scholarly journals Is the source for my curriculum knowledge and other competencies the same? Evidence from PISA 2015

2019 ◽  
Vol 14 (4) ◽  
pp. 706-722
Author(s):  
Gokhan Ilgaz ◽  
Levent Vural ◽  
Menekse Eskici
Keyword(s):  
Information And Communication Technologies ◽  
Correspondence Analysis ◽  
Multiple Correspondence Analysis ◽  
Student Assessment ◽  
Learning Approaches ◽  
Students With Special Needs ◽  
Self Evaluation ◽  
Special Needs Education ◽  
Information And Communication ◽  
Assessment Procedures

This study aims to examine to what extent the field of competence regarding curriculum knowledge is concordant with the other sub-competency fields of teaching. These fields are field knowledge, pedagogic competence in field teaching, use of information and communication technologies in teaching, student behaviours and class management, individualised learning approaches, teaching students with special needs, education in a multicultural and multilingual environment, teaching cross-curricular skills, vocational guidance, internal evaluation of schools and self-evaluation, teacher–parent collaboration and school management and administration. Survey is our research model. The participations of the study are 54.395 teachers from 17 different countries, which have been obtained from PISA 2015. The correspondence and multiple correspondence analyses were used. The results of simple correspondence analysis have revealed that the measure of accountable correspondence is more than 50% between the sources of curriculum knowledge and those of other sub-competency fields such as field insight and knowledge, pedagogic competence in field teaching and student assessment procedures. Likewise, multiple correspondence analysis has also produced similar results. Keywords: Teacher training, curriculum knowledge, curriculum development, correspondence analysis.

scholarly journals A Contemporary View on Online and Web Tools for Students with Sensory & Learning Disabilities

2019 ◽  
Vol 15 (12) ◽  
pp. 97
Author(s):  
Vasiliki Bravou ◽  
Athanasios S. Drigas
Keyword(s):  
Special Needs ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Disabled People ◽  
Students With Special Needs ◽  
Daily Lives ◽  
Web Tools ◽  
Special Needs Education ◽  
Sensory Learning ◽  
Information And Communication

<p class="0abstract">In the last 30 years, the use of information and communication technologies, the evolution of hardware and software for special needs people, as well as the spreading of the World Wide Web, is assisting people with disabilities in overcoming obstacles, accessing information, learning and participating in activities, which otherwise were not able to carry out. Special needs education is the process adjusting the education of learners with disabilities according to their unique requirements. Evolvement of technology has made computers and mobile devices capable of complementing usual teaching processes for students with special needs. In this report we present a summary of some representative online applications for assisting disabled people in the learning process and their daily lives.</p>

Il ruolo delle Tecnologie Informatiche e di Comunicazione e della logistica distributiva sulla competitivitŕ del comparto ortofrutticolo siciliano

2012 ◽  
pp. 11-40
Author(s):  
Emanuele Schimmenti ◽  
Elli Vassiliadis ◽  
Antonino Galati
Keyword(s):  
Information And Communication Technologies ◽  
Distribution System ◽  
Social Impact ◽  
Multiple Correspondence Analysis ◽  
Regional Distribution ◽  
The Other ◽  
Business Strategies ◽  
Fruit And Vegetable ◽  
Research Attention ◽  
Information And Communication

In recent years, the market globalization process has deeply altered the international competitive scene, leading, inevitably, to a revision of companies' strategies and organization structures. It is now widely accepted that Information and Communication Technology (ict) and supply chain logistics management, have an important role in increasing the competitive potential of each company and in the development of entire economic sectors. The importance of these factors for the business strategies of firms, has generated increasing research attention towards the study of their economic and social impact, concerning both the spread of modern information and communication technologies and logistics. This paper mainly proposes, through a direct survey conducted on a group of firms (production and commercial companies), working in the Sicilian fruit and vegetable sector - a strategic sector in the economic and social field for most of the region - to provide empirical evidence regarding the degree of diffusion of ict and its use, as well as on business relationships with the regional distribution logistics system, as they are two of the determinants that can influence companies' competitive potential. Through Multiple Correspondence Analysis (mca) it was possible to filter down the information from the available data and to identify two factors that describe and summarize how the surveyed firms behave. In particular, the analysis highlighted the close connection between the diffusion and use of ict and logistics distribution organization and the firms' physical and economic size. Specifically, the large-size companies, in this case represented by producer organizations and associations, have a medium-high degree of computerization and an efficient logistics organization, which allows them to interface with competitors both in the national and international market. Agricultural cooperatives and individual companies, on the other hand, though having well-developed infrastructure hardware and software, limit their use to basic functions, but above all have greater needs in terms of logistics structures, which are scantly distributed in the region, and this negatively influences the efficiency of fruit and vegetable produce distribution. In this context, the competitive potential of the fruit and vegetable sector, as regards the issues under investigation, is connected, on the one hand, to companies' recognition of the potential offered by ict and efficient logistics and, on the other, to government intervention aimed at overcoming the region's infrastructure limits which are at the heart of inefficiencies in the distribution system.

