scholarly journals Utilização das TIC’s em sala de aula: uma análise comparativa de duas escolas, uma pública e uma privada

2018 ◽  
Vol 9 (18) ◽  
pp. 113
Author(s):  
Priscilla Aparecida Santana Bittencourt ◽  
João Pedro Albino
Keyword(s):  
Comparative Analysis ◽  
Private School ◽  
Digital Technology ◽  
New Technologies ◽  
Learning Technologies ◽  
Use Of Technology ◽  
Teaching Learning ◽  
Media And Technology ◽  
The City ◽  
Technology In Schools

O presente trabalho analisou os dados sobre a utilização das novas tecnologias na educação de escolas bauruenses. Com a evolução das tecnologias ao longo dos anos, os jovens possuem maior acesso às tecnologias e, então, faz-se necessário que o processo de ensino-aprendizagem se adeque a essa realidade do mundo atual. Portanto, este estudo apresenta uma parte dos resultados de pesquisa realizada no programa de pós-graduação em mídia e tecnologia da FAAC Unesp de Bauru/SP. Foi realizada uma análise comparativa de como se dá a utilização da tecnologia dentro das salas de aulas de duas escolas de nível médio da cidade de Bauru/SP, uma pública e outra particular. O principal objetivo deste trabalho foi de demonstrar dados comparativos sobre a utilização da tecnologia nas escolas de Bauru/SP e verificar como são os hábitos de uso da tecnologia digital dentro destas duas escolas e no processo de ensino-aprendizagem.Palavras-chave: Educação. Ensino-aprendizagem. Tecnologias. Use of technologies in a classroom: a comparative analysis of two schools, a public and a privateThe present work analyzed the data on the use of new technologies in the education of Bauru schools. With the evolution of technologies over the years young people have greater access to technologies and it’s necessary for the teaching-learning process to adapt to this reality of the world today. Therefore this study presents a part of the results of research conducted in the postgraduate program in media and technology of FAAC Unesp of Bauru / SP. A comparative analysis was made of how technology is used within the classrooms of these schools in the city of Bauru / SP, a public school and another private school. The main objective of this work was to demonstrate comparative data on the use of technology in schools in Bauru / SP and to verify how digital technology is used in these two schools and in the teaching-learning process.Keywords: Education. Teaching-learning. Technologies.

PENGEMBANGAN KONSEP OPEN GOVERMENT UNTUK MENINGKATKAN KUALITAS LAYANAN KOTA PALEMBANG (STUDI KASUS : KOTA PALEMBANG)

2021 ◽  
Vol 21 (2) ◽  
pp. 86-90
Author(s):  
Tri Akhyari Romadhon ◽  
M. Izman Herdiansyah
Keyword(s):  
New Technologies ◽  
Quality Measurement ◽  
City Government ◽  
Open Government ◽  
Quality Of Information ◽  
Abuse Of Power ◽  
Civil Society Participation ◽  
Use Of Technology ◽  
The City

Open Government is committed to improving the quality of information availability on government activities, supporting civil society participation in government, upholding professional standards in public administration to prevent corruption, abuse of power and increasing access to the use of new technologies to support accountability and openness. Currently, many governments have implemented e-government which supports the government's goals in open government. Where, e-government is used to describe the use of technology in carrying out several government tasks. The city government of Palembang has several applications or e-government systems that are open government. The city government of Palembang has not made a quality measurement of the e-government that has been implemented, so it is not known the level of quality in each application or system implemented. Based on this explanation, it is necessary to analyze the level of service quality in the system that has been implemented by the Palembang City Government.

Changes in Content of Online Teaching in pre and during COVID-19 Era: A Comparative Analysis in Private School Setup in India

2020 ◽  
Vol 15 (02) ◽  
pp. 07-10
Author(s):  
Manpreet Kaur
Keyword(s):  
Comparative Analysis ◽  
Online Education ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Teachers ◽  
Content Development ◽  
Teachers And Students ◽  
Set Up ◽  
Teaching Learning

The process of teaching and learning through online or virtual mode has been gradually becoming an important part of the Indian education sector. Teachers and students in higher education have already been effectively using online education mode to optimize the learning process. Schools, too, have been using educational technologies in many ways at all levels and across all grades. But with the unexpected worldwide spread of the COVID-19 pandemic in the year 2020, a sudden exponential boom has come in the online teaching set up. Until now, online teaching was assumed to be an aid to the teaching-learning transactions and was immediately adopted as the only way out, to continue with the pedagogical process in schools and colleges. This research attempts to make a comparative analysis of the changes in various aspects of online teaching before and during the COVID-19 era, including content development and delivery and type of information shared with students in private schools of NCR of India. Data collected by the investigator from school teachers about their usage of online methodologies from 2017 will be compared with school teachers’ data in August 2020, and its educational implications will be discussed.

