scholarly journals ICT use by journalism professors in Colombia

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
Elias Hung Said
Keyword(s):  
First Trimester ◽  
Learning Opportunities ◽  
Academic Programs ◽  
Traditional Teaching ◽  
Information And Communications Technologies ◽  
Pedagogical Strategies ◽  
Ict Use ◽  
Communications Technologies ◽  
Traditional Teaching Methods ◽  
Teaching Learning

<span>This article analyses how journalism professors at Colombian universities use information and communications technologies (ICT) in their teaching. Survey data was obtained during the first trimester of 2009 from 63 professors in journalism departments and from a total of 865 professors who are affiliated with journalism departments at 29 universities that belong to the Colombian Association of Journalism Departments and University Programs. These professors have, until now, replicated traditional teaching methods when employing currently available technological resources. The article discusses the factors that influence the teaching uses of ICT and the implementing of pedagogical strategies in the classroom. The results help define the profiles of professors in academic programs in which ICT use is limited, and factors such as investment of time and resources which determine the productive use of ICTs, as well as the implementation of pedagogical models related to new teaching-learning opportunities in the classrooms at Colombian universities.</span>

scholarly journals Enhanced eBooks in the teaching/learning process of electronics

2016 ◽  
Author(s):  
Cecilia Gimeno ◽  
Carlos Sánchez-Azqueta ◽  
Santiago Celma ◽  
Concepción Aldea
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environments ◽  
Traditional Teaching ◽  
Information And Communications Technologies ◽  
Teaching Methodologies ◽  
Multimedia Resources ◽  
Communications Technologies ◽  
Invaluable Tool ◽  
E Learning ◽  
Teaching Learning

Information and communications technologies (ICTs) are an invaluable tool to facilitate and promote meaningful learning. Numerous higher education institutions have already adopted the use of virtual learning environments, incorporating e-learning along with traditional teaching methodologies as part of a mixed learning. M-learning maintains all the advantages of e-learning while adding the possibility of learning anywhere and anytime. This work presents an enhanced book in Electronics that contains a set of multimedia resources (images, videos, and apps) that have been specifically created to stimulate an adapted and interactive learning. The material presented in this work has been designed to be downloadable to mobile devices (smartphones and tables) running iOS and Android.

scholarly journals COVID-19: Threat or ally in the teaching-learning process in phytopathology?

2021 ◽  
Vol 39 (4) ◽  
Author(s):  
María Del Milagro Granados-Montero
Keyword(s):  
Learning Process ◽  
Culture Media ◽  
Teaching Experience ◽  
Information And Communications Technologies ◽  
Educational Project ◽  
Years Of Teaching Experience ◽  
Communications Technologies ◽  
The Family ◽  
Set Up ◽  
Teaching Learning

<p>Preventive confinement against COVID-19 changed the teaching-learning process of the Phytopathology course at the Faculty of Agronomy of the UCR. Information and Communications Technologies (ICT) were integrated into a program called ‘Phytopathology 2020, at the distance but together’. Each student received at her home a box of materials, including culture media and a paper microscope, that allowed her to set up and carry out different phytopathological techniques. The result obtained exceeded expectations and previous results in 16 years of teaching experience. The integration of the family into the educational project was surprising, fostering values of mutual commitment in education and prevention of COVID-19.</p>

scholarly journals UMA ABORDAGEM DE JOGOS DE TABULEIRO NO ENSINO EM CIÊNCIAS CONTÁBEIS

2019 ◽  
Vol 12 (4) ◽  
pp. 398
Author(s):  
Sirlene Siqueira Alves ◽  
Armando Paulo da Silva ◽  
Eduardo Filgueiras Damasceno
Keyword(s):  
Teaching Method ◽  
Traditional Teaching ◽  
Course Content ◽  
Board Games ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
Before And After ◽  
Teaching Learning ◽  
And Control

The accounting higher education has techniques of knowledge transfer for the professional formation of the academic, therefore, most of the teaching techniques are focused on the disclosure of the laws due to the financial movement of the organizations. Knowing this, much of the advancement in teaching is due to the transmission of the experience of the accounting professor and the student facing the labor market operations. There are other methods of teaching accounting such as lecture, case study, seminars, discussion and debate, however they are still focused on the transmission of experiences or the fictional representation of teaching. This article aims to highlight the use of board games in the Accounting Science course, the teaching based on game fiction, as a way of fixing the content in the teaching of cost accounting, compared to traditional teaching methods. To prove the hypothesis, a board game was created, focused on promoting student engagement and favored the transmission of course content. For research observation and control, questionnaires based research methods were used before and after the use of the game in specific classes of the Accounting Science course. The results were demonstrated through graphs for better visualization. Thus, it was possible to conclude that there was a significant difference in the results before and after the application of this teaching method. In addition, students interacted and became cooperatively involved, which proved the effectiveness of the method in motivating and engaging students in the teaching-learning process.

