scholarly journals Estudo sobre a recorrência de teses que mencionam a utilização de tecnologias digitais em 22 Programas de Pós-Graduação em Educação no Brasil

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Fábio Fotana Souza ◽  
Maria Iolanda Monteiro
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Critical Theory ◽  
Bibliometric Analysis ◽  
Graduate Programs ◽  
Education Technology ◽  
Digital Technologies ◽  
Education Teacher ◽  
Innovation In Education ◽  
Interest In Technology

ResumoA proposta deste trabalho é identificar quantas teses na área de educação, disponíveis online, no período de 2002 a 2012, em vinte e seis Programas de Pós-Graduação em Educação (PPGE) de instituições com prestígio reconhecido no Brasil, mencionam a utilização de tecnologias digitais em cursos superiores presenciais de formação de professores no banco de dados do Grupo de Estudos e Pesquisas sobre Inovação em Educação, Tecnologias e Linguagens para quantificarmos o interesse acadêmico na questão de como essas possibilidades tecnológicas estão sendo apropriadas pelos referidos cursos. Para tanto recorremos à análise bibliométrica. De acordo com os resultados obtidos, em um universo de três mil quatrocentas e sessenta e nove teses de vinte e seis instituições, somente treze teses de nove instituições abordavam a questão, o que demonstra uma lacuna diante do crescimento e popularização que as tecnologias digitais sofreram ao longo do período pesquisado.Palavras-chave: tecnologias digitais; educação; teoria crítica. Study of recurrence of theses that mention the use of digital technologies in 26 Graduate Programs inEducation in BrazilAbstractThe purpose of this work is to identify how many theses in the area of education, available online, from 2002 to 2012, to twenty six Post-Graduate Programs in Education (PPGE) of institutions with recognized prestige in Brazil, mention the use of technologies digital presence in higher education teacher training in the database of the Group of Studies and Research on Innovation in Education, Technology and Languages for quantify the academic interest in technology as these possibilities issue station being appropriates for those courses. In order to accomplish the aims, we used bibliometric analysis. Of the agreement with the results obtained in universe three thousand four hundred sixty nine theses twenty six institutions, only thirteen theses nine institutions addressed one question, what shows shortcomings given the growth and popularization as digital technologies passed along the researched period.Keywords: digital technologies; education; critical theory.

Technological Skills and Initial Teacher Training

2017 ◽  
Vol 8 (3) ◽  
pp. 39-54 ◽  
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Education Technology ◽  
Primary Teacher ◽  
Professional Conduct ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Digital Skills ◽  
The University

This article describes how the use of education technology by those responsible for teacher training is one of the training issues that are often associated with the importance of enhancing didactic efficiency and the procedural and logistical difficulties associated with the instructional design that are identified as the main sources of concern in the professionalization of teachers and sometimes lead to unjustified assumptions about the very nature of the formation. Understanding attitudes towards ICT is important in determining whether future teachers' perceptions about the advantages or disadvantages of using ICT in higher education may condition their proper use in teaching as this provides the basics for professional conduct that is most appropriate. The present article aims to investigate the attitudes of personal and didactic use of technologies and the perception of their digital skills in students attending the Degree Course in Primary Teacher Education at the University of Aquila Studies.

Mobile-Assisted-Learning Approach in Enhancing the Student Teacher's Vocabulary and Usage of Mobile Phone

2018 ◽  
pp. 316-330
Author(s):  
Jagannath K. Dange
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Mobile Phone ◽  
Student Teachers ◽  
Mobile Learning ◽  
Electronic Devices ◽  
Learning Approach ◽  
Education Teacher ◽  
Educational Administrators ◽  
Training Institutions

Mobile learning facilitates delivery of learning using portable electronic devices. This study investigated the effectiveness of mobile assisted learning in the development of vocabulary and usage of mobile phone. Specifically, the primary objectives of the study were to compare the effectiveness of Mobile Assisted Learning Approach and Conventional Learning Approach with reference to Vocabulary and Usage of Mobile Phone and also to analyze the interaction between treatments with gender and subject background in reference to developing vocabulary and usage of mobile phone. Mobile Assisted Learning Approach was found to be more effective in developing Vocabulary and Usage of Mobile Phone. The study has broad implications for student teachers of the professional colleges. These findings should be taken into consideration educational administrators in secondary and higher education teacher training institutions.

scholarly journals Digital Technologies in Teacher Training: New Experience

2020 ◽  
Vol 35 ◽  
pp. 06002
Author(s):  
Andrey I. Klenin ◽  
Andrey V. Donskov ◽  
Daria D. Spasskaya ◽  
Abobakr Mohamed Abbakar Khussein
Keyword(s):  
Higher Education ◽  
Rapid Development ◽  
Educational Institution ◽  
Digital Technologies ◽  
Modern Society ◽  
Integrated Approach ◽  
Physical World ◽  
Main Task ◽  
Education Teacher ◽  
Advantages And Disadvantages

