scholarly journals Defining changes in the educational environment in the context of the introduction of information and computer technologies

2021 ◽  
pp. 150-159
Author(s):  
Г.С. Лубышева ◽  
А.А. Красильников ◽  
Г.Р. Чубанова
Keyword(s):  
Crucial Role ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Modern Society ◽  
Training And Development ◽  
Educational Environment ◽  
Science And Art ◽  
Computer Technologies ◽  
Teachers And Students ◽  
Modern Technologies

Информационно-компьютерные технологии (ИКТ) являются одним из величайших достижений человечества. Начиная с появления Нomo sapiens множество технологий разной степени сложности являются его постоянными спутниками на всем протяжении существования. Во многом благодаря именно развитию технологий, возникли такие явления как цивилизация, наука и искусство. Современные технологии также коренным образом изменяют нашу жизнь. Они влияют на различные стороны нашего бытия, и во многом определяют само это бытие. Как показывает практика, современные ИКТ играют важнейшую роль в каждой сфере жизни современного общества. Некоторые задачи обучения и развития также могут быть существенно автоматизированы благодаря современным цифровым технологиям. Следует также отметить, что многие сложные и критически важные процессы могут быть осуществлены менее затратно и с большей эффективностью при использовании таких технологий. Благодаря более продвинутым или прикладным ИКТ жизнь человека существенно изменилась, и, следует заметить, она изменилась к лучшему. Следует отметить также, что современные цифровые технологии привнесли поистине революционные изменения и в сферу образования. Важность вопроса внедрения ИКТ в школах различного уровня сегодня уже трудно переоценить. Фактически с появлением цифровых технологий в образовании учителям стало значительно легче делиться знаниями, а ученикам их приобретать. Повсеместное использование ИКТ сделало тесно взаимосвязанные процессы преподавания и обучения значительно более интересными и позитивно окрашенными, как для преподавателей так и для обучающихся. Information and computer technologies (ICT) are one of the greatest achievements of mankind. Since the emergence of Nomo sapiens, many technologies of varying degrees of complexity have been its constant companions throughout its existence. It is largely due to the development of technology that such phenomena as civilization, science and art have emerged. Modern technologies are also fundamentally changing our lives. They affect various aspects of our being, and in many ways determine this very being. As practice shows, modern ICT play a crucial role in every sphere of modern society. Some training and development tasks can also be significantly automated thanks to modern digital technologies. It should also be noted that many complex and critical processes can be implemented less cost-effectively and with greater efficiency when using such technologies. Thanks to more advanced or applied ICTs, a person's life has changed significantly, and, it should be noted, it has changed for the better. It should also be noted that modern digital technologies have brought truly revolutionary changes to the field of education. It is difficult to overestimate the importance of implementing ICT in schools at various levels today. In fact, with the advent of digital technologies in education, it has become much easier for teachers to share knowledge and for students to acquire it. The widespread use of ICTs has made the closely interlinked processes of teaching and learning much more interesting and positive for both teachers and students.

scholarly journals A percorrer o caminho da transformação (digital) na escola... o professor como agente de mudança!

2019 ◽  
Vol 14 (31) ◽  
pp. 96-108
Author(s):  
Joana Viana ◽  
Conceição Coelho
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Pedagogical Practices ◽  
Strategic Approach ◽  
Palabras Clave ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Innovative Learning ◽  
Information And Communication

