scholarly journals O ensino na era da informação: um olhar a partir da neurociência

2018 ◽  
Vol 11 (4) ◽  
pp. 672
Author(s):  
Gustavo Pereira Pessoa ◽  
Rosane Machado Botinha ◽  
Fernanda De Jesus Costa
Keyword(s):  
Cognitive Functioning ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Learning Processes ◽  
Access To Information ◽  
Different Types ◽  
Information And Communication ◽  
Types Of Information

Neuroscience and its concepts are very important contributions in the teacher's work because they provide a differentiated understanding of the dynamics of human cognitive functioning. Understanding how information is received and understood can be a substantial difference in the teacher's work so that he can plan his activities more effectively. In this context it is worth mentioning that we are in a reality permeated by Digital Technologies of Information and Communication (TDIC), which makes access to information to be expanded, besides having different types of information that have emerged with the evolution of these technologies. In this context, combining neuroscience, the presence of TDIC in the classroom can be very useful for teaching and learning processes, and it is necessary that the teacher be prepared to carry out his activities in the light of these concepts.

Users of ICT at Public Access Centers

2011 ◽  
Vol 3 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Ricardo Gomez ◽  
Kemly Camacho
Keyword(s):  
Information And Communication Technologies ◽  
Exploratory Study ◽  
Underserved Populations ◽  
Communication Technologies ◽  
Public Access ◽  
Access To Information ◽  
The World ◽  
Different Types ◽  
Information And Communication ◽  
And Gender

Libraries, telecenters, and cybercafés offer opportunities for wider public access to information and communication technologies (ICT). This paper presents findings of a global exploratory study on the landscape public access venues in 25 countries around the world. The goal of the project was to better understand the users of public access venues and their needs, this being one of several papers that result from the global study. This paper identifies profiles of the users of the different types of venues with respect to age, income, education and gender. While findings are not new, their value lies in the compelling evidence drawn from 25 countries and across different types of public access venues, which has never been done before. Results highlight the importance of strengthening public access venues in non-urban settings and to strengthen programs that reach out to underserved populations. The authors also point to special challenges faced by libraries and telecenters given the immense growth of cybercafés as public access venues in most of the countries studied.

scholarly journals Resource Based Learning for Teaching and Learning English in Digital Environments

2016 ◽  
Vol 9 (2) ◽  
pp. 187
Author(s):  
Muhammad Nazil Iqdami
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Digital Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Digital Environments ◽  
The Face ◽  
Information And Communication ◽  
Learning Sets

This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

scholarly journals PEMANFAATAN BLOG SEBAGAI MEDIA PEMBELAJARAN ALTERNATIF SISWA KELAS IX DI SMP NEGERI 1 GUNUNGTANJUNG

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Isep Nursamsi
Keyword(s):  
Web Service ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Information And Communication ◽  
Service Application ◽  
The Right ◽  
Text Images

<em>The use of Information and Communication Technology continues to experience developments, for example the use of blogs in supporting the learning process. Blog is a web service application created to make it easier for users to publish information through writing in the form of blog posts consisting of text, images, videos, audio, links and other files. In making a blog it is very easy and free for example blogger, the steps to create a blog on blogger are the first to create a gmail account, login and register to blogger.com, specify the blog name, blog address, choose and customize the blog template as desired. The use of blogs as an alternative learning media aims to enable students to explore the material posted by teachers in blogs that can be studied more flexibly and differently from conventional learning processes, so that blogs are the right learning media in a more effective and attractive teaching and learning process.</em>

scholarly journals Percepciones de estudiantes de Pedagogía en Matemática acerca de sus competencias TIC: un estudio de caso

2017 ◽  
Vol 28 (28) ◽  
pp. 117
Author(s):  
Mauricio Moya Márquez
Keyword(s):  
Information And Communication Technologies ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Knowledge And Skills ◽  
Information And Communication ◽  
Formación Docente ◽  
Competencias Digitales

