scholarly journals Avaliação das tecnologias digitais na docência: indicadores brasileiros e portugueses

2017 ◽  
Vol 28 (67) ◽  
pp. 12
Author(s):  
Ronaldo Nunes Linhares ◽  
Maria José Loureiro ◽  
Fernando Ramos ◽  
Caio Mário Guimarães Alcântara
Keyword(s):  
Qualitative Research ◽  
Focus Groups ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Palabras Clave ◽  
Information And Communication ◽  
Evaluation Of Teaching ◽  
Educational Indicators

<p>Este artigo apresenta um grupo de indicadores voltados para avaliar o uso das Tecnologias da Informação e Comunicação na docência, que foram sugeridos por professores do Brasil e Portugal que atuaram em programas de uso de tecnologias digitais em seus países. A pesquisa constitui uma investigação qualitativa, com aplicação de questionários e realização de entrevistas e grupos focais, junto a professores da região da cidade de Aveiro, norte de Portugal, e dos municípios de Nossa Senhora da Glória, Tobias Barreto e Itabaiana, no estado de Sergipe, Brasil. As respostas desses professores ressaltam a necessidade do estabelecimento de indicadores avaliativos que considerem aspectos qualitativos da docência mediada por tecnologias digitais.</p><p><strong>Palavras-chave:</strong> Avaliação; Tecnologias Digitais; Docência; Indicadores Educacionais.</p><p> </p><p><em><strong>Evaluación de las tecnologías digitales en la docencia: indicadores brasileños y portugueses</strong></em></p><p><em>Este artículo presenta un grupo de indicadores que se destinan a evaluar el uso de las Tecnologías de Información y Comunicación en la docencia, sugeridos por profesores de Brasil y Portugal que actuaron en programas de uso de tecnologías digitales en sus países. La investigación constituye un estudio cualitativo, con aplicación de cuestionarios y realización de entrevistas y grupos focales junto a profesores de la región de la ciudad de Aveiro, norte de Portugal, y de los municipios de Nossa Senhora da Glória, Tobias Barreto y Itabaiana, en el estado de Sergipe, Brasil. Las respuestas de tales docentes subrayaron la necesidad de establecer indicadores evaluativos que consideren aspectos cualitativos de la docencia mediada por tecnologías digitales.</em></p><p><em><strong>Palabras clave:</strong> Evaluación; Tecnologías Digitales; Docencia; Indicadores Educacionales.</em></p><p> </p><p><em><strong>Evaluation of teaching digital technologies: Brazilian and Portuguese indicators</strong></em></p><p><em>This article presents a set of indicators suggested by teachers and aimed to evaluate the use of information and communication technologies in teaching practices. These indicators were selected by teachers from Brazil and Portugal working with digital technology programs in their countries. The study is a qualitative research that contains questionnaires, interviews and focus groups with teachers in the region of Aveiro, Northern Portugal and in the cities of Nossa Senhora da Glória, Tobias Barreto and Itabaiana, in the State of Sergipe, Brazil. The teachers’ responses highlight the need for establishing evaluative indicators that consider qualitative aspects of teaching mediated by digital technologies.</em></p><p><em><strong>Keywords:</strong> Evaluation; Digital Technologies; Teaching; Educational Indicators.</em></p>

scholarly journals Percepciones de estudiantes de Pedagogía en Matemática acerca de sus competencias TIC: un estudio de caso

2017 ◽  
Vol 28 (28) ◽  
pp. 117
Author(s):  
Mauricio Moya Márquez
Keyword(s):  
Information And Communication Technologies ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Knowledge And Skills ◽  
Information And Communication ◽  
Formación Docente ◽  
Competencias Digitales

