize these possibilities. This research aims to analyze whether teachers of English as an Additional Language make use of ICT and, if so, to identify the reasons given for this use. The methodology of this work is quantitative and qualitative in relation to data collection and data analysis (MOREIRA; ROSA, 2009). For data collection, a questionnaire was answered, via Google Forms with 19 questions, by 18 English language public school teachers in the state of Rio Grande do Sul. The quantitative approach was performed in order to analyze the reliability of the data collection instrument using Cronbach’s alpha; the variability of the responses was submitted to a Boxplot and the correlation of them was interpreted by Multiple Linear Regression. The results of this work show that, although there are challenges and obstacles for the use of technological resources, the participants of this study believe that these resources are a facilitating agent in the language learning and teaching process. It was concluded that ICT are resources that can bring several benefits to education as long as they are properly applied in an environment that facilitates its application to the English language teaching field.