Using information and communications technology to support interactive teaching and learning on a secondary mathematics initial teacher training course

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.

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Objetos de aprendizagem no contexto escolar

#Tear: Revista de Educação, Ciência e Tecnologia ◽

10.35819/tear.v2.n2.a1813 ◽

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. .

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Dialogic Learning, Interactive Teaching and Cognitive Mobilizing Patterns

Multidisciplinary Journal of Educational Research ◽

10.17583/remie.2020.5088 ◽

2020 ◽

Vol 10 (3) ◽

pp. 271

Author(s):

Antonio Aguilera-Jiménez ◽

María Mar Prados Gallardo

Keyword(s):

Teacher Training ◽

Teaching And Learning ◽

Teaching Staff ◽

Interaction Style ◽

Interactive Teaching ◽

Dialogic Learning ◽

Conceptions Of Teaching ◽

Educational Spaces ◽

Dialogic Interaction

The current conceptions of teaching and learning and the educational actions based thereon place the key to learning in the interactions that take place in educational spaces, highlighting the need to increase the quantity, diversity, and quality of these interactions as a condition to improve learning. With this purpose, this paper proposes a series of criteria that optimizes the quality of the interactions and characterizes the dialogical interaction style of the teaching staff. These are Cognitive Mobilizing Patterns (CMP), which constitute a systematic set of guidelines for dialogic interaction that may be used for both the analysis of interactions and for teacher training in the criteria that define interactive and dialogical teaching.

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Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers

Sustainability ◽

10.3390/su11226370 ◽

2019 ◽

Vol 11 (22) ◽

pp. 6370 ◽

Cited By ~ 3

Author(s):

Delfín Ortega-Sánchez ◽

Alfredo Jiménez-Eguizábal

Keyword(s):

Teacher Training ◽

Social Problems ◽

Collaborative Work ◽

Project Based Learning ◽

Information And Communications Technology ◽

Control Group ◽

Communications Technology ◽

Social Competencies ◽

Infant School ◽

Infant Education

Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

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