Developing Institutional Leadership for Improving Teaching–Learning with New Technologies

2020 ◽  
pp. 55-65
Author(s):  
Thomas J. Sork
Keyword(s):  
New Technologies ◽  
Institutional Leadership ◽  
Teaching Learning

scholarly journals New Technologies for Information and Communication, PWM Remote Experimenting and 3G Networks as Teaching Support

2012 ◽  
Vol 2 (1) ◽  
pp. 17 ◽  
Author(s):  
Juarez B. Silva ◽  
Vilson Gruber ◽  
Roderval Marcelino
Keyword(s):  
Cellular Networks ◽  
New Technologies ◽  
Font Size ◽  
3G Networks ◽  
Scientific Disciplines ◽  
Teaching Support ◽  
Information And Communication ◽  
Teaching Learning ◽  
Education Courses ◽  
3G Cellular Network

<p class="Abstract" style="margin: 0cm 0cm 10pt;"><span style="layout-grid-mode: line;" lang="EN-US"><strong><span style="font-family: Times New Roman; font-size: x-small;">Remote experiments may be an important tool to implement new technologies in the teaching/learning process, since it enables experimenting with real plants, essential to consolidate the concepts acquired in the theoretical classes, especially in technical and scientific disciplines.<span style="mso-spacerun: yes;">&nbsp; </span>This article presents the &ldquo;modulator PWM&rdquo; remote experiment, its operational architecture and construction. It seeks to demonstrate its integration with theory and the use of the 3G cellular network as a communications channel for remote experimenting. The PWM modulators are often used in disciplines of higher education courses in electrical engineering, telecommunications and electronics. This article shows that it is possible to perform the practical activity completely remotely, via 3G cellular networks or through the internet to access the experiment and perform the experiments needed to fully understand the theories of the PWM modulator.<span style="mso-spacerun: yes;">&nbsp; </span>.This article is a further initiative for remote experiments in the world of different engineering specialties, involving the cellular networks that are rapidly expanding at this time.</span></strong></span></p>

scholarly journals PROTEIN TEACHING: AN APPROACH FOR TEACHER TRAINING APPLIED TO STUDENTS OF THE BIOLOGICAL SCIENCES COURSE AT UFRN

2015 ◽  
Vol 13 ◽  
pp. 34
Author(s):  
J. K.S. NASCIMENTO et al
Keyword(s):  
Biological Sciences ◽  
Teaching Practice ◽  
Basic Education ◽  
New Technologies ◽  
Lesson Plan ◽  
Three Dimensional ◽  
Structural Features ◽  
Dimensional Structure ◽  
Educational Models ◽  
Teaching Learning

Teaching biochemistry in higher education is increasingly becoming a challenge. It is notoriously difficult for students to assimilate the topic; in addition there are many complaints about the complexity of subjects and a lack of integration with the day-to-day. A recurrent problem in undergraduate courses is the absence of teaching practice in specific disciplines. This work aimed to stimulate students in the biological sciences course who were enrolled in the discipline of MOLECULAR DIVERSITY (MD), to create hypothetical classes focused on basic education highlighting the proteins topic. The methodology was applied in a class that contained 35 students. Seven groups were formed, and each group chose a protein to be used as a source of study for elementary school classes. A lesson plan was created focusing on the methodology that the group would use to manage a class. The class was to be presented orally. Students were induced to be creative and incorporate a teacher figure, and to propose teaching methodologies for research using the CTS approach (Science, Technology and Society). Each group presented a three-dimensional structure of the protein they had chosen, explained their structural features and functions and how they would develop the theme for a class of basic education, and what kind of methodology they would use for this purpose. At the end of the presentations, a questionnaire was given to students in order to evaluate the effectiveness of the methodology in the teaching-learning process. The activity improved the teacher’s training and developed skills and abilities, such as creativity, didactical planning, teaching ability, development of educational models and the use of new technologies. The methodology used in this work was extremely important to the training of future teachers, who were able to better understand the content covered in the discipline and relate it to day-to-day life.

scholarly journals The ICT and New Scenarios for Diversity

2020 ◽  
Vol 5 (3) ◽  
pp. p1
Author(s):  
José Manuel Salum Tomé, PhD.
Keyword(s):  
Educational System ◽  
Learning Process ◽  
New Technologies ◽  
Social Institution ◽  
Educational Needs ◽  
Special Educational Needs ◽  
New Knowledge ◽  
Teaching Learning

Research is a process aimed at seeking new knowledge, in this case, it will seek to find alternative ways in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems and allow man to work with greater ergonomics; the school, a social institution, also needs these resources so that all students can build a functional and meaningful teaching-learning process. The Educational System proposes an education that meets the educational needs of all students; and from these pages it is intended that new technologies are a way of supporting that attend to diversity.

