scholarly journals Documenting the Early Literacy and Numeracy Practices of Home Tutors in Distance and Isolated Education in Australia

2007 ◽  
Vol 32 (2) ◽  
pp. 28-36
Author(s):  
Libby Lee ◽  
Anne Wilks
Keyword(s):  
Early Literacy ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Large Scale ◽  
Early Years ◽  
Pedagogical Practices ◽  
Rural And Remote ◽  
Face To Face ◽  
Rural And Remote Areas ◽  
Information And Communication

THIS PAPER REPORTS ASPECTS of a large-scale project conducted in rural and remote regions of Australia. The study was designed to assess teaching and learning practices in early childhood programs with a particular focus on literacy, numeracy and the use of information and communication technologies. Programs had been specifically designed for use in rural and remote areas and were implemented through schools of distance education with teachers conducting regular ‘lessons’ via radio or internet-based satellite technologies. Home tutors, who were not necessarily trained educators, delivered the programs face-to-face. A range of tools to document these early-years programs was developed. Data was collected through questionnaires, interviews with teachers, home tutors and the children themselves. This was supported by observations of ‘lessons’ using an observation schedule. The focus of this paper is to describe some examples of the pedagogical practices of home tutors, using the observation schedule as the tool as they engage in a 30-minute lesson with children between the ages of five and eight years. Key findings from this latter instrument are presented in this paper.

scholarly journals BREVE COMPREENSÃO DA CONJUNTURA BRASILEIRA QUANTO À INTEGRAÇÃO DAS TIC E INTERNET NA EDUCAÇÃO

2020 ◽  
Vol 13 (4) ◽  
pp. 474
Author(s):  
João Batista Bottentuit Junior ◽  
Larize Kelly Garcia Ribeiro Serra ◽  
Mizraim Nunes Mesquita
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
The North ◽  
Information And Communication ◽  
Internet Availability ◽  
Internet In Education

This study aims to investigate Brazilian scenario regarding the integration of ICT and Internet in education. It aims to investigate these effects by means of a bibliographic research, with a qualitative approach and exploratory and descriptive nature. It presents a brief explanation about cyberculture, information society and the presence of the Information and Communication Technologies (ICT) and Internet in educational scenarios, considering the ponderations of authors as Castells (2003), Levy (2010), Primo, Valiati, Lupinacci and Barros (2017), Santaella (2013), among others. It discusses data about schools’ structure in terms of ICT and Internet availability, Internet connection, teacher’s formation to use digital technologies in the teaching and learning process, use of ICT and Internet by students, etc. It highlights the advances and limitations of Brazilian schools towards the integration of technologies for learning. It recognizes that Brazilian public schools are the most limited in this context, especially those that work with the elementary level. It observes that students are every day more connected to the Internet through mobile technologies and, therefore, they could be better explored for educational purposes. It notes that, in general, the North and Northeast regions are those with more struggles to integrate ICT in pedagogical practices.

Measuring and Evaluating ICT Use

2009 ◽  
pp. 326-339 ◽  
Author(s):  
Romina Jamieson-Proctor ◽  
Glenn Finger
Keyword(s):  
Teacher Perceptions ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Large Scale ◽  
Relative Advantage ◽  
Educational Systems ◽  
Ict Use ◽  
Strategic Plans ◽  
Teachers And Students ◽  
Information And Communication

Teaching and learning in the 21st Century requires teachers and students to capitalise upon the relative advantage of integrating Information and Communication Technologies (ICT) to enhance current curriculum, pedagogy and assessment approaches, as well as transform teaching and learning. While most educational systems agree that ICT has the potential to transform teaching and learning, attention has been given recently to the challenge of how to measure and evaluate the impact ICT is having on teaching and learning. This Chapter argues that the most important focus in measuring ICT use needs to be on student use of ICT, as policies and teacher professional development initiatives by themselves are insufficient to ensure that student learning is either enhanced or transformed through ICT use. Insights are provided into the development of a contemporary instrument, for use by Education Queensland, Australia, which aims to measure teacher perceptions of the quantity and quality of student use (as opposed to teacher use) of ICT in the curriculum. The instrument enables teachers and schools to identify their current and preferred levels of student ICT use, and from this, to generate discussion about the integration and transformational potential of ICT and to develop strategic plans to achieve their preferred level of student use. This Chapter also provides summaries of the implementation of the instrument in two large Queensland education systems, and argues that ICT research, such as this approach, which enables large scale, evidence-based research to measure student outcomes as a result of using ICT in the curriculum should be a matter of priority to effectively monitor and manage learning with ICT.

