Using Information and Communication Technologies for the Self-Study of Teaching

2004 ◽  
pp. 1039-1072 ◽  
Author(s):  
Garry F. Hoban
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The Self ◽  
Self Study ◽  
Information And Communication

scholarly journals Self-study activity with the use of information and communication technologies in the process of formation of the information and analytical competence of future border guard officers

2018 ◽  
Vol 6 (4) ◽  
pp. 74-88
Author(s):  
Larysa Karasova
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The Self ◽  
Language Training ◽  
Study Activity ◽  
New Information ◽  
Self Study ◽  
Information And Communication ◽  
Cognitive Activities

The problem of formation of the information and analytical competence of future border guard officers with the use of information and communication technologies in their self-study activity is highlighted. The essence of the information and analytical competence is understood as a component of professional competence that reflects the readiness and ability of future border guard officers to apply information and analytical knowledge, their abilities, skills and personal qualities while processing information of various types and forms of presentation; ability to search for, evaluate, store, analyze, issue and disseminate important information in order to obtain qualitatively new knowledge necessary for decision-making in their professional activity. The structure of the information and analytical competence is the unity of four components, in particular, a value and motivational component, a cognitive and operative component, an activity component and a subjective one. The content of training is improved on the basis of the learner-oriented approach. The model that consists of organizational, practical and resultative blocks has been developed. The article deals with the issues of implementing the use of information and communication technologies in the course of foreign language training for future border guard officers as one of the pedagogical conditions of forming the information and analytical competence. The advantages of usage of new information and communication technologies in the self-study activity of cadets of higher military educational institutions is considered. The article highlights the importance of the self-study of future border guard officers in the process of formation of the information and analytical competence. The author states the main functions of the self-study activity in the course of foreign language learning. The teacher role in managing the self-study of cadets is stated. The advantages of usage of electronic textbooks are considered. The author presented interactive exercises and tasks from the electronic textbook. The lead-in is conducted to draw cadets’ attention to the topic of discussion. Different types of tasks before/while and after reading or watching the materials are performed. These tasks and exercises in their turn foster forming the information and analytical competence of future border guard officers. The implementation of self-study under the condition of introducing new information and communication technologies in the process of foreign language training contributes to the self-reliance formation of future border-guard officers, their activity and initiative in studies. The use of information and communication technologies in the self-study management provides control and self-control of independent cognitive activities, develops the creative orientation of cognitive activities of future border-guard officers, and motivates them to perform their tasks while processing foreign language sources in order to form their own assessment of processes and phenomena.

scholarly journals La competencia digital en los docentes del siglo XXI: Hábitos de uso y autopercepción / Digital Competence in 21st Century Teachers: Usage Habits and Self-Perception

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Miriam Jimenez Bernal ◽  
Marta Abanades
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The Self ◽  
Self Perception ◽  
Digital Competence ◽  
Use Of Technology ◽  
Professional Profile ◽  
Information And Communication ◽  
Nativos Digitales ◽  
Competencia Digital

ABSTRACTDuring the last years, Information and Communication Technologies have been included in the educational field, not only as support tools for teachers, but also as an essential part of the training and of the very learning environment. For this reason, the digital competence is considered one of the main competences in the teachers’ professional profile. However, there is a digital divide between the new Pre-School and Primary students, digital natives, and their teachers. Our study aims at knowing the self-perception on the digital competence and the daily habits of use of technology either in professionals of several fields and in students of the Degrees in Pre-School and Primary Education, most of them with working experience, comparing both items with the observation of their performance in blended learning subjects, with a significant online workload for the students. The aim of this communication is to present the initial results of the survey and the comparative analysis, which shows a gap between the self-perception and the usage habits, in order to suggest measures to be implemented in Higher Education.RESUMENA lo largo de los últimos años, las Tecnologías de la Información y la Comunicación se han ido incorporando al ámbito educativo, no solo como herramientas de ayuda al profesorado, sino también como parte integrante de la formación y el propio entorno de aprendizaje. Por este motivo, la competencia digital es una de las principales competencias del perfil profesional de un docente. Sin embargo, existe una brecha digital entre los nuevos alumnos de Infantil y Primaria, nativos digitales, y sus profesores. Nuestro estudio pretende, a través de la realización de encuestas a profesionales de diversos ámbitos y a estudiantes de los Grados en Educación Infantil y Primaria, ya diplomados en Magisterio y con experiencia docente en muchos casos, conocer su autopercepción de la competencia digital y sus hábitos básicos de uso de la tecnología, comparando ambas cuestiones con el desempeño en asignaturas semipresenciales, con una importante carga de trabajo en línea para los estudiantes. El objetivo de esta comunicación es presentar los resultados iniciales de la encuesta y del análisis comparativo, que indica un desfase entre la autopercepción y los hábitos de uso, para proponer medidas que puedan tomarse desde las aulas universitarias. Contacto principal: [email protected]

scholarly journals Grammars of “Onlife” Identities: Educational Re-significations

