O Ensino Remoto: Perspectivas e Desafios Advindos das Tecnologias Durante a Pandemia / Remote Education: Perspectives and Challenges Arising from Technologies During the Pandemic

2021 ◽  
Vol 15 (57) ◽  
pp. 798-807
Author(s):  
Alanne Kelle Freire Alencar ◽  
Fabiana Alves de Lucena ◽  
Maria do Socorro Cordeiro de Sousa
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Classroom Context ◽  
School Life ◽  
Technological Tools ◽  
Information And Communication ◽  
Google Drive ◽  
E Mail ◽  
Remote Learning

Resumo: Este trabalho discute as perspectivas e desafios advindos com o ensino remoto, um fator atual que surgiu no meio educacional diante do cenário pandêmico e com o isolamento social. Para tanto, seu objetivo geral cumpre destacar as dificuldades de professores e alunos no que se refere às ferramentas tecnológicas utilizadas para dá continuidade as aulas desde o ano de 2020. Nesse cenário de pandemia, os professores modificaram os instrumentos usados no de ensino-aprendizagem, assim, as Tecnologias da Informação e Comunicação (TIC) têm um importante papel para o desenvolvimento do ensino remoto, pois estão inseridas positivamente no cotidiano escolar por meio de ferramentas como Google meet, WhatsApp, E-mail, Metimenter, Kahoot, Google drive, entre outras. Para a realização da pesquisa, recorreu-se a leituras que destacam a importância do uso das tecnologias na educação e no contexto de sala de aula, a saber: Almeida (2005), Moran (2007), Carvalho (2009), Rampazzo; Suzuki (2009), Busnello (2014), Cordeiro (2019), Marques (2020), Miranda (2000) e Oliveira (2020), dentre outros citados. A metodologia utilizada deu-se por meio de leituras em livros, artigos científicos e monografias, caracterizando-se, assim, como uma pesquisa bibliográfica de abordagem qualitativa, pois versa sobre as novas ferramentas tecnológicas durante o ensino remoto. Os resultados observados apontam que os professores sentem dificuldades no que se refere aos usos das diversas ferramentas tecnológicas, posto que as aulas remotas surgiram de repente sem ter uma formação condizente para o momento. Ademais, tanto alunos como professores não têm internet para o desenvolvimento das atividades, o que acarreta prejuízo no ensino e aprendizagem. No entanto, pelo exposto, percebe-se o quão importante o uso das tecnologias para a continuidade da aprendizagem por meio no ensino remoto. Palavras-chave: Ensino Remoto. Tecnologias da Informação e Comunicação. Professor.Abstract: This paper discusses the perspectives and challenges arising from remote learning, a current factor that emerged in the educational environment in view of the pandemic scenario and social isolation. Therefore, its general objective should highlight the difficulties of teachers and students with regard to the technological tools used to continue classes since 2020. In this pandemic scenario, teachers modified the instruments used in teaching-learning, thus, Information and Communication Technologies (ICT) have an important role in the development of remote learning, as they are positively inserted in the daily school life through tools such as Google meet, WhatsApp, E-mail, Metimenter, Kahoot, Google drive , among others. To carry out the research, we used readings that highlight the importance of using technologies in education and in the classroom context, namely: Almeida (2005), Moran (2007), Carvalho (2009), Rampazzo; Suzuki (2009), Busnello (2014), Cordeiro (2019), Marques (2020), Miranda (2000) and Oliveira (2020), among others cited. The methodology used took place through readings in books, scientific articles and monographs, thus characterizing itself as a bibliographical research with a qualitative approach, as it deals with new technological tools during remote teaching. The observed results show that teachers experience difficulties with regard to the use of different technological tools, since remote classes suddenly appeared without having adequate training for the moment. Furthermore, both students and teachers do not have internet for the development of activities, which results in damage to teaching and learning. However, from the above, it is clear how important the use of technologies for the continuity of learning through remote learning.Keywords: Remote Learning. Information and Communication Technologies. Teacher.

