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

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.

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

WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION ◽

10.37394/232010.2020.17.4 ◽

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.

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

Eco Matemático ◽

10.22463/17948231.2944 ◽

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.

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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

Pecvnia Revista de la Facultad de Ciencias Económicas y Empresariales Universidad de León ◽

10.18002/pec.v0i4.721 ◽

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. 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.

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

Virtual Archaeology Review ◽

10.4995/var.2012.4436 ◽

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

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 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.

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

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2019v20n1p110-117 ◽

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.

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Using ICT in STEM Education

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch044 ◽

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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A liderança no processo de ensino-aprendizagem como uma estratégia de fortalecimento da dodiscência

Revista Expectativa ◽

10.48075/revex.v20i3.25268 ◽

2021 ◽

Vol 20 (3) ◽

pp. 71-87

Author(s):

Willyane Freire Da Silva ◽

Daniel Costa Assunção

Keyword(s):

Information And Communication Technologies ◽

Learning Process ◽

Paulo Freire ◽

Communication Technologies ◽

Educational Process ◽

Construction Of Knowledge ◽

Information And Communication ◽

The One ◽

Teaching Learning ◽

Relationship Of

Os avanços das Tecnologias da Informação e Comunicação e o acesso às informações fez com paradigmas de que o docente é o detentor de saber e um agente inacessível fossem repensados. Cada vez mais, o processo educativo tem no discente e em sua participação uma peça imprescindível à construção dos saberes e o docente que o guia estrategicamente na perspectiva de ensino qualificado. Nesse sentido, Paulo Freire trouxe a abordagem da expressão dodiscência como aquela prática capaz de concatenar a atuação do docente e do discente conjuntamente, ao relevar que tais premissas, no processo de ensino aprendizagem, ambos ensinam e aprendem mediante experiências, vivências, interações e partilha. Todavia, percebe-se que para que esse processo educativo se dê corretamente, é necessária uma relação de confiança, interesse, respeito e estímulo daqueles que guiam os estudantes. Além disso, faz-se necessário um espírito de liderança no docente para ora inspirar e ora estabelecer uma construção de conhecimento fortalecida e eficaz. Assim, analisou-se a aproximação epistemológica entre os conceitos da dodiscência e da liderança, de modo que, quando integrados fortalecem o processo de ensino aprendizagem. Tratou-se de uma pesquisa dedutiva e se abordaram temas e conceitos-chave de autores como Freire (2010), Gomez; Sacristán (2007), Ibernón (2008), Gadotti (2009), Robbins; Judge; Sobral (2010), entre outros. Buscou-se lançar luzes sobre a relevância do desenvolvimento da dodiscência no processo educativo e ampliar a discussão da necessária liderança a ser adotada pelo docente na condução de tal prática. ABSTRACT The advances in information and communication technologies and access to information have led to paradigms that the teacher is the holder of knowledge and an inaccessible agent should be rethought. Increasingly, the educational process has in the student and in his participation an essential piece for the construction of knowledge and the teacher as the one who guides him in the best way to achieve this construction. In this sense, Paulo Freire brought the approach of the expression dodiscence as that practice capable of concatenating the performance of the teacher and the student together, by revealing that such premises, in the teaching-learning process, both teach and learn through experiences, experiences, interactions and sharing. However, it is clear that for this educational process to take place correctly, a relationship of trust, interest, respect and encouragement from those who guide the students is necessary, a spirit of leadership in the teacher is necessary in order to inspire and sometimes establish a strengthened and effective knowledge building. Thus, the epistemological approximation between the concepts of dodiscence and leadership was analyzed, so that, when integrated, they strengthen the teaching-learning process. It was a deductive research and key themes and concepts from authors such as Freire (2010), Gomez; Sacristán (2007), Ibernón (2008), Gadotti (2009), Robbins; Judge; Sobral (2010), among others. We sought to shed light on the relevance of the development of dodiscence in the educational process and to expand the discussion of the necessary leadership to be adopted by the teacher in conducting such practice.

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Smartphone in Classroom: Yes or No?

Journal of Contemporary Research in Social Sciences ◽

10.33094/26410249.2021.32.40.47 ◽

2021 ◽

Vol 3 (2) ◽

pp. 40-47

Author(s):

Paulo de Sa Filho

Keyword(s):

Information And Communication Technologies ◽

Learning Process ◽

School Environment ◽

Cell Phone ◽

New Technologies ◽

Cell Phones ◽

Communication Technologies ◽

Educational Resource ◽

Information And Communication ◽

Teaching Learning

From the 1990s onwards, several international agreements were signed with the objective of universalizing education. Such action was strengthened at the World Education Forum in Dakar, Senegal in 2000, where 164 countries, including Brazil, signed a commitment to provide Education for all - EPT. To make this possible, it was established as one of the commitments to raise new information and communication technologies to support the effort to reach the EPT goals. Since then, numerous actions have been developed for the insertion of Information and Communication Technologies - ICT's in Education. However, this is not only a reality in Education, as nowadays we are immersed in new technologies, making us have new ways of interacting, communicating and learning. In this context, there has also been an expansion of cell phone use by the population for various purposes. Thus, bringing this instrument as an ally in the teaching-learning process becomes of great value. Thus, a literature review research was carried out, observing the use of cell phones from two perspectives: in general use by the Brazilian population and from the perspective of legislation, in order to contextualize the use of cell phones as an educational resource in contemporary times. At the end, as a result of this article, three studies are presented that demonstrate the use of cell phone applications in the school environment and finally expose four applications for the use of cell phones as an educational resource for continuing education and in the teaching-learning process.

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Information and communication technologies: interfaces the nursing work process

Revista Brasileira de Enfermagem ◽

10.1590/0034-7167-2020-1280 ◽

2022 ◽

Vol 75 (2) ◽

Author(s):

Luana dos Santos Costa ◽

Ítalo Rodolfo Silva ◽

Thiago Privado da Silva ◽

Marcelle Miranda da Silva ◽

Isabel Amélia Costa Mendes ◽

...

Keyword(s):

Qualitative Research ◽

Data Collection ◽

Information And Communication Technologies ◽

Complexity Theory ◽

Communication Technologies ◽

Structured Interviews ◽

Work Process ◽

Clinical Nurses ◽

Attribute Information ◽

Information And Communication

ABSTRACT Objectives: to unveil the meanings that nurses attribute Information and Communication Technologies for the nursing work process Methods: qualitative research, theoretically and methodologically based on the Complexity Theory and on the Grounded Theory, respectively. Research with 19 participants, being 12 clinical nurses, and 7 resident nurses. Semi-structured interviews were used for data collection. Results: the results revealed the meanings that clinical nurses attribute to Information and Communication Technologies and, thus, the motivations and limitations for the use of these technologies, pointing out possibilities and strategies that impact the nursing work process, based on the interactions promoted by the official and non-official use of these resources. Final Considerations: the meanings that nurses attribute to Information and Communication Technologies are dependent on their ability to successfully employ those technologies and their importance to the work process developed by the professionals.

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