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.

Teaching young learners pre-number concepts through ICT mediation

2019 ◽  
Vol 108 (1) ◽  
pp. 3-21
Author(s):  
Judah P Makonye
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Communication Technologies ◽  
Variation Theory ◽  
Control Group ◽  
Traditional Teaching ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Information And Communication

This study focuses on the teaching and learning of the pre-numeracy concepts through technology at Foundation Phase. It pre-supposes that the use of information and communication technology resources presents an innovative way to improve teaching and learning mathematics. The author argues that young children's relational conceptions of number lie at the core of their mathematics education as any subsequent mathematics learning heavily depends on it. This learning process is by no little means assisted through the mathematical activities teachers engage their learners and the resources they avail them, such as information and communication technologies. Principally important are the discursive interactions that ought to arise around the activities and the resources used. The author presumes that mastery learning is advanced by teaching using the variation theory. Teaching through variation aims to anchor knowledge; to make mathematical knowledge visible to amateurs through distinguishing the essential features of an ‘object of learning’ from its non-essential features. A treatment group was taught with information and communication technologies against a control group that used traditional teaching methods. Despite other intervening variables, the results of the study suggested better learning outcomes from the experimental group.

scholarly journals Using Graphical organizers in the teaching process of ICT

2019 ◽  
Vol 4 (2) ◽  
pp. 31-40
Author(s):  
Asiya Ibragimovna Tureniyazova
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Graphic Organizers ◽  
Communication Technologies ◽  
Interactive Methods ◽  
Information And Communication ◽  
The Subject ◽  
Advanced Teaching

To date, hundreds of advanced teaching methods have been developed, such as game methods, problem-based learning methods, and information and communication technologies are widely used in education. Most of these technologies are based on the principles of student-centred and participatory learning. These interactive methods allow the learner to master the necessary professional knowledge, skills and competencies under the managerial guidance of a teacher. In this article, the author would like to share her experience of using one of such techniques - graphic organizers - in teaching the subject of computer science and information technologies. The graphic organizers as supportive tools for teaching and learning, their use and types are described. Examples of graphic organizers for learning IT and Information security, drawn using IT, are given.

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 Educational Technologies and Their Application to Music Education: An Action-Research Study in an Ecuadorian University

Mathematics ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 412
Author(s):  
Oscar-Elías Bolívar-Chávez ◽  
Joaquín Paredes-Labra ◽  
Yury-Vladimir Palma-García ◽  
Yessenia-Anabel Mendieta-Torres
Keyword(s):  
Action Research ◽  
Music Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Educational Technologies ◽  
Qualitative Work ◽  
Information And Communication ◽  
The Subject ◽  
Technological Model

Information and Communication Technologies (ICT) are tools that are part of the process of teaching and learning music. These didactic/pedagogical resources are widely used by teachers. They strengthen, motivate, and increase the student’s interest in learning. This study is an action-research (AR). It involves 12 teachers and 68 students in the subject of music education in an Ecuadorian university. A Holistic and Technological Model of Music Education (HTMME) was generated. The performance of the plan was evaluated by means of an original questionnaire and qualitative work. The AR procedure involved an analysis of data at the end of each implementation cycle. The appreciation of the new model was very positive. With the methodology implemented, new teaching experiences and relevant learning for students were achieved. Learning music with ICT induces creative-musical processes in students.

scholarly journals E-Learning in the School: Applied to Teaching Mathematics in Portugal

10.28945/3069 ◽  
2007 ◽  
Author(s):  
Maria Joao Gongalves ◽  
Claus Kaldeich
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Activities ◽  
Teaching Mathematics ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Information And Communication ◽  
E Learning ◽  
At Home

In this paper will be present a snapshot of the situation of teaching and learning Mathematics in Portugal, as well as some statistics which pose the reality of this subject in the school rooms and homes of this country. Further will be present some applications of the Information and Communication Technologies (ICT) to improve the teaching and learning activities of Mathematics, in the school room and at home. Some platforms which support the e-learning will be present too, as motivation to apply these technologies in a larger scale in the education in Portugal or in other countries.

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.

Taxation of Income from Cryptocurrency-Related Activities

2018 ◽  
Vol 11 (2) ◽  
pp. 138-148 ◽  
Author(s):  
M. R. Pinskaya ◽  
K. N. Tsagan-Mandzhieva
Keyword(s):  
Information And Communication Technologies ◽  
Information Exchange ◽  
Communication Technologies ◽  
Digital Information ◽  
Digital Platforms ◽  
Economic Agents ◽  
Direct Taxation ◽  
Information And Communication ◽  
The Subject ◽  
Tax Regulation

The subject of the research is the tax burden of organizations engaged in new types of activities using digital information and communication technologies. The purpose of the research was to determine the specific features of the crypto economy to be taken into account in the development of measures for the tax regulation of organizations in the digital economy. It was established that the transformation of approaches to information exchange allowing economic agents to make transactions on the basis of digital platforms not linked to the geographical borders of states makes legal entities and individuals more reluctant to delegate some of the powers to the state as an institution of power. The paper classifies foreign practices of direct taxation of incomes from purchase and sale of crypto-currency, which made it possible to identify prospects for the development of tax regulation in Russia. The conceptual scenarios of taxation of cryptoproducts are analyzed and it is concluded that in creating a cryptocurrency the deferred recognition of the object of taxation is advisable in order to reduce the tax risks of users.

scholarly journals La importancia del guion instruccional en el diseño de ambientes virtuales de aprendizaje

2017 ◽  
Vol 10 (2) ◽  
pp. 47-60
Author(s):  
Aida Mercedes Gomez-Suarez
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Meaningful Use ◽  
Communication Technologies ◽  
Educational Resources ◽  
University Teaching ◽  
Educational Institutions ◽  
Information And Communication ◽  
The Subject

The appropriation of information and communication technologies (ICTs) in the processes of teaching and learning is one of the main challenges of educational institutions and teachers in the current society of knowledge, as responsible for a use Rational and meaningful use of its digital educational resources (RED). This involves developing competencies in the implementation of ICT in the classroom to enrich the learning environments. This article presents a reflection on the instructional guide as a didactic tool in the elaboration of RED that facilitates the design of these resources to support the activities of the classroom in these processes. This reflection is the result of a research on the subject carried out in a context of university 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).

Sign in / Sign up

Export Citation Format

Share Document