RESUMEN Este artículo se centra en los resultados de un estudio cuyo propósito fue develar las percepciones de futuros profesores de matemáticas e informática educativa de la UCSH, acerca de sus competencias en el uso de tecnologías digitales en la escuela. El estudio fue realizado en el contexto de una línea internacional de investigación sobre el uso de las TIC en la enseñanza y el aprendizaje en una sociedad digital. La metodología incluyó un cuestionario y entrevistas. A los participantes se les preguntó cómo percibían sus conocimientos y competencias en el uso de la tecnología digital como recurso para promover el aprendizaje de las matemáticas. Los resultados más importantes mostraron que ellos se percibían mejor preparados en el “conocimiento sobre estas tecnologías” y en los “aspectos técnicos”, que en la pedagogía y gestión involucrados en el uso de estos recursos en la escuela. Además, los participantes reportaron una baja participación en proyectos innovadores destinados a incorporar estas tecnologías en la enseñanza y el aprendizaje.Palabras clave: Competencias digitales docentes, tecnologías de la información y comunicación, informática educativa, formación docente, educación matemática. ABSTRACT This article focuses on the results of a study aimed to unveiling perceptions that future Teachers of Mathematics and Computers in Education of UCSH have about their skills in the use of digital technologies at School. The study was done in the context of an international line of research on the use of ICT for teaching and learning in a digital society. The methodology included a questionnaire and interviews. Participants in the study were asked how they perceived their knowledge and skills in the use of digital technology as a resource to promote mathematics learning. The most important results showed that participants perceived themselves better prepared in the “knowledge about these technologies” and, in the “technical aspects of these technologies” than in the pedagogy and management involved in the use of these resources at School. Additionally, respondents reported a low participation in innovative projects intended to incorporate these technologies in teaching and learning at School.Keywords: Teacher Digital Competences, Information and Communication Technologies, Educational Informatics, Teacher Training, Mathematics Education. 

scholarly journals Valoración por los estudiantes de la licenciatura en psicopedagogía, de una experiencia innovadora basada en estrategias de aprendizaje colaborativo y el uso del Courselab / Innovative experience evaluation in initial high school teacher based in...

2012 ◽  
Vol 13 (1) ◽  
pp. 437-458
Author(s):  
Rocío Serrano Rodríguez ◽  
Juan Manuel Muñoz González ◽  
Isabel López Cobo
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
School Teacher ◽  
High School Teacher ◽  
Communication Technologies ◽  
Learning Processes ◽  
Continuous Training ◽  
Positive Assessment ◽  
Information And Communication ◽  
Teaching Learning

Una sociedad en constante cambio tecnológico exige profesionales de la enseñanza en formación continua. Entre las principales competencias docentes que debe adquirir actualmente el profesorado, durante el proceso de formación inicial, podemos destacar el uso educativo de las Tecnologías de la Información y la Comunicación (TIC) y  el trabajo en equipo. A través de esta experiencia de innovación centrada en el desarrollo de una dinámica de trabajo fundamentada en el aprendizaje cooperativo y la utilización del programa Courselab, se exige al alumnado ciertas destrezas específicas en el dominio, tanto del PC en su conjunto, como de la navegación a través de Internet y de la capacidad de trabajo y de resolución en equipo. En definitiva, se pretende completar la formación de los futuros  docentes en entornos TIC, para que puedan desempeñar procesos de enseñanza/aprendizaje que respondan, verdaderamente, a los intereses y motivaciones del alumnado y puedan contribuir a la mejora del éxito escolar. Los resultados de este estudio indican que estos profesores en formación, demandan el uso de herramientas similares que les motiven y se adecuen a los procesos de enseñanza aprendizaje, concluyendo con una valoración positiva tanto de la experiencia como del propio desarrollo de la asignatura.       A technological society in permanent evolution requires teaching professionals with continuous training. Among the main teaching skills that teachers must currently acquire  during process of initial training, we emphasize the educational use of Information and Communication Technologies  (in Spanish its acronym is TIC) and teamwork. Through this innovation experience focused on developing a workflow based on cooperative learning using CourseLab application, specific student skills are required in PC use,  navigation through Internet and ability for teamwork and problem resolution. Definitely, we pretend to complete training of future teachers in ICT environments, so they could perform teaching / learning processes  in order to match students interests and motivations, and may contribute to improvement of school success. Results of this study indicate that training teachers demand the use of similar tools to motivate themselves and adapt to teaching and learning processes. We conclude with a positive assessment of both experience and development of the subject.

scholarly journals A percorrer o caminho da transformação (digital) na escola... o professor como agente de mudança!

2019 ◽  
Vol 14 (31) ◽  
pp. 96-108
Author(s):  
Joana Viana ◽  
Conceição Coelho
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Pedagogical Practices ◽  
Strategic Approach ◽  
Palabras Clave ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Innovative Learning ◽  
Information And Communication

