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.

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.

Preparing Preservice Teachers to Use Mobile Technologies

2019 ◽  
pp. 42-62
Author(s):  
Carolyne Nekesa Obonyo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Information And Communication ◽  
K 12 ◽  
Effective Use ◽  
The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

scholarly journals O smartphone na aprendizagem à luz da Teoria Histórico Crítica

2020 ◽  
Vol 6 (11) ◽  
pp. 182
Author(s):  
Joaquim Ferreira da NETO CUNHA
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Social Sphere ◽  
De Se ◽  
Information And Communication ◽  
Smartphone Technology ◽  
Teaching Learning ◽  
Historical Theory

Este trabalho tem por objetivo principal refletir a utilização das tecnologias móveis na aprendizagem à luz da Teoria Histórico Critica. A metodologia a ser utilizada é a revisão literária em textos consagrados da literatura da área pesquisada. O smartphone, enquanto tecnologia digital móvel alterou a forma de comunicação e informação, convergindo diversas funcionalidades com o fato de se fazer onipresente, e apresentando inúmeras possibilidades que podem ser utilizadas a favor do ensino-aprendizagem. Nesse sentido, a Teoria Histórico Critica vem contribuir com o processo ensino e aprendizagem, pois propicia ao educando uma aprendizagem significativa, promovendo suas capacidades psíquicas, a socialização do saber sistematizado, promovendo a promoção humana, alterando seus comportamentos para se colocarem conscientemente no âmbito social. Destarte, percebemos que a tecnologia móvel smartphone é uma auxiliar muito importante no processo de ensino, onde os educando buscam constantemente novos conhecimentos. Smartphone. Tecnologias da Informação e Comunicação (TIC). Teoria Histórico Crítica.ABSTRACT This work has as main objective to reflect the use of mobile technologies in learning in the light of the Critical Historical Theory. The methodology to be used is the literary revision of consecrated texts of the literature of the researched area. The smartphone, as a mobile digital technology, changed the form of communication and information, converging several functionalities with the fact of being ubiquitous, and presenting numerous possibilities that can be used in favor of teaching-learning. In this sense, the Critical Historical Theory contributes to the teaching and learning process, as it provides the student with meaningful learning, promoting their psychic abilities, the socialization of systematized knowledge, promoting human promotion, changing their behaviors to place themselves consciously in the social sphere. Thus, we realize that mobile smartphone technology is a very important aid in the teaching process, where the students constantly seek new knowledge.Smartphone. Information and Communication Technologies (TIC). Critical Historical Theory. RESUMEN Este trabajo tiene como objetivo principal reflejar acerca del uso de tecnologías móviles en el aprendizaje a la luz de la Teoría Histórica Crítica. La metodología a utilizar es la revisión literaria de textos consagrados de la literatura del área investigada. El smartphone, como tecnología digital móvil, ha cambiado la forma de comunicación e información, convergiendo varias características con el hecho de que es omnipresente y presenta numerosas posibilidades que pueden utilizarse a favor de la enseñanza-aprendizaje. En este sentido, la Teoría Histórica Crítica viene a contribuir al proceso de enseñanza y aprendizaje, ya que proporciona al estudiante un aprendizaje significativo, promueve sus habilidades psíquicas, socializa el conocimiento sistematizado, promueve la promoción humana, cambia sus comportamientos para ubicarse conscientemente en la esfera social. Por lo tanto, nos damos cuenta de que la tecnología móvil smartphone es una ayuda muy importante en el proceso de enseñanza, donde los estudiantes buscan constantemente nuevos conocimientos. Smartphone. Tecnologías de la Información y la Comunicación (TIC). Teoría Histórica Crítica.RIASSUNTO Questo lavoro ha come obiettivo principale quello di riflettere l'uso delle tecnologie mobili nell'apprendimento alla luce della teoria storica critica. La metodologia da utilizzare è la revisione letteraria in rinomati testi della letteratura dell'area ricercata. Lo smartphone, in quanto tecnologia digitale mobile, ha cambiato la forma di comunicazione e informazione, facendo convergere diverse funzionalità con il fatto che è onnipresente e presenta numerose possibilità che possono essere utilizzate a favore dell'insegnamento-apprendimento. In questo senso, la Teoria storica critica arriva a contribuire al processo di insegnamento e apprendimento, poiché fornisce allo studente un apprendimento significativo, promuovendo le sue capacità psichiche, la socializzazione della conoscenza sistematizzata, promuovendo la promozione umana, cambiando i loro comportamenti per posizionarsi consapevolmente nella sfera sociale . Pertanto, ci rendiamo conto che la tecnologia dello smartphone mobile è un aiuto molto importante nel processo di insegnamento, in cui gli studenti cercano costantemente nuove conoscenze.Smartphone. Tecnologie dell'informazione e della Comunicazione (TIC). Teoria Storica Critica.