Philosophies, Traditional Pedagogy, and New Technologies

2014 ◽  
pp. 317-341
Author(s):  
Paul Breen
Keyword(s):  
New Technologies ◽  
Education Programme ◽  
Learning Technologies ◽  
Traditional Values ◽  
Study Approach ◽  
Use Of Technology ◽  
Education Environment ◽  
Integration Of Learning ◽  
Teachers In Transition ◽  
Traditional Pedagogy

This chapter reports on a study of teachers in transition, developing their practice and their cognitions regarding the integration of learning technologies with traditional approaches to the teaching of English for Academic Purposes (EAP). Taking a case study approach, it examines developments in the practice of three teachers during and after a teacher education programme on the use of technology in the EAP classroom. This is a study of cognition, teaching philosophy, and the relationship between pedagogy, technology, and content, and how teachers situate these within their own practice. The setting is the rapidly changing UK higher education environment, where the speed of change is such that today's latest fashions and gadgets may well be yesterday's news tomorrow. Thus, this is not a tale of individual technologies or tools to make teachers' lives better. This is a story of people, of pedagogy's traditional values intersecting with technology, and the issues arising from this, alongside the evolution of strategies for dealing with these issues.

O Fórum no Ensino Presencial: Despertando o Interesse dos Alunos Por Meio da Integração de Conteúdos da Sala de Aula para Ambientes Virtuais

2018 ◽  
Vol 19 (4) ◽  
pp. 433
Author(s):  
Cleonice Jose De Souza ◽  
Luciane Guimarães Batistella Bianchini ◽  
Solange Franci Raimundo Yaegashi ◽  
Juliana Gomes Fernandes ◽  
Bernadete Lema Mazzafera
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Virtual Environments ◽  
Learning Environments ◽  
Learning Process ◽  
Private School ◽  
Teaching And Learning ◽  
Discussion Forum ◽  
Teaching Learning ◽  
The City

A integração de ambientes virtuais e seus aplicativos no processo de ensino e aprendizagem possibilitam novas proposições aos alunos, bem como diversificam e apoiam as ações do professor. A presente pesquisa caracterizada como qualitativa analisou como 10 professores, de uma escola particular da cidade de Londrina (PR), consideram o uso do fórum de discussão para o processo de ensino e aprendizagem escolar presencial. Para a coleta de dados foram aplicadas quatro questões abertas. Os resultados indicaram que os fóruns, apesar de ainda serem pouco utilizados pelo grupo entrevistado, mostraram-se uma ferramenta muito útil para despertar no estudante o interesse por participar das atividades propostas pelo professor emitindo sua opinião e instigando o debate entre os colegas. Além disso, possibilita a articulação dos conteúdos presenciais da sala de aula com novos debates decorrentes das discussões, que transcendem para outros ambientes de aprendizagem. Palavras-chave: Ensino. Aprendizagem. Fórum. AbstractThe integration of virtual environments and their applications in the teaching and learning process offers new propositions to the students and it also diversifies and supports the teacher’s actions. The present qualitative research analyzed how ten teachers from a private school in the city of Londrina (PR), consider the use of the discussion forum for the process of onsite teaching and learning. For the data collection, four open-ended questions were applied. The results indicated that the forums, although still not frequently used by the interviewed group, proved to be a very useful tool to awaken the students’ interest in participating in the activities proposed by the teacher, expressing their opinions and instigating the debate among the classmates. In addition, it makes it possible to articulate classroom contents with new debates resulting from discussions that transcend to other learning environments. Keywords: Teaching. Learning. Forum.

