Adoptando la RV en la sala de clases: Percepciones de futuros maestros bilingües y de ESL

• Jorge F. Figueroa Flores ^[1] ; Lisa Huffman ^[1] ; Victor Lozada ^[1] ; Emarely Rosa-Dávila ^[1]
  1. [1] Texas Woman's University

     Texas Woman's University

     Estados Unidos

     
• Localización: EDMETIC, ISSN-e 2254-0059, Vol. 11, Nº. 1, 2022, págs. 1-15
• Idioma: español
• Títulos paralelos:
  • Adopting VR in the Classroom: Perceptions of bilingual and ESL education pre-service teachers
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    La realidad virtual(RV)es una tecnología inmersiva que está ganando impulso en la educación y ha llevado a nuevos enfoques de enseñanza. Además, ha disparado interés en los programas de preparación docente y especialmente en la formación de profesores bilingües y de ESL. Este artículo muestra un estudio cualitativo realizado con n = 27 futuros maestros bilingües y de ESL. El estudio buscó determinar la percepción de los futuros maestros bilingües y de ESL en principio con la RV y proporcionar una comprensión de las experiencias de las aplicaciones móviles de RV. todos los resultados fueron obtenidos a partir de reflexiones guiadas por futuros maestros inscritos en un curso de teorías de adquisición de segunda lengua para ESL y maestros bilingües en una universidad ubicada en el norte de Texas. Se realizó un análisis de contenido para analizar las reflexiones y se

  • English

    Virtual reality(VR)is an immersive technology that is gaining momentum in education and has led to new teaching approaches. Moreover, it has spark interest in educator preparation programs and especially in the training of bilingual and ESL pre-service teachers. This article showcases a qualitative study conducted with n=27 undergraduate bilingual and ESLpre-service teachers. The study sought to determine the perception of bilingual and ESLpre-service teachers with VRand provide an understanding of VR mobile applications' experiences. All results were obtained from guided reflections made by pre-service teachers enrolled in the course theories of second language acquisition for ESLand bilingual teacher at a university located in north Texas. A content analysis was performed to analyze the reflections, and three categories were determined: strengths of VR, limitations of VR, and VR mobile applications. The findings revealed a positive perception towards the strengths of VRwith 60%, including promotes student engagement (41%) and motivates students (29%). On the other hand, pre-service teachers perceived limitations of VR, including associated costs (44%) and the ability to access the internet (31%). Finally, VRmobile applications which offered VR tours were perceived to enhance learning experiences, including Google Expeditions (51%) and VRTube (23%).