Information and Computer Technologies for Improving International Assessment

2018 ◽  
pp. 173-194
Author(s):  
Danielle Young ◽  
Jaehwa Choi
Keyword(s):  
Information And Communication Technologies ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Multiple Test ◽  
Information And Communication ◽  
Computer Based ◽  
Paper And Pencil ◽  
Automatic Item Generation ◽  
Computer And Information Literacy

International assessments such as the trends in international math and science study (TIMSS), the program for international student assessment (PISA), and the international computer and information literacy study (ICILS) have traditionally relied on paper and pencil administration. These assessments are rapidly transforming into or have been developed as computer-based tests due to advances in information and communication technologies of the past decade. These computer-based assessments will eventually make traditional paper and pencil assessments obsolete. Specifically, international and other large-scale assessments can benefit from the use of automatic item generation (AIG) and/or computer adaptive testing (CAT) to enhance and strengthen test security and validity, as well as reduce costs over the course of multiple test administrations, encourage student engagement, and efficiently measure students' abilities.

Cognitive Load and Disorientation Issues in Hypermedia as Assistive Technology

2010 ◽  
pp. 109-120
Author(s):  
Muhammet Demirbilek
Keyword(s):  
Assistive Technology ◽  
Cognitive Load ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Communication Technologies ◽  
Students With Special Needs ◽  
Hypermedia Learning ◽  
Information And Communication ◽  
Hypermedia Learning Environments

Advances in information and communication technologies have raised the quality of inclusive education programs. Inclusive education, a recent advance in educational technology, has served to increase the ability of students with special needs. Hypermedia as an assistive technology has the potential to teach and train individuals with disabilities. However, like every technology, hypermedia itself is not problem-free. Disorientation and cognitive load are two of the most challenging problems related to hypermedia learning environments. The purpose of this chapter is to highlight disorientation and cognitive load problems in hypermedia learning environments where learners usually face a serious problem while navigating such environments.

From E-Learning Tools to Assistants by Learner Modelling and Adaptive Behavior

2011 ◽  
pp. 313-325
Author(s):  
Klaus Jantke ◽  
Christoph Igel ◽  
Roberta Sturm
Keyword(s):  
Learning Community ◽  
Information And Communication Technologies ◽  
Process Model ◽  
Communication Technologies ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Learning Tools ◽  
It Systems ◽  
Information And Communication ◽  
E Learning

Humans need assistance in learning. This is particularly true when learning is supported by modern information and communication technologies. Most current IT systems appear as more or less complex tools. The more ambitious the problems in the application domain are, the more complex are the tools. This is one of the key obstacles to a wider acceptance of technology enhanced learning approaches (e-learning, for short). In computer science, in general, and in e-learning, in particular, we do need a paradigmatic shift from tools of a growing complexity to intelligent assistants to the human user. Computerized assistants that are able to adapt to their human users’ needs and desires need some ability to learn. In e-learning, in particular, they need to learn about the learner and to build an internal model of the learner as a basis of adaptive system behavior. Steps toward assistance in e-learning are systematically illustrated by means of the authors’ e-learning projects and systems eBuT and DaMiT. These steps are summarized in some process model proposed to the e-learning community.

From E-Learning Tools to Assistants by Learner Modelling and Adaptive Behavior

2007 ◽  
pp. 212-231 ◽  
Author(s):  
Klaus Jantke ◽  
Christoph Igel ◽  
Roberta Sturm
Keyword(s):  
Learning Community ◽  
Information And Communication Technologies ◽  
Process Model ◽  
Communication Technologies ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Learning Tools ◽  
It Systems ◽  
Information And Communication ◽  
E Learning

Humans need assistance in learning. This is particularly true when learning is supported by modern information and communication technologies. Most current IT systems appear as more or less complex tools. The more ambitious the problems in the application domain are, the more complex are the tools. This is one of the key obstacles to a wider acceptance of technology enhanced learning approaches (e-learning, for short). In computer science, in general, and in e-learning, in particular, we do need a paradigmatic shift from tools of a growing complexity to intelligent assistants to the human user. Computerized assistants that are able to adapt to their human users’ needs and desires need some ability to learn. In e-learning, in particular, they need to learn about the learner and to build an internal model of the learner as a basis of adaptive system behavior. Steps toward assistance in e-learning are systematically illustrated by means of the authors’ e-learning projects and systems eBuT and DaMiT. These steps are summarized in some process model proposed to the e-learning community.