RESUMO Assente na ideia do professor como agente transformador, apresenta-se a abordagem estratégica adotada numa escola EB1 com jardim de infância, com vista à promoção do uso das tecnologias digitais como enriquecimento das estratégias de ensino e de aprendizagem, por iniciativa de uma das professoras em resposta às fracas condições existentes na escola para que tal fosse possível com a naturalidade esperada. Foi criado o laboratório TIC, reunindo-se os recursos tecnológicos existentes na escola e criando-se diferentes ambientes de trabalho (à semelhança das “salas de aula do futuro”), onde são desenvolvidos projetos, articulados transversalmente com o currículo, e se promove o desenvolvimento de competências em TIC e de competências transversais. Professores e alunos da escola reconhecem que as atividades realizadas no laboratório TIC têm constituído experiências de aprendizagem enriquecedoras e significativas, que permitem aprofundar os conhecimentos adquiridos e desenvolver competências, como ilustram os resultados preliminares que se apresentam neste texto. Palavras-Chave: Tecnologias digitais. Professores. Práticas pedagógicas. Ambientes educativos inovadores. ABSTRACT Based on the idea of the teacher as an agent of transformation, we present the strategic approach used in one primary school with kindergarten, with the purpose of promoting the use of digital technologies as an enrichment of the teaching and learning strategies, under the initiative of one of the teachers in response to the weak conditions in the school so that it would become possible with the expected naturality. An ICT (Information and Communication Technology) laboratory was created. Through gathering all the school’s technological resources and providing different work environments (similarly to the “classrooms of the future”), projects -transversally articulated with the curriculum - are developed, and ICT and transversal skills are promoted. School teachers and students recognize that the activities performed in the ICT lab have been enriching and meaningful learning activities, which allow the deepening of acquired knowledge and the development of skills, as illustrated by the preliminary results presented in this text. Keywords: Digital technologies. Teachers, Pedagogical Practices. Innovative learning environments. RESUMEN Basado en la idea del profesor como agente transformador, se presenta el enfoque estratégico adoptado en una escuela de primaria con educación infantil, con el propósito de promover el uso de las tecnologías digitales como enriquecimiento de las estrategias de enseñanza y de aprendizaje, por iniciativa de una de las profesoras en respuesta a las débiles condiciones existentes en la escuela para que fuera posible con la naturalidad esperada. Se creó el laboratorio TIC (Tecnología de la Información y la Comunicación), reuniendo todos los recursos tecnológicos existentes en la escuela y creando diferentes ambientes de trabajo (a semejanza de las "aulas del futuro"), donde se desarrollan proyectos, articulados transversalmente con el currículo, y se promueve el desarrollo de competencias en TIC y de competencias transversales. Los profesores y alumnos de la escuela reconocen que las actividades realizadas en el laboratorio TIC han sido experiencias de aprendizaje enriquecedoras y significativas, que han permitido profundizar los conocimientos adquiridos y desarrollar competencias, como ilustran los resultados preliminares que se presentan en este texto. Palabras Clave: Tecnologías digitales. Profesores. Prácticas pedagógicas. Entornos educativos innovadores. DOI: http://dx.doi.org/10.22169/revint.v14i31.1503

Art Galleries Connecting with the Curriculum through Digital Technologies and Resources

2015 ◽  
pp. 87-105
Author(s):  
Kathryn Hendy-Ekers
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Art Galleries ◽  
Key Concepts ◽  
Teachers And Students ◽  
Further Development ◽  
The Way

Innovations in teaching and learning using technology are progressively changing the way in which teachers and students access art galleries and their collections. Art galleries have the authority and power to direct content, processes and the form of exhibition interpretation. In attempt to embrace innovative practices, they are using more approaches with technology to engage their audience to enter into a dialogue with their chosen narrative. For schools, this narrative often incorporates key concepts of the curriculum and delivers outcomes for learning in an informal manner. In an attempt to deliver content and learning outcomes through these resources, additional beliefs, values and learning evolve that contribute to further development of curriculum concepts and pedagogy. This chapter will review the strategies art galleries are using with digital technologies that deliver content and pedagogy addressed to the curriculum. The way in which these resources and strategies link directly to curriculum outcomes and the values and pedagogies that they cover, will be discussed.

scholarly journals A BNCC para o Ensino Médio na área de Linguagens e suas Tecnologias: Tecnologias Digitais e a Influência da Mídia

2020 ◽  
Vol 21 (3) ◽  
pp. 250-256
Author(s):  
Paula Viviana Queiróz Dantas ◽  
Ana Graciela Voltolini ◽  
José Bertoloto
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Information Access ◽  
Real Life ◽  
Digital Technologies ◽  
School Students ◽  
Teachers And Students ◽  
The Media ◽  
Many Sources

