scholarly journals Formación y uso de TIC en educación superior: opiniones del profesorado

2018 ◽  
pp. 33-59
Author(s):  
José Ricardo López Espinosa ◽  
Edgar Oswaldo González Bello ◽  
Rocío López González
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Descriptive Study ◽  
Teaching Performance ◽  
Quantitative Methodology ◽  
Information And Communication ◽  
Training Courses ◽  
The University ◽  
Formación Docente

En este trabajo se analizan las deficiencias y avances que se han generado en el marco del Programa Institucional de Formación Docente de la Universidad de Sonora y su contribución al desarrollo de la enseñanza mediante la capacitación del profesorado sobre el uso de Tecnologías de Información y Comunicación en la enseñanza. Es un estudio de corte cuantitativo en el cual se aplicó un cuestionario a 80 profesores, de distintas disciplinas, quienes han participado en cursos de capacitación que ofrece la institución para el uso de recursos digitales. Los resultados revelan la necesidad de ofrecer capacitaciones acordes a los requerimientos particulares de la planta docente, así como cursos especializados enfocados en instruir cómo emplear pedagógicamente las tecnologías en cada asignatura con el propósito de mejorar el ejercicio docente. También se advierte que la formación ofrecida en la institución poco ha logrado motivar a los profesores para utilizar las tecnologías.Training and use of ICT in higher education: teachers opinionsAbstractThis paper analyzes the deficiencies and progress that has been generated under the Institutional Program of Teacher Training of the University of Sonora and its contribution to the development of teaching through teacher training on the use of Information and Communication Technologies in teaching. It is a descriptive study of quantitative methodology in which questionnaires were applied to 80 teachers from different disciplines who have participated in training courses offered by the institution the use of ICT. The results reveal the need for trainings according to the requirements of teachers, as well as the lack of specialized courses focused on instructing how to use the technologies in each subject for the purpose of improving the teaching performance. It is also noted that the training provided in the institution has not managed to motivate teachers to use the technologies. Recibido: 18 de agosto de 2017Aceptado: 10 de julio de 2018

scholarly journals Adaptación de los estudios de magisterio al EEES: las TIC en los nuevos planes de estudio

2011 ◽  
pp. a169
Author(s):  
Rosario Isabel Herrada Valverde ◽  
Gabriel Herrada Valverde
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Preservice Teacher ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Adaptation Process ◽  
European Higher Education Area ◽  
Information And Communication ◽  
European Higher Education ◽  
The University

Este artículo analiza el proceso de adaptación de los antiguos títulos de Maestro a los nuevos Grados adaptados al Espacio Europeo de Educación Superior en las universidades públicas españolas y, en particular, la presencia de asignaturas relacionadas con las Tecnologías de la Información y la Comunicación. El análisis de los datos recopilados muestra como este proceso ha dado lugar a una dispersión de la presencia de estas asignaturas  dependiendo de cada universidad y especialidad.Adaptation of teacher training degrees to the EHEA: ICT in the new study plansAbstractThis paper analyzes the adaptation process of the old preservice teacher degrees to the new ones adapted to the European Higher Education Area, in particular, about the presence of subjects related with Information and Communication Technologies. The analysis of the collected data shows that this process has involved dispersion in the presence of these subjects according to the university and speciality. 

scholarly journals Filosofia, Aprendizagem Ativa e Tecnologia: Balizadores para a Aquisição do Conhecimento / Philosophy, Active Learning and Technology: Beacons for the Acquisition of Knowledge / Filosofía, Aprendizaje Activo y Tecnología: Balizadores para la Acquisición del conocimiento

2018 ◽  
Vol 3 (2) ◽  
pp. 576-596
Author(s):  
Edson Leone Ferreira ◽  
Sônia Cardoso Moreira Garcia
Keyword(s):  
High School ◽  
Secondary Education ◽  
Teacher Training ◽  
Active Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Student Thinking ◽  
Technology Knowledge ◽  
Information And Communication ◽  
The University

