CREATING AND USING DIGITAL INTERACTIVE MATERIALS FOR KIDS 3–7 YEARS old IN KINDERGARTEN „MARGARITKA“

2021 ◽  
Vol 12 (2) ◽  
pp. 397-400
Author(s):  
Todorka Bakurdjieva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Mother Tongue ◽  
Communication Technologies ◽  
Quality Education ◽  
Equal Access ◽  
Education For All ◽  
Educational Content ◽  
Successful Adaptation ◽  
Educational Integration ◽  
Information And Communication

Kindergarten „Margaritka“, Plovdiv, works and strives to implement activities and policies in the field of educational integration, ensuring equal access to quality education for all children and does not lag behind the emerging modern trends. It increasingly combines established forms of pedagogical interaction with children whose mother tongue is different from Bulgarian with those in which information and communication technologies are utilised. With this idea the pedagogical staff focused on developing a model for digital creation of educational content material to support the learning of the Bulgarian language by children, for a more successful adaptation and socialization in the transition from kindergarten to school.

scholarly journals SYSTEMS OF EDUCATION ON MAINTENANCE OF EQUAL ACCESS TO QUALITY EDUCATION FOR LIFELONG LEARNING

1970 ◽  
Vol 8 (4) ◽  
Author(s):  
Valeriy Yu. Bykov ◽  
Ivan M. Romashko
Keyword(s):  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Quality Education ◽  
Equal Access ◽  
Global Information ◽  
Open Education ◽  
Information And Communication ◽  
Learning Principles

In the article the up-to-date situation of education is analyzed, the new model of education – open education which answers to the lifelong learning principles and aims and to actual requirements of society, considering the use of information and communication technologies in education is considered; creation and development of such phenomena as the open educational environment, which is based on principles of open education is analyzed, there are conceptualized and determined such terms as «uniform educational space» and «global information space of education systems».

Gender and ICT Policies and Programmes in an Indian State

2008 ◽  
pp. 897-903
Author(s):  
Malathi Subramanian ◽  
Anupama Saxena
Keyword(s):  
Information And Communication Technologies ◽  
Information Society ◽  
Communication Technologies ◽  
Equal Access ◽  
Indian State ◽  
Information And Communication

The development and use of information and communication technologies have stimulated huge changes in the life of people globally, leading to a process of transition from the industrial to the information society. The ultimate aim of the information society should be the empowerment and development of all its citizens through equal access to and use of information (Goulding & Spacey, 2002).

scholarly journals Educación superior sin barreras: La accesibilidad de las universidades

2008 ◽  
Vol 6 ◽  
Author(s):  
Carmen Alba Pastor
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Equal Access ◽  
Online Information ◽  
Access To Higher Education ◽  
Access To Education ◽  
Low Degree ◽  
Information And Communication

Higher Education institutions have developed online information services and degrees as an echo of the Information and Communication Technologies (ICT) incidence in all society fields. Equal access to education is a fundamental right; but equal access to higher education for people with disabilities is far from being achieved yet. To this inequality has to be added the difficulty of some groups to participate in the information society, the so called infoexclusion. The short number of students with disabilities in higher education makes evident the presence of barriers for this people to get into this educational level. One of them is the low degree of accessibility to digital services and studies offered by the Universities, something that can be considered a new kind of segregation.

scholarly journals Models of educational integration of ICTs in the classroom

Comunicar ◽  
2016 ◽  
Vol 24 (47) ◽  
pp. 79-87 ◽  
Author(s):  
Manuel Area-Moreira ◽  
Víctor Hernández-Rivero ◽  
Juan-José Sosa-Alonso
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Interactive Whiteboards ◽  
Survey Study ◽  
Digital Competence ◽  
Daily Lives ◽  
Correlational Design ◽  
Educational Integration ◽  
Information And Communication ◽  
Competencia Digital

We present in this paper the results of a study analyzing the scope and use that teachers make of ICT in classrooms and schools with abundant availability of information and communication technologies: one computer per student, interactive whiteboards, multimedia projectors and internet access. The main goal of this study is to detect models or patterns of educational use of ICT resources available in classrooms related to some personal and professional characteristics of the teachers that took part in the study, such as gender, years of experience, educational stage, digital competence and degree of use of ICT in their daily lives. A descriptive correlational design based on a survey study answered by over 3160 teachers from all over Spain who participated in the School Program 2.0 was used. The results show two clear different patterns of ICT use according to frequency and type of tasks assigned to the students: a weak integration-teaching model against a strong educational integration of ICTs. We come to the conclusion that teachers who develop a model of intensive educational use of ICTs are teachers with many years of professional experience, that make regular use of ICTs and, moreover, perceive themselves as sufficiently trained and with a highly developed digital competence. En este artículo se presentan los resultados de un estudio que analizó el grado y tipo de utilización que el profesorado hace de las TIC en aulas con abundante disponibilidad de tecnologías de la información y comunicación: un ordenador por alumno, Pizarra Digital Interactiva, proyectores multimedia y acceso a Internet. El objetivo del estudio fue detectar modelos o patrones de uso didáctico de las tecnologías y relacionarlo con algunas características personales y profesionales del profesorado, tales como el género, los años de experiencia, la etapa educativa, la competencia digital y el grado de uso de las TIC en su vida cotidiana. Se empleó un diseño de tipo descriptivo correlacional basado en un estudio de encuesta donde respondieron más de 3.160 profesores de toda España que participaban en el Programa Escuela 2.0. Los resultados obtenidos muestran que existen dos tipologías nítidas de modelos de uso de las TIC en función de la frecuencia y el tipo de tarea demandada al alumnado: un modelo de integración didáctica débil frente a un modelo de integración didáctica intensa de las TIC. Asimismo, se concluye que el perfil del profesorado que desarrolla un modelo de uso didáctico intensivo de las TIC es un docente con bastantes años de experiencia profesional, ciudadano usuario habitual de las TIC y que, además, se percibe suficientemente formado y con competencia digital.

