scholarly journals Object of the activity systems as a major barrier to the creative use of ICT in schools

2001 ◽  
Vol 17 (3) ◽  
Author(s):  
Lim Cher Ping
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Activities ◽  
Activity Systems ◽  
Major Barrier ◽  
Information And Communication ◽  
Ict Tools ◽  
Economics Courses

<span>Despite the research and investment of Information and Communication Technologies (ICT) in schools, many teachers still use it as a neutral tool; that is, a tool that can be used to carry out the same teaching and learning activities as have been undertaken previously with non-ICT tools. This paper adopts activity theory as a conceptual framework to describe and analyse how the objectives of two economics courses are shaped by their participants and learning environments, and in turn, how these shared objectives affect the way ICT is used in these courses. The paper goes on to suggest that the object of the activity systems poses a major barrier to the creative use of ICT in schools.</span>

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 Role of information and communication technologies in educational systems: a systematic review

2020 ◽  
Vol 6 (7) ◽  
pp. 277
Author(s):  
Muluneh E. Gizaw ◽  
Getachew W. Tessema
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Educational Systems ◽  
Learning Practices ◽  
Ict Implementation ◽  
Teachers And Students ◽  
Information And Communication ◽  
Ict Tools ◽  
The Impact

<p>The aim of this study is to investigate the impact of information and communication technology (ICT) integration in the teaching and learning practices of educational systems. The study is carried out by reviewing various literatures and studies on the ideas of ICT and its usage in teaching and learning practices. The study reveals that ICT is vital to transform the teaching and learning process and has a great importance for both teachers and students. It also looks at the definitions of ICT as given by different scholars. Lack of well-equipped ICT tools, beliefs and commitments of teachers as well as students on Technology-based Teaching and Learning practices are the main challenges of ICT implementation in education successfully.</p>

Learning Environments of Technologysupported Teacher Education Classrooms in Relation to Gender, Previous Qualifications and Teaching Subjects

2021 ◽  
pp. 71-86
Author(s):  
Monika Kumari ◽  
Vandana Goswami ◽  
Adit Gupta
Keyword(s):  
Teacher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Reliability And Validity ◽  
Communication Technologies ◽  
Educational Process ◽  
Information And Communication ◽  
Very High

The students of 21st century have very high learning expectations. Concept of teaching and learning has changed tremendously due to globalization and explosion of knowledge. New tools of Information and Communication Technologies (ICTs) may contribute considerably towards all phases of educational process including the area of teacher education. The need for teacher training is widely acknowledged in the light of this development. The aim of this study was to assess students' perceptions of the learning environments of technology supported teacher education classrooms in relation to three variables, i.e., previous qualification, gender and teaching subjects. A sample of 317 students from six classes was taken. The tool used for the study was the modified form of Technology–Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). In these classrooms, different information and communication technology tools like laptops, computers, and multimedia projectors, interactive boards etc. are regularly used to communicate, disseminate, store, and manage curriculum information for the benefit of the students. Results of the study strongly support the reliability and validity of the questionnaire in these classroom settings. The results show that the students perceive their technology-supported learning environment in a positive manner. Results on investigation of previous qualification, gender differences and teaching subjects suggest that there exist some differences in technology-supported learning environments as measured by the TROFLEI.

scholarly journals O uso das TICs como ferramenta de ensino-aprendizagem no Ensino Superior / Use of technologies of information and knowledge as teaching-learning tools in higher education

2015 ◽  
Vol 25 (44) ◽  
pp. 16-26 ◽  
Author(s):  
Alex Sander Miranda Lobo ◽  
Luiz Claudio Gomes Maia
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Learning Tools ◽  
Information And Communication ◽  
Ict Tools ◽  
Teaching Learning

Este ensaio buscou apresentar algumas formas de utilização das Tecnologias da Informação e Comunicação (TIC) no sistema superior de ensino, como apoio ao ensino-aprendizagem e seus desdobramentos. Foi feita uma revisão literária com intuito de mostrar alguns caminhos e práticas para o ensino-aprendizagem, qual o perfil do novo docente frente a estas novas tecnologias, seu papel na utilização das mesmas e o resultado esperado quando da utilização das mesmas. Algumas ferramentas de TIC, que podem ser utilizadas em pesquisas, exposição de conteúdo e disseminação de conhecimento são apresentadas para este contexto. Como resultados percebemos que a tecnologia é uma auxiliar muito importante no processo de ensino, cabendo às instituições de ensino propor currículos bem elaborados; aos professores serem capacitados e interessados em melhorar constantemente as aulas; os alunos terem interesse e não serem passivos, buscarem constantemente adquirir novos conhecimentos.Palavras-Chave: Tecnologia da Informação e Comunicação (TIC). Ensino-Aprendizagem (EA). Ensino Superior.AbstractThis article aims to present some uses of Information and Communication Technologies (ICT) in teaching superior system to support the teaching - learning and its consequences. A literary review was made with the intention to show some ways and practices for teaching and learning, which the profile of the new teaching front of these new technologies, their role in the use of the same and the expected result when using them. Some ICT tools that can be used in research, content display and dissemination of knowledge are presented in this context. As a result we see that the technology is a very important aid in the teaching process, leaving educational institutions offer well-designed curricula; teachers are qualified and interested in constantly enhance lessons; students have interest and not being passive, seek constantly acquire new knowledge.Keywords: Information and Communication Technology. Teaching and Learning. Higher Education. 