RESUMEN Este artículo se centra en los resultados de un estudio cuyo propósito fue develar las percepciones de futuros profesores de matemáticas e informática educativa de la UCSH, acerca de sus competencias en el uso de tecnologías digitales en la escuela. El estudio fue realizado en el contexto de una línea internacional de investigación sobre el uso de las TIC en la enseñanza y el aprendizaje en una sociedad digital. La metodología incluyó un cuestionario y entrevistas. A los participantes se les preguntó cómo percibían sus conocimientos y competencias en el uso de la tecnología digital como recurso para promover el aprendizaje de las matemáticas. Los resultados más importantes mostraron que ellos se percibían mejor preparados en el “conocimiento sobre estas tecnologías” y en los “aspectos técnicos”, que en la pedagogía y gestión involucrados en el uso de estos recursos en la escuela. Además, los participantes reportaron una baja participación en proyectos innovadores destinados a incorporar estas tecnologías en la enseñanza y el aprendizaje.Palabras clave: Competencias digitales docentes, tecnologías de la información y comunicación, informática educativa, formación docente, educación matemática. ABSTRACT This article focuses on the results of a study aimed to unveiling perceptions that future Teachers of Mathematics and Computers in Education of UCSH have about their skills in the use of digital technologies at School. The study was done in the context of an international line of research on the use of ICT for teaching and learning in a digital society. The methodology included a questionnaire and interviews. Participants in the study were asked how they perceived their knowledge and skills in the use of digital technology as a resource to promote mathematics learning. The most important results showed that participants perceived themselves better prepared in the “knowledge about these technologies” and, in the “technical aspects of these technologies” than in the pedagogy and management involved in the use of these resources at School. Additionally, respondents reported a low participation in innovative projects intended to incorporate these technologies in teaching and learning at School.Keywords: Teacher Digital Competences, Information and Communication Technologies, Educational Informatics, Teacher Training, Mathematics Education. 

scholarly journals Revisão sistemática sobre letramento digital na formação de professores

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.

Information Literacy of a Foreign Language Teacher: An Analysis of Russian and European Professional Standards of Teachers

Vestnik MEI ◽  
2021 ◽  
pp. 135-142
Author(s):  
Marina A. Slepneva ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Professional Standards ◽  
Digital Tools ◽  
Long Period ◽  
Information And Communication

The introduction of information and communication technologies into the educational process began more than twenty years ago, along with the rapid spreading of computers around the world. However, not all educational institutions have supported the inclusion of information and communication technologies into the educational process for the above-mentioned quite a long period of time. Most likely, this was due to insufficient financial investments in modernization. In addition, insufficient attention was initially paid to training of teachers for working with digital technologies. At present, when information and communication competence has already been included into all international standards for teachers, it turned out that neither graduates from teacher training institutes nor teachers who have been working for already a long period of time have sufficient competencies for using digital technologies in practice. A comparative analysis of Russian and European professional standards for teachers is carried out, and the competencies they should possess are considered. Various versions of the information literacy definitions are given, which have undergone changes in the technological development process. Special attention is paid to the requirements for competencies of foreign language teachers in the field of digital technologies. The list of the currently available digital tools, including mobile devices, is discussed. The students actively use such technologies to learn languages, but to yield a really positive effect, digital tools should be integrated directly into the educational process in a professional manner. The experience of work with digital technologies gained by the teachers of the NRU MPEI Department of Foreign Languages is considered. A conclusion has been drawn, according to which a high level of information literacy enables teachers not only to change their own pedagogical methods, but also to open new horizons for their students, who, in turn, gain access to high quality education.

ДОСВІД ВИКОРИСТАННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ В ОСВІТНЬОМУ ПРОСТОРІ ЄВРОПИ ПІД ЧАС ПАНДЕМІЇ COVID-19

2021 ◽  
Vol 2 (2) ◽  
pp. 63-74
Author(s):  
M. V. CHURSANOVA ◽  
◽  
F. M. GAREEVA ◽  
D. V. SAVCHENKO ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Education System ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Learning Technologies ◽  
Information And Communication ◽  
Learning Platforms ◽  
Distance Learning Technologies ◽  
The University

