scholarly journals O Ensino Mediado por Tecnologias na Percepção de Futuras Pedagogas

2020 ◽  
Vol 21 (3) ◽  
pp. 289-296
Author(s):  
Sidney Lopes Sanchez Junior ◽  
Patrícia Ferreira Concato ◽  
Márcia Inês Schabarum Mikuska
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
College Education ◽  
University Education ◽  
Digital Information ◽  
Research Subjects ◽  
Information And Communication ◽  
Technology College

ResumoAs Tecnologias Digitais da Informação e Comunicação (TDIC) estão presentes na sociedade e fazem parte da vida cotidiana dos indivíduos, sobretudo nas salas de aula. A partir deste cenário, é fundamental uma ressignificação no processo de ensino e de aprendizagem. O uso das TDIC como estratégia de ensino possibilita ao professor elaborar diversas atividades pedagógicas, principalmente, no âmbito da Ensino Superior. Assim, o objetivo deste artigo é analisar a percepção de futuras pedagogas sobre os conhecimentos que possuem acerca das TDIC, bem como analisar os pontos positivos e negativos da utilização das TDIC nas práticas de ensino. Os sujeitos da pesquisa são acadêmicos do curso de Licenciatura em Pedagogia de uma faculdade privada do Estado do Paraná. Nesse contexto, a coleta de dados foi realizada por meio de um questionário e os dados foram interpretados à Luz da Análise Textual Discursiva. As análises revelam que as participantes possuem um conhecimento sobre o que são TDIC e como pontos positivos evidenciam que as TDIC podem ser utilizadas como estratégia de ensino dinâmica, interessante nas práticas de ensino. Os pontos negativos destacam a falta de capacitação de professores para o trabalho com as TDIC, bem como a utilização sem objetivos específicos de aprendizagem. Palavras-chave: Ensino. Tecnologia Digital da Informação e Comunicação. Educação Superior. AbstractDigital Information and Communication Technologies (TDIC) are present in society and are part of the individuals’ daily life, especially in classrooms. Based on this scenario, a new meaning in the teaching and learning process is fundamental. The use of TDIC as a teaching strategy enables the teacher to develop several pedagogical activities, mainly in the University Education context. Thus, the objective of this article is to analyze the perception of future pedagogues about the knowledge they have about TDIC as well as to analyze the positive and negative points regarding the use of TDIC in teaching practices. The research subjects are students from the Pedagogy Degree course at a private college in the state of Paraná. In this context, data collection was carried out through a questionnaire and the data were interpreted in the light of Discursive Textual Analysis. The analyzes reveal that the participants have a knowledge of what TDIC is and how positive points show that TDIC can be used as a dynamic teaching strategy, interesting in teaching practices. The negative points highlight the lack of teacher training to work with TDIC, as well as the use without specific learning objectives. Keywords: Teaching. Digital Information and Communication Technology. College education.

Teachers’ Perception about Learning with Information and Communication Technologies: Usage & Challenges

2021 ◽  
Vol 1 (2) ◽  
pp. 7-14
Author(s):  
Zahid Hussain Sahito
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Professional Training ◽  
Technical Assistance ◽  
Government Schools ◽  
Use Of Technology ◽  
Information And Communication ◽  
Ict Tools ◽  
Effective Use

We are living in an era of technology where everything demands knowledge, understanding, and handling of digital technology. Technology has renewed all spheres of social and professional lives and in this regard teaching and communication are not exceptional. Effective use of technology for real Communication is widely followed in teaching and teachers need to know the use of ICTs in classrooms for delivering lessons to inculcate sound knowledge and understanding of concepts. It is found that despite the significant impacts of ICTs on teaching and learning teachers are reluctant to use technical aids in the classroom. They report various issues that hamper them to use technology in their day-to-day teaching practices; moreover, a majority of teaching professionals are not convinced that they can make their teaching more and more effective by using technology. The paper aims to find out the CHALLENGES THE teachers face to use ICTs in classrooms and perceptions of teachers about the same. A qualitative research method was used to carry out the study.  A well-designed questionnaire comprising of open-ended questions was served to randomly selected serving teachers from government schools of District Khairpur. The responses of the participants were analyzed to identify the challenges faced by the teachers while using ICT during the teaching and learning process. The collected data was analyzed and it was found out that teachers find it difficult to use technology in classrooms because they are not provided appropriate computers, technical support, and professional training to learn to use technology. It was also identified that because of time constraints teachers are unable to use ICTs in their teaching practices. Further, it was explored that teachers believe that teachers have limited perceptions about technology as they hold the view that technology just wastage their time. Based on findings, it was concluded that the integration of ICT tools is highly effective as it makes students more creative, productive, and hard-working as compared to traditionally managed classrooms. Schools administrations should provide not only the technology but also technical assistance to the teachers. Schools administrations need to help teachers to know the importance of ICTs and to use it for a meaningful purpose to improve the standard of education.