Blended Learning towards Social Capital in Higher Education

2013 ◽  
pp. 664-672
Author(s):  
Michela Freddano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Blended Learning ◽  
New Technologies ◽  
Social Research ◽  
Learning Processes ◽  
Participatory Processes ◽  
Faculty Of Education ◽  
Teaching Learning ◽  
The University

This chapter focuses on blended learning towards social capital by showing the experience of Methodology of Social Research II, the blended learning training course held at the Faculty of Education of the University of Genoa (A.Y. 2010/2011). Blended learning engages disciplinary, technical, and relational skills so that human capital and social capital are empowered. The evidence is that in higher education blended learning empowers teaching/learning processes and student achievement providing active student engagement into participatory processes promoted in educational and evaluation activities, involving students in balanced relationships with peers and teacher facilitated by new technologies and tutorship.

Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

2021 ◽  
pp. 190-203
Author(s):  
Pradeep Tomar ◽  
Shivani Verma
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Higher Learning ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Human Thinking ◽  
Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

Games Development for Pedagogical and Educational Purposes

2011 ◽  
pp. 1-9 ◽  
Author(s):  
Vitor Carvalho ◽  
Celina Pinto Leão ◽  
Filomena Soares ◽  
Maria Manuela Cruz-Cunha
Keyword(s):  
Higher Education ◽  
High Education ◽  
New Technologies ◽  
Simple Game ◽  
Mental Deficiency ◽  
The Other ◽  
Education Programs ◽  
Common Task ◽  
Teaching Learning ◽  
Games Development

This chapter presents a research developed in collaboration by two higher education institutions. Nowadays, high education programs can only be successful with the use of new technologies in the teaching/learning process, especially when there are special education requirements. Two experiments were carried out: (1) a set of billiard balls, for snooker game, simulated by using physics laws and, (2) aLJo 2009, a game whose aim is to achieve the correct sorting of a sequence to accomplish a common task. Both projects were developed by students from University of Minho (UM), with different background and from different engineering courses. The snooker game, an academic project, aims to demonstrate that, through a simple game, several areas of knowledge can be used. On the other hand, aLJo 2009 was developed considering a collaboration protocol between UM and the Parents and Friends Association of the Citizen with Mental Deficiency (APPCDM), to improve behavior and social skills in patients with mental impairments.

An Analysis of Teachers' Processes of Technology Appropriation in Classroom

2015 ◽  
Vol 6 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Stéphanie Boéchat-Heer ◽  
Maria Antonietta Impedovo ◽  
Francesco Arcidiacono
Keyword(s):  
Secondary School ◽  
Focus Groups ◽  
New Technologies ◽  
Learning Tool ◽  
Teaching Process ◽  
Technology Appropriation ◽  
School Year ◽  
Learning Contexts ◽  
Teaching Learning

This paper aims to investigate the “sense” of appropriation of the iPad use by teachers in a professional secondary school. As iPads are increasingly employed in the teaching process in classroom the authors intend to understand how the process of teachers' appropriation of iPad use is perceived as a learning tool. Through the analysis of focus groups with teachers, they intend to detect changes in the sense of appropriation of the iPad in classroom during a school year. The findings of their study allow to identify facilitating and hindering elements that support the process of teachers' appropriation of iPads and open further spaces to investigate the role of new technologies in teaching/learning contexts.

scholarly journals An Augmented Reality Tool for Teaching Application in the Agronomy Domain

2020 ◽  
Vol 10 (10) ◽  
pp. 3632 ◽  
Author(s):  
Dolores Parras-Burgos ◽  
Daniel G. Fernández-Pacheco ◽  
Thomas Polhmann Barbosa ◽  
Manuel Soler-Méndez ◽  
José Miguel Molina-Martínez
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Learning Strategies ◽  
New Technologies ◽  
3D Models ◽  
Free Access ◽  
Teaching Innovation ◽  
Agricultural Engineering ◽  
Graphic Representations ◽  
Teaching Learning

Nowadays, the combination of new technologies and the use of mobile devices opens up a new range of teaching–learning strategies in different agricultural engineering degrees. This article presents an augmented reality tool that allows for improved spatial viewing for students who have certain difficulties with viewing graphic representations of agronomic systems and devices. This tool is known as ARTID (Augmented Reality for Teaching, Innovation and Design) and consists in a free-access mobile application for devices using the Android operating system. The proposed method provides each exploded drawing or overall drawing with a QR code that can be used by students to view their 3D models by augmented reality in their own mobile devices. An evaluation experience was carried out to assess the validity of the tool on different devices and the acceptance and satisfaction level of this kind of resources in subjects of graphic expression in engineering. Finally, an example of application in the agronomic domain is provided by the 3D virtual model of portable ferticontrol equipment that comprises the different structures and tanks, which, if viewed by conventional graphical representations, may entail a certain level of difficulty. Thanks to this tool, reality can be merged with the virtual world to help favour the understanding of certain concepts and to increase student motivation in agronomy studies.

iPads in the Classroom

2017 ◽  
Vol 13 (4) ◽  
pp. 74-86 ◽  
Author(s):  
Janet M. Ferguson ◽  
James N. Oigara
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Positive Impact ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teaching Learning

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

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