The paper analyzes up-to-date distance learning technologies used in European education system for ensuring overall organization of the educational process during the COVID-19 pandemic. Quarantine conditions have become a catalyst for development and practical testing of virtual learning tools and innovative pedagogical technologies, and application of the experience with them is a necessity of today and a strategy for the future. The article is focused on distance learning technologies in higher education. Institutions of England, Germany and France are chosen for the study due to their banner quality of educational service, like the University of Oxford, for example. The basis for successful conduct of all types of classes is employment of universities’ own specialized learning platforms. The learning model remains more similar to the traditional one. The main role continues to belong to communication between qualified teachers and students through various interactive web applications, while digital technologies create space for such interaction, filling it with learning materials. Students get access to all educational services using a single password to the university network. At the same time, some learning materials are available with open access, video lectures and podcasts are popular. Unlike other countries, education in Germany is governed by strict principles of information and data protection. In the contrary, in France many courses have been made available on network, and the education system has instantly adapted to work in virtual mode through the developed system of national distance learning platforms and the massive open online courses. The result of effective distance learning organization in Europe during the pandemic is that the introduction of digital technologies and transition to more flexible learning models become the education strategy at the state level, while pedagogy becomes an area of advanced development of information and communication technologies. Key words: distance education, online learning, information and communication technologies, educational platforms, quarantine, COVID-19.

ICT

2014 ◽  
pp. 45-61 ◽  
Author(s):  
Sylvia Archmann ◽  
Astrid Guiffart
Keyword(s):  
Information And Communication Technologies ◽  
Public Services ◽  
Communication Channels ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Policy Outcomes ◽  
Access To Education ◽  
Information And Communication ◽  
Successful Approach ◽  
Effective Assessment

This analyzes how Information and Communication Technologies (ICT) can be used by governments to involve all citizens in society life through increased access to education, employment, public services, as well as participating in decision-making. Given the risks of deeper social exclusion associated with the lack of digital competences or capabilities, targeted measures to encourage ICT engagement may strategically be implemented to provide equal opportunities. Furthermore, digital technologies open up new communication channels that governments can use to deliver valuable citizen-oriented public services and foster social and political involvement. In order to reach inclusiveness and participation objectives, technology is obviously not enough. Some commitment to openness and transparency, as well as an effective assessment of policy outcomes range among the pillars of a successful approach to digital governance.

The Media Diet of University Students in Italy

2012 ◽  
pp. 84-93
Author(s):  
Andrea Pozzali ◽  
Paolo Ferri
Keyword(s):  
University Students ◽  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Natives ◽  
Educational Systems ◽  
Information And Communication ◽  
High Level ◽  
The University

Developments in information and communication technologies have raised the issue of the intergenerational digital divide that can take place between “digital natives” and “digital immigrants”. Despite emphatic claims concerning how educational systems must take into account the specific characteristics of “digital natives”, sound empirical research on these topics is lacking, especially for Europe. This paper presents the results of research performed during the course of 2008, studying how university students in Italy use digital technologies. The research is based on a survey of 1086 undergraduate students at the University of Milan-Bicocca, complemented by focus groups and in-depth interviews. The results of our research show that, even if university students are familiar with digital technologies, the general possession of high level skills in accessing and using the Internet should not be taken for granted.

Digital inclusion

2019 ◽  
Author(s):  
Ronald M. Baecker
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Social Inclusion ◽  
Communication Technologies ◽  
The Internet ◽  
Digital Inclusion ◽  
Digital Devices ◽  
Information And Communication ◽  
The Rich

J. C. R. Licklider, Vannevar Bush, Doug Engelbart, Ted Nelson, and Alan Kay optimistically and exuberantly imagined how computers could better the lives of people. Much of this has come to pass. The Internet supports learning by ‘students’ at all levels. Information on laws, procedures, diseases, and medical care may be found on the web. The Internet now provides the easiest, or in some cases the only, way to pay bills or order items such as books, groceries, and even clothing. It is a means of communication with family, friends, individuals one would like to meet, individuals with whom one could share insights, and potential employers. Music, films, and other means of entertainment stream to our digital devices. This implies that those for whom digital technology is not available are at a disadvantage. The gap between the technology-haves and the technology-have-nots became known in the 1990s as a digital divide. The concept is nuanced; we can speak of availability or scarcity of hardware, such as personal computers (PCs) and mobile phones; of infrastructure such as cellular networks; of communications bandwidth that enables a smooth media viewing experience; of expertise in using the technology; of commitment to its use; and of engagement in the process. Some only consume information; others contribute their ideas via methods such as blogging and tweeting. Yet a better way to describe digital technology widely accessible is the goal of social inclusion, to allow all individuals, regardless of socioeconomic status, location, race, gender, or ability or disability, to take advantage of the benefits of modern computing and telecommunications. To have terminology that is even more evocative, we shall use the more modern and descriptive term of digital inclusion. This has been defined by the International Telecommunications Union as ‘empowering people through information and communication technologies (ICTs)’. The term ‘people’ is meant here to imply all people throughout the world. This chapter will first examine the digital divide between the haves and the have-nots (often the rich and the poor) within several nations. Examples of the benefits of digital inclusion will be cited.