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).

scholarly journals USING INFORMATION AND COMMUNICATION TECHNOLOGIES AND LIBRARY OPERATIONS IN SUPPORT OF HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Rexwhite Enakrire
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Teaching Profession ◽  
Academic Excellence ◽  
Technological Tools ◽  
Information And Communication

This paper argues that the use of information and communication technologies (ICTs) and library operations has become inevitable to sustain higher education institutions (HEIs). The deteriorating state of educational standards in Africa, amidst other prevalent factors of nonpolicy formulation and implementation; increasing student enrolment; competition among HEIs for academic excellence; poor technological tools for teaching and learning; inadequate skills among professionals (academics and non-academics); and the changing nature of best practices in the teaching profession are all reasons for this. Both qualitative and quantitative research approaches were applied in this study of Delta State, Nigeria IHEs. The qualitative approach made use of interpretive content analysis of documents harvested from the databases of Scopus and Web of Science, while the quantitative approach applied the survey research method through a questionnaire for data collection. The findings revealed that different types of ICTs and library operations were key pillars in the sustainability of higher education institutions in Delta State and that the scientific value of available ICTs and library operations was embedded in transitioning from a traditional to a virtual platform for efficient and effective service delivery, restructuring the library environment, and unending accessibility. The study recommends continuous acquisition of recent digital technological tools to sustain and enhance library operations and quality service delivery in HEIs, since ICTs and library operations are the bedrock of HEIs.

Conceptions of undergraduate students in Chemistry on the use of interactive interfaces in and for the activities developed in the distance course

2020 ◽  
Vol 1 (1) ◽  
pp. 11649
Author(s):  
Bruno Meneses Rodrigues ◽  
José Elyton Batista dos Santos ◽  
Carlos Alberto Vasconcelos
Keyword(s):  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Study Data ◽  
Virtual Learning Environment ◽  
Information And Communication ◽  
Interactive Interfaces ◽  
And Mathematics ◽  
E Mail

In cyberculture, educational practices find on the internet and web 2.0 a useful space to produce and share information and content. The unidirectionality conferred to mass media is the place for network multidirectionality, reconfiguring the logic of the communication system. In Distance Education (DE), the multiple interactive interfaces available on the network, such as e-mail, forum, chat, whatsapp and virtual learning environment (VLE), provide the interaction and interactivity of the subjects, fundamental conditions for a process dialogical communication with the use of Information and Communication Technologies (ICT). In this perspective, this study is part of a master's research in Science and Mathematics Teaching, and aims to investigate which interactive interfaces are used by students of a degree course in chemistry in the distance learning mode in and for the course activities. It is a research with a qualitative approach and a case study. Data were collected through a questionnaire in addition to consulting the course's pedagogical project and other documents. The results show that AVA and whatsapp stand out as the most used interfaces in the course, the latter being characteristic of learning with ubiquitous mobility and there are indications that interactivity occurs between the subjects through the interfaces and the relationships established are in line with what waits for this type of education, as they recognize the need to contemplate cyberculture in the teaching and learning process.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

THE „CLOUDY“ CLASSROOM

2020 ◽  
Vol 11 (2) ◽  
pp. 347-352
Author(s):  
Atanaska Peneva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Communications ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Web Based ◽  
Modern Approach ◽  
Building Information ◽  
Practical Guidelines ◽  
Information And Communication ◽  
Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

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.

Students' perceptions regarding the use of ICT in learning

2019 ◽  
Author(s):  
Ana Elisa Carreta de Sousa
Keyword(s):  
Labor Market ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Good Practices ◽  
Private And Public ◽  
Information And Communication ◽  
Vocational Courses

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

CREATIVE APPROACHES TO THE TEACHING SOCIOHUMANITARIAN DISCIPLINES, IN THE TRAINING OF GENERATION “Z” REPRESENTATIVES

2020 ◽  
pp. 55-67
Author(s):  
Tatiana Kadlubovich ◽  
Darina Chernyak
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Cognitive Activity ◽  
Communication Technologies ◽  
Value Orientations ◽  
Educational Process ◽  
Generation Z ◽  
Information And Communication ◽  
Everyday Reality ◽  
Independent Work

The article deals with the value orientations, attitudes, life views of modern students - representatives of Generation “Z”, for whom digital technologies are an everyday reality. The experience of working with students during class and independent work is given. The authors, based on the latest research, prove that the modern generation with its peculiarities needs new creative methods and teaching methods that will take into account the specifics of cognitive activity of modern youth, its values, needs, psychological characteristics and technical skills. It is necessary to change not only teaching and learning methods, but also the style of communication between the subjects of the educational process, the form of presentation of information, knowledge, preparation of a new type of educational and methodical literature, active use of information and communication technologies.

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