2021 ◽  
Author(s):  
Alberto Sánchez-Rojo ◽  
Ángel García del Dujo ◽  
José Manuel Muñoz-Rodríguez ◽  
Arsenio Dacosta
Keyword(s):  
Information And Communication Technologies ◽  
Theoretical Perspective ◽  
Communication Technologies ◽  
Human Action ◽  
The Self ◽  
Current Development ◽  
Educational Implications ◽  
Information And Communication ◽  
Current Context ◽  
Educational Perspective

AbstractIdentity has been widely understood in Western societies as a specular construction that operates simultaneously both from within and from outside oneself. However, this process is fiercely changing in a world in which almost every human action is mediated by information and communication technologies. This paper, from a theoretical perspective, aims to discover the main educational implications of this change. For that purpose, we first consider the traditional meaning and process of forming the self in Western culture. Afterwards, we identify and describe the mechanisms for the construction of the self in our current context, highlighting the fact that technologies, in themselves and regardless of the use we make of them, hide implications. Taking this into account, we show to what extent the current development of the self presents shades, conflicts and tangible risks from an educational perspective. We finally conclude that it is essential to promote an education on technology that goes beyond the use regulation in which, up to now, it has been solely focused on.

scholarly journals E-LEARNING AS A LEADING COMPONENT OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS

2021 ◽  
Vol 1 (194) ◽  
pp. 84-88
Author(s):  
Sergii Galetskyi ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Study Skills ◽  
Communication Technologies ◽  
Economic Transformation ◽  
Educational Process ◽  
Learning System ◽  
Self Study ◽  
Information And Communication ◽  
E Learning ◽  
The University

The evolution of E-learning has been investigated in this article. In all historical epochs, education played an important role in a society. In the conditions of dynamic and ambitious socio-economic transformation of Ukrainian society education becomes the object of new growing requirements of the individual, society and state. These requirements are a major factor of the driving force behind the development of the education system. In this article we outlined new challenges to the qualification of the working force in information society and E-learning, among which are: the need for dynamic adaptation to rapidly changing knowledge and technologies, the acquisition of new skills. The last two decades have been marked by a significant increase in the emphasis on teaching on the basis of information and computer technology. A withdrawal from traditional training was based on the rapid development of the Internet and Covid-19 pandemic. The use of information and communication technologies in education makes it possible to increase its efficiency and accessibility. In addition, some aspects of the implementation of E-learning in the university have been reviwed. Many universities are actively developing a range of technologies, including mixed learning, with the aim of implementing E-learning at the university. Main features of E-learning, as a method for increasing motivation and self-study skills and as a way to improve an access to education, were investigated in the article. It is pointed out that in the structure of E-learning in educational establishments it is necessary to have such elements as: 1) E-learning system environment with the necessary means for communication of participants of E-learning; 2) electronic database of educational material; 3) virtual laboratory; 4) E-learning participants (teachers, students) and technicians (programmers, system administrators, web designers, animators). E-Learning supports self-directed types of learning. High motivation and self-study skills are prerequisites and must be complemented by an appropriately structured didactic learning environment. Self-organization and self-responsibility are important skills within flexible working and learning cultures. An important condition for E-learning: in the E- learning system can learn only highly motivated, focused and organized persons.

scholarly journals Distance learning in modern conditions: overview of opportunities and limitations

2020 ◽  
Vol 6 (1) ◽  
pp. 42-56
Author(s):  
Aleksandr Kumohin ◽  
Ruslan Kachaev
Keyword(s):  
Information And Communication Technologies ◽  
Professional Education ◽  
Information Technologies ◽  
Communication Technologies ◽  
Full Time ◽  
Self Study ◽  
Traditional Training ◽  
Information And Communication ◽  
Part Time ◽  
Strong Motivation

