scholarly journals Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments

2021 ◽  
Vol 13 (1) ◽  
pp. 55-70
Author(s):  
Hasan Çakır ◽  
Harun Bahadır ◽  
Aslıhan Tüfekci
Keyword(s):  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Technology Competencies ◽  
Information And Communication

scholarly journals Experimentar con TIC en la formación inicial de profesores

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 255-274
Author(s):  
Natália Lopes ◽  
Anabela Gomes
Keyword(s):  
Elementary Education ◽  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Processes ◽  
Future Teachers ◽  
Information And Communication ◽  
Ict Tools ◽  
Teaching Learning

En una sociedad en la que las tecnologías poseen cada vez mayor relevancia, son varios los argumentos que justifican su integración en la escuela. Efectivamente, el uso de las Tecnologías de la Información y Comunicación surge como una gran y valiosa posibilidad de cambio, ofreciendo al proceso de enseñanza-aprendizaje un nuevo soporte. Parece evidente que su uso constituye un hecho inevitable al que ningún docente debería permanecer indiferente. Esta es la finalidad del artículo, al preocuparse por la importancia de utilizar las TIC en el contexto de prácticum. Para ello, se presenta un relato de diez seminarios de practicum realizados en la Universidad de Trás-os-Montes e Alto Douro (Portugal), con futuros/as profesores/as de diferentes áreas de enseñanza básica y su potencial formativo. En este contexto, se recurre al uso de diferentes tecnologías para presentar herramientas susceptibles de ser usadas en las aulas,mostrar su utilidad en la futura práctica pedagógica y dejar indicadores para que los futuros docentes pudiesen elaborar materiales pedagógicos digitales capaces de responder a sus intenciones didácticas y, también, a los ambientes de aprendizaje que crean conforme a sus características y estilos de aprendizaje. Se concluye con una reflexión sobre la pertinencia de estos seminarios y la utilidad de las TIC en el contexto del prácticum. In a society in which technologies have increasing relevance, there are several arguments for their inclusion in school. Indeed, the use of Information and Communication Technology emerges as a great and valuable possibility of change, a new support of teaching-learning processes. It seems clear that its use constitutes an unavoidable fact to which no teacher should remain indifferent. This is the purpose of this article which focuses on the importance of ICT in the context of practicum placements. To this extent, we describe 10 seminars about practicum placements in the Trás-os-Montes y Alto Douro University (Portugal), with future teachers of elementary education. During these seminars some ICT tools were presented so that students could check how they could use those tools in their lessons, show their usefulness in their future teaching and leave advice on how future teachers might elaborate digital pedagogical materials which respond to their educational intentions and to different learning environments according to learning characteristics and styles. It concludes by highlighting the relevance of these seminars and the usefulness of ICT in the context of practicum placements.

Using Information and Communication Technology to Maximize Workforce Readiness

2013 ◽  
pp. 209-224
Author(s):  
Merideth Dee
Keyword(s):  
Professional Development ◽  
Social Interaction ◽  
Blended Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Workforce Readiness ◽  
Information And Communication ◽  
E Learning

The following chapter will provide a general discussion regarding the use of Information and Communication Technology (ICT) and how ICT can be used to help prepare students for the demands of the workforce. Additionally, the chapter will explore why ICT fluency is an important factor in preparing students for the demands of the workforce. Furthermore, the chapter will review the literature and empirical research concerned with: attitudes toward the use of ICT, the value of using ICT with regards to workforce readiness and professional development, how different learning environments, such as blended-learning, e-learning, m-learning, virtual learning communities, and social interaction impact workforce readiness, and the theories to consider when designing multimedia and why multimedia can help to prepare students for the workforce.

The contribution of Information and Communication Technology (ICT) to language learning environments or the mystery of the secret agent

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 5-18 ◽  
Author(s):  
EDITH ESCH ◽  
CHRISTOPH ZÄHNER
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Language Learners ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
University Of Cambridge ◽  
Information And Communication ◽  
The University ◽  
Secret Agent

In this paper, E. Esch and C. Zähner argue that the learners themselves are the key agents in the construction of new language learning environments. Learners differ in their ability to import new elements – such as ICTs – into their model of what constitutes an appropriate language learning environment. It is argued that accessibility, autonomy, ‘reflectivity’ and interactivity are conditions which must be met if ICTs are to become truly relevant to language learners. The way these principles have been guiding the development of the network-based language learning environment installed by the Language Centre of the University of Cambridge is described.

Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana

2019 ◽  
Vol 15 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Patrick Ohemeng Gyaase ◽  
Samuel Adu Gyamfi ◽  
Alfred Kuranchie
Keyword(s):  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Ict Literacy ◽  
Information And Communication ◽  
Integration Of Ict ◽  
Education In Ghana ◽  
Effective Integration

Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to harness the capabilities of ICT into their teaching and learning environments. This article assesses the extent of pre-university teachers' e-readiness to utilize ICT in teaching their various subjects by assessing their technological pedagogical content knowledge (TPACK). Although the ICT literacy of teachers in the pre-university schools in Ghana is high, their ability to utilize ICT to design and deliver subject contents and improve the learning environments of their respective subjects is low. The article suggests a comprehensive retooling of teachers with capabilities to integrate ICT in teaching their subjects.

Information and Communication Technology and Cultural Change

2012 ◽  
Vol 43 (4) ◽  
pp. 222-231 ◽  
Author(s):  
Nina Hansen ◽  
Tom Postmes ◽  
Nikita van der Vinne ◽  
Wendy van Thiel
Keyword(s):  
Cultural Values ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Cultural Change ◽  
Control Group ◽  
Self Construal ◽  
Information And Communication ◽  
The Impact ◽  
Ict For Development ◽  
Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.

Measuring information and communication technology literacy

2008 ◽  
Author(s):  
Teresa L. Russell ◽  
Neal W. Schmitt ◽  
Jane Arabian
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Technology Literacy ◽  
Information And Communication
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