ResumoO presente trabalho tem como objetivo estabelecer um diálogo oportuno sobre as orientações e recomendações oferecidas pela Base Nacional Comum Curricular — BNCC no tocante ao Ensino Médio com relação às tecnologias digitais e a mídia na área de Linguagens e suas tecnologias. As Tecnologias Digitais de Informação e Comunicação — TDIC estão presentes em todas as esferas da sociedade contemporânea. Esses recursos configuram novos hábitos, com os quais são estabelecidas relações e se executam tarefas, como o acesso à informação e o ato de ensinar e aprender. Em observância a BNCC e o contexto, o artigo apresenta as perspectivas pensadas a respeito deste assunto. Este trabalho tem como base teórica Recuero (2009), Freire e Guimarães (2011), Gabriel (2013), entre outros. Para tanto, está em desenvolvimento pesquisa qualitativa com alunos do Ensino Médio de uma escola pública de Cuiabá/MT, utilizando o grupo focal como técnica para a coleta de dados. É possível concluir, de modo preliminar, que há influência do conteúdo das redes sociais digitais em vários aspectos da vida social dos estudantes, bem como a necessidade de desenvolver habilidades para reconhecer as nuances das mensagens das redes. Dessa maneira, se espera que a pesquisa possa auxiliar a escola e os professores, inseridos nesse contexto de sociabilidade digital, a buscar alternativas e proposições com o objetivo de uma relação saudável e crítica com o universo cibernético. Palavras-chave: Redes Sociais Digitais. Ensino Médio. TDIC. AbstractThis paper has as its main purpose to establish a proper dialogue about the orientation and recommendation offered by BNCC, regarding the High School and related to digital technologies besides the media in the Language area and its technologies. The Information and Communication Digital technologies - TDIC are present in all groups of contemporary society. These resources configure new habits, which ones we establish a relation with and execute tasks, like the information access and the teaching and learning act. Considering the BNCC and its context, the paper presents the viewed perspective withing this subject. This essay has as a theoretical basis Recuero (2009), Freire and Guimarães (2011), Gabriel (2013), and others. Therefore, a qualitative research was developed with High School students from a public school of Cuiabá/ MT, using the focused group collecting data technique. It is possible to conclude in a preliminary way, that there is an influence of digital social web in many sources of student's real life, as well the need to develop skills to help recognize features in the web messages. Thus, there is an expectation over this research as a support to teachers and students, included in the context of digital sociability, looking for alternatives and choices focused on a healthy and critical relationship with cybernetic universe. Keywords: Digital Social Networks. High School. TDIC

scholarly journals Синхронный онлайн-урок по РКИ как особая форма обучения в цифровой среде

2020 ◽  
Author(s):  
M.Yu. Lebedeva ◽  
A.S. Kuvaeva
Keyword(s):  
Teaching And Learning ◽  
Digital Communication ◽  
Educational Environment ◽  
Communication Environment ◽  
Teachers And Students ◽  
Specific Teaching ◽  
Definition Of ◽  
Synchronous Online

В статье рассматривается специфика синхронного онлайн-урока как особой формы организации педагогического процесса в цифровой образовательной среде. Анализируется практика использования терминаонлайн-урок, а также его синонимов в научно-практической литературе на основе этого анализа предлагается определение онлайн-урока как единицы синхронного обучения. Показано, как характеристики цифровой среды создают трудности при проведении онлайн-урока и одновременно с этим предлагают новые возможности для участников учебного процесса. Взаключение предлагается описание форм работы в онлайн-уроке, которые могут быть использованы для организации деятельности учащихся по изучению иностранных языков.The paper addresses the peculiarities of synchronous online lesson as a specific teaching and learning form which takes place in the digital educational environment. A terminology issues are analyzed, such as definitions of the term online lesson and its synonyms presented in practical works in the field of teaching Russian. Based on this analysis, a definition of synchronous online language lesson is suggested. It is shown how peculiarities of digital communication environment cause difficulties and, at the same time, provide new opportunities both for teachers and students. Finally, some examples of exercises to be realized during the online language lesson are described.

scholarly journals Influence of digital technologies on the formation of social consciousness of students

2021 ◽  
Vol 273 ◽  
pp. 10028
Author(s):  
Irina Vlasova
Keyword(s):  
Digital Technologies ◽  
Educational Environment ◽  
Social Consciousness ◽  
Value Orientations ◽  
Educational Process ◽  
Traditional Values ◽  
Professional Activities ◽  
Science And Art ◽  
The Social ◽  
Educational Potential

The article discusses the possibilities of infocommunications in the educational process, which promote the social consciousness of art specialty students. The analysis of scientific works showed that, despite the intensive development of information technology in higher education, there is an unsystematic use of the emotional sphere of students, which affects the formation of social consciousness. The purpose of the research is to determine the educational potential of digital technologies for the optimal use of new methods in the formation of value orientations and social attitudes of young people while learning to draw. The method of communicative design in the information and educational environment of a university is interpreted as a way of actualizing traditional values that influence the formation of students' social consciousness. In this article we consider the effectiveness of the organizational and pedagogical conditions determined by the objective factors of organizing cooperative social activities in an innovative educational environment. The orientation towards the skills and abilities of innovative critical thinking, combining science and art in the national cultural space are also considered. This contributes to the adaptation of students to professional activities as citizens of Russia and allows them to build their life and professional priorities based on value orientation. The organizational and pedagogical conditions, the method of communicative design of the formation of social consciousness of art department students described in the article can be applied to the process of training specialists in the field of architecture, design, reconstruction, and restoration, as well as painting, graphics, and sculpture.