scholarly journals TECNOLOGIAS DIGITAIS DE INFORMAÇÃO E COMUNICAÇÃO COMO RECURSO DE MEDIAÇÃO PEDAGÓGICA

2019 ◽  
Vol 5 (4) ◽  
pp. 613-633
Author(s):  
Marluce Evangelista Carvalho Zacariotti ◽  
José Luis dos Santos Sousa
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Field Research ◽  
Communication Technologies ◽  
Digital Information ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Information And Communication

A pesquisa buscou diagnosticar a realidade das escolas públicas de Grajaú, Maranhão, quanto ao uso das tecnologias digitais de informação e comunicação (TDIC) no ensino de Ciências. O objetivo foi levantar como as TDIC estão sendo utilizadas nas escolas, pelos professores de Ciências. Realizou-se uma pesquisa bibliográfica e de campo, tendo como sujeitos professores de Ciências e alunos. Aplicou-se um questionário para diagnosticar a realidade das escolas quanto ao uso das TDIC. Concluiu-se que a utilização das TDIC no local pesquisado precisa ser mais explorada e que o professor ainda não está preparado para aproveitar as tecnologias como fator de aprimoramento do processo de ensino e de aprendizagem.   PALAVRAS-CHAVE: Professores; alunos; escola; Tecnologias Digitais de Informação e Comunicação.     ABSTRACT The research sought to diagnose the reality of public schools in Grajaú, Maranhão, regarding the use of digital information and communication technologies (TDIC). The goal was to get to know how the TDICs are being used in schools by the science teachers. A bibliographical and field research was carried out, having as subjects science teachers and students. A questionnaire was applied to diagnose the reality of schools as regards the use of TDICs. It was concluded that the use of TDICs in the researched area needs to be further explored and that the teacher is not yet ready to take advantage of technologies as a factor to improve the teaching and learning process. KEYWORDS: Teachers; students; school; Digital Information and Communication Technologies.     RESUMEN La investigación buscó diagnosticar la realidad de las escuelas públicas de Grajaú, Maranhão, en cuanto al uso de las tecnologías digitales de información y comunicación (TDIC). El objetivo fue conocer como las TDIC están siendo utilizadas en las escuelas, por los profesores de Ciencias. Se realizó una investigación bibliográfica y de campo, teniendo como sujetos profesores de Ciencias y alumnos. Se aplicó un cuestionario para diagnosticar la realidad de las escuelas en cuanto al uso de las TDIC. Se concluyó que la utilización de las TDIC en el local investigado necesita ser más explotada y que el profesor todavía no está preparado para aprovechar las tecnologías como factor de perfeccionamiento del proceso de enseñanza y de aprendizaje.   PALABRAS CLAVE: Profesores; alumnos; escuela; Tecnologías Digitales de Información y Comunicación.

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.

scholarly journals SOCIEDADE DO CONHECIMENTO: O uso das TIC por docentes e as novas articulações de saberes educacionais no sudeste do Pará

2019 ◽  
Vol 5 (5) ◽  
pp. 188-208
Author(s):  
Francisco Evangelista ◽  
Karina Donizete Martins ◽  
Maria Fernanda Calil Angelini ◽  
Maria Josilene Fontinele Rocha
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Hermeneutic Circle ◽  
Student Autonomy ◽  
Palabras Clave ◽  
Information And Communication ◽  
Formación Docente

O presente estudo tem o propósito verificar a adesão dos docentes e os entraves na utilização das TIC no processo ensino e aprendizagem numa IES privada, contribuindo para a criação de novas práticas pedagógicas ou de uma ciberpedagogia confrontando com o moduz operandi na docência. A pesquisa utilizou-se de reuniões de grupos e aplicação de questionário para professores dos cursos de Administração, Biomedicina, Contábeis, Direito, Enfermagem, Serviço Social e Zootecnia. Os dados foram interpretados por meio do círculo hermenêutico dialético (CHD). Os sentidos extraídos das falas dos docentes apontam como resultados preliminares que a TIC estimula o estudo, otimiza tempo e trabalho, favorece a autonomia do estudante e a responsabilidade.   PALAVRAS-CHAVE: Ensino e aprendizagem; Tecnologias da informação e da comunicação; Prática docente; Formação docente.     ABSTRACT The present study has the purpose of verifying the adherence of teachers and the obstacles to the use of ICT in the teaching and learning process in a private HEI, contributing to the creation of new pedagogical practices or a cyberpedagogy confronting the moduz operandi in teaching. The research used group meetings and questionnaire application for teachers of the courses of Administration, Biomedicine, Accounting, Law, Nursing, Social Service and Zootechnics. The data were interpreted through the dialectical hermeneutic circle (CHD). The senses extracted from the teachers' statements point as preliminary results that ICT stimulates the study, optimizes time and work, favors student autonomy and responsibility.   KEYWORDS: Teaching and learning; Information and communication Technologies; Teaching practice; Teacher training.     RESUMEN El presente estudio tiene el propósito de verificar la adhesión de los docentes y los obstáculos a la utilización de las TIC en el proceso de enseñanza y aprendizaje en una IES privada, contribuyendo a la creación de nuevas prácticas pedagógicas o de una ciberpedagogía confrontando con el modesto operandi en la docencia. La investigación utilizó reuniones de grupos y aplicación de cuestionario para profesores de los cursos de Administración, Biomedicina, Contable, Derecho, Enfermería, Servicio Social y Zootecnia. Los datos fueron interpretados por medio del círculo hermenéutico dialéctico (CHD). Los sentidos extraídos de las palabras de los docentes apuntan como resultados preliminares que la TIC estimula el estudio, optimiza tiempo y trabajo, favorece la autonomía del estudiante y la responsabilidad.   PALABRAS CLAVE: Enseñanza y aprendizagem; Tecnologías de la información y la comunicación; Pratica docente; Formación docente.  

