Abstract:

Little is known about what happens in a learning English classroom in preschool when we have incorporated the Information Technology and Communication (ICT). The case study presented here addresses this issue from the constructivist paradigm with a qualitative approach that seeks to answer the question How do the practices and discourse of children, educators, parents and managers converge in using ICT for learning English in kindergarten?, the novelty of the subject, its complexity and the increasing importance that is given to early childhood education and second language learning, justify the relevance of this research. From a Multi - Theoretic position we analyze the phenomenon considering the proposals such as: the view of Cesar Coll on the incorporation of ICT in education, the interactionist approach of Mackey et al. adopted in language learning, the human development theory from the perspective of Papalia, the ecological development theory of Bronfenbrenner and the didactic transposition of Chevallard. For data collection several instruments and techniques were considered: Field Diary, Participant Observation, Interviews and Video Recordings. For data analysis and interpretation several methods were used, as well as software such as ATLAS.ti ®. The validation is done from the crystallization (Ellingson, 2009), a postmodern form of triangulation. The progress achieved so far lets us talk about how practices and discourse converge from the voices of the actors of the case, the effect of equipping a classroom with ICT interactions derived from it and the mediating role of the family.

This paper addresses the case of a school in Colima, is centered on content taken from the improvement in the method, and the data obtained so far, justifying the techniques that were employed and the reasons for his choice, taking as a starting point the research questions and the data collection techniques used.

The research has special impact in the field of Education and in consequence, the field of Social Sciences, which has historically been approached from different epistemological positions that fall under the term paradigm.

Paradigms, conceived as the Lincoln & Guba (2013) are: global philosophical systems or the network containing the epistemological, ontological and methodological premises of research, how to design these assumptions leads to specific approaches to social phenomena and thus guide the investigation in accordance with the assumed position. In general, it is considered that there are three major paradigms: the positivist, critical theory and constructivism or interpretivism (p. 85).

Similarly, contains sections that are considered necessary to contextualize or frame so presented, summarized and outlined occasions, the most significant points of the thesis document.

The research project originally was named: Use of ICT in English learning in kindergarten: The case of a private school in Colima. In order to advance the project, in terms of their methodological position, first of all is briefly presented, the ontological, epistemological and methodological assumptions that characterize the three paradigms identified and thus the justification for the position taken in the addresses research "The case of a private school in Colima”.

Keywords:

ICT, English learning, preschool.