RESUMO Assente na ideia do professor como agente transformador, apresenta-se a abordagem estratégica adotada numa escola EB1 com jardim de infância, com vista à promoção do uso das tecnologias digitais como enriquecimento das estratégias de ensino e de aprendizagem, por iniciativa de uma das professoras em resposta às fracas condições existentes na escola para que tal fosse possível com a naturalidade esperada. Foi criado o laboratório TIC, reunindo-se os recursos tecnológicos existentes na escola e criando-se diferentes ambientes de trabalho (à semelhança das “salas de aula do futuro”), onde são desenvolvidos projetos, articulados transversalmente com o currículo, e se promove o desenvolvimento de competências em TIC e de competências transversais. Professores e alunos da escola reconhecem que as atividades realizadas no laboratório TIC têm constituído experiências de aprendizagem enriquecedoras e significativas, que permitem aprofundar os conhecimentos adquiridos e desenvolver competências, como ilustram os resultados preliminares que se apresentam neste texto. Palavras-Chave: Tecnologias digitais. Professores. Práticas pedagógicas. Ambientes educativos inovadores. ABSTRACT Based on the idea of the teacher as an agent of transformation, we present the strategic approach used in one primary school with kindergarten, with the purpose of promoting the use of digital technologies as an enrichment of the teaching and learning strategies, under the initiative of one of the teachers in response to the weak conditions in the school so that it would become possible with the expected naturality. An ICT (Information and Communication Technology) laboratory was created. Through gathering all the school’s technological resources and providing different work environments (similarly to the “classrooms of the future”), projects -transversally articulated with the curriculum - are developed, and ICT and transversal skills are promoted. School teachers and students recognize that the activities performed in the ICT lab have been enriching and meaningful learning activities, which allow the deepening of acquired knowledge and the development of skills, as illustrated by the preliminary results presented in this text. Keywords: Digital technologies. Teachers, Pedagogical Practices. Innovative learning environments. RESUMEN Basado en la idea del profesor como agente transformador, se presenta el enfoque estratégico adoptado en una escuela de primaria con educación infantil, con el propósito de promover el uso de las tecnologías digitales como enriquecimiento de las estrategias de enseñanza y de aprendizaje, por iniciativa de una de las profesoras en respuesta a las débiles condiciones existentes en la escuela para que fuera posible con la naturalidad esperada. Se creó el laboratorio TIC (Tecnología de la Información y la Comunicación), reuniendo todos los recursos tecnológicos existentes en la escuela y creando diferentes ambientes de trabajo (a semejanza de las "aulas del futuro"), donde se desarrollan proyectos, articulados transversalmente con el currículo, y se promueve el desarrollo de competencias en TIC y de competencias transversales. Los profesores y alumnos de la escuela reconocen que las actividades realizadas en el laboratorio TIC han sido experiencias de aprendizaje enriquecedoras y significativas, que han permitido profundizar los conocimientos adquiridos y desarrollar competencias, como ilustran los resultados preliminares que se presentan en este texto. Palabras Clave: Tecnologías digitales. Profesores. Prácticas pedagógicas. Entornos educativos innovadores. DOI: http://dx.doi.org/10.22169/revint.v14i31.1503

Integration of e-learning technologies for interactive teaching and learning process: an empirical study on higher education institutes of Pakistan

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Mujtaba Asad ◽  
Nadia Hussain ◽  
Maria Wadho ◽  
Zahid Hussain Khand ◽  
Prathamesh P. Churi
Keyword(s):  
Teaching And Learning ◽  
Research Study ◽  
Public University ◽  
Learning Technologies ◽  
Learning Processes ◽  
Interactive Teaching ◽  
Content Type ◽  
Information And Communication ◽  
E Learning ◽  
Modern Era

PurposeThe use of information and communication technologies (ICTs) has become a major driving force in transforming education worldwide. Similarly, in the last ten years, the usage of ICTs and e-learning in Pakistan has increased. Whereas the latest educational policy of the Government of Pakistan has focused on using ICTs and e-learning in schools and universities. The national professional standards for teachers have also suggested teachers to integrate ICTs in their classrooms and develop e-learning platforms for teaching and learning processes. However, in this study the effectiveness of information and communication and e-learning technologies integration in teaching and learning has been assessed. The context selected for this research study is a public university of Sindh, Pakistan. The research gap, which has been founded through the extensive literature review, indicated that most of the students are not able to utilize ICTs effectively. The first objective of this study is to enable students to gain wider range of knowledge and access Internet for developing a global outlook. Moreover, the second objective of this study is to develop students' capabilities of processing information more effectively and efficiently for teaching and learning.Design/methodology/approachBy nature, this study is quantitative survey-based research study. For this purpose, data has been collected from students and teachers of English, Computer Science and Business Administration departments of targeted university, survey questionnaires have been adopted as a data collection tool. Whereas the random sampling technique is used for the collection of data by using Morgan table of sample size. Additionally, data has been collected from 100 participants, 80 of them were students and 20 were teachers, and data has been analyzed by using SPSS 22.0 software.FindingsThe findings of this study have indicated the student's level of interest toward the integration of ICTs and e-learning in science and social science courses. Similarly, the findings specify that through ICT and e-learning materials, students can learn more effectively, which can also facilitate teachers for their teaching process in this modern era of technology. Whereas the issue that has been specified through the findings is that the teachers are not encouraged by the management of the university to implement the ICT in their teaching and learning due to their concerns on the limited resources and lack of competencies.Practical implicationsFor the practical implication, the findings of this study will facilitate the teachers and learners for integrating the ICTs and e-learning in their course curriculums and interactive teaching practices as per modern era of technology. Also, this study will help the provincial leader and policymakers by addressing the teachers’ concern to encourage the integration of ICT tools and develop capabilities for interactive classrooms for effective teaching and learning.Originality/valueThis is the first study of its nature that has been conducted in the Pakistani public university in rural setting, and the finding of this study will facilitate and help the institutional and government stakeholders to where and how they can effectively integrate ICTs and e-learning in classrooms for interactive teaching and learning processes in the rural Sindh.

