scholarly journals Cálculo Diferencial e Integral e o Uso de Tecnologias Digitais de Informação e Comunicação: uma Discussão de Pesquisas nos Últimos Onze Anos

2018 ◽  
Vol 11 (2) ◽  
pp. 145
Author(s):  
Vanessa Rodrigues Lopes ◽  
Suely Scherer
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Virtual Space ◽  
Digital Information ◽  
Education Students ◽  
Integral Calculus ◽  
Face To Face ◽  
Information And Communication ◽  
The Subject ◽  
Theses And Dissertations

Os conceitos de Cálculo Diferencial e Integral são estudados em diversos cursos do Ensino Superior, como por exemplo, Engenharias, Química, Ciência da Computação, Administração, Biologia, Física, Matemática, dentre outros. Nos últimos onze anos, diversas pesquisas foram realizadas com foco nos processos de ensino e/ou de aprendizagem de Cálculo e em muitas se anuncia que foram motivadas pelos índices de reprovação nesta disciplina. Neste artigo, o objetivo é apresentar e analisar pesquisas desenvolvidas nos últimos onze anos, cujo objeto de investigação é o ensino e/ou a aprendizagem de Cálculo em espaço presencial e/ou virtual, no Ensino Superior, com uso de Tecnologias Digitais de Informação e Comunicação (TDIC) e refletir sobre a problemática do ensino e da aprendizagem de Cálculo com uso de TDIC, em especial com momentos à distância, a partir do cenário evidenciado por essas pesquisas. O estudo foi realizado a partir de uma busca no banco de teses e dissertações da Capes e na Biblioteca Digital Brasileira de teses e dissertações, tendo como resultado final vinte pesquisas sobre o tema, que foram analisadas nesse artigo. Esse cenário de pesquisas evidencia que o uso de tecnologias digitais pode ser um caminho para a superação de algumas dificuldades na aprendizagem do Cálculo. E um desafio para pesquisas sobre essa temática/problemática é considerar a possibilidade da aprendizagem móvel, ou M-learning, da aprendizagem ubíqua, ou u-learning, afinal os alunos do Ensino Superior estão cada vez mais com a tecnologia digital em suas mãos, acessível a qualquer momento, em vários espaços.Palavras-chave: Cálculo Diferencial e Integral I. Tecnologia Digital de Informação e Comunicação. Espaço Presencial. Espaço Virtual.AbstractThe concepts of Differential and Integral Calculus are studied in several courses of Higher Education, such as in Engineering, Chemistry,Computer Science, Administration, Biology, Physics, Mathematics, among others. In the last eleven years, several researches have beenconducted focusing on the teaching and / or learning process of Calculus, and in many, it is announced that they were motivated by the failurerates in this discipline. In this article the objective is to present and analyze researches developed in the last eleven years whose object ofresearch is the teaching and / or learning of Calculus in presence and / or virtual space in higher education, using Digital Information andCommunication Technologies ( TDIC), and to reflect on the teaching and learning of Calculus using TDIC, especially with moments at adistance, based on the scenario evidenced by these studies. The study was carried out from a search of the thesis and dissertation bank ofCapes and the Brazilian Digital Library of theses and dissertations, with the result of twenty researches on the subject, which were analyzed inthis article. This research scenario shows that the use of digital technologies can be a way to overcome some difficulties in learning Calculus.And a challenge for research on this issue / problem is to consider the possibility of mobile learning, or M-learning, ubiquitous learning, oru-learning, after all Higher Education students are increasingly with digital technology at their fingertips, Accessible at any time, in variousspaces.Keywords: Differential and Integral Calculus I. Digital Information and Communication Technology. Face-to-Face Space. Virtual Space.

ICT Use in Higher Education in Eastern States of India

2021 ◽  
pp. 230-245
Author(s):  
Adwaita Maiti ◽  
Sebak Kumar Jana
Keyword(s):  
Higher Education ◽  
Influencing Factors ◽  
Teaching And Learning ◽  
Motivational Factor ◽  
Ict In Education ◽  
Eastern India ◽  
Education Students ◽  
Gender Education ◽  
Education Levels ◽  
Information And Communication

Information and communication technology (ICT) cannot be separated from our daily needs. ICT helps in reducing the disparity in wealth of educational resources. The uses of ICT in education add value in teaching and learning by enhancing the effectiveness of learning or by adding a dimension to learning. ICT may also be a significant motivational factor in students' learning. Uses of ICT in eastern states in India are lagging behind all other regions of India. In this background, the authors review the use of ICT by higher education students of four states in eastern India. They have attempted to find the factors responsible for use of ICT by the students. As the findings suggest, region, gender, education levels of households, type of courses, possession of computer and internet facility, consumption levels of households, and whether students stay in institutional hostel or not are the influencing factors to use of ICT.