scholarly journals Letramento digital: do uso das tecnologias digitais à formação dos professores de língua portuguesa, o que se discute sobre isso?

2019 ◽  
Vol 12 (3) ◽  
pp. 109-127
Author(s):  
Edmilson Francisco ◽  
Helena Maria Ferreira ◽  
Ilsa do Carmo Vieira Goulart
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Digital Information ◽  
Continuous Training ◽  
Theoretical Contribution ◽  
Information And Communication

RESUMO:Neste estudo, abordamos algumas proposições a respeito da formação inicial e continuada de professores de língua portuguesa no que tange ao uso das tecnologias digitais de comunicação como estratégia para reelaboração e reconfiguração de suas práticas pedagógicas. As transformações tecnológicas e digitais que vêm ocorrendo na sociedade e que, consequentemente, atingem o interior das salas de aula têm interferido em nossas práticas pedagógicas e nas relações entre o ensinar e o aprender, exigindo de nós, professores, uma busca constante por formação. Diante disso, este texto tem por objetivo refletir sobre a temática das tecnologias digitais de informação e comunicação no processo de formação docente e sobre a concepção de letramento digital no processo mediador do ensino e da aprendizagem para os professores de língua portuguesa. Para tanto, apresentamos uma pesquisa de abordagem qualitativa, a partir de uma reflexão bibliográfica, tomando como aporte teórico os estudos de Castells e Cardoso (2005), de Coscarelli (2016), a respeito das tecnologias digitais, bem como das pesquisas de Soares (2012) e Xavier (2005) sobre letramento digital. Os estudos apontam para o aprimoramento na formação inicial e continuada dos professores, no caso, os de língua portuguesa, de modo a oferecer e a vivenciar situações de letramento digitalmente dentro e fora das salas de aula. PALAVRAS-CHAVE: letramento digital; Tecnologias Digitais de Informação e Comunicação; formação de professores de língua portuguesa; formação docente.   ABSTRACT:In this study we present some proposals regarding the initial and continuous training of Portuguese teachers in the use of digital communication technologies as a strategy for re-elaboration and reconfiguration of their pedagogical practices. The technological and digital transformations that have been occurring in society and which consequently affect the interior of the classrooms have interfered in our pedagogical practices and in the relationships between teaching and learning, requiring of us, teachers, a constant search for formation. The purpose of this text is to reflect on the subject of digital information and communication technologies in the teacher formation process and about the design of digital literacy as a resource in the mediation of teaching and learning for teachers of Portuguese language. For that, we present a qualitative research, based on a bibliographical reflection, taking as theoretical contribution the studies of Castells and Cardoso (2005), by Coscarelli (2016), regarding digital technologies, as well as Soares’s researches (2012) and Xavier (2005) on digital literacy. The studies point to the improvement in the initial and continuing training of teachers, in the case of Portuguese-speaking teachers, in order to offer and experience literacy situations digitally inside and outside classrooms. KEYWORDS: digital literacy; Digital Information and Communication Technologies; Portuguese teacher education; teacher education.

scholarly journals Experiencing Pedagogical Practices with Digital Resources in The Teacher Training of English Teachers

RENOTE ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 497-506
Author(s):  
Ângela Musskopf ◽  
Débora Nice Ferrari Barbosa ◽  
Patrícia B. Scherer Bassani
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Basic Education ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Proficiency Level ◽  
Information And Communication

This research deals with the inclusion of digital educational resources in an English teacher-training course and the possible benefit from the use of this in the improvement of the students’ proficiency level. For that, the researchers understood that it was necessary to study theories of second language learning and look for common principles between such theories and information and communication technologies (ICT). The use of the cartographic method to develop the research resulted in three categories of analyses: (a) the relation between SLL theories and ICT; (b) the relation between the students and ICT; and (c) the students’ proficiency level in English. The research generates products which can be used in the processes of teaching and learning in Basic Education, such as papers and a presentation.

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.

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