scholarly journals Sample Activities in Teaching Functions through ICT Support

2018 ◽  
Vol 48 ◽  
pp. 01065
Author(s):  
Selin Urhan ◽  
Gizem Kuh ◽  
Irem Günal ◽  
Selay Arkün Kocadere
Keyword(s):  
Information And Communication Technologies ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Communication Technologies ◽  
Digital Natives ◽  
Present Sample ◽  
Technological Support ◽  
Integration Of Technology ◽  
Information And Communication

Functions are one of the most important topics of algebra in which the success rate of students is quite low and many misconceptions are commonly encountered. Studies argue that by means of technological support, mathematics teaching in general and functions in particular will be facilitated. On the other hand, the rapid development in technology and digital natives necessitate the integration of technology into the field of education. The aim of this study is to present sample activities with regard to the integration of information and communication technologies into the teaching and learning process of functions by using readily available e-contents; Autograph, one of the softwares used for mathematics teaching; and other basic tools.

scholarly journals Technology-Supported Online Writing: An Overview of Six Major Web 2.0 Tools for Collaborative-Online Writing

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eid Hamoudeh Ahmed Alkhataba ◽  
Samsiah Abdul-Hamid ◽  
Ibrahim Bashir
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Communication Technologies ◽  
Web 2.0 Technologies ◽  
Online Writing ◽  
Google Docs ◽  
Online Classrooms ◽  
Information And Communication

The emergent of the internet and the rapid development of information and communication technologies (ICT) envisaged a system capable of quickly transforming and modernizing the teaching and learning processes. The 21st century Web 2.0 technologies, such as Edmodo, Google docs, Zoho writer, Blogs, Wikis, and Facebook can be used in blended or virtually online learning classes, forums or courses. They play significant roles in promoting mutual interaction, collaborative platforms for communication and learning among people. This paper aims to give an overview of six major webs 2.0 technologies most capable of providing online writing in blended or virtual online classrooms. It was found that despite the enormous applications of Web 2.0 technologies in education, they are not formally enacted as part of the educational curriculum, though, they are widely considered as techniques that aid learning or used for social interaction purposes per se.

scholarly journals Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use

2019 ◽  
Vol 8 (1) ◽  
pp. 25-33 ◽  
Author(s):  
Julio Cabero-Almenara ◽  
María Luisa Arancibia ◽  
Annachiara Del Prete
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Technology In The Classroom ◽  
Student Autonomy ◽  
Integration Of Technology ◽  
Information And Communication ◽  
Didactic Knowledge

Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.

The Challenges of Technology-Enhanced Instructional System in Nigeria

2010 ◽  
pp. 376-389
Author(s):  
O. A. Sofowora ◽  
A. A. Adekomi ◽  
J. O. Adeyanju ◽  
T. A. Bada ◽  
L. M. Oyewusi ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Information Access ◽  
Instructional System ◽  
Communication Technologies ◽  
Access To Education ◽  
Integration Of Technology ◽  
Economic Forces ◽  
Information And Communication ◽  
Teaching Learning

The development and deployment of innovative Information and Communication Technologies (ICTs) in higher education is being given prominent attention today. This is because of its pedagogical and socio-economic forces that include; greater information access; cost effectiveness, enhancement of collaboration and cooperation; and its ability to solve numerous problems confronting education in the developed and developing countries. It is also essential as it allows learners to acquire and exploit information within every sphere of human activities. However, the integration of technology into teaching and learning is facing some problems and challenges. This case presents an overview of the integration and application of modern technologies in providing higher quality teaching/learning in the Obafemi Awolowo University, (OAU), Nigeria, how to solve the problem of providing equitable access to education and how to improve the teaching and learning of Science and Technology in Post Basic Institutions using Technology Enhanced Instruction. It also highlights the problems, challenges and the lessons learnt from such innovation using OAU Ile-Ife as a case study of Nigeria.

scholarly journals e-Materials Application Presentation Using Gagne Learning Theory for “Introduction to C++ Computer Programming”

2021 ◽  
Vol 15 ◽  
pp. 202-207
Author(s):  
Mohd Nor Hajar Hasrol Jono ◽  
Rahayu Hasanordin ◽  
Mohamad Ibrahim ◽  
Nor Azilah Mohd Asarani ◽  
Azlan Abdul Aziz
Keyword(s):  
Information And Communication Technologies ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Rapid Development ◽  
Communication Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Information And Communication ◽  
E Learning

The need to integrate multimedia in the process of teaching and learning at all levels of education is becoming more vital. Multimedia based on e-learning is seen as an effective alternative in teaching and learning process. This method is able to create a student-centered learning where students are encouraged of being independence; study at their own pace and at their own place. Nevertheless, the rapid development of information and communication technologies (ICT) in today's world has necessitate a new trend in the presentation of information in the form of Flash Video, which is more easy to understand and accessible instantly to users. The research is undertaken by introducing an e-based multimedia content by maintaining the concept of Gagne Learning Theory. An e-material entitled "Introduction to Computer Programming C++" has been developed containing learning activities that allow users to interact simultaneously with the material. The material is expected to be an effective teaching aid to entice students in the subject of programming.

scholarly journals A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills

2017 ◽  
Vol 7 (5) ◽  
pp. 95 ◽  
Author(s):  
Abbas Pourhosein Gilakjani
Keyword(s):  
Technology Integration ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Rapid Development ◽  
Learning And Teaching ◽  
Integration Of Technology ◽  
Information And Communication ◽  
English Language Skills

Technologies have dramatically changed the way people gather information, carry out research, and communicate with others worldwide. Technology has removed the distance obstacles and has made it possible for higher education to effectively teach anyone. Technology integration is being increasingly used in instruction to improve teaching and learning. This rapid development of technology integration has presented a better pattern to find the new teaching models. Consequently, it has a key role in learning and teaching language skills. The integration of technology to create a context to teach and learn English skills has a lot of advantages. The fundamental aim of this paper is to review the issues related to technology integration in the learning and teaching of language skills. In this paper, the researcher defines the term technology integration, expresses the reason of integrating technology, explains the role of technologies in promoting learning, elaborates teachers’ roles and learners’ roles, reviews previous studies on the benefits of technology in the learning and teaching of language skills, indicates the situation of Information and Communication Technologies (ICTs) in Iran, and finally mentions the recommendations for the successful integration of technology. The review of literature revealed that the integration of technology into the classrooms considerably improves the learning and teaching of English language skills.

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).

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

THE „CLOUDY“ CLASSROOM

2020 ◽  
Vol 11 (2) ◽  
pp. 347-352
Author(s):  
Atanaska Peneva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Communications ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Web Based ◽  
Modern Approach ◽  
Building Information ◽  
Practical Guidelines ◽  
Information And Communication ◽  
Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Students' perceptions regarding the use of ICT in learning

2019 ◽  
Author(s):  
Ana Elisa Carreta de Sousa
Keyword(s):  
Labor Market ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Good Practices ◽  
Private And Public ◽  
Information And Communication ◽  
Vocational Courses

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

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