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Information and Communication Technology in English teaching as a Foreign Language to the visually impaired population in America: a literature review

dc.contributor.advisorVargas Urrego, Walter
dc.contributor.authorLozano Triviño, Juan Diego
dc.contributor.authorRivas Alvis, María Fernanda
dc.coverage.spatialTuluá, Valle del Cauca, Colombiaspa
dc.date.accessioned2025-07-24T15:22:46Z
dc.date.available2025-07-24T15:22:46Z
dc.date.issued2025
dc.identifier.urihttp://hdl.handle.net/20.500.12993/5041
dc.descriptionilustraciones, gráficos, tablasspa
dc.description.abstractEsta investigación esboza una revisión bibliográfica la cual examina el uso de las Tecnologías de la Información y la Comunicación (TIC) en la enseñanza del inglés como lengua extranjera (ILE) a personas con discapacidad visual, particularmente en las Américas desde 2014 hasta 2024. El objetivo principal es identificar y analizar las publicaciones científicas de este período. Esta investigación adopta un enfoque cualitativo que se realiza a través de un diseño bibliográfico utilizando un alcance interpretativo, con el fin de caracterizar, clasificar, contrastar aquellas investigaciones científicas sobre el uso de las herramientas TIC en la educación. Este estudio destaca herramientas y recursos TIC como lo son audiolibros, lectores de pantalla como JAWS y la aplicación Eyeland, las cuales han sido reconocidas como herramientas fundamentales para apoyar en la enseñanza del inglés a estudiantes con discapacidad visual. En última instancia, los resultados buscan apoyar a los educadores e investigadores en el diseño de futuras estrategias pedagógicas y estudios, promoviendo una enseñanza del inglés más inclusiva y eficaz para los alumnos con discapacidad visual.spa
dc.description.tableofcontentsAbstract / Introduction / Chapter I: Problem statement / Contextualization / Research Question / Objectives / General Objective / Specific Objectives / Rationale / Chapter II: Referential Framework / Backgrounds Studies / International Backgrounds / National Backgrounds / Regional Backgrounds / Theoretical-Conceptual Framework / English Language Teaching (ELT) / Information and Communication Technologies (ICT) / Inclusive Education / Legal Framework / Chapter III: Methodological design / Approach / Design / Scope / Population / Inclusion and exclusion criteria / Instruments / Data collection / Data Analysis / Characterization / Scientific documents classification / Open and axial coding of methodological data / Open and axial coding of objectives / Contrast / Category 1: Methodological approach / Category 2: Cognitive process of general objectives / Category 3: Population scholarly level / Category 4: Data collection techniques / Category 5: Effectiveness of ICT tools and resources / Discussion / Conclusions / Recommendations / References /eng
dc.formatPDFspa
dc.format.extent114 páginasspa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengeng
dc.rightsDerechos reservados - Unidad Central del Valle del Caucaspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0*
dc.titleInformation and Communication Technology in English teaching as a Foreign Language to the visually impaired population in America: a literature revieweng
dc.typebachelor thesisspa
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)*
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con énfasis en Inglésspa
dc.publisher.facultyFacultad de Ciencias de la Educaciónspa
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa
dc.description.degreenameLicenciado (a) en Lenguas Extranjeras con énfasis en Inglésspa
dc.description.degreelevelPregradospa
dc.identifier.instnameInstname:Unidad Central del Valle del Caucaspa
dc.identifier.reponamereponame:Repositorio Institucional Unidad Central del Valle del Caucaspa
dc.identifier.repourlrepourl:https://repositorio.uceva.edu.co/
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.rights.localAbierto (Texto Completo)spa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersionspa
dc.subject.proposalTecnologías de la Información y la Comunicación (TIC)spa
dc.subject.proposalDiscapacidad visualspa
dc.subject.proposalInglés como Lengua Extranjera (ILE)spa
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa
dc.coverage.cityTuluáspa
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dcterms.audience.professionaldevelopmentPregradospa
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dc.contributor.orcidhttps://orcid.org/0000-0002-3734-3256spa
dc.subject.keywordsInformation and Communication Technologies (ICT)eng
dc.subject.keywordsVisual Impairmenteng
dc.subject.keywordsEnglish as a Foreign Language (EFL)eng
dc.description.abstractenglishThis research outlines a bibliographic literature review examining the use of Information and Communication Technologies (ICT) in teaching English as a Foreign Language (EFL) to visually impaired individuals in the Americas from 2014 to 2024. The main objective is to identify and analyze scientific publications from this period. The study employs a qualitative approach, utilizing a bibliographic design with an interpretive scope to characterize, classify, and contrast research on ICT tools in education. This review highlights several ICT tools and resources, including audiobooks, screen readers such as JAWS, and the Eyeland app, which have proven essential for supporting English instruction for visually impaired students. Ultimately, the findings aim to support educators and researchers in designing future pedagogical strategies and studies, promoting more inclusive and effective English teaching for learners with visual impairmentseng
dc.title.titleenglishInformation and communication technology in English teaching as a Foreign Language to the visually impaired population in America: a literature revieweng
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000046691spa


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