As Competências Informacional e Midiática no Ensino Superior

2018 ◽  
Vol 13 (13) ◽  
pp. 02
Author(s):  
Fernando Célio Deus ◽  
Ana Maria Pereira Cardoso
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Communication Technologies ◽  
Teaching Methodology ◽  
Education Students ◽  
Scientific Texts ◽  
Face To Face ◽  
Information And Communication ◽  
Technology And Teaching

Os avanços dos recursos tecnológicos colocam grandes desafios para as Instituições de Ensino Superior que necessitam incorporar as tecnologias de informação e comunicação em suas atividades pedagógicas. A metodologia da Sala de Aula Invertida - SAI corresponde ao método de ensino com aulas presenciais e o suporte de conteúdos em ambientes virtuais.  O artigo apresenta um modelo de avaliação das competências informacional e midiática de alunos do Ensino Superior para utilização da metodologia SAI em sua potencialidade. O modelo foi baseado em revisão de literatura e testado em uma instituição, que adota a SAI como metodologia de ensino. Os resultados demonstraram um desempenho satisfatório dos alunos nas dimensões relacionadas ao acesso e exploração hipertextual dos recursos disponíveis na plataforma, no entanto identificou-se um gap referente às habilidades relacionadas com os aspectos éticos, que devem balizar a produção de textos acadêmicos e científicos. Palavras-chave:Competência Informacional e Midiática. Uso de Tecnologias no Ensino. AbstractAdvances in technological resources pose great challenges for higher education institutions that need to incorporate information and communication technologies into their pedagogical activities.The methodology of the Flipped Classroom corresponds to the method of teaching with face-to-face classes and with the contents support in virtual environments. This paper presents a model for the evaluation of the informational and mediatic competences of higher education students to use the SAI methodology in its potentiality. The model was based on literature review and tested in an institution that adopts SAI as a teaching methodology. The results showed a satisfactory performance of the students in the dimensions related to access and hypertextual exploitation of the resources available in the platform, nevertheless a gap was identified regarding the skills related to the ethical aspects that should be used to produce the academic and scientific texts. Keywords: Informational and Mediatic Competences;Technology and Teaching. 

scholarly journals Multivariate Analysis of Attitudes, Knowledge and Use of ICT in Students Involved in Virtual Research Seedbeds

2021 ◽  
Vol 11 (1) ◽  
pp. 33-49
Author(s):  
Magda Alejandra Martinez-Daza ◽  
Alfredo Guzmán Rincón ◽  
Jader Alexis Castaño Rico ◽  
Nuria Segovia-García ◽  
Harvey Yesid Montilla Buitrago
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Hierarchical Cluster ◽  
Communication Technologies ◽  
Face To Face ◽  
Disciplinary Field ◽  
Information And Communication ◽  
Post Hoc

The incorporation of information and communication technologies (ICTs) in higher education has been carried out in a transversal manner within the curriculum, and the processes of formative research in both face-to-face and virtual programmes are not an exception to this process. In this context, it is recognised that students’ perceptions of the inclusion of technologies in the classroom can influence their teaching and learning process; however, they have not been widely addressed in multiple settings including research seedbeds. Thus, this paper aims to identify such perceptions represented in the attitudes, knowledge and uses of ICTs in students ascribed to the research seedbed in a virtual business administration programme of an Institution of Higher Education located in Colombia. For its fulfillment, the ACUTIC scale was applied to a sample of 65 students in order to identify these perceptions through a hierarchical cluster analysis, a single factor analysis of variance (ANOVA) test, a post hoc Tukey method and a factor analysis. The main result is that attitudes, knowledge and use of ICTs are varied and they can be represented in three clusters. In general, the attitude towards the incorporation of technologies in the research seedbed is positive; however, there is a gap in terms of knowledge and use, especially of those tools oriented to the disciplinary field and research.

scholarly journals Interés y Motivación del Estudiantado de Educación Secundaria en el uso de Aurasma en el Aula de Educación Física (Secondary Education students' interest and motivation towards using Aurasma in Physical Education classes)

Retos ◽  
2020 ◽  
pp. 333-340
Author(s):  
Antonio José Moreno Guerrero ◽  
Carmen Rodríguez Jiménez ◽  
Magdalena Ramos Navas-Parejo ◽  
Jose María Sola Reche
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Communication Technology ◽  
Spatial Orientation ◽  
Teaching And Learning ◽  
Education Students ◽  
Information And Communication ◽  
The Subject ◽  
Quantitative Descriptive ◽  
Interest And Motivation

