scholarly journals A Utilização das Tecnologias de Informação e Comunicação no Ensino de Ciências: Estudo de Caso em uma Escola Particular de Teresina-PI

2019 ◽  
Vol 20 (1) ◽  
pp. 110
Author(s):  
Tatiane Rodrigues da Silva Soares ◽  
Alessandro Augusto de Barros Façanha ◽  
Fernando Henrique Cardoso
Keyword(s):  
Elementary School ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
Learning Process ◽  
Private School ◽  
Teaching Practice ◽  
Basic Education ◽  
Communication Technologies ◽  
Information And Communication ◽  
Teaching Learning

Diante da atual realidade vivenciada pela sociedade em face de Tecnologias de Informação e Comunicação (TIC) e das possibilidades favoráveis que essas oferecem ao processo de ensino aprendizagem, visto alguns documentos como os Parâmetros Curriculares Nacionais (PCN), que regem a Educação Básica, indicarem as TIC como ferramentas eficazes no processo de ensino aprendizagem, surgiu a problemática de tentar entender porque as tão difundidas TIC não são devidamente utilizadas para fins educacionais, em função da aprendizagem dos alunos como poderiam ser. O objetivo desta pesquisa foi investigar a percepção de professores de Ciências acerca do conhecimento e das possibilidades didáticas das TIC na educação. Nesse contexto, a pesquisa compreende um estudo de caso, em que foi observado o perfil do professor de Ciências do Ensino Fundamental e sua prática docente, os sujeitos foram professores do Ensino Fundamental II de uma escola da rede privada. A coleta de dados foi feita através de entrevistas com questionários abertos, os dados foram tabulados e agrupados em quatro categorias de análise. Essas categorias sugiram a partir da leitura das entrevistas, em que  foi feita uma saturação dos conceitos chave existentes nos depoimentos, de forma que as questões levantadas sugeriam uma forma particular de organização das informações obtidas durante o processo de obtenção dos dados. Observou-se com esta pesquisa que se as TIC forem bem aplicadas podem atribuir uma significância ao processo de ensino aprendizagem, e que contribuem significantemente para a motivação e interesse pela disciplina de Ciências. Palavras-chave: Tecnologias de Informação e Comunicação. Processo de Ensino-Aprendizagem. Formação do Professor. Novas Metodologias de Ensino. AbstractGiven the current reality experienced by society in the face of Information and Communication Technologies (ICT) and the favorable possibilities they offer to the teaching-learning process, since some documents such as the National Curricular Parameters (NCP), which rule  the  basic education, indicate ICT as Effective tools in the process of teaching learning, the problem of trying to understand why the widespread ICT are not properly used for educational purposes due to the students' learning as it could be arose. The objective of this research was to investigate the perception of science teachers about the knowledge and didactic possibilities of ICT in education. In this context, the research comprises a case study, where the profile of the elementary school science teacher and his or her  teaching practice were observed, the subjects were elementary school teachers II of a private school . Data collection was done through interviews with open questionnaires, data were tabulated and grouped into four categories of analysis. These categories suggest from the reading of the interviews, where a saturation of the key concepts in the statements was made, so that the questions raised suggested a particular way of organizing the information obtained during the process of obtaining the data. It was observed with this research that if the ICT are well applied they can assign a significance to the process of teaching learning, and that contribute significantly to the motivation and interest for the subject of sciences. Keywords: Information and Communication Technologies. Teaching and Learning Process. Teacher’s Training. New Teaching.

scholarly journals Conceptions of science teachers about the use of ICT in teaching practice

2019 ◽  
pp. 58-71
Author(s):  
Maria Inês Ribas Rodrigues ◽  
Ludmylla Ribeiro Dos Santos
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
School Environment ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Developed Countries ◽  
School Science ◽  
Information And Communication

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers (one from each school). Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT (Information and Communication Technologies) in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil.   Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies.

