scholarly journals Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region

2021 ◽  
Vol 22 ◽  
pp. e23680
Author(s):  
Ana Paula Faria-Ferreira ◽  
Patrícia Alexandra Faria Ferreira ◽  
Célio Gonçalo Marques
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Immersive Learning ◽  
Transmedia Storytelling ◽  
The Creation ◽  
Level Of Motivation ◽  
The Impact

The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com  pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.

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.

Supporting Mobile Access to VLE Resources through MobiGlam

2012 ◽  
pp. 315-332
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Virtual Learning Environments ◽  
Added Value ◽  
Learning Activity ◽  
Mobile Access ◽  
Generic Framework ◽  
The University ◽  
The Impact

MobiGlam is a generic framework of interoperability with existing virtual learning environments (VLEs) that provides a compact and easy to use implementation of learning activity on Java enabled mobile devices. A case study was conducted at the University of Glamorgan, UK where MobiGlam was seamlessly integrated with the university’s VLE to support the delivery of computer courses at the foundation level. Such integration showed an added value to the participants and in many cases, it improved their use of the VLE. This chapter reports on the deployment, the evaluation, and the results of this case study. The results are analysed from two views: the impact on the participants’ use of the VLE and the framework’s overall usability.

E-Mentors

2010 ◽  
pp. 244-261 ◽  
Author(s):  
Barbara Macfarlan ◽  
Richard Everett
Keyword(s):  
Staff Development ◽  
Learning Environments ◽  
New Technology ◽  
Further Education ◽  
Pedagogical Practices ◽  
Student Experiences ◽  
Use Of Technology ◽  
Education College ◽  
21St Century Learners

The eMentors scheme encapsulates the concept that the person in the home most likely to be able to programme the audio-visual equipment is the teenager. The scheme harnesses the digital generation’s propensity for technology by using the students to teach their teachers how to make appropriate use of electronic resources in the classroom. We present a case study that focuses on both staff and student experiences of the eMentoring system at a further education college in Hertfordshire, UK and outlines the strategy for ongoing staff development and support. The scheme has given lecturers the confidence to develop new technology-enhanced pedagogical practices and has given students the opportunity to play an active part in the development of their own learning environments and to influence policy on the use of technology. We believe that this model has been an effective element in a concerted approach to changing the prevailing attitudes to designing pedagogy for 21st century learners.

Information and Communication Technologies

2008 ◽  
pp. 1047-1065
Author(s):  
Glenn Finger ◽  
Maret McGlasson ◽  
Paul Finger
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Course Design ◽  
Communication Technologies ◽  
Learner Centered ◽  
Learning Stories ◽  
Information And Communication ◽  
Portfolio Approach

Teaching and learning in the 21st century should be markedly different from earlier times through the design of new teaching and learning environments. Through the presentation of three models of technology-rich learning environments (teacherdirected, learner-centered and mediated), this chapter provides a case study of the design and delivery of a course called Learning with Information and Communication Technologies (ICTs) guided by a mediated learner approach, using new approaches to using ICTs and assessment for learning as key course design drivers. That course aims to prepare future teachers who demonstrate strong theoretical and practical understanding of designing and creating effective ICT teaching and learning experiences, and are confident and proficient users of ICTs. We provide an analysis of the implementation of that course through the presentation of the learning stories and reflections of students. Specific discussion is provided about the conceptualization and implementation of an e-portfolio approach to promote deep learning.

scholarly journals Uses and integration of augmented reality in the educational cooperatives of Andalusia (Spain)

2020 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Jesús López Belmonte ◽  
Santiago Pozo Sánchez ◽  
Arturo Fuentes Cabrera ◽  
José María Romero Rodríguez
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Quantitative Methodology ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
The Impact

The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly.

scholarly journals PEMBERDAYAAN WARGA NEGARA DAN KEWIRAUSAHAAN SOSIAL: PEMUTUSAN MATA RANTAI ANAK JALANAN

2018 ◽  
Vol 3 (2) ◽  
pp. 144
Author(s):  
Meidi Saputra
Keyword(s):  
Social Entrepreneurship ◽  
Research Finding ◽  
Street Children ◽  
Social Classes ◽  
Dynamic Learning ◽  
Citizen Empowerment ◽  
The Subject ◽  
The Creation ◽  
The Impact

This study aims at describing the citizen empowerment through social entrepreneurship as an effort to break the chain of street children. The design of this research is a case study, with the street children in Semarang as the subject of research. The research finding shows that citizen empowerment through social entrepreneurship plays an important role in breaking the chain of street children. The creation of Dynamic Learning methodis an important instrument in breaking the chain of street children. Dynamic Learning as a practice of social entrepreneurship has played an important role in giving the impact of citizen empowerment so as to improve the economy and social classes of marginalized citizens. 

