Digital literacy teachers of the 2nd and 3rd cycles of Viseu (Portugal) County schools

ABSTRACT The main objective of this article is to understand how basic school teachers (5th to 9th grades) of the Municipality of Viseu (Portugal) carried out their training on information and communication technologies. This article is part of a larger study conducted in 2012 and 2013. To have a clear picture about the skills in information and communication technologies, we applied a questionnaire and interviews and conducted individual and focused groups using a set of selected teachers. For a longitudinal analysis of the development of these skills over time, we compared the results of this study with previous analyses, particularly with that of Jacinta Paiva, in 2002, and noticed how evolved the indicators are. We concluded that training in information and communication technologies, as a rule, does not appear in initial teacher training and is much carried out by self-training, supported by friends and colleagues and in the framework of training departments. Moreover, it was found that there was significant improvement in the number of teachers who have undergone information and communication technologies training.

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EDUCATION AND DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES: A THEORETICAL/PRACTICAL EXPERIENCE IN INITIAL TEACHER TRAINING

Cadernos de Educação Tecnologia e Sociedade ◽

10.14571/brajets.v11.n2.228-237 ◽

2018 ◽

Vol 11 (2) ◽

pp. 228

Author(s):

Ronaldo Nunes Linhares ◽

Luiz Rafael Dos Santos Andrade

Keyword(s):

Teacher Training ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Practical Experience ◽

Theory And Practice ◽

Digital Information ◽

Initial Training ◽

Initial Teacher Training ◽

Information And Communication ◽

The Relationship

This article aims to discuss the relationship between theory and practice in the initial training of teachers for the use of Digital Information and Communication Technologies (DICT), based on an experience report from a class of Education and Communication Technologies, of the course of licenciatura in pedagogy, of Tiradentes University (Unit). As procedures were qualitatively analyzed the participation of students during and after the pedagogical activities developed in this discipline, on the use of DICT in initial teacher training. The sources, the productions and the evaluations of the experience were considered through questionnaire responses. As results we find that the answers and activities contribute with the vision that the future teachers are connected in the daily by technological devices, however they face considerable challenges related to the training for the use of these technologies in teaching, in what concerns the domain of communication potentialities of mediation of DICT for teaching practices in and outside the classroom.

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Infrastructural and Social Aspects of ICT Dissemination in Rural Areas in Ukraine in Juxtaposition with Other Post-Transition Countries—State of Play and Prospects for Rural Development

Journal of Risk and Financial Management ◽

10.3390/jrfm14010016 ◽

2021 ◽

Vol 14 (1) ◽

pp. 16

Author(s):

Aleksandra Synowiec

Keyword(s):

Rural Development ◽

Information And Communication Technologies ◽

Rural Areas ◽

Digital Literacy ◽

Transition Period ◽

Secondary Data ◽

Communication Technologies ◽

Transition Countries ◽

Social Aspects ◽

Information And Communication

The objective of this study is to identify the current state of, and the prospects for, information and communication technologies (ICT) dissemination in rural areas in Ukraine in juxtaposition with other post-transition countries. The spread of ICT is discussed within the frame of economic, infrastructural, and social factors affecting rural areas in Ukraine since the post-communist transition period. Information and communication technologies may support the socio-economic development of peripheral areas in many ways—including rural ones. Dissemination of ICT contributes to the emergence of sources of income, equalizes education opportunities, and increases the attractiveness of rural areas. However, the rural—urban divide in the countries of Central and Eastern Europe and other former USSR countries is still remarkable and, as a type of structural inequality, should be better recognized. The source material is based on secondary data, which consists of selected literature on the subject of rural development in Central and Eastern European Countries, strategic documents, available reports and studies of international institutions, research from agencies, state documents and statistics, and research conducted by international and domestic NGOs. In reference to the paper’s objective, the method of content analysis was employed. Dissemination of ICT in rural areas in Ukraine is influenced by two groups of factors. The infrastructural divide concerning Internet access between rural and urban populations in Ukraine has been diminishing, but the issue of structural exclusion due to place of residence has still not been solved. As far as the social aspects of ICT dissemination in rural areas in Ukraine are concerned, the level of digital literacy among rural dwellers is significantly lower in comparison to urban residents. Rural areas are more exposed to the consequences of various aspects of digital exclusion.

