scholarly journals WebQuest as the Answer for Altering Learning/Educational Needs Using the Example of LSP

2018 ◽  
pp. 257-267
Author(s):  
Joanna Kic-Drgas
Keyword(s):  
Educational Needs ◽  
Teaching Tool ◽  
Educational Context ◽  
Teaching Process ◽  
Learning Conditions

The paper aims to present the possibilities WebQuest gives in the educational context for recognising and catering to individual learners’ needs. The focus of the article is on altering the learning conditions contributing to the deepening diversity of learners’ needs. The use of the example of WebQuest as a teaching tool in LSP (Language for SpecificPurposes) class for monitoring needs, together with a highly personalised teaching process, is analysed. The presented application of WebQuest fillsin the gap in the individualisation of the teaching process.

scholarly journals AUGMENTED REALITY AS A TEACHING TOOL IN HIGHER EDUCATION

2015 ◽  
Vol 3 (1) ◽  
pp. 7-15
Author(s):  
Tashko Rizov ◽  
Elena Rizova
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
Learning Process ◽  
New Technology ◽  
Rapid Development ◽  
Teaching Tool ◽  
Learning Material ◽  
Teaching Process ◽  
University Teachers ◽  
Measuring Outcomes

Rapid development of the technology has influenced its inevitable entrance in the learning processes. Teachers are often challenged to use the appropriate educational technology in the process of teaching in order to ease the learning process of students. Introducing new technology in the teaching process should utilize the new technology in any possible way in order to assist the teacher in transferring the knowledge and assist the students in grasping that knowledge. This paper should emphasize the benefits of using augmented reality in higher education, by measuring outcomes of the students which used augmented reality as a teaching tool in the courses. Results from the survey imply that students show significantly improved results in increasing the interest, understanding and interiorizing the learning material. University teachers found that using augmented reality is significantly improving the learning process of students and their teaching process in a pedagogical and technical sense.

scholarly journals Preocupações e expectativas dos pais de crianças com Necessidades Educativas Especiais (NEE) em Portugal

2019 ◽  
pp. 119-132
Author(s):  
Carla Barbosa ◽  
Ivone Neves
Keyword(s):  
Private School ◽  
Well Being ◽  
Educational Needs ◽  
Educational Context ◽  
Special Educational Needs ◽  
Educational Support ◽  
Children And Young People ◽  
Professional Integration ◽  
Social Nature ◽  
Qualitative Nature

Resumo Esse estudo expõe as preocupações, expectativas e prioridades dos pais de crianças/ jovens com Necessidades Educativas Especiais (NEE), quando seus filhos frequentam o contexto educativo. Na pesquisa empírica de natureza qualitativa, entrevistaram-se pais de crianças com NEE que frequentavam o pré-escolar, 1º, 2º 3º ciclos e ensino secundário de uma instituição escolar privada do Porto, Portugal. Nos dados coletados, concluímos que fatores de natureza pessoal, educativa e social influenciam as prioridades, preocupações e expectativas dos pais na integração de seus filhos com NEE, no contexto educativo. Destacam-se práticas educativas inclusivas, ensino com capacidade de resposta estrutural, organizativa e humana às NEE, onde as competências de todas as crianças e jovens são válidas; escola e docente que trabalhem em colaboração com as famílias na continuidade dos apoios educativos. Expectativas de felicidade e bem-estar são esperadas também, assim como a valorização e integração profissional na sociedade. Palavras-chave: Inclusão Escolar. Necessidades Educativas Especiais. Família. Abstract This study exposes the concerns, expectations and priorities of the parents of children/youth with Special Educational Needs (SEN), when their children attend the educational context. In the empirical research of qualitative nature, it was interviewed parents of children/youngsters with SEN who attended the preschool, 1st, 2nd and 3rd cycles and secondary education of a private school in Porto, Portugal. In the collected data, we concluded that factors of a personal, educational and social nature influence the priorities, concerns and expectations of the parents in the integration of their children with SEN in the educational context. It is emphasized inclusive educational practices, teaching with capacity of structural, organizational and human answer to the SEN, where the competences of all children and young people are valued; school and teacher that work in collaboration with families in the continuity of educational support. Expectations of happiness and well-being are also expected, as well as the valorization and professional integration in society. Keywords: School inclusion. Special educational needs. Family.

scholarly journals ICTs and New Scenarios for Diversity

2021 ◽  
Vol 1 (2) ◽  
pp. p17
Author(s):  
José Manuel Salum Tomé, PhD.
Keyword(s):  
Educational System ◽  
New Technologies ◽  
Meaningful Learning ◽  
Social Institution ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Teaching Process ◽  
Diversity And Inclusion ◽  
New Knowledge

Research is a process aimed at seeking new knowledge, in this case, it will be to find alternative paths in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems that contribute to inclusion, which led man to work with greater ergonomics; The school, a social institution, also needs these resources so that all students can build a teaching process of functional and meaningful learning for each and every student. The educational system outlines an education that attends to the educational needs of all students; and from these pages the intention is that new technologies are a path of support that assists diversity and inclusion.

scholarly journals POR PROFESSORES E ALUNOS ESPECIAIS: O ESPAÇO DA INDIVIDUALIZAÇÃO.

