scholarly journals Systematization of Presentation of Virtual Cases in a Postdoctoral Program in Orthodontics

2021 ◽  
Vol 39 ◽  
Author(s):  
Ángela Domínguez Camacho ◽  
Sergio Andrés Velásquez Cuajar
Keyword(s):  
Information And Communication Technologies ◽  
Learning Experience ◽  
Waiting Times ◽  
Order Reduction ◽  
Communication Technologies ◽  
Transformative Change ◽  
Consultation Process ◽  
Postgraduate Teaching ◽  
Information And Communication ◽  
Teaching Learning

Background: Incorporating information and communication technologies (ICTs) as a teaching tool for the postgraduate orthodontics program at Unicoc-Cali, Colombia, has generated a transformative change in the dynamics of the presentation of cases. Purpose: To systematize the learning experience: Presentation of virtual clinical cases carried out by residents of the third and fifth semester of the Orthodontic postgraduate course at Unicoc (Cali-Colombia), during the period 2018-2019. Methods: A database, virtual survey and focus group with residents were carried out. Results: The new methodology allowed an additional 130% of cases presented compared to the previous year. The benefits that the residents found in the virtual methodology were in their order: reduction in waiting times, facilitates the presentation process, streamlines the presentation and improves the flow of patients. Conclusions: The implemented didactic proposal enriches the postgraduate teaching-learning process because the audiovisual resource allows them to leave a useful record for the autonomous study of their own cases and that of their classmates. Their access is flexible in terms of time and space while allowing them to advance their learning at their own pace. The scheme was reproducible by all residents. The didactics allowed the presentations to be shown to other specialists to facilitate the inter-consultation process. The benefits found in the virtual methodology were: reduction in waiting times, facilitates the presentation process, streamlines the presentation and improves the flow of patients.

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.

From digital citizen to digital professional

Kybernetes ◽  
2019 ◽  
Vol 48 (7) ◽  
pp. 1463-1477
Author(s):  
Olga Marino ◽  
Jaime Andres Gutierrez ◽  
Sandra Aguirre
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Cutting Edge ◽  
Case Study Methodology ◽  
Content Type ◽  
Innovative Strategy ◽  
Global Issues ◽  
Wide Range ◽  
Information And Communication ◽  
Teaching Learning

Purpose This paper aims to propose and evaluate a pedagogically sound and innovative strategy to teach a higher education course that prepares future professionals to intelligently use information and communication technologies (ICTs) in their personal and professional lives. Design/methodology/approach The conceptual framework used for the design of the course was the socio-constructivism and activity theories. The implementation of the course was evaluated using the intrinsic case study methodology by including several instruments. Findings The pedagogical strategy proposed proved to be sound, as the evaluation showed that students were able to describe, use and propose innovative uses of a wide range of cutting-edge technologies in their both everyday lives and professional settings; they also had the skills to analyse the opportunities and challenges that these presented. Moreover, students liked this innovative way of learning and ended with a positive attitude towards ICT. Originality/value Although several courses prepare students to be digital citizens or use ICT to enhance the teaching-learning process, millennials are ill prepared to use cutting-edge technologies in an innovative, responsible and critical way in their future professions. The course that was designed is original in that it goes beyond preparing digital citizens to prepare professionals in any domain to use ICT in an informed and responsible way. Moreover, it is a documented, successful example of an undergraduate universal course in a highly important current society dimension. The authors believe that its pedagogical proposal could be transferred to courses dealing with other global issues such as the environment, economy and peace.

Acknowledging the Distance Learner

2013 ◽  
pp. 242-254
Author(s):  
Trish Andrews
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Communication Technologies ◽  
Effective Learning ◽  
Distance Learner ◽  
Information And Communication ◽  
E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

Faculty Using E-Journals in Developing Countries

2019 ◽  
pp. 156-175
Author(s):  
Goodluck Ifijeh ◽  
Juliana Iwu-James ◽  
Roland Izuagbe ◽  
Humphrey Nwaogu
Keyword(s):  
Developing Countries ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Electronic Journals ◽  
Teaching And Research ◽  
Current Trends ◽  
Human Endeavor ◽  
Information And Communication ◽  
Teaching Learning

Information and communication technologies (ICTs) have affected every sphere of human endeavor, including teaching, learning, and research. The evolution of ICTs has brought about the emergence of electronic journals (also known as e-journals). This chapter focuses on electronic journals and their importance in teaching and research. It covers the evolution of e-journals in the education landscape and current trends in the use of e-journals in developing countries. The chapter also examines the challenges of e-journal usage in developing countries and made recommendations.

