Technologies in the classroom and their relationship with teaching practice

Abstract

This article aims at analyzing the representations of four English language teachers regarding uses of technologies in order to understand the relationship of these representations and the practice of the teachers. We understand uses of technologies intertwined with experiences shared by members of a community which, in this case, we identify as language teachers, based on Social Representation Theory (Moscovici, 2010). This field research is a qualitative study. Data were collected through questionnaires, class observation and interviews, and analyzed according to Teacher-Research by Freeman (1998) and the coding process by Auerbach and Silverstein (2003). The analysis revealed two representations originated from six themes. In this article, we address the representation of technologies as essential pedagogical resources in English classes, based on the themes: analog technologies as an essential pedagogical resource in English classes and digital technologies as an essential pedagogical resource in English classes.