Digital Storytelling and Digital Literacy

2017 ◽  
pp. 151-171 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Communication Technology ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Digital Technologies ◽  
Technical Skills ◽  
Literacy Skills ◽  
Learning Performance ◽  
Modern Education ◽  
Information And Communication

This chapter reveals the overview of digital technologies; the overview of digital storytelling in education; and the overview of digital literacy in education. Digital storytelling and digital literacy are very important in modern education. Digital storytelling is used to improve student's learning through multimedia in the modern classrooms. Digital storytelling is the expressive medium that can explain even the most intricate topics in depth, integrating it with the rest of the curriculum. Digital literacy is the ability to use Information and Communication Technology (ICT) to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. Digital literacy leads to the great increases in information that can be conveniently accessed. The chapter argues that developing digital storytelling and digital literacy skills has the potential to improve both teaching and learning performance in modern education.

scholarly journals O Método Documentário na análise de um vídeo com conteúdo matemáticoThe Documentary Method in the analysis of a vídeo with mathematical content

2021 ◽  
Vol 22 (3) ◽  
pp. 637-665
Author(s):  
Bárbara Cunha Fontes Ferreira ◽  
Marcelo De Carvalho Borba
Keyword(s):  
Teaching And Learning ◽  
Digital Technologies ◽  
Learning Processes ◽  
Video Production ◽  
Mato Grosso ◽  
Mathematical Content ◽  
Documentary Method ◽  
T Tube ◽  
Education Degree ◽  
Mato Grosso Do Sul

ResumoEste artigo faz parte de um mosaico de textos que abordam o tema “Metodologia de Pesquisa e tecnologias digitais”, com o objetivo de apresentar a análise qualitativa de um vídeo com conteúdo matemático produzido por estudantes do curso de Licenciatura em Matemática da Universidade Federal do Mato Grosso do Sul na modalidade a distância, baseada numa adaptação do Método Documentário. Ao buscar por conhecimentos e visões implícitas (conhecimento ateórico) no vídeo, a adaptação do Método Documentário foi essencial ao propor uma maneira para realizar tal ação, por meio de etapas que indicam caminhos a seguir. Como resultado, percebeu-se que o vídeo possui implicitamente a visão dos licenciandos a respeito dos processos de ensino e aprendizagem de matemática: formalista clássica e tecnicista mecanicista. Além disso, refletiu o ensino que os sujeitos tiveram e uma possível futura prática docente.Palavras-chave: E-licm@t-Tube, Método Documentário, produção de vídeo.AbstractThis article is part of a mosaic of texts dealing with Research Methodology and digital technologies whose purpose is to present the qualitative analysis of a video with mathematical content produced by the teaching in distance education degree in mathematics of the Universidade Federal do Mato Grosso do Sul, based on an adaptation of the Documentary Method. When searching for knowledge and implicit visions (atheorical knowledge) in the video, the adaptation of the Documentary Method was essential when proposing the researcher a way to carry out such action, through steps that indicate ways to follow. As a result, it was noticed that the video implicitly has the view of the undergraduates regarding the teaching and learning processes of mathematics: classical formalist and mechanistic technicism. In addition, it reflected the teaching they had and a possible future teaching practice.Keywords: E-licm@t-Tube, Documentary Method, vídeo production. ResumenEste artículo forma parte de un mosaico de textos que abordan la Metodología de la Investigación y las tecnologías digitales, cuyo propósito es presentar el análisis cualitativo de un video con contenido matemático producido por estudiantes de la carrera de Licenciatura en Matemáticas de la Universidad Federal de Mato Groso do Sul, a partir de una adaptación del Método Documental. A la hora de buscar conocimientos y visiones implícitas (conocimientos ateos) en el video, la adecuación del Método Documental fue fundamental a la hora de proponer al investigador una forma de llevar a cabo dicha acción, a través de pasos que indican caminos a seguir. Como resultado, se advirtió que el video tiene implícitamente la visión de los estudiantes sobre los procesos de enseñanza y aprendizaje de las matemáticas: formalista clásico y tecnicismo mecanicista. Además, reflejaba la docencia que tenían y una posible práctica docente futura.Palabras clave: E-licm@t-Tube, Método Documental, producción de vídeo.

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