Online Learning and Lifelong Learning

2011 ◽  
pp. 51-72 ◽  
Author(s):  
Glenn Finger
Keyword(s):  
Online Learning ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Rural And Remote ◽  
Remote Communities ◽  
Information And Communication ◽  
Technological Improvements

This chapter explores ways in which new and emerging information and communication technologies (ICT) might transform the learning experience through online delivery. After presenting a conceptualisation of ICT use by educators in terms of inaction, investigation, application, integration, and transformation, two diverse learning settings are examined to develop insights into the implications of online learning for lifelong learning—namely, the delivery of educational services to preschool children (aged 4 years old) through to Year 10 students (aged 15 years old) in rural and remote communities in Australia, and the dimensions required for designing online learning for adult learners in higher education. Through the presentation of a case study of a School of Distance Education in Australia, which reflects technological improvements using telephone teaching, and the affordances of improved connectivity, the case study demonstrates that this has enabled the use of more constructivist approaches to teaching and learning to transform the delivery of education to rural and remote students. Subsequently, this chapter provides a synthesis of the literature relating to the critical factors influencing learner satisfaction in online learning.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

Social Networks and Blogs as Educational Communicative Resources During a Pandemic

2022 ◽  
pp. 153-163
Author(s):  
Rosabel Martínez-Roig ◽  
Juan-Francisco Álvarez-Herrero ◽  
Mayra Urrea-Solano
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Informal Education ◽  
Large Scale ◽  
Communication Technologies ◽  
Face To Face ◽  
Educational Environments ◽  
Information And Communication

This work aims at researching the use of social networks and blogs as resources of information and communication technologies (ICTs) in non-face-to-face educational environments, which, in this case, education centers have had to reshape on a large scale due to the pandemic. With this aim in mind, an analysis is performed about the most important aspects which make social networks and blogs into important educational resources in the classroom, which enable us to propose collective and individual activities based on digital technology. Such activities make it possible for us to undertake experiences referred to formal, non-formal, and even informal education, which have the potential to enrich the current non-face-to-face context thanks to their diversity. The conclusion is that these resources can serve as effective communicative tools to generate true learning communities within an online environment.

DIGITAL AGE DIDACTICS: FROM TEACHING TO ENGINEERING OF LEARNING (Part 2)

2018 ◽  
pp. 52-60
Author(s):  
М. A. Tchoshanov
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Traditional Teaching ◽  
Design Development ◽  
Face To Face ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
Information And Communication

The digital age demands re-thinking of traditional teaching and learning. Rapidly growing technological innovations in education force a paradigm shift from traditional teaching to engineering of learning. Thus, the main focus of the article is on the design, development, and implementation of effective learning environments through the use of Information and Communication Technologies in various formats: face-to-face, blended, and distance education. Engineering of learning requires new understanding and reconceptualization of traditional didactics toward e-Didactics in order to effectively design and skillfully align learning objectives, content, and assessment in the digital age classroom.

scholarly journals Multivariate Analysis of Attitudes, Knowledge and Use of ICT in Students Involved in Virtual Research Seedbeds

2021 ◽  
Vol 11 (1) ◽  
pp. 33-49
Author(s):  
Magda Alejandra Martinez-Daza ◽  
Alfredo Guzmán Rincón ◽  
Jader Alexis Castaño Rico ◽  
Nuria Segovia-García ◽  
Harvey Yesid Montilla Buitrago
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Hierarchical Cluster ◽  
Communication Technologies ◽  
Face To Face ◽  
Disciplinary Field ◽  
Information And Communication ◽  
Post Hoc

The incorporation of information and communication technologies (ICTs) in higher education has been carried out in a transversal manner within the curriculum, and the processes of formative research in both face-to-face and virtual programmes are not an exception to this process. In this context, it is recognised that students’ perceptions of the inclusion of technologies in the classroom can influence their teaching and learning process; however, they have not been widely addressed in multiple settings including research seedbeds. Thus, this paper aims to identify such perceptions represented in the attitudes, knowledge and uses of ICTs in students ascribed to the research seedbed in a virtual business administration programme of an Institution of Higher Education located in Colombia. For its fulfillment, the ACUTIC scale was applied to a sample of 65 students in order to identify these perceptions through a hierarchical cluster analysis, a single factor analysis of variance (ANOVA) test, a post hoc Tukey method and a factor analysis. The main result is that attitudes, knowledge and use of ICTs are varied and they can be represented in three clusters. In general, the attitude towards the incorporation of technologies in the research seedbed is positive; however, there is a gap in terms of knowledge and use, especially of those tools oriented to the disciplinary field and research.