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THE DIGITAL PROFILE OF SCHOOL TEACHERS IN THE UNITED ARAB EMIRATES AND THEIR USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHING AND LEARNING

EDULEARN21 Proceedings ◽

10.21125/edulearn.2021.0633 ◽

2021 ◽

Author(s):

Stephanie Bernier ◽

Dimitrios Vlachopoulos

Keyword(s):

Information And Communication Technologies ◽

United Arab Emirates ◽

Teaching And Learning ◽

Communication Technologies ◽

School Teachers ◽

Information And Communication

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Formación y uso de TIC en educación superior: opiniones del profesorado

CPU-e Revista de Investigación Educativa ◽

10.25009/cpue.v0i27.2557 ◽

2018 ◽

pp. 33-59

Author(s):

José Ricardo López Espinosa ◽

Edgar Oswaldo González Bello ◽

Rocío López González

Keyword(s):

Teacher Training ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Descriptive Study ◽

Teaching Performance ◽

Quantitative Methodology ◽

Information And Communication ◽

Training Courses ◽

The University ◽

Formación Docente

En este trabajo se analizan las deficiencias y avances que se han generado en el marco del Programa Institucional de Formación Docente de la Universidad de Sonora y su contribución al desarrollo de la enseñanza mediante la capacitación del profesorado sobre el uso de Tecnologías de Información y Comunicación en la enseñanza. Es un estudio de corte cuantitativo en el cual se aplicó un cuestionario a 80 profesores, de distintas disciplinas, quienes han participado en cursos de capacitación que ofrece la institución para el uso de recursos digitales. Los resultados revelan la necesidad de ofrecer capacitaciones acordes a los requerimientos particulares de la planta docente, así como cursos especializados enfocados en instruir cómo emplear pedagógicamente las tecnologías en cada asignatura con el propósito de mejorar el ejercicio docente. También se advierte que la formación ofrecida en la institución poco ha logrado motivar a los profesores para utilizar las tecnologías.Training and use of ICT in higher education: teachers opinionsAbstractThis paper analyzes the deficiencies and progress that has been generated under the Institutional Program of Teacher Training of the University of Sonora and its contribution to the development of teaching through teacher training on the use of Information and Communication Technologies in teaching. It is a descriptive study of quantitative methodology in which questionnaires were applied to 80 teachers from different disciplines who have participated in training courses offered by the institution the use of ICT. The results reveal the need for trainings according to the requirements of teachers, as well as the lack of specialized courses focused on instructing how to use the technologies in each subject for the purpose of improving the teaching performance. It is also noted that the training provided in the institution has not managed to motivate teachers to use the technologies. Recibido: 18 de agosto de 2017Aceptado: 10 de julio de 2018

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Revisão sistemática sobre letramento digital na formação de professores

Texto Livre Linguagem e Tecnologia ◽

10.17851/1983-3652.12.3.128-143 ◽

2019 ◽

Vol 12 (3) ◽

pp. 128-143

Author(s):

Késsia Mileny De Paulo Moura

Keyword(s):

Systematic Review ◽

Student Teachers ◽

Information And Communication Technologies ◽

Digital Literacy ◽

Social Dynamics ◽

Digital Technologies ◽

Communication Technologies ◽

Digital Information ◽

Teachers And Students ◽

Information And Communication

RESUMO: Pesquisar a inserção das tecnologias digitais da informação e comunicação nos contextos formativos envolve problematizar as percepções, apropriações e significações de professores e alunos sobre a questão. Este texto buscou identificar as produções científicas brasileiras (teses e dissertações) a respeito do letramento digital na formação de professores, realizadas entre os anos de 2010 a 2018. Utilizamos a revisão sistemática como procedimento metodológico, com o auxílio do software Parsifal. Pontuamos as seguintes equações para verificar nos trabalhos: quais objetivos de pesquisa essas produções revelam? Que perspectivas de letramento digital e quais procedimentos e instrumentos metodológicos os pesquisadores adotaram? Quais resultados dos processos de letramento digital trabalhados na formação de professores foram revelados? Como resultados, validamos 37 trabalhos, que apontam as configurações das propostas de formação com usos das tecnologias digitais que procuram responder às novas dinâmicas sociais para as quais os alunos-professores precisam estar aptos. De acordo com as pesquisas encontradas, os cursos de formação inicial ou continuada têm inserido as tecnologias digitais em suas práticas, mas as possibilidades de usos ainda são muitas. PALAVRAS-CHAVE: letramento digital; formação de professores; revisão sistemática. ABSTRACT: Researching the insertion of digital information and communication technologies in the formative contexts involves problematizing teachers and students’ perceptions, appropriations and meanings about the issue. This text sought to identify the Brazilian scientific productions (theses and dissertations) regarding digital literacy in teacher education, between the years 2010 to 2018. We used the systematic review as a methodological procedure, with the help of the Parsifal software. We scored the following equations to verify the work: which research objectives do these productions reveal? What perspectives of digital literacy and what procedures and methodological instruments did the researchers adopt? What results of the digital literacy processes worked on in the training of teachers were revealed? As results, we validated 37 works, which point out the settings of training proposals with uses of digital technologies that seek to respond to the new social dynamics that student-teachers need to be able to. According to the research works found, the initial or continued training courses have lent themselves to insert the digital technologies, but the possibilities of uses are still many. KEYWORDS: digital literacy; teacher training; systematic review.