Este artigo parte de duas pesquisas, uma solicitada pela Unesco em 2003, sobre a aplicação da Filosofia no Brasil conforme os parâmetros curriculares para  o ensino médio. A segunda realizada pela Universidade de Brasília, com alunos do 1º e 2º ano do ensino médio em Sobradinho-DF. Os dois estudos demonstraram, distintamente, que não há um único critério para o ensino da Filosofia no país e que os alunos reconhecem ser importante para a vida e formação. Desse modo por que não ampliá-lo com outras metodologias, como a Ativa e a Tecnologia? Acredita-se que a associação da Filosofia, Métodos Ativos (MA) e Tecnologias da Informação e da Comunicação (TIC´s) estimule o pensar do aluno e o processo de aquisição do saber. Desse modo, tem-se por objetivo apresentar uma reflexão sobre os benefícios da junção da Filosofia, com os MA e as TIC´s para o ensino da educação atual. Utilizou-se de pesquisa bibliográfica. Concluiu-se que as práticas de ensino precisam ser revistas, inclusive a formação dos docentes, no que tange ao uso e ressignificação da Filosofia, assim como um melhor entendimento dos MA e das TIC´s associados à Filosofia para a construção da aprendizagem.Palavras - Chave: Filosofia. Metodologia Ativa. Tecnologia. Conhecimento This article is based on two researches, one requested by Unesco in 2003, onthe application of Philosophy in Brazil according to the curricular parameters for secondary education. The second was held by the University of Brasília, with students from the 1st and 2nd year of high school in Sobradinho-DF. The two studies have distinctly demonstrated that there is no single criterion for teachingPhilosophy in the country and that students recognize it to be important for lifeand training. So why not extend it with other methodologies, such as Active and Technology? It is believed that the association of Philosophy, Active Methods (MA) and Information and Communication Technologies (ICTs) stimulates student thinking and the process of acquiring knowledge. In this way, the objective is to present a reflection on the benefits of joining Philosophy,with MA and ICTs for the teaching of current education. We used bibliographic research. It was concluded that teaching practices need to be reviewed, including teacher training, regarding the use and re-signification of Philosophy, as well as a better understanding of MA and ICTs associated with Philosophy for the construction of learning.Keyword: Philosophy. Active Kethodology. Technology. Knowledge

scholarly journals EXPERIÊNCIAS DE FORMAÇÃO DOCENTE EM EJA POR MEIO DO USO DAS TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO

2017 ◽  
Vol 24 (3) ◽  
pp. 127
Author(s):  
Débora Regina Oliveira Santos ◽  
Antonio Amorim ◽  
Alfredo Eurico Da Matta
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Field Research ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Use Of Technology ◽  
Information And Communication ◽  
La Red ◽  
Formación Docente