Las tecnologías de la información y la comunicación (TIC) están inmersas en los procesos de enseñanza y aprendizaje. El objetivo de esta investigación es conocer la predisposición y motivación en el aprendizaje de la orientación espacial de los alumnos de Educación Secundaria Obligatoria (ESO), a través del uso de la aplicación Aurasma. La metodología de investigación es cuantitativa, descriptiva, correlacional y predictiva. Los instrumentos utilizados son el FEFS-J y el cuestionario EDMCQ-PE. La muestra está formada por 1076 alumnos de la ESO de Andalucía. Los resultados muestran que existe una relación entre la valoración dada por los alumnos en relación con el uso de Aurasma, con el interés mostrado hacia la tarea y su motivación, teniendo una influencia directa y consistente en la energía dada por la asignatura de Educación Física para el desarrollo de otras tareas. Se concluye que el uso de Aurasma en las sesiones de Educación Física para el desarrollo de la orientación espacial es valorado positivamente por los alumnos de la ESO, mostrando interés y motivación por la asignatura.Abstract. Information and communication technology (ICT) is immersed into teaching and learning processes. The objective of this research is to know the predisposition and motivation towards learning spatial orientation in students of Compulsory Secondary Education, through the use of the Aurasma application. The research methodology is quantitative, descriptive, correlational, and predictive. The instruments used are FEFS-J and EDMCQ-PE questionnaires. The sample was composed by 1076 students from Compulsory Secondary Education in Andalusia. The results show that there is a relationship between the assessment given by the students in relation to the use of Aurasma during the session, and interest and motivation shown towards the task, with direct and consistent influence on the energy put in the subject of Physical Education for the development of other tasks. As a conclusion, the use of Aurasma for the development of spatial orientation in Physical Education classes is valued positively by the students of Compulsory Secondary Education, showing interest and motivation towards the subject. 

Digital interfaces: a methodological proposal as a strategy of teaching and learning in Mathematics classes

2020 ◽  
Vol 1 (1) ◽  
pp. 11651
Author(s):  
Cássia Vanesa S. Silva ◽  
Givaldo Oliveira dos Santos
Keyword(s):  
Information And Communication Technologies ◽  
School Environment ◽  
Teaching And Learning ◽  
Evaluation Process ◽  
Communication Technologies ◽  
Digital Information ◽  
Digital Resource ◽  
Learning Mathematics ◽  
Information And Communication ◽  
The Subject

Today, one can already think of a new way of doing education linked to various possibilities that involves the use of digital information and communication technologies in a school environment. To reflect on this practice, this work presents a hybrid learning format that involves both teacher and student in different environments around a digital resource called the Edpuzzle platform that comes to provide everyone involved with a different way of learning, which in this particular case is learning mathematics. This work approach was developed to bring viability to what is proposed in the classroom in order to provide learning and favor a new evaluative format. Consequently, the students affirm that this proposal could contribute to the understanding of the subject, as well as its use can contribute to the evaluation process.

scholarly journals The digital divide at three disadvantaged secondary schools in Gauteng, South Africa

2021 ◽  
Author(s):  
Grasia Chisango ◽  
Newlin Marongwe
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Digital Divide ◽  
Teaching And Learning ◽  
The Internet ◽  
Digital Information ◽  
School Closures ◽  
Face To Face ◽  
Technology In Teaching ◽  
Information And Communication

In this study, we aimed to explore the extent of the digital divide at three quintile 1 secondary schools in Sedibeng West, Gauteng, South Africa. The rapid diffusion of information and communication technology (ICT) has changed the education sector along with others in societies around the globe. Technology, and, in particular, the internet, has affected, for instance, the ways in which learners communicate with teachers, learn, and work. With the advent of the internet, teaching and learning is no longer confined to classrooms. However, the digital divide, exposed by the closing of schools because of Covid-19 has now become more apparent. We collected data from 48 teachers and 3 school principals through focus group discussions and in-depth face-to-face interviews, respectively. We conclude that the three schools whose principals we interviewed, suffer from the inadequacy of ICT that creates digital, information, and knowledge divides between schools of different quintiles. Furthermore, these schools cannot run online classes during school closures related to Covid-19. We recommend training teachers and learners on how to use technology in teaching and learning since this would help to overcome difficulties during the Covid-19 pandemic.

scholarly journals Pensar o pensamento: a leitura e a reconstrução do imaginário social na formação superior