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 A competência em tecnologia para a sala de aula: quem aprende para ensinar?

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Maria Lucia Dias ◽  
Maria Do Rocio Teixeira
Keyword(s):  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Rio Grande ◽  
Communication Technologies ◽  
Digital Information ◽  
Rio Grande Do Sul ◽  
Technological Environment ◽  
Theoretical Approaches ◽  
Information And Communication

 Resumo: Este trabalho retoma um dos temas tratados em pesquisa de Doutorado, que buscou verificar o perfil de competência adquirida durante a formação de professores egressos dos cursos de Licenciatura em Biologia, Física e Química da Universidade Federal do Rio Grande do Sul, no uso de Tecnologias Digitais de Informação e Comunicação. São disciplinas que apresentam dificuldades aos alunos em função da sua complexidade. Assim, acredita-se que o professor que tiver a competência necessária no uso daquelas tecnologias poderá interagir com os alunos num ambiente tecnológico, que lhes é conhecido e familiar. Alguns resultados da pesquisa empírica realizada junto aos formandos são mostrados. As abordagens teóricas tratam da mudança necessária de paradigmas e atitudes no cenário de ensino e da aprendizagem no século XXI, para a era digital em que vivemos. Palavras-chave: Tecnologia na Educação. Formação de professores. Teorias educacionais aplicadas às Tecnologias Digitais de Informação e Comunicação. THE COMPETENCE IN TECHNOLOGY FOR THE CLASSROOM: WHO LEARNS TO TEACH? Abstract: This work resumes one of the themes addressed in a PhD research, which sought to verify the proficiency profile acquired during the training of undergraduate students of the Biology, Physics and Chemistry degree courses of the Federal University of Rio Grande do Sul, in the use of Digital Information and Communication Technologies. These are disciplines that present difficulties to students due to their complexity. Thus, it is believed that the teacher who has the necessary competence in the use of those technologies can interact with the students in a technological environment, which is familiar and familiar to them. Some results of the empirical research done with the trainees are shown. The theoretical approaches deal with the necessary change of paradigms and attitudes in the scenario of teaching and learning in the 21st century for the digital age in which we live. Keywords: Technology in Education. Teacher Training. Educational Theories applied to Digital Technologies of Information and Communication.

scholarly journals TECNOLOGIAS DIGITAIS DE INFORMAÇÃO E COMUNICAÇÃO COMO RECURSO DE MEDIAÇÃO PEDAGÓGICA

2019 ◽  
Vol 5 (4) ◽  
pp. 613-633
Author(s):  
Marluce Evangelista Carvalho Zacariotti ◽  
José Luis dos Santos Sousa
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Field Research ◽  
Communication Technologies ◽  
Digital Information ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Information And Communication