scholarly journals Model of adoption of Information and Communication Technologies of the Universities case of study Technical University of Cotopaxi Latacunga -Ecuador

2020 ◽  
Vol 17 ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
Collaborative Tools ◽  
Ict Adoption ◽  
Information And Communication ◽  
Technical University ◽  
Digital Knowledge ◽  
Academic Organization ◽  
Teaching Learning

This investigation is part of a development model to adopt the information and Communication Technologies (ICT) to the teaching-learning process at the Technical University of Cotopaxi. Specifically, to improve the higher education, as a result of the steady advances in the field of digital knowledge and educational technology, for that reason, the Institutions must improve their academic organization and education processes. Through the use of technologies, educational institutions try to integrate information and innovation. In this context and reviewing the problem case through the application of the ICT new Acceptance Model, the student's teaching-learning process will improve. The investigation showed the expected results with the creation of the latest ICT adoption model. Using collaborative tools within a collaborative learning environment (CLE) to elaborate constructs Cronbach's alpha, variance, and correlations and the statistical software were used as the Minitab validated the hypotheses.

scholarly journals Development of logical-mathematical thinking in first graders by using ict

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Jesús Hernando Sanabría-Pérez ◽  
María Eugenia Villamizar-Mendoza
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
First Graders ◽  
Mathematical Thinking ◽  
Communication Technologies ◽  
First Grade ◽  
Daily Lives ◽  
Information And Communication ◽  
And Mathematics ◽  
Teaching Learning

Nowdays the implementation of teaching strategies, incorporating the most well-known Information and Communication Technologies such as ICT in the teaching-learning process have increased in different areas of knowledge, and mathematics is not exception, it allows the strengthening of logical-mathematical thinking in students and it is essential to start from the first grade of the basic primary. Taking in account that ICTs are now part of the daily lives of most of students, it was concluded that by taking advantage of the interest that students have in ICTs today, no matter their age, this interest can be channeled to strengthen logical-mathematical thinking from an early age, as ICTs allow the teaching-learning process to be more enjoyable and participatory, also the process can continue, outside the classroom.

scholarly journals GAMIFICACIÓN: ESTRATEGIA DIDÁCTICA MOTIVADORA EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DEL PRIMER GRADO DE EDUCACIÓN BÁSICA

2020 ◽  
Vol 5 (2) ◽  
pp. 51
Author(s):  
Carola Katherine Aguilera Meza ◽  
Carlina Patricia Santos Loor ◽  
Bernardita Agustina Pinargote Párraga ◽  
José Ricardo Erazo Delgado
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Communication Technologies ◽  
First Grade ◽  
Curriculum Planning ◽  
Palabras Clave ◽  
The Social ◽  
Information And Communication ◽  
Teaching Learning ◽  
Nativos Digitales