Role of Information and Communication Technologies in Transforming Teaching and Learning Environments

2020 ◽  
pp. 1-12
Author(s):  
Deepam Goyal ◽  
Nitika Goyal
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Human Life ◽  
Communication Technologies ◽  
Daily Lives ◽  
The Status ◽  
Information And Communication ◽  
The Moment

No aspect of human life has remained untouched by information and communication technologies (ICT) at present. Various forms of media like radio, computers, televisions, computers, etc. keep on surrounding us right from the moment we wake up in the morning till we go to bed at night. The electronic media, which have become an inseparable part of our daily lives, fall under the umbrella of a single entity known as ICT. As the society has moved one step ahead from being information society to acquiring the status of knowledge society, the knowledge and use of ICT tools has become even more important. ICT has a deep impact on every sphere of human life and education is no exception. Use of information communication technologies has promoted drastic changes in work environment, transformed the ways of handling and exchanging information, and has an everlasting impact on teaching-learning pedagogy. This chapter presents the role of ICT transforming the teaching and learning environments. The limitation of ICT and the challenges in implementation have also been discussed.

Information and Communication Technologies

2011 ◽  
pp. 81-103 ◽  
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 (teacher-directed, 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 E-Learning in the School: Applied to Teaching Mathematics in Portugal

10.28945/3069 ◽  
2007 ◽  
Author(s):  
Maria Joao Gongalves ◽  
Claus Kaldeich
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Activities ◽  
Teaching Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Information And Communication ◽  
E Learning ◽  
At Home

In this paper will be present a snapshot of the situation of teaching and learning Mathematics in Portugal, as well as some statistics which pose the reality of this subject in the school rooms and homes of this country. Further will be present some applications of the Information and Communication Technologies (ICT) to improve the teaching and learning activities of Mathematics, in the school room and at home. Some platforms which support the e-learning will be present too, as motivation to apply these technologies in a larger scale in the education in Portugal or in other countries.

scholarly journals La importancia del guion instruccional en el diseño de ambientes virtuales de aprendizaje

2017 ◽  
Vol 10 (2) ◽  
pp. 47-60
Author(s):  
Aida Mercedes Gomez-Suarez
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Meaningful Use ◽  
Communication Technologies ◽  
Educational Resources ◽  
University Teaching ◽  
Educational Institutions ◽  
Information And Communication ◽  
The Subject

The appropriation of information and communication technologies (ICTs) in the processes of teaching and learning is one of the main challenges of educational institutions and teachers in the current society of knowledge, as responsible for a use Rational and meaningful use of its digital educational resources (RED). This involves developing competencies in the implementation of ICT in the classroom to enrich the learning environments. This article presents a reflection on the instructional guide as a didactic tool in the elaboration of RED that facilitates the design of these resources to support the activities of the classroom in these processes. This reflection is the result of a research on the subject carried out in a context of university teaching

scholarly journals КОМПЛЕКСНИЙ ПІДХІД У ВИКОРИСТАННІ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ НАУКОВОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ ЕКОЛОГІВ

2016 ◽  
Vol 52 (2) ◽  
pp. 81
Author(s):  
Iryna O. Soloshych ◽  
Svitlana I. Pochtoviuk
Keyword(s):  
Urban Ecology ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Communication Technologies ◽  
Educational Standard ◽  
Research Activities ◽  
Study And Teaching ◽  
Information And Communication ◽  
Ict Tools

On the basis of educational standard analysis and interrogation of ecology disciplines teachers from high educational establishments it is noticed the necessity to inculcate information and communication technologies in teaching and learning process of ecology disciplines. The article investigates the use of various ICT tools in the «urban ecology» subject study and teaching method that focuses on the use of ICT in the research activities of future environmental experts. The main areas of use of ICT in teaching discipline of «urban ecology» and the basic elements of electronic methodical complex of disciplines are highlighted. Examples of the use of ICT to solving practical problems and proprietary program solution are adduced.

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