Sectoral Analysis of ICT Use in Nigeria

2011 ◽  
pp. 3364-3368 ◽  
Author(s):  
Isola Ajiferuke ◽  
Wole Olatokun
Keyword(s):  
Developing Countries ◽  
International Development ◽  
Financial Services ◽  
Poor Country ◽  
Current Status ◽  
Information And Communications Technologies ◽  
Economic Activities ◽  
Ict Use ◽  
Economics Of Scale ◽  
Communications Technologies

Information and communications technologies (ICTs) have become key tools and had a revolutionary impact of how we see the world and how we live (Dabesaki, 2005). They have the potential to be a major driving force behind the economic growth of any nation because of their potentially strong restructuring impact on existing economic activities and the ability to affect economic activities in a variety of ways. These include improving the quality of existing services, creating new services, raising labor and productivity, increasing capital intensity, enhancing economics of scale, and creating new economic structures. ICTs are also paving the way for greater ease of movement of technical and financial services, and are instrumental to development during the rapid globalization process. From the information technology revolution, a new kind of economy emerges. This is the information-based economy in which information along with capital and labor is a critical resource for creation of income and wealth for the enhancement of competitiveness. ICTs have also left their mark on the political and social dimensions of development, specifically by enhancing participation in decision-making processes at the corporate, local, and national levels. It is an established fact that a few developing countries like China, India, and Brazil are successfully taking advantage of the opportunities information and communications technologies offer and have made significant improvement in their economic, and many more developing countries (including Nigeria) are beginning to derive some of the potential benefits. For most of the developing world, however, information and communications technologies remain just a promise, and it seems a distant one at that. There is little evidence from past experience of national and international development policies, strategies, and programs to suggest that much will change for large segments of the world’s poorest people. Nigeria, like most developing countries, is an “information- poor” country where the deployment and application of ICTs is still in its infancy. This article, which is an updated version of an earlier one (Ajiferuke & Olatokun, 2005), presents the current status of ICT in Nigeria, particularly its applications in some sectors of the nation’s economy. It also identifies some inhibitions to the effective deployment and exploitation of ICT in Nigeria and concludes with a discussion of the policy issues, challenges, and prospects of ICT use in Nigeria.

scholarly journals Effect of an educational game on student´s learning: different approaches for evaluation

2017 ◽  
Author(s):  
FERNANDA Klein MARCONDES ◽  
Lais Tono Cardozo ◽  
Pamela Mello-Carpes ◽  
Luis Henrique Montrezor
Keyword(s):  
Educational Game ◽  
Traditional Teaching ◽  
Active Teaching ◽  
Assessment Tests ◽  
Traditional Teaching Methods ◽  
Before And After ◽  
Teaching Learning ◽  
Reading Activity ◽  
Evaluation Approaches ◽  
Physiology Students

The aim of this work was to evaluate the effect of an educational game about cardiac cycle, used as replacing or complementing activity for traditional teaching methods, on the learning of physiology students by using different evaluation approaches. The comparisons were made between the grades obtained in pre- and post-tests applied before and after the use of the game, and between the number of correct answers of groups that performed an activity with the puzzle or had a lecture or reading, in the same or different careers. In all these approaches, the students who performed the activity with the educational game had a better performance in the assessment tests in comparison with those who did not use the educational game. This effect was observed when the puzzle replaced a lecture or reading activity and also when it was used as a complementary activity after a previous lecture. In conclusion, the results of the present study showed that one educational game used as active teaching-learning method can improve the students’ learning, and that its effect on student´s learning can be evaluated by different approaches by the teacher during the classroom routine.

scholarly journals Formación universitaria e intervención social: una contribución de las técnicas gestálticas / University Education and Social Intervention: A Contribution from Gestalt Techniques

2015 ◽  
Vol 34 (2) ◽  
pp. 133
Author(s):  
Roser Manzanera-Ruiz ◽  
Francisco Sierra-Luque ◽  
Purificación Borrego-García
Keyword(s):  
Teaching Methods ◽  
Life Experiences ◽  
Social Work Students ◽  
University Education ◽  
Social Intervention ◽  
Traditional Teaching ◽  
Know How ◽  
Traditional Teaching Methods ◽  
Teaching Learning ◽  
Psychological Dimensions