A pesquisa buscou diagnosticar a realidade das escolas públicas de Grajaú, Maranhão, quanto ao uso das tecnologias digitais de informação e comunicação (TDIC) no ensino de Ciências. O objetivo foi levantar como as TDIC estão sendo utilizadas nas escolas, pelos professores de Ciências. Realizou-se uma pesquisa bibliográfica e de campo, tendo como sujeitos professores de Ciências e alunos. Aplicou-se um questionário para diagnosticar a realidade das escolas quanto ao uso das TDIC. Concluiu-se que a utilização das TDIC no local pesquisado precisa ser mais explorada e que o professor ainda não está preparado para aproveitar as tecnologias como fator de aprimoramento do processo de ensino e de aprendizagem.   PALAVRAS-CHAVE: Professores; alunos; escola; Tecnologias Digitais de Informação e Comunicação.     ABSTRACT The research sought to diagnose the reality of public schools in Grajaú, Maranhão, regarding the use of digital information and communication technologies (TDIC). The goal was to get to know how the TDICs are being used in schools by the science teachers. A bibliographical and field research was carried out, having as subjects science teachers and students. A questionnaire was applied to diagnose the reality of schools as regards the use of TDICs. It was concluded that the use of TDICs in the researched area needs to be further explored and that the teacher is not yet ready to take advantage of technologies as a factor to improve the teaching and learning process. KEYWORDS: Teachers; students; school; Digital Information and Communication Technologies.     RESUMEN La investigación buscó diagnosticar la realidad de las escuelas públicas de Grajaú, Maranhão, en cuanto al uso de las tecnologías digitales de información y comunicación (TDIC). El objetivo fue conocer como las TDIC están siendo utilizadas en las escuelas, por los profesores de Ciencias. Se realizó una investigación bibliográfica y de campo, teniendo como sujetos profesores de Ciencias y alumnos. Se aplicó un cuestionario para diagnosticar la realidad de las escuelas en cuanto al uso de las TDIC. Se concluyó que la utilización de las TDIC en el local investigado necesita ser más explotada y que el profesor todavía no está preparado para aprovechar las tecnologías como factor de perfeccionamiento del proceso de enseñanza y de aprendizaje.   PALABRAS CLAVE: Profesores; alumnos; escuela; Tecnologías Digitales de Información y Comunicación.

scholarly journals Letramento digital: do uso das tecnologias digitais à formação dos professores de língua portuguesa, o que se discute sobre isso?

2019 ◽  
Vol 12 (3) ◽  
pp. 109-127
Author(s):  
Edmilson Francisco ◽  
Helena Maria Ferreira ◽  
Ilsa do Carmo Vieira Goulart
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Digital Information ◽  
Continuous Training ◽  
Theoretical Contribution ◽  
Information And Communication

RESUMO:Neste estudo, abordamos algumas proposições a respeito da formação inicial e continuada de professores de língua portuguesa no que tange ao uso das tecnologias digitais de comunicação como estratégia para reelaboração e reconfiguração de suas práticas pedagógicas. As transformações tecnológicas e digitais que vêm ocorrendo na sociedade e que, consequentemente, atingem o interior das salas de aula têm interferido em nossas práticas pedagógicas e nas relações entre o ensinar e o aprender, exigindo de nós, professores, uma busca constante por formação. Diante disso, este texto tem por objetivo refletir sobre a temática das tecnologias digitais de informação e comunicação no processo de formação docente e sobre a concepção de letramento digital no processo mediador do ensino e da aprendizagem para os professores de língua portuguesa. Para tanto, apresentamos uma pesquisa de abordagem qualitativa, a partir de uma reflexão bibliográfica, tomando como aporte teórico os estudos de Castells e Cardoso (2005), de Coscarelli (2016), a respeito das tecnologias digitais, bem como das pesquisas de Soares (2012) e Xavier (2005) sobre letramento digital. Os estudos apontam para o aprimoramento na formação inicial e continuada dos professores, no caso, os de língua portuguesa, de modo a oferecer e a vivenciar situações de letramento digitalmente dentro e fora das salas de aula. PALAVRAS-CHAVE: letramento digital; Tecnologias Digitais de Informação e Comunicação; formação de professores de língua portuguesa; formação docente.   ABSTRACT:In this study we present some proposals regarding the initial and continuous training of Portuguese teachers in the use of digital communication technologies as a strategy for re-elaboration and reconfiguration of their pedagogical practices. The technological and digital transformations that have been occurring in society and which consequently affect the interior of the classrooms have interfered in our pedagogical practices and in the relationships between teaching and learning, requiring of us, teachers, a constant search for formation. The purpose of this text is to reflect on the subject of digital information and communication technologies in the teacher formation process and about the design of digital literacy as a resource in the mediation of teaching and learning for teachers of Portuguese language. For that, we present a qualitative research, based on a bibliographical reflection, taking as theoretical contribution the studies of Castells and Cardoso (2005), by Coscarelli (2016), regarding digital technologies, as well as Soares’s researches (2012) and Xavier (2005) on digital literacy. The studies point to the improvement in the initial and continuing training of teachers, in the case of Portuguese-speaking teachers, in order to offer and experience literacy situations digitally inside and outside classrooms. KEYWORDS: digital literacy; Digital Information and Communication Technologies; Portuguese teacher education; teacher education.