Digital Technologies as Media to Transfer Knowledge in IT Firms

2016 ◽  
pp. 204-217 ◽  
Author(s):  
Laura Zapata-Cantú ◽  
Teresa Treviño ◽  
Flor Morton ◽  
Ernesto López Monterrubio
Keyword(s):  
Knowledge Transfer ◽  
Organizational Communication ◽  
Information And Communication Technologies ◽  
Communication Channels ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Study Approach ◽  
Transfer Processes ◽  
Information And Communication

During the last decade, improvements in information and communication technologies have made possible the transformation of knowledge transfer processes from purely informal to increasingly formal and more diverse communication mechanisms that enrich intra-organizational communication channels. In this chapter, the authors followed a case study approach to analyze three Mexican companies with the objective of understanding how companies in the IT sector are implementing digital technologies to achieve knowledge transfer in their organizations. The findings suggest that workers seek and choose tools that can be personalized and customized to adapt to their own needs. New digital technologies are proving to be a new and relevant channel of communication among people: therefore, these should be considered to be one possible way to motivate knowledge transfer at work.

ICTs as Juju: African inspiration for understanding the compositeness of being human through digital technologies

2019 ◽  
Vol 11 (3) ◽  
pp. 279-291 ◽  
Author(s):  
Francis B. Nyamnjoh
Keyword(s):  
Information And Communication Technologies ◽  
Central Africa ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Zero Sum Games ◽  
The Past ◽  
Binary Oppositions ◽  
Information And Communication ◽  
West And Central Africa ◽  
Zero Sum

In this article, I liken information and communication technologies (ICTs) or digital technologies to what we in West and Central Africa have the habit of referring to as Juju. I invite as scholars of the digital humanities to see in the region’s belief in incompleteness and the compositeness of being human, as well as in the capacity to be present everywhere at the same time an indication that we have much to learn from the past on how best to understand and harness current purportedly innovative advances in ICTs. The idea of digital technologies making it possible for humans and things to be present even in their absence and absent even in their presence is not that dissimilar to the belief in what is often labelled and dismissed as witchcraft and magic that lends itself to a world of infinite possibilities – a world of presence in simultaneous multiplicities and eternal powers to redefine reality. The article argues in favour of incompleteness as a normal way of being. It challenges students of humanity to envisage a relationship between humans and digital technologies that is founded less on dichotomies and binary oppositions, nor on zero-sum games of conquest and superiority. If humans are present in things and things in humans, thanks to the interconnections, the flexibility and fluidity of being that come with recognition of and provision for incompleteness, it is important to see things and humans not only as intricately entangled, but also as open-ended composites.

Foxconn: The Disruption of iSlavery

2017 ◽  
Vol 4 (1-2) ◽  
pp. 103-128 ◽  
Author(s):  
Jack Linchuan Qiu ◽  
Lin Lin
Keyword(s):  
Information And Communication Technologies ◽  
Manufacturing Industry ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Social Progress ◽  
Electronics Manufacturing ◽  
Digital Electronics ◽  
Information And Communication ◽  
History Of

This paper connects the scholarship of labour sociology with studies of information and communication technologies (icts). It contends that, despite the wonders of social progress associated with digital technologies, the emergence of the digital electronics manufacturing industry in Asia has led to serious regressions in society. Among the worst of such digital disruptions is the challenge of Foxconn, the world’s largest electronics manufacturer and one of the most notorious sweatshops in the history of industrial capitalism. Tragedies at Foxconn force us to reconsider industrialization and the role oficts so fundamentally that it requires us to revisit old regimes of slavery in order to fully understand these events. From a critical historical perspective, this paper examines disruptive moments in Foxconn while developing the idea of iSlavery and, in particular, manufacturing iSlaves, as a conceptual device to rethink the Foxconn suicides as emblematic of a disruptive and disrupted digital Asia.

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