En la actualidad las tecnologías han ganado terreno en el ámbito social, familiar, profesional, y pedagógico.  Por su importancia y aporte en el desarrollo de las ciencias, se hace imprescindible el planteamiento de estrategias que involucren el uso de las tecnologías, que estén a la vanguardia de las exigencias que la educación y los estudiantes de hoy, conocidos como nativos digitales lo requieren, sin embargo estos recursos no se aplican adecuadamente en los salones de clases.  El objetivo de este estudio fue diseñar una experiencia de motivación gamificada en el proceso de enseñanza-aprendizaje, a través de una propuesta de innovación puesta en marcha con una muestra de veinticinco niños y niñas del primer grado, mediante la aplicación de recursos tecnológicos como tablet, laptop, proyector e internet; aplicaciones móviles “Class Dojo” y “Series Lógicas de Lucas” para trabajar el ámbito lógico matemático, realizadas en tres sesiones de clases (inicio, desarrollo y aplicación).   La metodología estuvo basada en un paradigma cualitativo, que abordó categorías como: gamificación y sus elementos, evaluación gamificada y procesos motivacionales; apoyado en técnicas de observación y entrevista.  Una vez ejecutadas las sesiones, se evaluaron a los estudiantes con una rúbrica diseñada para este propósito. Los resultados alcanzados demostraron que el 84% de los niños lograron cumplir con los objetivos propuestos en las tareas realizadas, desarrollaron destrezas lógicas matemáticas mediante la resolución de problemas.  Esta investigación permite incentivar al docente, incorporar herramientas tecnológicas dentro de la planificación curricular, ya que los estudiantes viven inmersos en una sociedad digital. PALABRAS CLAVE: Gamificación; tecnologías de la información y comunicación; creatividad; motivación; enseñanza-aprendizaje. GAMIFICATION AS A DIDACTIC STRATEGY IN THE TEACHING OF FIRST GRADE STUDENTS IN BASIC EDUCATION ABSTRACT Currently, technologies have gained ground in the social, family, professional, and pedagogical fields. Because of its importance and contribution in the development of science, it is essential to consider strategies that involve the use of technologies, which are at the forefront of the demands that education and students today, known as digital natives require, however, these resources are not properly applied in classrooms. The objective of this study was to design a gamified motivation experience in the teaching-learning process, through an innovation proposal launched with a sample of twenty-five first-grade children, through the application of technological resources such as tablets, laptop, projector and internet; “Class Dojo” and “Lucas Logic Series” mobile applications to work the mathematical logical field, carried out in three class sessions (start, development and application). The methodology was based on a qualitative paradigm, which addressed categories such as: gamification and its elements, gamified evaluation and motivational processes; supported by observation and interview techniques. Once the sessions were executed, students were evaluated with a rubric designed for this purpose. The results achieved showed that 84% of the children were able to meet the objectives proposed in the tasks performed, developed mathematical logical skills through problem solving. This research allows the teacher to be encouraged to incorporate technological tools into curriculum planning, since students live immersed in a digital society. KEYWORDS: Gamification; information and communication technologies; creativity; motivation; teaching-learning.

scholarly journals Una experiencia de aprendizaje en en nuevo contexto del EEES : el caso del Webinar de SICODINET sobre modelización con hoja de cálculo para la información de gestión empresarial

2007 ◽  
pp. 81
Author(s):  
Begoña González Pérez ◽  
Enrique López González ◽  
Cristina Mendaña Cuervo
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
European Higher Education Area ◽  
Face To Face ◽  
New Information ◽  
Information And Communication ◽  
European Higher Education ◽  
Teaching Learning

Los cambios en la educación universitaria que propicia el Espacio Europeo de Educación Superior implican nuevas adaptaciones en el proceso de enseñanza-aprendizaje ya que el objetivo primordial pasa a ser"aprender a aprender. En este contexto, se necesitan nuevos medios que faciliten el desarrollo de tales cambios, que permitan realizar actividades adicionales a la enseñanza presencial. Así, las nuevas Tecnologías de la Información y la Comunicación constituyen herramientas que posibilitan tales transformaciones. En este sentido, tos Espacios Virtuales de Aprendizaje (EVA) posibilitan la creación de comunidades sociales donde se intercambian conocimientos. Este trabajo se centra en el EVA SICODINET que se ha diseñado en torno a las asignaturas del perfil de Contabilidad de Costes y de Gestión de la Universidad de León. Concretamente se profundiza en la experiencia del seminario en línea (Webinar) sobre hoja electrónica de cálculo celebrado durante tres años, sus características, la metodología seguida, los resultados obtenidos y las lecciones aprendidas con esta iniciativa.<br /><br />The European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this senseThe European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this sense the creation of social communities where knowledge is exchanged. This paper analyzes the VLS SICODINET which has been designed around Cost and Management Accounting subjects in the University of León. Specifically the Web-based seminar (Webinar) about spreadsheet is studied in depth: it has been held for three years and its characteristics, the followed methodology, its results and the lessons learnt from this initiative are explained.

scholarly journals La Arqueología Virtual: Construyendo un puente entre la sociedad moderna y la escuela innovadora

