Teachers’ self-perception of their dietary behavior and needs to teach healthy eating habits in the school

2016 ◽  
Vol 23 (8) ◽  
pp. 1019-1027 ◽  
Author(s):  
Fernando Vio ◽  
Marisol Yañez ◽  
Carmen Gloria González ◽  
Gabriela Fretes ◽  
Judith Salinas
Keyword(s):  
Information And Communication Technologies ◽  
Healthy Eating ◽  
Eating Habits ◽  
Minority Group ◽  
Communication Technologies ◽  
Fifth Grade ◽  
Teachers Perceptions ◽  
Analysis Technique ◽  
Healthy Eating Habits ◽  
Information And Communication

Through focus groups, we explored 22 third- to fifth-grade teachers’ perceptions about their eating habits, including barriers and facilitators to healthy eating. It also explored teachers’ thoughts about how to teach students healthy eating habits. The information was transcribed and treated using the content analysis technique. Results were evaluated using the concept of majority and minority group and presented in a sequential way: teachers’ perceptions about eating habits, barriers to healthy eating, teacher’s culinary habits, abilities to teach students healthy eating habits through Information and Communication Technologies, and cooking activities. Teachers’ eating habits were poor, with lack of time, money, and will to improve. They had culinary habits skills and the desire to instruct and guide their students in eating healthier food. They need a program with Information and Communication Technologies and cooking workshops to apply in the classroom.

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS

2018 ◽  
Vol 76 (3) ◽  
pp. 380-392
Author(s):  
Mª del Carmen Pegalajar Palomino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Primary Education ◽  
Communication Technologies ◽  
Future Teachers ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Perceptions And Attitudes ◽  
Information And Communication

This research analysed future teachers’ perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional development and improving digital competence. Furthermore, they report how ICTs present didactic opportunities for the development of the teaching-learning process when working with learners with specific educational support needs. Lastly, the research highlights statistically significant differences in future teachers’ perceptions towards the implications of ICT for teaching when developing inclusive educational processes as well as in their attitudes towards professional development and the training needs required for supporting learners with special educational needs. These differences are appreciated between early childhood education degree students and their primary education peers, the latter reporting more favourable assessments. Keywords: information and communication technologies, future teachers, educational inclusion, early childhood education, primary education.

scholarly journals EFL Teachers' Perceptions on the Potential of MOOCs for Lifelong Learning

2020 ◽  
Vol 15 (4) ◽  
pp. 1-17
Author(s):  
Francisco Javier Palacios-Hidalgo ◽  
Cristina A. Huertas-Abril ◽  
María Elena Gómez-Parra
Keyword(s):  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Tools ◽  
Teachers Perceptions ◽  
New Concepts ◽  
Efl Teachers ◽  
Information And Communication ◽  
E Learning ◽  
Training Resources

Despite its numerous advantages, globalization, information society and the emergence of information and communication technologies (ICT) have caused quick changes in society, provoking the rapid obsolescence of knowledge and the appearance of new concepts. In this context, new professional demands for teachers are required to help students develop necessary competences for the 21st century. At this juncture, ICT, e-learning tools, and MOOCs have arisen as remarkable training resources for teacher lifelong learning with an undeniable potential; however, it seems relevant to study whether teachers agree in the usefulness of such tools. In this light, this article investigates and compares the perceptions of Spanish pre-service and in-service EFL teachers about ICT, e-learning and MOOCs, and the uses of these technologies. The results obtained allow the researchers to analyze whether the possibilities of these resources correspond to the real necessities of EFL teachers.

What Does it Mean to Bridge the Divide?

2013 ◽  
pp. 1534-1553
Author(s):  
Suely Fragoso ◽  
Denise Cogo ◽  
Liliane Dutra Brignol
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Social Inclusion ◽  
Minority Groups ◽  
Minority Group ◽  
Communication Technologies ◽  
Access To Information ◽  
Information And Communication

This chapter discusses the success and failure of initiatives which provide access to Information and Communication Technologies (ICTs) as a means of promoting social inclusion. We believe that there is often a disparity between the supposed and the true needs and desires of the minority groups at the receiving end of digital divide initiatives. Observation of practices towards ICTs which are spontaneously developed by a minority group indicate that important achievements are being overlooked by formal evaluations of digital divide projects and policies. The observed practices are organized into six categories and a change of paradigm is proposed for further actions.