scholarly journals Maximizing the Impact of Community Information Centres on Education, Health and Development in the Age of Computers and Mobile Technologies

2020 ◽  
Author(s):  
Chris Prince Udochukwu Njoku
Keyword(s):  
Information And Communication Technologies ◽  
Information Service ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Library Community ◽  
Community Information ◽  
Information And Communication ◽  
Health And Development ◽  
The Impact ◽  
Community Library

Community information service (CIS)-related publications agree that people in communities, especially rural, need information and should be helped to have it for solving daily life’s problems and developing themselves and community. From the publications, it is evident that advent of computers and mobile technologies or information and communication technologies (ICTs) had caused an uncleared confusion in naming and operating a CIS. Aimed at highlighting this problem and giving a recipe for a CIS to impact maximally on education, health and overall development, this work is a critical analysis of the literature. It found most CISs reported on inadequate and ineffective. While a majority of sponsors believe that CIS is solely about ICTs, a few think it is about either a library or a combination of a library and ICTs. Ten names were found for a CIS, including community information centre (CIC), telecentre, community information and communication technology centre, community library, community multimedia centre, cybercafé and information kiosk. Stock and services provided depended on the name. One thing common is the expectation that people should go for information when they need it. There is little thought about the reality that many people may not know they need information and about how to serve people who are incapacitated in other ways to go or ask for information. Thinking critically about all these alongside the goal of CIS achievable only with ICT and non-ICT resources and strategies that match every community member’s differences, preferences, deficiencies and constraints, the researcher concludes that any other name than CIC is needless. This understanding brings about maximum impact, which can be supported with data from further researches.

Mobile technology and development

2020 ◽  
pp. 496-512
Author(s):  
Bitange Ndemo ◽  
Dennis Aiko
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Policy Framework ◽  
Efficient Manner ◽  
Information And Communication ◽  
Progressive Policy ◽  
The Impact

Mobile technologies are creating unprecedented changes in Kenya. The ways in which people conduct business have been disrupted, and citizens can access information and services in a more efficient manner. Kenya is also among the leading countries to leverage mobile technology for greater financial inclusivity. This chapter reviews the policy framework that has underpinned Kenya’s digital transformation, as well as the impact and disruptions caused by innovations in information and communication technologies (ICT) that have been introduced as a result. The chapter considers the potentially transformative role of emerging mobile and digital technologies by assessing the favorable economic, organizational, political, social, and cultural environments necessary for their development. It concludes that the development of a progressive policy in a fast-changing technological landscape has catapulted Kenya to the ranks of innovative nations, but that such technology is not a panacea for broader development and governance concerns.

Mobile Technology in a Developing Context

2009 ◽  
pp. 56-72
Author(s):  
Pammla Petrucka ◽  
Sandra Bassendowski ◽  
Thomas F. James ◽  
Hazel Roberts ◽  
June Anonson
Keyword(s):  
Global Health ◽  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Promising Practices ◽  
Roles And Responsibilities ◽  
Health Related ◽  
Information And Communication ◽  
The Impact

This chapter presents the imperatives of mobile technologies in healthcare as these impact (or potentially) impact on development. It presents the contextual overview in development of the diffusion, penetration, and uptake of health-related mobile technologies. A consideration of the roles and responsibilities of the diaspora in the embracing of information and communication technologies is emphasized. The emphasis is on the impact of technologies, generally, and mobile technologies, specifically, in the global health context. The authors provide key exemplars of mobile technologies in development to increase understanding and demonstrate promising practices in this emergent field.

Applying Mobile Technologies to Banking Business Processes

2011 ◽  
pp. 778-792
Author(s):  
Dinesh Arunatileka
Keyword(s):  
Service Delivery ◽  
Mobile Devices ◽  
Major Part ◽  
Business Processes ◽  
Mobile Technologies ◽  
Battery Life ◽  
Screen Size ◽  
Banking Business ◽  
The Impact

This chapter discusses the impact of mobile technologies on service delivery processes in a banking environment. Advances in mobile technologies have opened up numerous possibilities for businesses to expand their reach beyond the traditional Internet-based connectivity and, at the same time, have created unique challenges. Security concerns, as well as hurdles of delivering mobile services “anywhere and anytime” using current mobile devices with their limitations of bandwidth, screen size and battery life are examples of such challenges. Banks are typically affected by these advances as a major part of their business deals with providing services that can benefit immensely by adoption of mobile technologies. As an example case study, this chapter investigates some business processes of a leading Australian bank in the context of application of mobile technologies.

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