2012 ◽  
Vol 3 (6) ◽  
pp. 36
Author(s):  
María Luz Husillos García
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Social Economic ◽  
Social Issues ◽  
Communication Technologies ◽  
Profound Change ◽  
Rapid Process ◽  
New Information ◽  
Information And Communication ◽  
Teaching Learning

<p>The construction of the new european space is leading to the emergence of a rapid process of convergence that covers all kinds of fields such as social, economic and industrial. Among the most popular social issues today, highlights the educational world. In this sense, it is trying to make a profound change in the education<br />system, making it more flexible, practical and fun, meeting all kinds of students. In this context, the new Information and Communication Technologies (ICT) are necessary to facilitate the teaching-learning process, enabling the creation of a link between the archaeological and the virtual, which enables the conversion of assets in real and powerful resources to support school and cultural entertainment.</p>

scholarly journals ANÁLISE COMPARATIVA DO USO DAS TICs NO PROCESSO DE ENSINO-APRENDIZAGEM DOS SABERES GEOGRÁFICOS

2018 ◽  
Vol 4 (14) ◽  
pp. 260
Author(s):  
Marcelo Alves dos Reis
Keyword(s):  
Qualitative Research ◽  
Comparative Analysis ◽  
Data Collection ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
Geography Teaching ◽  
Information And Communication ◽  
Investigación Cualitativa ◽  
Teaching Learning

COMPARATIVE ANALYSIS OF THE ICTs USE IN THE GEOGRAPHICAL KNOWLEDGES TEACHING-LEARNING PROCESSANÁLISIS COMPARATIVO DEL USO DE LA TICs EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DE LOS SABERES GEOGRÁFICOSEste trabalho trata da contribuição das Tecnologias da Informação e Comunicação (TICs) para os saberes geográficos. A pesquisa elegeu como objetivo geral: Analisar a contribuição das TICs no processo de ensino-aprendizagem dos saberes de Geografia na Unidade Escolar Valdivino Tito, cidade de Campo Maior – PI, com os seguintes objetivos específicos: identificar se o uso das TICs, principalmente da Informática, auxilia o ensino-aprendizagem em Geografia; examinar a participação e o feedback dos alunos na utilização das TICs no ensino de Geografia; efetuar uma análise comparativa a fim de identificar se há uma melhor compreensão dos conteúdos geográficos com a utilização das tecnologias da informação e comunicação. Trata-se de uma pesquisa qualitativa, na qual utilizamos, como instrumentos de coleta de dados, entrevistas e observações. As teorias que basearam esse estudo foram as abordagens de autores, tais como Moraes (1997), Santos (2009) e Libâneo (2010).Palavras-chave: TICs; Ensinar-aprender Geografia; Educação Geográfica.ABSTRACTThis work treats of the contribution Information and Communication Technologies (ICTs’) to geographical knowledge’s. The research chose like general objective: Analyze the ICTs’ contribution in the Geography knowledge’s teaching-learning process in the Unidade Escolar Valdivino Tito, Campo Maior – PI city, with the following specific objectives: identify if the ICTs’ use, mainly of the Computing, aids the teaching-learning in Geography; examine the participation and the students feedback in the ICTs’ utilization in Geography teaching; perform an comparative analysis in order to identify if there’s with the use of information and communication technologies a best understanding of the geographical contents. It treats of a qualitative research, in which we used as data collection instruments, interviews and observations. The theories that based this study were the approaches of authors such as Moraes (1997), Santos (2009), Libâneo (2010), among others.Keywords: ICTs; Teach-learn Geography; Geographical Education.RESUMENEste trabajo trata de la contribución de las Tecnologías de la Información y la Comunicación (TICs) para los saberes geográficos. La investigación eligió como objetivo general: Analizar la contribución de las TICs en el proceso de enseñanza aprendizaje de los saberes de Geografía en la Unidade Escolar Valdivino Tito, ciudad de Campo Maior – PI, con los objetivos específicos: identificar si el uso de las TICS, principalmente de Informática, ayuda la enseñanza aprendizaje de Geografía; examinar la participación y el feedback de los alumnos en la utilización de las TIC en la enseñanza de Geografía; realizar un análisis comparativo para identificar si hay una mejor comprensión de los contenidos geográficos con la utilización de las tecnologías de la información y comunicación. Se trata de una investigación cualitativa, donde utilizamos, como instrumento la colecta de datos, entrevistas y observaciones. Las teorías basadas en este estudio fueron el enfoque de los autores como Moraes (1997), Santos (2009), Libâneo (2010), entre otros.Palabras clave: TICs; Enseñar-aprender Geografía; Educación Geográfica.

