Using affordances and constraints to evaluate the use of information and communications technology in teaching and learning

2001 ◽  
Vol 10 (1-2) ◽  
pp. 101-116 ◽  
Author(s):  
Steve Kennewell
Keyword(s):  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology In Teaching

Open Source and Free E-Learning Tools Useful in LIS Education

2015 ◽  
pp. 1437-1445 ◽  
Author(s):  
Sarika Sawant
Keyword(s):  
Open Source ◽  
Learning Process ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Learning Tools ◽  
Social Bookmarking ◽  
Technology In Teaching ◽  
E Learning ◽  
The Impact

E-learning is commonly referred to the intentional use of networked information and communications technology in teaching and learning. The present paper discusses the synchronous and asynchronous mode of e learning with its features. It also defines and summarizes the impact of open source software on teaching and learning process. The numerous open source e learning tools are discussed with examples such as Open source LMS, Open source authoring tools, Open source audio editing software, Open source social bookmarking tools, Open source CMS etc. It also throws light on free e learning tools useful in e learning such as Slideshare, Youtube, Wikis, RSS, Wordpress etc. The paper concludes with e learning initiatives in India.

Facing the Challenges — Using Information and Communications Technology to Support Teaching and Learning

2003 ◽  
Vol 17 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Liam Heaney
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Education Technology ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology In The Classroom ◽  
Quality Of Teaching ◽  
Key Issues ◽  
Integration Of Ict

This article explores some of the key issues associated with the use of information and communications technology in the classroom. It discusses the relevance of an education technology strategy and the implications of such a strategy for both teachers and pupils alike. The integration of ICT into the curriculum is considered by many as the means whereby pupils, and learners in the broader context of education, can enhance their knowledge, skills and understanding. As a way of demonstrating how this might be achieved, a detailed teaching project is presented for the reader's consideration. The project focuses on a topic on ‘Dinosaurs’ which has been developed with pupils aged 10 to 11 years of age. A detailed scheme of work and lesson plans are included, as are teaching notes, for those who wish to carry out the project for themselves. The article concludes with the proposition that ICT has the potential to enhance the quality of teaching and learning within the classroom. Inevitably this will require facing a number of challenges. One such challenge is that of coping with the change that will inevitably result from the new technologies.

scholarly journals Objetos de aprendizagem no contexto escolar

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Daniel Ventura Damaceno ◽  
Rosimeire Martins Régis Dos Santos
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
School Context ◽  
Learning Objects ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
New Information ◽  
Technological Resource ◽  
Information And Communication ◽  
Classroom Education

Resumo: Na procura de novas alternativas para o processo de ensino e aprendizagem mais atrativo e inovador e diante de um novo perfil de alunos, será proposto o uso de objetos de aprendizagem no contexto escolar.  Esse recurso tecnológico, que pode ser usado várias vezes, assumindo diferentes objetivos, é muito conhecido na educação a distância, sendo indicado também na educação presencial. A escola de hoje está vivendo uma nova realidade: a inserção das novas tecnologias da informação e comunicação (TIC). Nesse sentido, os educadores também devem estar atualizados perante esse novo cenário.  E, em conformidade com autores da área, em um levantamento bibliográfico, indicar-se-á o que é esse recurso tecnológico, suas principais características e onde poderá ser localizado. Palavras-chave: Objetos de aprendizagem. Tecnologia Educacional. Metodologia de Ensino e Aprendizagem. Repositórios. Tecnologia da Informação e Comunicação. LEARNING OBJECTS IN THE SCHOOL CONTEXT Abstract: In the search of new alternatives to the teaching and learning process more attractive and innovative in face of a new profile of students, we present the possibility of the use of learning objects in the school context. This technological resource that can be used several times, assuming different goals, well known in distance learning and also it is indicated to classroom education. Nowadays, the school has a new reality, the insertion of new ICT (information and communications technology). In this sense, the educators must also be updated on this new reality. In according to the authors of this area, in a literature review, we point out the results of the search that the learning objects can assist the process of teaching and learning, serving as an aid to educators who seek to be “tuned” to this new information and communication society. Keywords: Learning Objects. Educational technology. Teaching and Learning Methods. Repository. Information and Communications Technology. .

scholarly journals Pre-Service Teachers’ Perception and Vision about TPACK and Its Implementation

2021 ◽  
Vol 20 (1) ◽  
pp. 142
Author(s):  
Arrizalu Arsa Ringotama
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
English Education ◽  
Language Education ◽  
Information And Communications Technology ◽  
Teaching With Technology ◽  
Education Department ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching

The need for educators to integrate the use of technology in the classroom is growing for the past few years. However, previous studies indicated that the use of Information and Communications Technology (ICT) is still at a low level of what the education program requires. Furthermore, it seems that in the field of language education, there is limited research focusing on pre service teachers (PTs). Therefore, to address this gap, this paper aims at investigating how the pre service teacher's understanding of the TPACK principle and how they will apply TPACK in their classroom. This mix-method study is using TPACK questionnaire and interview through a random sampling of 68 pre-service teachers of English Education Department of UNS. Furthermore, the results revealed that most of the participants understood the concept of TPACK well, and they also had various ways to apply it in their classroom. It is expected that knowing pre service teachers' (PTs) perceptions about TPACK in teaching and learning process that can be beneficial for both English Education Department programs and PTs, such as understanding the PTs' teaching abilities, development of the use of technology in teaching by pre service teachers in order to improve teacher department programs itself to develop the teaching practice with the support of technology. In addition, this study has implications for experts interested in the development and assessment of pre service teachers' understanding of teaching with technology.