Virtual Networking as an Essence of the Future Learners

2011 ◽  
pp. 1972-1976 ◽  
Author(s):  
Hakikur Rahman
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Support Systems ◽  
Student Support ◽  
Communication Technologies ◽  
Face To Face ◽  
Information And Communication ◽  
Compact Disks ◽  
E Mail

Distance education may be defined as a set of practices to plan and implement educational activities where there is a separation between teaching and learning. This separation may result from distance, time, or other barriers. Distance education offers a way to overcome this separation, chiefly through its learning materials, the use of information and communication technologies (ICTs) to provide tutoring, linking learners to the system and each other, and the use of feedback and student support systems. The technologies used in distance education systems include mail, face-to-face sessions, radio, television, audio and video, compact disks, e-mail and other computer connections, and teleconferencing systems (Murphy, Paud, Anzalone, Bosch & Moulton, 2002, p. 3).

Gauteng Paperless Classrooms: Fantasy, Fiction, or Reality?

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Rehana Minty ◽  
Ian Moll
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Research Question ◽  
Communication Technologies ◽  
Main Research ◽  
Face To Face ◽  
Fantasy Fiction ◽  
Postgraduate Studies ◽  
Information And Communication ◽  
Ict Training

The South African government has invested substantial funds into providing information and communication technologies (ICTs) to schools and ICT training for teachers. However, these projects have not been as successful as anticipated. Internet connectivity and a lack of ICT skills among teachers continue to plague ICT integration at schools. Despite the challenges, the Gauteng Department of Education (GDE) established “paperless schools” at selected sites. This article emanates from the postgraduate studies of the first author, entitled “The Viability of Teaching and Learning Mathematics Using Information and Communication Technologies in a Paperless Environment”. The main research question was: “How are teachers teaching Mathematics in a paperless environment?” A qualitative research method and a multiple case study design were employed. Semi-structured, in-depth face-to-face interviews were conducted with sixteen Mathematics teachers, one deputy principal, two ICT committee members, and a member of the Harry Gwala Support Centre. Classroom observations were also conducted. The data were analysed using thematic analysis. The findings indicate that Mathematics is being taught in a blended environment in all four cases, contrary to what the Gauteng MEC expected. Teachers articulated their preference for a blended teaching and learning environment and their belief that Mathematics cannot be taught solely with ICTs. It is recommended that the GDE change their expectations of requiring teachers to teach in a paperless context. Instead, it should be the teacher’s choice when to integrate technology to enhance teaching and learning.

Assessment Process-Reflection on Pedagogical Practices and Integration of Technologies in Education

2021 ◽  
pp. 42-65
Author(s):  
Najoua Hrich ◽  
Mohamed Lazaar ◽  
Mohamed Khaldi
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Middle School Education ◽  
Pedagogical Practices ◽  
Assessment Process ◽  
Information And Communication ◽  
E Learning ◽  
Fundamental Reflection ◽  
Pedagogical Approaches

Although research shows that the integration of information and communication technologies (ICT) into education (ICTE) can help to renew teachers' teaching practices, they do not necessarily do so automatically and spontaneously. The process of development and implementation of ICT in education should include a fundamental reflection on pedagogical approaches in order to understand their place in teaching and learning practice. The ICT should be used for the service of the pedagogy. In this optic, the idea developed in this chapter is to present the micro-macro assessment (MMA) approach based on a reflection on the main pedagogical approaches which influenced pedagogical practices at the end of the 20th and the beginning of the 21st century objectives-based approach and competencies-based approach. The MMA approach for assessment is adopted in a diagnosis e-learning system and experimented with learners of middle school education. The experience has given positive and promising results in the improvement of teaching and learning practices.

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