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Interactive Generation Brazil Research

Rethinking the Conceptual Base for New Practical Applications in Information Value and Quality - Advances in Information Quality and Management ◽

10.4018/978-1-4666-4562-2.ch013 ◽

2014 ◽

pp. 284-303 ◽

Cited By ~ 1

Author(s):

Brasilina Passarelli ◽

Alan César Belo Angeluci

Keyword(s):

Data Analysis ◽

Information And Communication Technologies ◽

Mobile Phones ◽

Digital Literacy ◽

Methodological Approach ◽

Communication Technologies ◽

Theoretical Framework ◽

Digital Natives ◽

Educational Policies ◽

Information And Communication

The contemporary hybridism has led new generations to a connected-based society in which relations among individuals are even more mediated by the arising Information and Communication Technologies (ICT). Some aspects of these mediations need to be deeply understood since new and different usages, habits, and practices with media are being observed among those born since the nineties – the digital natives. Aiming to investigate this context, a study was carried out to better understand how children and teenagers interact with four screens: computers, TV, games, and mobile phones. From a quantitative methodological approach, data was collected using a survey applied in Brazilian schools. A theoretical framework on digital literacy concepts was used as base for two-layer of data analysis on these four media, and the results were organized in five topics that show the main outcomes. They can be the basis of further educational policies grounded in real diagnosis.

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Digital Literacy in a Lifelong Learning Programme for Adults

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch047 ◽

2014 ◽

pp. 841-856

Author(s):

Athanassios Jimoyiannis ◽

Maria N. Gravani

Keyword(s):

Lifelong Learning ◽

Instructional Practices ◽

Information And Communication Technologies ◽

Digital Literacy ◽

Communication Technologies ◽

Literacy Skills ◽

Ict Literacy ◽

Individual Instruction ◽

Information And Communication ◽

To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults' knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners' needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

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Free Software Implementation Experiences for the Promotion of the Liquid Society

Current Trends and Future Practices for Digital Literacy and Competence ◽

10.4018/978-1-4666-0903-7.ch016 ◽

2012 ◽

pp. 176-187

Author(s):

C. De Pablos Heredero ◽

D. López Berzosa

Keyword(s):

Organizational Climate ◽

Open Source ◽

Information And Communication Technologies ◽

Digital Literacy ◽

Organizational Factors ◽

Communication Technologies ◽

Political Support ◽

Software Implementation ◽

Organizational Complexity ◽

Information And Communication

Information and communication technologies have changed the way in which citizens interact with Public Administrations. Digital literacy is key for the development of the Liquid Society, and Public Administrations must take the lead in promoting more efficient, universal, and user oriented public services. The migration to open source standards allows Public Administration to offer more democratic, universal, and efficient channels for establishing relationships with citizens. In this article, the authors present international experiences that show how certain Public Administrations have migrated to open source software to promote digital literacy in the contexts they are operating. The final results depend on contextual and organizational factors, including the need to change, the political support and the existence of available technological resources, the organizational climate, motivation levels of human resources, and the kind of leadership for the project or the organizational complexity. Change efforts have strategic and organizational impacts that the organization must evaluate beforehand.

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Digital Literacy in a Lifelong Learning Programme for Adults

Current Trends and Future Practices for Digital Literacy and Competence ◽

10.4018/978-1-4666-0903-7.ch010 ◽

2012 ◽

pp. 109-123 ◽

Cited By ~ 3

Author(s):

Athanassios Jimoyiannis ◽

Maria Gravani

Keyword(s):

Lifelong Learning ◽

Instructional Practices ◽

Information And Communication Technologies ◽

Digital Literacy ◽

Communication Technologies ◽

Literacy Skills ◽

Ict Literacy ◽

Individual Instruction ◽

Information And Communication ◽

To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

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