scholarly journals Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge

2021 ◽  
Vol 11 (1) ◽  
pp. 390-400
Author(s):  
Anis Rahmawati ◽  
Nunuk Suryani ◽  
Muhammad Akhyar ◽  
Sukarmin Sukarmin
Keyword(s):  
Teaching And Learning ◽  
Lesson Plan ◽  
Information And Communications Technology ◽  
Self Assessment ◽  
Central Java ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Fast Development ◽  
Effective Use ◽  
Building Engineering

Abstract The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21st Century Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21st CL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.

scholarly journals Revitalization of the Role of Recently Madrasah Teacher: Modern Learning Perspective and Utilization of ICT in the Globalization Era

2017 ◽  
Vol 6 (1) ◽  
pp. 169
Author(s):  
Agus Purwowidodo
Keyword(s):  
Human Resources ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Information And Communications Technology ◽  
Learning System ◽  
Communications Technology ◽  
Abstract Concepts ◽  
Modern Learning ◽  
Global Arena

Abstract The era of globalization requires strength of human resources (HR) formidable and qualified to play in the global arena. Teaching and learning scenario need to be prepared carefully in a learning curriculum to improve the quality standards of education, efforts to the implementation of technology, especially information and communications technology (ICT) in the learning system at the school by using the internet in teaching and learning is expected to be able to be implemented more easily, quickly, efficiently, and effectively. By utilizing of ICT teachers can create animations or simulations to help students learn abstract concepts, dynamic, and complex. Students can learn, by identifying, developing, organizing, and using all sorts of learning resources. Madrasah teachers also no longer are used as the only one reference of all knowledge but rather as a facilitator or consultant in the learning process and Results in Madrasah. Keywords: Revitalization, Teachers, ICT, Madrasah Abstrak Era globalisasi mempersyaratkan sebuah kekuatan sumberdaya manusia (SDM) yang tangguh dan mumpuni untuk bermain dalam percaturan global. Skenario mengajar dan belajar perlu disiapkan secara matang dalam sebuah kurikulum pembelajaran untuk meningkatkan standart mutu pendidikan, upaya penerapan teknologi khususnya teknologi informasi komunikasi (ICT) di dalam sistem pembelajaran di madrasah dengan menggunakan internet diharapkan proses belajar mengajar dapat dilaksanakan lebih mudah, cepat, efisien, dan efektif. Dengan memanfaatkan ICT guru bisa membuat animasi atau simulasi untuk memudahkan siswa mempelajari konsep yang abstrak, dinamis, serta kompleks, siswa dapat belajar, dengan cara mengidentifikasi, mengembangkan, mengorganisasi, serta menggunakan segala macam sumber belajar. Guru madrasah juga tidak lagi dijadikan satu­ satunya rujukan semua pengetahuan tetapi lebih sebagai fasilitator atau konsultan dalam proses dan hasil pembelajaran di madrasah.   Kata Kunci: Revitalisasi, Guru, ICT, Madrasah

Educational Technology, Innovation and Habitus

2010 ◽  
pp. 72-91
Author(s):  
Larry McNutt
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Academic Community ◽  
Information And Communications Technology ◽  
Educational Technologist ◽  
Communications Technology ◽  
Modern Life ◽  
Higher Education System ◽  
Ict Infrastructure

Information and communications technology has radically transformed many aspects of modern life. However, this is in marked contrast to its impact on education. The purpose of this chapter is to explore why educational technology has done little to transform our higher education system. This is in spite of the emergence of the formal role of educational technologist, the improved ICT infrastructure and the evolving recognition of the importance of teaching and learning within the sector. Yet it is also apparent that within a given academic community there are many individually motivated innovators, i.e. those characterised by their willingness to experiment with new approaches and embrace change. Whilst there are also many who resist and avoid any possible alterations (or interference) in how they teach their subject matter.This chapter will argue that Bourdieu’s concepts of habitus and field could provide a suitable lens to investigate why this apparent dichotomy has developed. This will involve a review of what we mean by educational technology; a broad look at the characteristics of innovators in other domains and to consider how applicable their experiences are to education. Finally, I will propose that rather than identifying and classifying shared characteristics of innovators it would be more valuable to examine and capture the innovative educator’s habitus.

ICT in Higher Education

2012 ◽  
pp. 300-308 ◽  
Author(s):  
Yang Yang ◽  
Hoang Boi Nguyen ◽  
Sun Hee Jang
Keyword(s):  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Ict Implementation ◽  
Tertiary Teaching ◽  
Context Data ◽  
Key Aspects ◽  
University Lecturers ◽  
Enhanced Learning

Over the past decades, there has been an intensive drive to implement information and communications technology (ICT) in diverse contexts. In education, ICT has produced significant benefits to research, teaching and learning. Enhanced learning outcomes and effective teaching practices, for example, are reported as positive impacts of ICT integration, particularly in higher educational contexts. However, in order to examine how ICT influences tertiary teaching and learning, it is important to look at the main stakeholders’ perspective. This chapter reports a case study about the perceptions of ICT among university lecturers and students on key aspects of ICT in an Australian university context. Data was collected through questionnaires and interviews. The major findings revealed that there were wide variations in respondents’ perceptions of ICT’s impact, which may partly affect the effectiveness of ICT implementation in this context.

Sign in / Sign up

Export Citation Format

Share Document