The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools

2011 ◽  
Vol 15 (4) ◽  
Author(s):  
Albert Sangra ◽  
Mercedes González-Sanmamed
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Processes ◽  
Teachers Perceptions ◽  
Information And Communication ◽  
Improving Teaching And Learning ◽  
Role Of Information

The purpose of this study is to analyse what is happening at schools regarding the integration and use of information and communication technologies (ICT) and to examine teachers’ perceptions about what teaching and learning processes can be improved through the use of ICT.

scholarly journals The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools

2010 ◽  
Vol 26 (8) ◽  
Author(s):  
Albert Sangrà ◽  
Mercedes González-Sanmamed
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Communication Technologies ◽  
Learning Processes ◽  
Exploratory Research ◽  
Teachers Perceptions ◽  
Information And Communication ◽  
Multiple Case

The purpose of this study is to analyse what is happening at schools regarding the integration and use of information and communication technologies (ICT) and to examine teachers’ perceptions about what teaching and learning processes can be improved through the use of ICT. A multiple-case-study research methodology was applied. From a previous exploratory research, four different types of schools were determined. Data show there is a widespread view that ICT in teaching favours several teaching and learning processes. In particular, it shows that the contribution of ICT to the improvement of teaching and learning processes is higher in the schools that have integrated ICT as an innovation factor. To attain this highest level implies that a school not only has to modernise the technological tools, but also has to change the teaching models: the teacher’s role, issues regarding classroom organisational, the teaching and learning processes, and the interaction mechanisms.

Teachers' Perceptions and Use of Information and Communication Technologies (ICTs) in Chinese Language Education

2014 ◽  
pp. 237-256 ◽  
Author(s):  
Dongbo Zhang ◽  
Shouhui Zhao ◽  
Li Li
Keyword(s):  
Information And Communication Technologies ◽  
Questionnaire Survey ◽  
Chinese Language ◽  
Communication Technologies ◽  
Perceived Usefulness ◽  
High Stake ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Chinese Language Education ◽  
Information And Communication

This chapter reports on a mixed-methods study that examined how factors intrinsic and extrinsic to teachers influence their pedagogical use of modern Information and Communication Technologies (ICTs) in Chinese Language (CL) education. Three-hundred-eleven primary school CL teachers in Singapore participated in an online questionnaire survey that addressed four ICT-related variables: competence to use ICT, availability of resources and support, perceived usefulness of ICT, and pedagogical use of ICT. The results show that the four variables were significantly correlated, and teachers' pedagogical use of ICT was predicted significantly by all the other three variables. To supplement the questionnaire survey, Focus Group Discussions (FGD) were conducted on a randomly selected sample of the teachers who participated in the survey. Teachers reported local (e.g., ICT facilities and resources) as well as global (e.g., national high-stake examinations) factors that determined how ICT-mediated pedagogy was strategically blended with non-ICT-mediated traditional pedagogies. In conclusion, the authors argue that achieving the desired effects of learning through ICT integration necessitates consideration of factors intrinsic to teachers as well as those extrinsic to them that often shape the teacher-intrinsic factors.

scholarly journals L'intégration Des TIC Dans L’enseignement Des Sciences De La Vie Et De La Terre Au Maroc: Etat Des Lieux Et Défis À Relever

2018 ◽  
Vol 14 (1) ◽  
pp. 97 ◽  
Author(s):  
Youssef Nafidi ◽  
Anouar Alami ◽  
Moncef Zaki ◽  
Bouchta El Batri ◽  
Mohammed Elazami Hassani ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Education System ◽  
Teaching Practice ◽  
National Level ◽  
Communication Technologies ◽  
Teachers Perceptions ◽  
Information And Communication ◽  
Efficient Integration ◽  
Solid Foundation ◽  
Integration Of Ict

Information and Communication Technologies (ICT) are important educational tools; the measures taken to integrate them into the Moroccan education system are multiple. This study was conducted among 181 teachers of life and earth sciences in a large number of establishments (colleges and high schools). This paper focuses on presenting a diagnosis of the reality of the use of ICT in the teaching of the life sciences and earth in secondary school at the national level; identify teachers' perceptions of the real benefits offered by the pedagogical integration of these means in education; and determine, according to the conception of the teachers themselves, the main factors that impede or facilitate the effective and efficient integration of ICT in teaching practice. The results of this research show that there is a limited use of ICT, even though most teachers interviewed are convinced of the richness of pedagogical opportunities created by the integration of ICT in education. Thus, ICT generalization projects in the Moroccan education system should take the main constraints highlighted in this research to integrate the digital age into our schools on a more solid foundation.

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