 Este artigo investiga a percepção de que as Tecnologias da Informação e da Comunicação trazem uma contribuição para o fazer pedagógico no contexto de Educação de Jovens e Adultos. Queremos saber em que medida o uso das TIC favorece ou não a prática docente da EJA, na rede de ensino do município de Gandu-BA. O objetivo central pretende analisar como as TIC contribuem ou não na formação docente na prática pedagógica da EJA na rede de ensino de Gandu. Pretendemos identificar quais TIC fazem parte da prática pedagógica docente em sala de aula da EJA e elencar as dificuldades encontradas no trabalho do professor da EJA para incorporar as TIC na sua prática pedagógica. A metodologia teve uma abordagem qualitativa, adotando a pesquisa participante enquanto processo procedimental e o questionário para a coleta de informações. Os resultados apontam que o estudo possibilita um suporte teórico necessário ao docente que deseja fortalecer a sua prática educativa em sala de aula. Acreditamos que o uso da tecnologia em sala de aula só terá sentido se ela for utilizada como mediação pedagógica, melhorando o aprendizado dos alunos. Palavras-chave: Formação docente. Tecnologias da informação e comunicação. Prática pedagógica. EJA.EXPERIENCES OF TEACHER TRAINING IN ADULT AND YOUTH EDUCATION, THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES Abstract: This article investigate the perception that the Information and Communication Technologies (ICT) bring a contribution to the pedagogical doing in the context of Youth and Adult Education (YAE). The general objective was to analyze how ICT contribute or not to the teacher training in the pedagogical practice of the EJA in the educational network of the municipality of Gandu. The specific objectives are: to identify which ICT is part of the pedagogical teaching practice in the classroom of the YAE; tô highlight the difficulties encountered in the YAE teacher's praxis in order to incorporate ICT in their pedagogical practice. The problem: to what extent does the use of ICT favor the pedagogical teaching practice of YAE in the teaching network in the municipality of Gandu, Bahia? The methodology had a qualitative approach, adopting the field research regarding the procedural processes and questionnaire for the information collection. The results indicate that the study on technology and pedagogical practice when encouraged in the actions of continuing education of teachers of the YAE. We conclude that the use of technology in the classroom will only make sense if it is used as pedagogical mediation, improving learning.Keywords: Teacher education. Information and communication technologies. Pedagogical practice. EJA.EXPERIENCIAS DE FORMACIÓN DEL PROFESORADO EN EDUCACIÓN DE ADULTOS Y JÓVENES, MEDIANTE EL USO DE TECNOLOGÍAS DE INFORMACIÓN Y COMUNICACIÓN Resumen: Este trabajo investiga la percepción de que las tecnologías de información y comunicación traen una contribución que hacer en el contexto de la enseñanza de adultos y Educación de la juventud. Queremos saber en qué medida el uso de las TIC promueve o no la práctica de la enseñanza de la educación de adultos y jóvenes, la red de educación del municipio de Gandu-Ba. El objetivo central analiza cómo las TIC que contribuyen o no en la formación docente en práctica pedagógica de adultos y Educación de la juventud en la enseñanza de Gandu. Tenemos la intención de identificar que las TIC son parte de la práctica pedagógica en la enseñanza en el aula de Educación de adultos y jóvenes; lista de las dificultades encontradas en el maestro de la Praxis de la EJA para incorporar las TIC en su práctica pedagógica. La metodología fue un enfoque cualitativo, la adopción del investigación participante con respecto a los procesos procesales y cuestionario para la recolección de información. Los resultados muestran que el estudio permite un sustento teórico necesario para el profesor, que desea fortalecer su práctica educativa en el aula. El uso de la tecnología en el aula sólo tendrá sentido si se utiliza como mediación pedagógica, aprendizaje de los estudiantes mejora. Palabras clave: Formación docente. Tecnologías de la información y comunicación. Práctica pedagógica. Educación de adultos y jóvenes. 

scholarly journals Uso de tecnologías de información y comunicación en el proceso de formación de estudiantes de contaduría pública

2021 ◽  
Vol 1 (1) ◽  
pp. 54-64
Author(s):  
Génesis Rojas
Keyword(s):  
Social Sciences ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Descriptive Study ◽  
Accounting Students ◽  
Training Process ◽  
Public Accounting ◽  
Information And Communication ◽  
Comprehensive Level ◽  
The University