scholarly journals A digital game about water use as a teaching-learning tool in elementary school

2020 ◽  
Vol 15 (7) ◽  
pp. 1
Author(s):  
Julien César Mélega ◽  
Marcelo Dos Santos Targa
Keyword(s):  
Elementary School ◽  
Environmental Education ◽  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Educational Games ◽  
Digital Game ◽  
Eighth Grade Students ◽  
Information And Communication ◽  
Education Network ◽  
Teaching Learning

With the emergence of Information and Communication Technologies (ICTs), there was also the development of specific technologies applied to Environmental Education which are used by teachers. In this context, several softwares for teaching/learning were developed, with educational games aiming at stimulating student’s knowledge skills using amusement among the available modalities. In Brazil, several digital games have been created to meet the demands set out in the National Water Resources Policies (Law 9433/97) and Environmental Education (Law 9795/99), which states in its Article 2 that Environmental Education must be present at all levels of education. The present study characterized the profile of students of Elementary School II on the issue of water and verified the satisfaction of the digital game on the part of the students, identifying suggestions and ideas as to the benefits that the practice of digital gaming can offer in the classroom and in teaching practice. The study was developed in a school unit, part of the education network of Taubaté municipality, SP, and carried out with 63 eighth-grade students, with ages varying from 13 to 14 years, using the digital game Educa-Ação-Água. The first activity in this study was to raise students’ awareness through a visit to the municipality’s water capture and treatment station. In the data collection phase, a first questionnaire was applied in order to determine the students’ level of knowledge on the topic of water and, later, after the students played the digital game, they answered a second questionnaire. The activity with the digital game Educa-Ação-Água led to students’ awareness and learning about the water theme, leading them to recognize its importance and developing critical sense. In an evaluation of the game, it was observed that 51.6% of the students rated the game as “Good” and 35% of them rated it as “Very Good”, 88% felt encouraged to finish the game (Save the Tijuco River) and about 65% would play again at home or in the classroom. There was a contribution from students (players) when evaluating the game Educa-Ação-Água, noting points to be improved. The use of the WordCloud Tool allowed for a satisfactory graphical visualization of the students’ answers.

Using ICT in STEM Education

2018 ◽  
pp. 951-969
Author(s):  
Jean-François Hérold ◽  
Jacques Ginestié
Keyword(s):  
Mathematics Education ◽  
Information And Communication Technologies ◽  
Stem Education ◽  
Learning Process ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Task Motivation ◽  
Information And Communication ◽  
And Mathematics ◽  
Teaching Learning

The aim of this paper is to examine the use of digital technologies in Science, Technology, Engineering, and Mathematics Education (STEM). We will discuss the effectiveness of the teaching-learning process in terms of the elements that could possibly promote learning with the use of Information and Communication Technologies (ICT) in STEM education. This will be done, first, by taking a learner-centred approach to an activity that students carried out using ICT to performing a task set by the teacher (cognitive engagement in the task, motivation, nature of knowledge built). The aim was to understand how ICT could be a cognitive aid for the student. Second, a teacher-centred perspective to the development of prescribed tasks (form, knowledge carried by the task) was used to identify how ICT can be adapted to aid student learning in STEM education.

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