The article analyzes the scientific psychological and pedagogical literature on the implementation of distance education (DE) in modern conditions. Every year, the number of information and communication technologies that are integrated into the field of education increases. In 2020, in order to prevent the spread of diseases caused by the new coronavirus infection COVID-19, DE proved its relevance. Definitions are given concerning the essence of up; advantages and prospects of UP are highlighted, as well as disadvantages and limitations. A separate review of restrictions on the implementation of DE in the context of a pandemic on the territory of the Russian Federation is given. It is noted that it is necessary to take into account the relationship between modern education and the sphere of professional work in order to train competitive specialists. The analysis of the implementation of up DE 2020 is confirmed by the assessments of experts and specialists in the field of education, who note that those students who in modern conditions spend the second academic year on a permanent DE have a high chance of entering the labor market without a sufficient stock of formed knowledge, skills, competencies and without a sufficiently strong motivation and readiness for further self-study and continuous professional education. In the context of the development of the digital educational environment in pre-school education, it is necessary to consider IT not as a separate "traditional" training, but as a new stage for full-time and part-time forms, where various information technologies can be used.

scholarly journals Experiencia de Proceso de llenado de Autoevaluación para un Programa Educativo de Tecnologías de Información mediante la metodología ágil SCRUM

2021 ◽  
Vol 3 (2) ◽  
pp. 78-83
Author(s):  
M. Gress Roldan ◽  
D.L. Ahuatzi Reyes
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
Education Program ◽  
Communication Technologies ◽  
The Self ◽  
Self Assessment ◽  
The People ◽  
Information And Communication ◽  
Technical University

En este artículo se presenta una recopilación de las mejores prácticas aplicadas en la experiencia del llenado de autoevaluación en el Programa Educativo (PE) de T.S.U. en Tecnologías de la Información y Comunicación, área Multimedia y Comercio Electrónico de la Universidad Tecnológica de Tlaxcala, donde se contó con la participación de todas las áreas que brindan servicios al PE y el Personal que lo conforma, aplicando la metodología SCRUM. This paper presents a compilation about the best practices to apply in the self-assessment experience in Education Program (EP) of Higher Technical University in Information and Communication Technologies, Multimedia and ECommerce area at the Technological of Tlaxcala University, where it attended of every area that supply services at EP and the people that integrate it, applying SCRUM Methodology

scholarly journals Surveillance, Panopticism, and Self-Discipline in the Digital Age

2018 ◽  
Vol 16 (2) ◽  
pp. 219-237 ◽  
Author(s):  
Ivan Manokha
Keyword(s):  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
The Self ◽  
Early Nineteenth Century ◽  
Technologies Of The Self ◽  
Information And Communication ◽  
Nineteenth And Twentieth Centuries ◽  
The Impact ◽  
Modern Technologies

The objective of this paper is to revisit the metaphor of the Panopticon, borrowed by Michel Foucault from Jeremy Bentham to describe the development of disciplinary institutions in Western societies from the early nineteenth century, and to examine its relevance for the analysis of modern electronic means of surveillance. Widely used in the early stages of the study of new surveillance technologies, the metaphor of the Panopticon, particularly in the field of ‘surveillance studies,’ is growingly seen as inadequate to understand the impact of the latest surveillance tools and practices. This paper seeks to show that dominant interpretations of Foucault’s use of Panopticon as referring to techniques of domination or to ‘power over,’ while legitimate as regards some of his earlier writings, overlook Foucault’s later works on technologies of the self. That is, in Panoptic dispositifs in particular, as well as in settings involving power/knowledge configurations defining ‘normality’ more generally, individuals may end up exercising power over themselves without any coercion. It is argued here that the development of modern information and communication technologies may be said to produce a setting, the description of which as ‘panoptic’ is even more pertinent than was the case with respect to Western societies of the nineteenth and twentieth centuries. Building upon recent empirical works on the ‘chilling effect,’ particularly in the wake of Edward Snowden’s revelations in 2013, the article discusses modern technologies of the self—self-restraint and self-censorship—that new technologies, enabling different forms of surveillance, produce in Western societies. It also outlines the areas in which the notion of the Panopticon may be useful in terms of guiding research into self-discipline and self-restraint in the context of the proliferation of modern techniques of surveillance.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

Technologies Disability and Inclusion

2018 ◽  
Author(s):  
Tomas Brusell
Keyword(s):  
Social Media ◽  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Future Development ◽  
Smart Cities ◽  
Communication Technologies ◽  
Modern Technology ◽  
The Social ◽  
The Disabled ◽  
Information And Communication

When modern technology permeates every corner of life, there are ignited more and more hopes among the disabled to be compensated for the loss of mobility and participation in normal life, and with Information and Communication Technologies (ICT), Exoskeleton Technologies and truly hands free technologies (HMI), it's possible for the disabled to be included in the social and pedagogic spheres, especially via computers and smartphones with social media apps and digital instruments for Augmented Reality (AR) .In this paper a nouvel HMI technology is presented with relevance for the inclusion of disabled in every day life with specific focus on the future development of "smart cities" and "smart homes".

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