scholarly journals Impact of digital technologies on education

2020 ◽  
Author(s):  
A.V. YUr'ev
Keyword(s):  
Labor Market ◽  
Digital Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Transformation ◽  
Educational Technologies ◽  
Highly Qualified ◽  
Use Of Technology ◽  
Software And Hardware

Digital technologies have become an integral part of our everyday life. Today the application of digital technologies surrounds us at home, at work, in education, transport or leisure. Digital transformation is not only about the technological shift. New technologies, software and hardware solutions are emerging every day. The importance of digital technology in vocational education cannot be ignored. In fact, with the advent of computers in education, it has become easier for teachers to transfer knowledge and for students to acquire it. The use of technology has made the teaching and learning process even more enjoyable. But the negative aspects of the use of digital educational technologies in training highly qualified specialists on the labor market are also not excluded.

scholarly journals University teaching with digital technologies

Comunicar ◽  
2015 ◽  
Vol 23 (45) ◽  
pp. 117-124 ◽  
Author(s):  
Carlos Marcelo-García ◽  
Carmen Yot-Domínguez ◽  
Cristina Mayor-Ruiz
Keyword(s):  
Digital Technologies ◽  
Learning Technologies ◽  
Learning Activities ◽  
University Teaching ◽  
Small Range ◽  
University Teachers ◽  
Use Of Technology ◽  
Frequency Of Use ◽  
Level Of Use ◽  
Teaching Learning

This research aims to analyze the level of use of technology by university teachers. We are interested by the frequency of their use in designing the teaching-learning process. The research questions were: what types of learning activities which include are designed by university teachers? What types of technologies do teachers use in the design of their instruction? What is the level of use of digital technologies in the learning designs? To respond to these issues, we designed an inventory of activities of learning technologies at the university which was completed by 941 Andalusian teachers. We have identified the type and frequency of use of technology by university lecturers in their different fields at the same time as studying learning activities that predominate in their learning designs. The results, first of all, reveal a poor integration of ICT in the teaching-learning processes which are, essentially, the teacher-centered learning activities. Secondly, we have identified four profiles which differentiate between d teachers depending on their level of use of ICT. The profile comprising an increased number of teachers makes making reference to the rare use of technology. There are teachers who use technology sparingly, and this is a very small range. Esta investigación tiene por objetivo analizar el nivel de uso que de las tecnologías hace el profesorado universitario, interesándose tanto por la frecuencia de uso de ellas, como por el tipo de actividades de aprendizaje en las que se utilizan. Los problemas de investigación se centraron en: ¿qué tipos de actividades de aprendizaje con tecnologías diseñan los docentes universitarios?, ¿qué tipo de tecnologías utilizan los docentes en el diseño de su enseñanza?, ¿cuál es el nivel de uso de las tecnologías digitales en los diseños del aprendizaje del profesorado universitario? Hemos diseñado el Inventario de Actividades de Aprendizaje con Tecnologías en la Universidad que fue respondido por 941 docentes andaluces. A través de él hemos identificado el tipo y frecuencia de uso que de la tecnología hace el profesorado universitario en sus materias al tiempo que hemos estudiado las actividades de aprendizaje que predominan en sus diseños del aprendizaje. Los resultados revelan una pobre integración de tecnologías en los procesos de enseñanza-aprendizaje los cuales se constituyen, esencialmente, de actividades de aprendizaje centradas en el docente. Hemos identificado cuatro perfiles diferenciados de docentes en función del nivel de uso que hacen de las TIC. De los cuatro, el perfil que mayor número de docentes agrupa es el que hace referencia a un uso poco frecuente de la tecnología; son docentes que emplean escasamente la tecnología y esta es de una gama muy reducida.

scholarly journals How language teachers perceive information and communication technology

2019 ◽  
Vol 8 (3) ◽  
pp. 607
Author(s):  
Patrisius Istiarto Djiwandono
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Digital Technology ◽  
Language Teachers ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Information And Communication ◽  
Technological Acceptance Model ◽  
Acceptance Model ◽  
Teaching Learning

