<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142019000200157</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Technology Integration for the Professional Development of English Teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Integración de la tecnología en el desarrollo profesional de los profesores de Inglés]]></article-title>
<article-title xml:lang="pt"><![CDATA[Integração de tecnologia no desenvolvimento profissional de professores de inglês]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baracaldo Guzmán]]></surname>
<given-names><![CDATA[Deisy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>46</numero>
<fpage>157</fpage>
<lpage>168</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142019000200157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142019000200157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142019000200157&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper deals with the intersection of the didactics of English as a Foreign Language (EFL) and of Technological Pedagogical Content Knowledge (TPACK) to guide teachers in the use of some specific tools and how to integrate them into their lessons. To meet this requirement, the researchers conducted a study to answer the question: How may the implementation of a teacher development program on TPACK impact the English teaching and learning of a group of in-service teachers? The researchers collected data through observations, interviews, and before-while-after questionnaires in the implementation of two technology modules. The participants received a 48-hour course in technology during the first and second semester, as well as four follow-up sessions on the TPACK these teachers use in practice, associated with the knowledge intersections, namely TPCK, TCK, and TPK. The professional development was organized into four stages and workshops: a) modeling a technology-enhanced activity type; b) integrating a pedagogical model in a lesson; c) developing technical skills through different virtual resources for lesson planning; d) applying TPACK to design tasks for teachers' lesson plans. The results highlighted a positive impact on professional learning for teacher's development of TPACK. They also revealed that teachers learned to consider the possibility of using technology, access issues in their choices, and use of technology for lesson planning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este documento presenta la intersección entre la didáctica de la enseñanza del inglés como lengua extranjera (EFL) y el conocimiento del contenido pedagógico tecnológico (TPACK) para guiar a los maestros en el uso de algunas herramientas particulares y su integración en las clases. El estudio responde a la pregunta: ¿Cómo puede la implementación de un programa de desarrollo docente en TPACK impactar la enseñanza y aprendizaje del inglés de un grupo de docentes? La información se obtuvo de observaciones, entrevistas y cuestionarios aplicados antes, durante y después de la implementación de dos módulos de tecnología. Los participantes recibieron un curso de 48 horas en el primer y segundo semestre del programa de maestría y cuatro sesiones de seguimiento sobre el TPACK que usan en la práctica, asociado con las intersecciones del conocimiento, a saber, TPCK, TCK y TPK. El desarrollo profesional siguió cuatro etapas: a) modelado de un tipo de actividad con tecnología; b) integración de un modelo pedagógico en la clase; c) desarrollo de habilidades técnicas a través de la planeación de clases con diferentes recursos virtuales; d) aplicación de TPACK para diseñar tareas en los planes de clase. Los resultados mostraron un impacto positivo en el aprendizaje profesional para el desarrollo docente del conocimiento TPACK. También revelaron que los maestros aprendieron a considerar las posibilidades de la tecnología, los problemas de acceso en sus elecciones y el uso de la tecnología en la planeación de la enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este documento apresenta a intersegáo entre o ensino de inglés como língua estrangeira (EFL) e o conhecimento de conteúdo pedagógico tecnológico (TPACK) para orientar os professores no uso de algumas ferramentas específicas e sua integragáo nas aulas. O estudo responde á pergunta: ¿Cómo a implementagáo de um programa de desenvolvimento de professores no TPACK pode impactar o ensino e a aprendizagem do inglés de um grupo de professores? As informagóes foram obtidas a partir de observagóes, entrevistas e questionários aplicados antes, durante e após a implementagáo de dois módulos de tecnologia. Os participantes receberam um curso de 48 horas no primeiro e segundo semestres do programa de mestrado e quatro sessóes de acompanhamento no TPACK que eles usam na prática, associados a intersegóes de conhecimento, ou seja, TPCK, TCK e TPK. O desenvolvimento profissional seguiu quatro etapas: a) modelando um tipo de atividade com tecnologia; b) integragáo de um modelo pedagógico na aula; c) desenvolvimento de habilidades técnicas através do planejamento de aulas com diferentes recursos virtuais; d) aplicagáo de TPACK para projetar tarefas em planos de aula. Os resultados mostraram um impacto positivo na aprendizagem profissional para o desenvolvimento de professores de conhecimento da TPACK. Eles também revelaram que os professores aprenderam a considerar as possibilidades da tecnologia, os problemas de acesso em suas escolhas e o uso da tecnologia no planejamento do ensino.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[TPACK]]></kwd>
<kwd lng="en"><![CDATA[technology integration]]></kwd>
<kwd lng="en"><![CDATA[in service teacher education]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="es"><![CDATA[TPACK]]></kwd>
<kwd lng="es"><![CDATA[integración de tecnología]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="pt"><![CDATA[TPACK]]></kwd>
<kwd lng="pt"><![CDATA[integragáo tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[formagáo de professores]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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