2020 ◽  
Vol 33 (68) ◽  
pp. 845-883
Author(s):  
José Pedro Boufleuer ◽  
Aldemir Berwig
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Professional Training ◽  
New Technologies ◽  
Human Condition ◽  
Social Imaginary ◽  
Human Formation ◽  
Nuevas Tecnologías ◽  
Information And Communication ◽  
The Subject

Pensar o pensamento: a leitura e a reconstrução do imaginário social na formação superior Resumo: O artigo reflete sobre a formação humana em cursos superiores na perspectiva da capacitação crítico-reflexiva que prepare para a vida em sociedade. Trata-se de pesquisa qualitativa com reflexão a partir de estudo teórico que tematiza a condição humana, a noção de imaginário social instituinte e o desafio do desenvolvimento do pensamento mediante o exercício da leitura. Analisa que na época atual, em que o ensino convive com as novas tecnologias da informação e comunicação, há uma relativização do compromisso do próprio sujeito para com o desenvolvimento de suas capacidades de leitura e de reflexão a partir da interpretação da linguagem. Indica que a universidade deve ter a preocupação essencial de formar o sujeito de forma integral, para além formação profissional, exigindo um repensar do ensino e da aprendizagem a partir do desafio da construção de uma sociabilidade solidária e sustentável. Palavras-chave: Autonomia. Ensino superior. Educação. Formação humana. Imaginário social. Think the thought: the reading and the reconstruction of the social imaginary in higher education Abstract: The article reflects on human training in higher education in the perspective of critical-reflexive training that prepares for life in society. It is a qualitative research with reflection from a theoretical study that thematizes the human condition, the notion of social imaginary instituting and the challenge of the development of the thought through the exercise of reading. It analyzes that in the present time, in which teaching coexists with the new technologies of information and communication, there is a relativization of the commitment of the subject itself with the development of its reading and reflection abilities from the interpretation of the language. It indicates that the university should have the essential concern to train the subject in an integral way, besides professional training, requiring a rethink of teaching and learning from the challenge of building a solidary and sustainable sociability. Keywords: Autonomy. Higher education. Education. Human formation. Social imaginary. Pensar el pensamiento: la lectura y la reconstrucción del imaginario social en la educación superior Resumen: El artículo refleja sobre la formación humana en cursos superiores en la perspectiva de la capacitación crítico-reflexiva que prepare para la vida en sociedad. Se trata de una investigación cualitativa con reflexión a partir del estudio teórico que tematiza la condición humana, la noción de imaginario social instituyente y el desafío del desarrollo del pensamiento mediante el ejercicio de la lectura. En la época actual, en la que la enseñanza convive con las nuevas tecnologías de la información y comunicación, hay una relativización del compromiso del propio sujeto para con el desarrollo de sus capacidades de lectura y de reflexión a partir de la interpretación del lenguaje. Indica que la universidad debe tener la preocupación esencial de formar al sujeto de forma integral, además de formación profesional, exigiendo un repensar de la enseñanza y del aprendizaje a partir del desafío de la construcción de una sociabilidad solidaria y sostenible. Palabras clave: Autonomía. Enseñanza superior. Educación. Formación humana. Imaginario social. Data de registro: 06/02/2019 Data de aceite: 24/04/2020

scholarly journals Face-to-Face and Remote Learning During the Confinement Due to Covid19: The Experience of Higher Education Students

2020 ◽  
Vol 1 (1) ◽  
pp. 30-35
Author(s):  
Fátima Leal ◽  
Maria Elisa Chaleta
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Interpersonal Relationship ◽  
Information Storage ◽  
Education Students ◽  
Face To Face ◽  
Teachers And Students ◽  
The Face ◽  
Problematic Area

Due to COVID19 disease contingencies, in several countries, universities were forced to replace the face-to-face classes for a non-face-to-face system, also called as Emergency Remote Teaching - ERT. In this scenario, both teachers and students experienced several challenges and had to adapt to new ways of teaching and learning. The goal of this study was to understand how students experienced this situation. Through a qualitative methodology, we interviewed eight higher education students from social sciences scientific areas. Thematic analysis was used to identify and interpret patterns and themes in students’ responses. Results show that students experimented several difficulties at different levels: cognitive level (e.g., attention, concentration, and information storage), motivational (e.g., demotivation to study), tiredness; organizational (e.g., time and tasks management), and social level (e.g., interpersonal relationship and lack of contact with people). These results bring new knowledge to this problematic area and can be useful for students, teachers, and higher education institutions.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

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