<p>Resumen:</p><p>El Espacio Europeo de Educación Superior hace hincapié en la adquisición de competencias durante los procesos de enseñanza-aprendizaje. Ello supone la renovación de las metodologías didácticas tradicionales hacia otras más creativas y prácticas, que enfaticen los aspectos formativos en el <em>saber hacer </em>e incluyan también la dimensión emocional y psicológica de las personas. El objetivo de este artículo es mostrar cómo las técnicas de la psicoterapia Gestalt, basadas en experiencias vivenciales, permiten la adquisición de un <em>saber hacer</em> fundamental en los quehaceres de los profesionales de la intervención social, a través de una experiencia en el aula con estudiantes de grado de trabajo social. Mostraremos cómo el aprendizaje de estas técnicas, desde la práctica vivencial, favorece la formación de futuros profesionales y también las potencialidades y las capacidades personales y emocionales.</p><p> </p><p>Abstract:</p><p>he European Higher Education Area emphasizes acquisition of skills in the teaching-learning process. This involves the renovation of traditional teaching methods towards other more creative aspects of learning that emphasize the “know-how” and take into consideration the individual’s emotional and psychological dimensions. The aim of this paper is to show how Gestalt psychotherapy techniques based on life experiences, allow acquisition of know-how in key tasks for social intervention professionals, through an in-class experience with social work students. We show how learning these techniques from experiential practice favours the formation of future professionals and their personal and emotional potentials and capabilities.</p>

scholarly journals The Impact of COVID Pandemic Consequences on Public Demand for Competence Formation in Humanitarian Education

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
Yuri Vsevolodovich Maslov ◽  
◽  
Iryna Sergiivna Pypenko ◽  
Yuriy Borysovych Melnyk ◽  
◽  
...  
Keyword(s):  
Student Attitudes ◽  
Traditional Teaching ◽  
Information And Communications Technologies ◽  
The Public ◽  
Significant Difference ◽  
Communications Technologies ◽  
The Impact ◽  
New Situation ◽  
Public Demand

The COVID pandemic has affected all human activity, most of all education. Lockdowns obliterated traditional teaching. Student attitudes towards educational format and content have also changed. The aim of this paper is to evaluate the impact of the pandemic consequences on public demand for competence formation in humanitarian education. Gathered through systemic written surveys (Project Tuning methodology) and interviewing the respondents (173 faculty and 322 students), participants to CIES-2020 and PPPMSF-2021 international conferences, the data were systematized, rated and analyzed using the methods of statistical analysis. Consequently, actual public demand for student competences was formulated. Top five choices by the faculty include: 1) ability to adapt to and act in new situation; 2) commitment to safety; 3) ability to search for, process and analyze information; 4) skills in the use of information and communications technologies; 5) ability to evaluate and maintain the quality of work. The student choices differ from faculty prioritizing the abilities: 1) to work autonomously; 2) to design and manage projects; 3) to adapt to and act in new situation; 4) to apply knowledge in practical situations; 5) to work in an international context. The results have shown a statistically significant difference between the public demand prior to the pandemic and after the introduction of social distancing measures. Views of faculty and students on the importance of particular competences have remained divergent, and the specific priorities are changing. One noticeable trend is prioritizing the ability to adapt to new situations by both faculty and students.

scholarly journals Modern Teaching Versus Traditional Teaching- Albanian Teachers Between Challenges and Choices

2017 ◽  
Vol 4 (4) ◽  
pp. 20 ◽  
Author(s):  
Valbona Balliu
Keyword(s):  
Teaching Methods ◽  
Scientific Information ◽  
Western World ◽  
Traditional Teaching ◽  
Practical Skills ◽  
Student Centered ◽  
Traditional Teaching Methods ◽  
The World ◽  
Theoretical Thinking ◽  
Teaching Learning

Education lies in the foundations of the nation. Providing knowledge to generations, consolidating their future, inspiring them to incarnate benevolence and esteem splendor, valor and good principles has been one of the oldest professions of mankind, the noblest and the most difficult tasks. It is very significant that Albania and its schools have been subject of this paper. The 25-year period of the country’s transition and the opening of the Albanian society to the Western World Modernization brought profound changes to the Albanian education institutions, in terms of the curricula, management and the teaching processes. The greatest part of teachers in Albania was educated during the communist period, where pedant and traditional teaching prevailed, mainly deriving from the Russian Academics. Traditional methods consider teachers as the center of the teaching process; as well as managers and the main and referential source of the scientific information. Novelties in the teaching-learning methods applied by Western Schools focus on student centered teaching; they create a variety of situations in which students evolve critical thinking. These methods have been acquired by teachers but, in the conclusions of our paper we noticed that, occasionally, they applied traditional teaching methods (especially in the scientific subjects). There is still space and worth for discussion regarding traditional teaching methods versus the modern ones. Various scholars have considered traditional teaching as the method developing theoretical thinking, whereas modern teaching develops practical skills, pragmatist and able to be oriented to the frenetic development of the world. Teachers, especially those teaching subjects like mathematics, physics and chemistry, consider traditional teaching to be more serious since students achieve better results in these subjects when outdated teaching methods have been applied. This paper and its conclusions can be considered interesting since confrontation of ideas regarding teaching methods remains a challenge for all teachers.

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