In the field of training higher educational institution teachers, an era of significant change is beginning. For long, this area has remained the most conservative and was not noticeably subject to changes in society. However, the situation has changed dramatically. First of all, this is due to the rapid development of other areas of human activity, and in particular digital technologies. It is already difficult to imagine a modern society without such technologies, and the main task of a higher education teacher is precisely to train highly qualified specialists with new competencies to solve the challenges facing humanity. Strengthening the explicit link between the needs of society and the objectives of higher education is one of the prerequisites for significant changes in the field of education. The concept of training a teacher of higher education for the future today is largely determined by the development trends of digital technologies. The absence of objective reasons to assume the cessation of the use and development of digital technologies allows us to make an assumption that virtual educational worlds will appear in the foreseeable future, which will become the same familiar environment for acquiring the necessary competencies as higher schools existing in the physical world. This largely determines the relevance of the chosen research topic and determines the need for a thorough analysis of the educational technologies used in the training of teachers. The purpose of this work is, using a combination of analysis, synthesis, idealization and analogy, to generalize at the national and international levels the existing ideas about effective approaches to teaching a higher education teacher, including continuous improvement of competence in his professional field, and modern practice of using digital technologies, and also highlight the most interesting new learning experiences. The necessity of applying the so-called “integrated approach to teaching a higher education teacher” by the authors is proved. The main advantages and disadvantages of using digital technologies are highlighted. Reasonable conclusions are made on the existence of an ideal recipe for combining accumulated educational practices in the framework of traditional education and digital technology.

scholarly journals Entrelaçando documentos oficiais da educação e o NMC Horizon Report – 2016 Higher Education Edition: Um olhar oportuno à formação de professores de Física

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Marcos Gervânio de Azevedo Melo ◽  
Marcos Cesar Danhoni Neves ◽  
Sani De Carvalho Rutz da Silva
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Emerging Technologies ◽  
Education Technology ◽  
Physics Teachers ◽  
Integration Of Technology ◽  
Crucial Problem

Resumo: O NMC Horizon Report: 2016 Higher Education Edition é um documento com caráter imparcial que tem como finalidade refletir como a educação pode ser impactada pelas tecnologias emergentes. Assim, o objetivo desse trabalho é verificar articulações entre documentos oficiais da educação e o NMC Horizon Report: 2016 Higher Education Edition e refletir como essas articulações podem contribuir na formação de professores de Física. Procurou-se atender as recomendações da analise de conteúdo de Bardin (2011). Percebeu-se o quanto os documentos oficiais da educação amparam as recomendações apresentadas pelo NMC Horizon Report  - 2016 Higher Education Edition. No entanto, se a conversa entre os documentos e o relatório é uma realidade a ser comemorada, a tecedura revela um problema crucial à educação, a precária qualificação dos professores diante da necessidade de inserção da tecnologia. A necessidade de qualificação docente é uma realidade que também foi intensificada pelo advento da tecnologia e as licenciaturas como aquelas que vislumbram a formação de professores de Física, por exemplo, precisam nortear essa formação de acordo com as recomendações que categoricamente entrelaçam documentos e relatórios que amparam a educação.Palavras-chave: NMC Horizon Report: 2016 Higher Education Edition. Documentos Oficiais da Educação. Tecnologia. Professores de Física.INTERLINKING OFFICIAL EDUCATION DOCUMENTS AND THE NMC HORIZON REPORT - 2016 HIGHER EDUCATION EDITION: A TIMELY LOOK AT TEACHER TRAINING IN PHYSICS Abstract: The NMC Horizon Report: 2016 Higher Education Edition is a document with impartial character which aims to reflect how education can be affected by emerging technologies. The objective of this work is to verify links between official documents of education and the NMC Horizon Report: 2016 Higher Education Edition and reflect how these joints can contribute to the formation of physics teachers. We sought to comply with the recommendations of the content analysis of Bardin (2011). It can be seen how the official documents of education bolster the recommendations made by the NMC Horizon Report - 2016 Higher Education Edition. However, if the conversation between the documents and the report is a reality to be celebrated, the spinning reveals a crucial problem to education, poor training of teachers on the need for integration of technology. The need for teaching qualification is a reality that was also intensified by the advent of technology and degrees as those that foresee the formation of physics teachers, for example, must guide such training in accordance with the recommendations that categorically intertwine documents and reports that support the education.Keywords: NMC Horizon Report: Higher Education Edition 2016. Official Documents of Education. Technology. Physics Teachers.

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