La presente investigación tiene como objetivo proponer el uso de las Tecnologías de Información y Comunicación (TIC) como herramientas de enseñanza en el proceso de formación, para complementar el perfil de los estudiantes egresados de Contaduría Pública de la Facultad de Ciencias Económicas y Sociales de la Universidad de Carabobo, Venezuela. Este estudio reúne las características de una investigación con un nivel comprensivo, bajo la modalidad de proyecto factible, sustentado en un estudio descriptivo con un de diseño de campo no experimental Fue posible concluir que en la Facultad de Ciencias Económicas y Sociales existe una necesidad latente de incluir en el pensum, mayor contenido de las tecnologías de información y comunicación para complementar su currículo, ya que en la actualidad, la mayoría de las empresas utilizan estas herramientas para realizar sus operaciones financieras y los estudiantes de Contaduría Pública necesitan estar mejor preparados en esa área y tener mayor competencia en el campo laboral. ABSTRACT The purpose of this research is to propose the use of Information and Communication Technologies (ICTs) as teaching tools in the training process, to complement the profile of students graduated from Public Accounting of the Faculty of Economics and Social Sciences from the University of Carabobo, Venezuela. This study combines the characteristics of a research with a comprehensive level, under the modality of a feasible project, based on a descriptive study with a non-experimental field design. It was possible to conclude that in the faculty of economic and social sciences there is a latent need to include in the curriculum, greater content of information and communication technologies to complement their education, since at present most of the companies use these tools to perform their financial operations, and public accounting students need to be better prepared in that area, and have more competence in the labor field.

A Formação Inicial de Professores no EaD e a Iniciação Científica: a Experiência do Projeto de Pesquisa Professor seu Lugar é Aqui EAD

2018 ◽  
Vol 19 (3) ◽  
pp. 328
Author(s):  
Okçana Battini ◽  
Vinicius Salvi ◽  
Sandra Regina Reis
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Strong Connection ◽  
Public And Private ◽  
Information And Communication ◽  
Training Courses ◽  
The University

No momento atual, o crescimento da Educação a Distância (EaD) atende outros direcionamentos. A oferta, que tinha forte vinculação somente com o ensino, passa a se estender à pesquisa e à extensão. As universidades públicas e privadas começam a investir em pesquisa com aluno de EaD e inserir programas de iniciação científica nesta modalidade. Nos cursos de formação de professores na EaD essa tendência tende a ser mais presente e apontam para a necessidade de fortalecimento. As questões aqui apontadas decorrem de um recorte do projeto de Pesquisa: “Professor seu lugar é aqui EaD: estudos mediados pelas tecnologias sobre a formação, trabalho e práticas pedagógicas no espaço escolar”. O recorte apresentado recai sobre a descrição de como foram realizadas as atividades com os alunos de Iniciação Científica matriculados nos cursos de Licenciatura EaD da Unopar. É importante salientar que o atendimento ao estudante de iniciação cientifica EaD foi realizado por meio das tecnologias da informação e da comunicação, via AVA, sendo acompanhado por professores doutores e alunos do Mestrado em Ensino da Universidade. As discussões apresentadas demonstram o ineditismo de ações de Iniciação Científica no Ensino a Distância e apontam para caminhos possíveis para se expandir e consolidar este processo na EaD.Palavras chaves: Iniciação Científica. Modalidade Ensino a Distância. Formação Inicial de Professores.AbstractNowadays, the growth of distance education (EAD) serves other directions. The offer that had a strong connection only with teaching began to be extended to research and extension. Public and private universities begin to invest in research with EaD students and to introduce scientific initiation programs in this modality. In teacher  training courses in EaD this trend tends to be more present and point to the need for strengthening. The questions mentioned in the study herein derive from a cut-off of the research project “Professor seu lugar é Aqui Ead”: studies mediated by technologies on training, work and pedagogical practices in the school space”. The cut-off exhibited , falls on the description of how the activities were carried out with the students of Scientific Initiation enrolled in the courses of Bachelor Degree EADS of Unopar. It is important to point out that the service to the scientific initiation student EaD was carried out through the information and communication technologies, via AVA, being followed up by professors doctors and students of the Master’s degree Teaching of the University. The discussions presented demonstrate the novelty of Scientific Initiation actions in Distance Learning and point to possible ways to expand and consolidate this process in EaD.Keywords: Scientific Initiation. Distance Learning Modality. Initial Teacher’s Training.

scholarly journals The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

2021 ◽  
Vol 13 (11) ◽  
pp. 6363
Author(s):  
Johanna Andrea Espinosa-Navarro ◽  
Manuel Vaquero-Abellán ◽  
Alberto-Jesús Perea-Moreno ◽  
Gerardo Pedrós-Pérez ◽  
Pilar Aparicio-Martínez ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Teaching ◽  
Communication Technologies ◽  
University Teachers ◽  
Qualitative Survey ◽  
Information And Communication ◽  
Older Teachers ◽  
Teachers Perspectives ◽  
The University

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.