scholarly journals INNOVATIVE METHODS FOR EVALUATING QUALITY CRITERIA FOR QUALIFICATION PROCESS WITH TEACHERS

2019 ◽  
Vol 31 (2) ◽  
pp. 461-466
Author(s):  
Magdalena Tsoneva ◽  
Kristina Georgieva
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Teaching Profession ◽  
School Education ◽  
Individual Development ◽  
Modern World ◽  
Education Student ◽  
Educational Content ◽  
Information And Communication

In the fast-changing realities of the modern world arises a new concept of education that defines new educational goals and policies. Conceptually new is the understanding of education as a factor of social and cultural cohesion and as an economic potential.The quality of education is measurable in every aspect and at each of the levels at which it can be operationalized. It is a measurable figure at school, regional, national and international level; there is a social, pedagogical and economic aspect; attribute is to each of the key features of the educational system - resources, functioning, results.The new concept of education requires positive changes in the following areas:- education management - decentralization and guaranteed participation of civil society in the development, implementation and monitoring of education development strategies; planning of enough resources for education;- educational environment - building a tolerant, healthy and secure educational environment that promotes individual development; clearly defined mandatory knowledge and skills; practical direction of educational content; attractive forms of education representing understandable educational content; measurable educational outcomes; widespread penetration of new information and communication technologies;- teaching profession - targeted policies on teacher qualifications and distribution of effective pedagogical practices;- monitoring - creating systems for effective measurement of educational achievements and systems for monitoring the activity of the teacher and the school.The European Quality Report on School Education identifies 16 indicators, divided into four areas, as follows:- achievements - mathematics, reading, science, information and communication technologies, foreign languages, learning skills, civic education;- student progress - dropping out, completing secondary education, entering higher education institutions;- monitoring of school education - evaluation and management of school education;- resources and structures - education and training of teachers covered in pre-school education, number of students per computer, educational costs per student.

scholarly journals Smart Education with Smart Phones: A Case Study of Bahawalpur

2019 ◽  
Vol IV (II) ◽  
pp. 215-223
Author(s):  
Dost Muhammad Khan ◽  
Iqra Yaqoob ◽  
Nadeem Akhtar
Keyword(s):  
Information And Communication Technologies ◽  
Financial Constraints ◽  
Communication Technologies ◽  
Vital Role ◽  
Smart Phones ◽  
Education For All ◽  
Proposed Model ◽  
Information And Communication ◽  
Smart Education

Education plays a vital role in the development of every country in this world. Although, it is a fundamental right of every citizen of the country to acquire education and it is also the responsibility of the governments to provide and create such opportunities to obtain an education. But unfortunately, the governments of developing countries are failed to deliver a strong policy on “education for all”, due to their financial constraints and lack of infrastructural planning. In order to address this issue, Smartphones are used to spread education in these areas. In this research paper, we propose a solution based on the application of Information and Communication Technologies (ICT) such as Smartphone which provides an opportunity to spread education sitting at distinct places where it is even difficult to establish a school. Moreover, a comparison is drawn between the traditional and the proposed model.

VEMH

2008 ◽  
pp. 1349-1356
Author(s):  
G. Graschew ◽  
T.A. Roelofs ◽  
S. Rakowsky ◽  
P.M. Schlag
Keyword(s):  
Information And Communication Technologies ◽  
Geographical Location ◽  
Communication Technologies ◽  
Mediterranean Area ◽  
Equal Access ◽  
High Quality ◽  
New Developments ◽  
Medical Expertise ◽  
The World ◽  
Information And Communication

Telemedicine aims at equal access to medical expertise irrespective of the geographical location of the person in need. New developments in Information and Communication Technologies (ICT) have enabled the transmission of medical images in sufficiently high quality that allows for a reliable diagnosis to be determined by the expert at the receiving site (Pande, 2003; Lacroix, 2002). At the same time, however, these innovative developments in ICT over the last decade bear the risk of creating and amplifying a digital divide in the world, creating a disparity between the northern and the southern Euro-Mediterranean area (Graschew, 2003a; Dario, 2005; Graschew, 2004).

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