2007 ◽  
Vol 5 (10) ◽  
pp. 58-62
Author(s):  
Graciele Massoli Rodrigues ◽  
Maria Da Consolação Gomes Cunha Fernandes Tavares
Keyword(s):  
Physical Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Teaching Process ◽  
The Subject ◽  
The Moment ◽  
The Individual

O presente ensaio tem como objetivo trazer à luz a questão da individualização no processo de ensino no espaço da Educação Física para portadores de necessidades educacionais especiais. Ressaltamos que é no momento em que se discuti a inclusão dos portadores de deficiência numa sociedade excludente e que caminha para a globalização/ é que emerge a carência de reflexão sobre o indivíduo concreto/ historicamente construído e diluído nas relações que se findam e permeiam o cotidiano. The present rehearsal has as objective to bring to the light the subject of the individualization in the teaching process in the space of the Physical Education for carriers of special educational needs. We stood out that is in the moment in that if l discussed the inclusion of the deficiency carriers in a society excludente and that walks for the globalization it is that the reflection lack emerges on the individual concrete/ historically built and diluted in the relationships that if complete and they permeate the daily.

scholarly journals POR PROFESSORES E ALUNOS ESPECIAIS: O ESPAÇO DA INDIVIDUALIZAÇÃO.

2007 ◽  
Vol 5 (11) ◽  
pp. 45-49
Author(s):  
Graciele Massoli Rodrigues ◽  
Maria Da Consolação Gomes Cunha Fernandes Tavares
Keyword(s):  
Physical Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Teaching Process ◽  
The Subject ◽  
The Moment ◽  
The Individual

O presente ensaio tem como objetivo trazer à luz a questão da individualização no processo de ensino no espaço da Educação Física para portadores de necessidades educacionais especiais. Ressaltamos que é no momento em que se discuti a inclusão dos portadores de deficiência numa sociedade excludente e que caminha para a globalização/ é que emerge a carência de reflexão sobre o indivíduo concreto, historicamente construído e diluído nas relações que se findam e permeiam o cotidiano. The present ensay has as objective to bring to the light the subject of the indívidualization in the teaching process in the space of the Physical Education for carriers of special educatíonal needs. We stood out that is in the moment in that if I díscussed the inclusion of the deficiency carriers in a society excludente and that walks for the globalization it is that the reflectíon lack emerges on the individual concrete, historically built and diluted in the relationships that if complete and they permeate the daily.

scholarly journals System Description as a Starting-Point for Teaching Simula

1977 ◽  
Vol 6 (66) ◽  
Author(s):  
Lars Mathiassen
Keyword(s):  
Computer Science ◽  
Programming Language ◽  
Good Choice ◽  
Educational Context ◽  
Teaching Process ◽  
System Description ◽  
Starting Point

<p>In the first part of the paper it is shown by an example how system description can be used as a starting point for teaching SIMULA to beginners. The system description techniques used are based upon the philosophy developed in connection with the DELTA language.</p><p>In the second part of the paper it is argued why system description - as shown in the example - should be used as a starting point for teaching programming, and, having chosen this line of approach to the teaching process, why SIMULA is a good choice of programming language. Various requirements are imposed upon the planning and teaching of a programming course. These requirements are primarily derived from the connection between production, qualification and education. Secondly they are derived from the educational context of the programming course and from the knowledge and methods that have been developed in different areas of computer science. It is argued that these requirements can be met in the planning and teaching of a programming course, when using system description as a starting point. The paper was presented at the Fourth Simula Users Conference at Leeuwenhorst Congres Center, Holland, September 1976.</p>

scholarly journals Online learning in kindergarten during Covid-19: Teachers’ experience and perception in Italy

2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Sabrina Panesi ◽  
Chiara Fante ◽  
Lucia Ferlino
Keyword(s):  
Online Learning ◽  
Educational Needs ◽  
Kindergarten Teachers ◽  
Educational Context ◽  
Special Educational Needs

Before pandemic, online learning was not widespread in the Italian educational context with preschoolers. This study investigates how a sample of 143 Italian kindergarten teachers describe their experiences and perception in conducting online learning during Covid-19 lockdown. Findings revealed that collaboration among teachers seems to be one of the most important elements to guarantee quality online learning, as well as the emotional and relational dimensions that involve kindergarten teachers and children with their families as “mediator”, especially with children with Special Educational Needs (SEN). Although this study was conducted in an emergency period, these findings may have important implications in online learning with preschoolers also during the post pandemic period.

Placing the Framework within the Educational Context

2015 ◽  
pp. 1-17
Keyword(s):  
Emerging Technologies ◽  
Educational Innovation ◽  
Educational Needs ◽  
Educational Context ◽  
The Core ◽  
Educational Framework ◽  
Best Fit ◽  
The Way

This chapter introduces the reader to Part I of the book, describing the educational framework where the core ideas of the book best fit. The appropriate background and fundamental concepts are epitomized, in order to surface the space where the educational needs are placed. In this way, the comprehension of the role of the emerging technologies and the way they could meet such needs, supporting educational innovation, is facilitated.

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