Problems of development of a cloud-oriented educational environment of the university

2020 ◽  
Vol 42 (1) ◽  
pp. 50-56
Author(s):  
Bakhytzhan Akhmetov ◽  
◽  
Valery Lakhno ◽  
Asselkhan Adranova ◽  
Baurzhan Kassymbergebayev ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Staff ◽  
Digital Competence ◽  
Comprehensive Development ◽  
Information And Communication ◽  
The University ◽  
Cloud Technologies

This article discusses the problems of ever-increasing demands on the organization and quality of the educational process on the part of society. Today there are new opportunities for the comprehensive development of students of the XXI century, new, more effective information and communication technologies (ICT), in particular cloud- oriented learning environments (COLE), are developing rapidly. The problems of the development of theoretical and methodological foundations for designing a cloud-oriented educational environment of the university and the justification of the structural scheme of its interaction with the methodological center of the ministry based on the use of cloud technologies are analyzed. It is necessary to introduce such models of the learning environment, which will allow to fully satisfy the demands of teaching staff on the organization and conduct of classes of a new type, the activation of educational activities of students, the formation of digital competence and the comprehensive development of personality. Such opportunities are provided by the use of a cloud-based educational environment of the university.

scholarly journals MEASURING DIGITAL DIVIDE IN KING ABDULAZIZ UNIVERSITY

2012 ◽  
Vol 3 (1) ◽  
pp. 8-19
Author(s):  
Iqbal S. Alsaleh ◽  
Shaymaa M. Rashad
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information And Communications Technology ◽  
Small Scale ◽  
Order Effects ◽  
Diffusion Of Technology ◽  
Information And Communication ◽  
King Abdulaziz University ◽  
The University

Due to the undesirable effects of the gap between citizens to access and use information and communication technologies (ICT), most researchers have been paying much attention to the threat of a digital divide. Unfortunately an amazingly large number of people do not have the abilities to use the ICTs in a proper way and, therefore, cannot draw advantages from its usage. As a result, digital divide is commonly regarded as a potential barrier for participation in the information society. This study measure the digital divide in Saudi Arabia by analyzing the results of a small-scale study conducted at the University KAU, regarding students’ and university members’ perceptions toward the usage of ICT. This analysis measure the digital divide concerning some factors like gender, educational level using a questionnaire. The analysis shows that KAU has no digital divide. Key words: digital divide, information and communications technology, ICT, diffusion of technology, second order effects.

Project-based learning and information and communication technology’s integration: Impacts on motivation

2018 ◽  
Vol 55 (4) ◽  
pp. 293-312 ◽  
Author(s):  
Mammar Belagra ◽  
Belkacem Draoui
Keyword(s):  
Power Electronics ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Project Based Learning ◽  
Information And Communication ◽  
Technological Tool ◽  
The Subject ◽  
Research Plan ◽  
The University ◽  
The Impact

The purpose of this research was to study the impact of project-based learning and information and communication technologies on students’ motivation. Two second-year classes in electrical engineering at the University Tahri Mohamed in Béchar, Algeria, were involved in the study. The experiment compared the level to which one class of students mastered goals without the use of information and communication technologies, to the mastery achieved by a second class which participated in a tutorial that has a technological tool built into the project-based approach. The subject of power electronics was chosen for this study because of its different knowledge, which is strongly represented in difficult learning contents for students. A questionnaire about motivation was used to collect data within an experimental research plan. After three months of conducting the study, the results demonstrated that the integration of the tutorial with the project-based approach is likely to increase students’ motivation to learn and to master the subject of power electronics.

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