Teachers and Students as Game Designers

2013 ◽  
pp. 102-113 ◽  
Author(s):  
Kamisah Osman ◽  
Nurul Aini Bakar
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Educational Environment ◽  
Educational Game ◽  
Higher Order Thinking Skills ◽  
Instructional Games ◽  
Teachers And Students ◽  
Classroom Integration

The amount of research done on educational game integration has lately witnessed a large development. Many scholars believe that games can motivate, engage, and stimulate students’ higher order thinking skills, and studies have shown that the integration of commercial and popular games in the classroom provide positive impact on students’ learning. On the other hand, there are other voices that reveal the multitude of factors hampering the integration of these games into the educational environment. Generally, these factors are derived from the lack of instructional games designed to cater for classroom teaching and learning processes. In this respect, there are efforts made by the educational researchers and game designers to minimize the hampering factors. One alternative some scholars offered to this was for teachers and students to act as game designers, developing games to be used for classroom integration. This chapter explores the possibilities for both trainers and trainees to design games tailored for classroom integration.

scholarly journals Methodology for the formation of university teacher readiness for the digitalization of the educational process

2021 ◽  
Vol 101 ◽  
pp. 03019
Author(s):  
Andrey Vasilevich Leifa ◽  
Natalia Nikolaevna Dvoeriadkina ◽  
Tatiana Aleksandrovna Yurieva ◽  
Natalia Anatolevna Chalkina
Keyword(s):  
Digital Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Positive Trend ◽  
Electronic Information ◽  
Professional Activities ◽  
Student Teacher Relationship ◽  
Teachers And Students

The article discusses the methodology of forming the teacher's readiness to use the electronic educational environment by immersion technology. The relevance of the study is determined by the challenges of our time. During the pandemic, all educational institutions of the Russian Federation had to switch to distance learning for students. Which presupposes possession of digital technologies by all participants in the educational process. To bridge the «digital divide» in the student-teacher relationship, a methodology has been developed to improve the qualifications of the teaching staff, which allows them to organize their professional activities using digital technologies. The leading method of researching this problem was a pedagogical experiment conducted among teachers and students, which made it possible to identify a positive trend in the willingness of teachers to use the capabilities of the University's electronic information and educational environment based on the results of the proposed methodology. The article clarifies the structure of a teacher's readiness to use the electronic information and educational environment of an educational organization, substantiates the effectiveness of the methodology for the formation of readiness using immersion technology.

scholarly journals Modern Trends in Education in the Era of Digitalization: Task and Prospects of Development

2021 ◽  
Vol 2 (4) ◽  
pp. 287-295
Author(s):  
Elchin Gashimov ◽  
Veronica Pestova
Keyword(s):  
Education Research ◽  
Comparative Analysis ◽  
Technological Process ◽  
Education System ◽  
Modern Society ◽  
Legal Framework ◽  
Educational Environment ◽  
New Paradigm ◽  
Cultural Impact ◽  
Teachers And Students

The article suggests an overall review of modern technological trends in education. The authors aimed to figure out the objectives, benefits and obstacles of their development. The article deals with innovations, which have already been and are being implemented in education system with Industry 5.0 shortly ahead. The main aim is to determine social and cultural impact of rapid digitalization in the sphere of education. Research methods were based on deductive categories. Elements of descriptive and comparative analysis were applied for identification of major patterns and tendencies. The review given by the authors proves that education is one of the main challenges for authorities, teachers and students in terms of digitalization. The results of the research indicate the importance of new paradigm and reconsidering of educational environment in general. It involves technological, social and communicative aspects. Some conventional standards have become obsolete and we need to acknowledge the fact. Modern society is facing not only technological challenges but also the ones concerning attitude and skills. We can conclude that effective agreement between social and technological process can be reached if legal framework and standardized approaches are involved.

scholarly journals Corpus analysis in applied linguistics: Selected aspects

2020 ◽  
pp. 33-55
Author(s):  
Joanna Redzimska
Keyword(s):  
Teaching And Learning ◽  
Corpus Analysis ◽  
Data Driven ◽  
Major Focus ◽  
Knowledge And Skills ◽  
Teachers And Students ◽  
Access Data ◽  
Language Corpus ◽  
Modern Technologies

Recently, teaching and learning processes have been significantly influenced by modern technologies. Thus, the teacher’s position as the only authority in the classroom has been changed into playing the role of a guide or a facilitator who should possess the knowledge and skills to use modern technologies and to freely access data. This change is particularly visible in the field of teaching and learning languages with the application of various educational platforms and software. Since this situation has been widely discussed since the 1990s, for the sake of this article only selected aspects have been taken into account. The major focus of the present article is to present language corpus analysis as a method of activating teachers and students as participants in the Data-Driven Learning (DDL) process.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

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