(Mis)conceptions in the usage of digital resources in the ESL Classroom At New York School.

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dc.contributor.advisorMorales Sossa, Ana Milenaspa
dc.contributor.authorRíos Lazcano, Allan spa
dc.date.accessioned2026-02-09T19:51:12Z
dc.date.available2026-02-09T19:51:12Z
dc.date.issued2025
dc.description.abstractEl presente trabajo de investigación analiza las concepciones de estudiantes de secundaria y sus docentes sobre el uso de recursos digitales en el aprendizaje del inglés como segunda lengua en el colegio Nueva York de Bogotá. La problemática es que, pese a la disponibilidad recursos digitales, estos suelen emplearse de forma limitada para evaluar o completar tareas, sin aprovecharse plenamente para potenciar procesos de enseñanza aprendizaje. Los hallazgos evidencian que los estudiantes conciben los recursos digitales principalmente como una fuente de entretenimiento pasivo, mostrando dificultades para la creación autónoma de contenido académico y recurriendo en ocasiones a la inteligencia artificial como sustituto de procesos cognitivos. Por su parte, las docentes los perciben como recursos útiles para fomentar la interacción, personalizar la enseñanza, automatizar procesos y conectar con las nuevas generaciones, aunque reconoce falta de formación y riesgos de distracción.spa
dc.description.abstractenglishThe current research project analyzes the conceptions of high school students and their teachers towards the usage of digital resources in the ESL classroom at New York School in Bogotá. The problematic is that, despite the availability of digital resources, they are often used with limitations to evaluate or complete tasks, without taking advantage of the potential in English learning and teaching. Findings show how students conceive digital resources mainly as a source of passive entertainment, demonstrating difficulties to create original content for academical purposes, and sometimes using artificial intelligence as a substitute for academic responsibilities. On the other hand, teachers perceive digital resources as a valuable tool to foster interaction, personalize classes, automatize processes and connect with newer generations. However, it is recognized for its risk of distracting.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Español e Inglésspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/21901
dc.language.isoen
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programLicenciatura en Español e Inglésspa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectRecursos digitalesspa
dc.subjectTecnologíaspa
dc.subjectInteligencia artificialspa
dc.subjectESLspa
dc.subjectEducaciónspa
dc.subject.keywordsDigital resourceseng
dc.subject.keywordsTechnologyeng
dc.subject.keywordsArtificial intelligenceeng
dc.subject.keywordsESLeng
dc.subject.keywordsEducationeng
dc.title(Mis)conceptions in the usage of digital resources in the ESL Classroom At New York School.eng
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa

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