scholarly journals The Future of Schools from a European Union Perspective: Selecting, Analyzing and Disseminating the Most Innovative Approaches towards the School of Tomorrow

2005 ◽  
Vol 3 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Henrik Hansson ◽  
Scott Hall
Keyword(s):  
European Union ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Selection Process ◽  
Communication Technologies ◽  
Local Context ◽  
Learning Approaches ◽  
European Science ◽  
The Future ◽  
Information And Communication

What can we learn from European Union (EU) school projects about future learning approaches? The EU has invested massively in information and communication technologies (ICT) projects promoting innovative use of new technologies in school settings. The aim of the project ‘School Foresight’, with partners in Bulgaria, Estonia, Greece, Romania, the Czech Republic and Sweden, was to select and reflect on the best projects done so far. These projects were popularized and presented at the European Science Week in the autumn of 2004 and reached more than 10,000 students in five countries. This article describes and discusses the School Foresight project and the selection process of innovative EU projects showing the way towards the school of tomorrow. A number of best cases will be presented and discussed in a European, American and global context. The school of the future is both a question of what is possible and what is desired. Different scenarios might be preferable depending on local context, history, language, etc., or, are we all moving into the ‘global classroom’?

scholarly journals TBL, Self-assessment, and Use of ICT: A Methodological Option to Benefit the English Learning Process in a Colombian University

2019 ◽  
Vol 10 (6) ◽  
pp. 1162
Author(s):  
María Constanza Rodríguez ◽  
Lady Johanna Ramírez ◽  
Javier Mauricio Camargo
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
English Learning ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
English Classes ◽  
Information And Communication

For more than 10 years, English teaching and learning approaches at Politecnico Grancolombiano were based on traditional methodologies with noticeable prevalence of deductive learning and summative assessment. In 2017, we surveyed students and teachers to analyze this panorama, and more than 500 responses shed light on the lack of motivation most of them had in their English learning and teaching processes. As a result, through a qualitative research project, we implemented the task-based teaching and learning approach in our English classes, featuring formative assessment, the use of information and communication technologies, and encouraging self-reflection moments for students to raise awareness of their learning process. The objective of this project was to identify the real benefits of these methodological changes in our programs, and to ensure triangulation, we used different data collection instruments such as journals, artifacts and surveys. It was found that task-based lessons offer students innovative, creative and real opportunities to learn English in and out of class. As well, students’ motivation and awareness of their learning process increased due to formative assessment routines. As for teachers, it can be concluded that these methodological innovations helped them plan more dynamic lessons and evidence students’ progress. Regarding Information and Communication Technologies (ICT), it was evident that it played an important role in teachers’ and students’ engagement. However, it revealed that it was necessary to strengthen technological skills and to guarantee the conditions to implement it.

scholarly journals Gestión del conocimiento y gerencia de proyectos en la investigación universitaria: Caso de estudio en el departamento tecnología de servicios de la Universidad Simón Bolívar de Venezuela

2012 ◽  
Vol IX (24) ◽  
pp. 25-50
Author(s):  
María Daniela Gómez Suárez ◽  
Keyword(s):  
Knowledge Management ◽  
Project Management ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Self Evaluation ◽  
Descriptive Research ◽  
Management Processes ◽  
Simon Bolivar ◽  
Information And Communication ◽  
Management Project

With the projects realized in any organization and the processes to carry them out, that consider the management of the integration, scope, time, cost, quality, human resources, communications, risk, procurement and stakeholder, it is possible to generate new organizational knowledge and take advantage of that already exists. In the particular case of universities, where different kinds of projects are constantly realized, with results that extend beyond these institutions in a way that impacts society in general, using appropriate tools and methodologies for project management is essential as it contributes to maintaining the necessary scientific rigor, even more so when the linked processes can be considered as fundamental factors for knowledge management in the dimensions of: people, processes, content and information and communication technologies. Thus and so, a descriptive research was realized with a non-experimental design, that had as general objective to determine the knowledge management carried out by the professors of the Technology of Services Department of the Simon Bolivar University Litoral Campus, of the State of La Guaira in Venezuela, for which the processes and areas of knowledge were considered for the management of the research projects done it, and it was diagnosed through a self-evaluation how professors managed their projects to then relate the information obtained to the factors that promote knowledge management.KeywordsKnowledge management, project management, processes, knowledge areas, university projects.

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