A Framework for Digital Competence Assessment

2013 ◽  
pp. 196-212
Author(s):  
Antonio Cartelli
Keyword(s):  
Information And Communication Technologies ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Group Behavior ◽  
Competence Assessment ◽  
Human Beings ◽  
Digital Competence ◽  
Teaching Activities ◽  
Information And Communication ◽  
Teaching Learning

Today, life is more complex and difficult due to uncertainties in society. Liquid life (Bauman, 2006) is frenetic, rapidly changing and highly influenced from information and communication technologies, and forces subjects to adapt to group behavior avoiding exclusion. Human beings are experimenting with the digital age and the pervasiveness of computers and IT/ICT equipment, which are influencing learning and knowledge construction. This raises questions in regard to a privileged role for digital competences in the knowledge society, whether or not there is a framework for digital competence assessment, and possible hints, suggestions, experiments, protocols, or curricula helping teachers in hitting this target with students. This paper answers these questions, describing the evolution of psycho-pedagogical paradigms and their comparisons. A framework for digital competence assessment is proposed and teaching activities are suggested. A proposal of a teaching-learning process called OTS (Open Teaching Process) is also presented.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

2008 ◽  
pp. 1193-1215
Author(s):  
Shivanand Balram ◽  
Suzana Dragicevic
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Systems ◽  
Collaborative Systems ◽  
Student Background ◽  
Systems Model ◽  
Multimedia Cartography ◽  
Information And Communication ◽  
Teaching Learning

Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

2008 ◽  
pp. 1254-1269
Author(s):  
Shivanand Balram ◽  
Suzana Dragicevic
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Systems ◽  
Collaborative Systems ◽  
Student Background ◽  
Systems Model ◽  
Multimedia Cartography ◽  
Information And Communication ◽  
Teaching Learning

Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.

ICT Integration in Education

2016 ◽  
pp. 25-47
Author(s):  
Madhuri V. Tikam
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Scholarly Communication ◽  
Communication Technologies ◽  
Assessment And Evaluation ◽  
Information And Communication ◽  
Technical Factors ◽  
Teaching Learning ◽  
Content Design ◽  
Education Field

Information and Communication Technologies (ICT) are extremely influencing every discipline under the sun including Education. It is affecting every aspect of education from teaching-learning to assessment and evaluation. It improves the effectiveness of education. It aids literacy movements. It enhances scope of education by facilitating mobile learning and inclusive education. It facilitates research and scholarly communication. Impact of ICT and its potential for the education field is manifold. It positively affects all the stakeholders of the education field. The current chapter discusses the same along with the various challenges posed by ICT. The challenges include economical issues, educational and technical factors. Appropriate content, Design and workability of ICT also play a crucial role in adoption of ICT in the education field. The chapter delineates in brief the challenges and probable solutions.

scholarly journals Model of adoption of Information and Communication Technologies of the Universities case of study Technical University of Cotopaxi Latacunga -Ecuador

2020 ◽  
Vol 17 ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
Collaborative Tools ◽  
Ict Adoption ◽  
Information And Communication ◽  
Technical University ◽  
Digital Knowledge ◽  
Academic Organization ◽  
Teaching Learning

This investigation is part of a development model to adopt the information and Communication Technologies (ICT) to the teaching-learning process at the Technical University of Cotopaxi. Specifically, to improve the higher education, as a result of the steady advances in the field of digital knowledge and educational technology, for that reason, the Institutions must improve their academic organization and education processes. Through the use of technologies, educational institutions try to integrate information and innovation. In this context and reviewing the problem case through the application of the ICT new Acceptance Model, the student's teaching-learning process will improve. The investigation showed the expected results with the creation of the latest ICT adoption model. Using collaborative tools within a collaborative learning environment (CLE) to elaborate constructs Cronbach's alpha, variance, and correlations and the statistical software were used as the Minitab validated the hypotheses.

scholarly journals Development of logical-mathematical thinking in first graders by using ict

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Jesús Hernando Sanabría-Pérez ◽  
María Eugenia Villamizar-Mendoza
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
First Graders ◽  
Mathematical Thinking ◽  
Communication Technologies ◽  
First Grade ◽  
Daily Lives ◽  
Information And Communication ◽  
And Mathematics ◽  
Teaching Learning

Nowdays the implementation of teaching strategies, incorporating the most well-known Information and Communication Technologies such as ICT in the teaching-learning process have increased in different areas of knowledge, and mathematics is not exception, it allows the strengthening of logical-mathematical thinking in students and it is essential to start from the first grade of the basic primary. Taking in account that ICTs are now part of the daily lives of most of students, it was concluded that by taking advantage of the interest that students have in ICTs today, no matter their age, this interest can be channeled to strengthen logical-mathematical thinking from an early age, as ICTs allow the teaching-learning process to be more enjoyable and participatory, also the process can continue, outside the classroom.

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