scholarly journals Towards a Framework for Evaluating ICT-Based Materials

2009 ◽  
pp. 759-766 ◽  
Author(s):  
Hitendra Pillay ◽  
John A. Clarke
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Information And Communication ◽  
Software And Hardware ◽  
Evaluation Of Learning

Information and communication technologies (ICTs) present interesting challenges for educators and ICT designers, not the least of which is the evaluation of learning. Syverson and Slatin (1995) argue that software and hardware have evolved into a bewildering range of programs and peripherals while networks innovations add still another layer of complexity. As a result, teachers must not only continuously learn how to use these rapidly changing technologies, but they must also rethink their teaching practices, design new activities for teaching and learning, and try to evaluate the learning of students as they engage those activities.

scholarly journals Tecnologias Móveis para Alfabetização: Apontamentos sobre o Aplicativo Palma

2019 ◽  
Vol 20 (3) ◽  
pp. 267
Author(s):  
Ana Graciela M. F. da Fonseca Voltolini ◽  
José Serafim Bertoloto ◽  
Ed Wilson Rodrigues Silva Júnior
Keyword(s):  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Mobile Technologies ◽  
Digital Information ◽  
Support Tool ◽  
Information And Communication ◽  
User Friendly

A partir do desenvolvimento das Tecnologias Digitais de Informação e Comunicação – TDIC, esses dispositivos oferecem novos recursos e possibilidades também para o ensino, através de celulares, de smartphones, de tablets e de aplicativos, por exemplo. A UNESCO é grande incentivadora do uso de tecnologias e de recursos móveis para apoiar, facilitar e promover o acesso aos materiais e aos conteúdos educacionais. Nesse cenário, o presente artigo apresenta apontamentos sobre o Aplicativo Palma, um recurso para dispositivos móveis que auxilia na alfabetização na língua materna. Trata-se de um artigo bibliográfico e documental que analisa essa ferramenta de apoio ao processo de ensino e aprendizagem inserida no conceito de Aprendizagem Móvel. De acordo com o estudo, a opção por um dispositivo móvel, acessível, e a utilização de uma interface simples, amigável, indica um caminho para inserção significativa das tecnologias móveis no contexto educacional, sobretudo, para pessoas com pouca ou nenhuma alfabetização. Palavras-chave: Dispositivos Móveis. Aprendizagem Móvel. Ensino. AbstractFrom the development of Digital Information and Communication Technologies - TDIC, these devices offer new features and possibilities for teaching, through cell phones, smartphones, tablets and applications, for example. UNESCO strongly encourages the use of mobile technologies and resources to support, facilitate and promote access to educational materials and content. In this scenario, this article presents notes about the Palma Application, a resource for mobile devices that assists in literacy in the mother tongue. It is  a bibliographical and documentary article that analyzed this support tool to the process of teaching and learning inserted in the concept of Mobile Learning. According to the study, the choice of an accessible mobile device and the use of a simple, user-friendly interface indicate a path for meaningful insertion of mobile technologies into the educational context, especially for people with little or no literacy. Keywords: Mobile devices. Mobile Learning. Teaching.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

THE „CLOUDY“ CLASSROOM

2020 ◽  
Vol 11 (2) ◽  
pp. 347-352
Author(s):  
Atanaska Peneva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Communications ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Web Based ◽  
Modern Approach ◽  
Building Information ◽  
Practical Guidelines ◽  
Information And Communication ◽  
Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

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