The digital technology has permeated almost every aspect of life. Meanwhile, the responses from the field of language teaching in Indonesia to this new development have been scarce. The paper aims to provide an answer to the question whether language teachers perceive Information and Communication Technology (ICT) as a threat or a helpful assistant. To achieve this, a survey was conducted to 110 English teachers in Java, Indonesia. Five closed-ended items and two open-ended items in an online questionnaire asked them several questions about what conditions they see as threats, how they perceive ICT, and what digital facilities they have been using in their work. The results show that most of them perceived ICT positively, seeing it as a beneficial rather than threatening force. To them, ICT has been an attractive source that provides learning resources, fosters communication and collaboration, and spices up teaching-learning activities. Those who expressed their worry over ICT mentioned the importance of teachers’ upgrading their ICT skills and called for institutional support for the teachers. Three models, TAM (Technological Acceptance Model), UTAUT (Unified Theory of Acceptance and Use of Technology), and TPACK (Technological Pedagogical Content Knowledge) were then discussed to address the need for helping teachers adapt to the fast-changing digital technology.

In the city, they go “pit pit pit”: Digital media’s affordances and imagined (dis)connections in a rural Japanese community

2020 ◽  
pp. 146144482092117
Author(s):  
Fabienne Darling-Wolf
Keyword(s):  
Digital Media ◽  
Digital Technology ◽  
Sense Of Self ◽  
Lower Class ◽  
Digital Culture ◽  
Community Members ◽  
Daily Lives ◽  
Digital World ◽  
Use Of Technology ◽  
The City

This project explores how lower class individuals living in a small rural Japanese community employ digital media in their daily lives and how this use of technology shapes their sense of self. Drawing from ethnographic research, it considers the locally specific ways in which individuals have embraced digital technology and how the technology’s “imagined affordances” intersect with their cultural, regional, and class identities, both locally and in relationship to national and global contexts. It argues that despite community members’ active use of digital technology, numerous barriers (both imagined and actual) continue to limit their ability to fully engage in digital culture and discusses how these barriers lead to a sense of simultaneous connection and disconnection from both urban contexts and an imagined global community. It concludes that more carefully situated local accounts of digital praxis are a necessary step toward developing a deeper understanding of the digital world.

scholarly journals IMT Skills of the pre-service teachers in Cebu City

2018 ◽  
Vol 7 (3) ◽  
pp. 212
Author(s):  
Helen B. Boholano
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Modern Technology ◽  
Use Of Technology ◽  
The People ◽  
Technology In Teaching ◽  
Information Media ◽  
Teaching Learning ◽  
Effective Use ◽  
Media And Technology

Information, media and technology is an essential skill in the 21<sup>st</sup> century. The development of the country relies on the people. The preservice teachers are task to mold the 21<sup>st</sup> century learners. The purpose of this study is to investigate and analyze the information, media and technology skills in the 21<sup>st</sup> century of the preservice teachers in the different Higher Education Institutions (HEIs) in Cebu City. Findings revealed that the preservice teachers possessed very IMT good skills.  There are three themes formulated regarding the effects of new digital technologies in the 21<sup>st</sup> century instruction. Making taking and learning more convenient with the use of technology, the 21<sup>st</sup> century role of modern technology in teaching and learning and using technology as tool in research are essential in the 21<sup>st</sup> century undertakings. Thus, ICTs have been very useful in the teaching-learning process and it has been the modernize way of education which caught the interest of everybody. The effective use of technology enables the preservice teachers to facilitate and adjust their instructional strategies to optimize students’ learning.

Technology in PerspectiveWho is in Control?

2017 ◽  
pp. 310-316
Author(s):  
Patricia Gonzales
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Educators ◽  
Learning Technologies ◽  
Music Teacher ◽  
Traditional Teaching ◽  
Music Teacher Education ◽  
Innovative Teaching ◽  
Use Of Technology ◽  
Teaching Learning

It is commonly known that the assimilation and use of technology that is vertically mandated, without a critical consideration of final users, presents various risks such as an inadequate and unreflective use of technology. For instance, new technological tools tend to be used only to facilitate aspects of traditional teaching practices, without changing previous pedagogical paradigms. One of the main causes is that many teachers have not acquired the expertise to take full advantage of innovative teaching/learning technologies. For adequate music education provision, music educators must respond distinctively and effectively by considering the sociocultural and educational context. This chapter argues that music teacher education and professional initiatives must be focused on empowering music teachers to critically decide the degree of technological assimilation and distinction in order to meet the standards of quality education.

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