scholarly journals Percepciones de estudiantes de Pedagogía en Matemática acerca de sus competencias TIC: un estudio de caso

2017 ◽  
Vol 28 (28) ◽  
pp. 117
Author(s):  
Mauricio Moya Márquez
Keyword(s):  
Information And Communication Technologies ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Knowledge And Skills ◽  
Information And Communication ◽  
Formación Docente ◽  
Competencias Digitales

RESUMEN Este artículo se centra en los resultados de un estudio cuyo propósito fue develar las percepciones de futuros profesores de matemáticas e informática educativa de la UCSH, acerca de sus competencias en el uso de tecnologías digitales en la escuela. El estudio fue realizado en el contexto de una línea internacional de investigación sobre el uso de las TIC en la enseñanza y el aprendizaje en una sociedad digital. La metodología incluyó un cuestionario y entrevistas. A los participantes se les preguntó cómo percibían sus conocimientos y competencias en el uso de la tecnología digital como recurso para promover el aprendizaje de las matemáticas. Los resultados más importantes mostraron que ellos se percibían mejor preparados en el “conocimiento sobre estas tecnologías” y en los “aspectos técnicos”, que en la pedagogía y gestión involucrados en el uso de estos recursos en la escuela. Además, los participantes reportaron una baja participación en proyectos innovadores destinados a incorporar estas tecnologías en la enseñanza y el aprendizaje.Palabras clave: Competencias digitales docentes, tecnologías de la información y comunicación, informática educativa, formación docente, educación matemática. ABSTRACT This article focuses on the results of a study aimed to unveiling perceptions that future Teachers of Mathematics and Computers in Education of UCSH have about their skills in the use of digital technologies at School. The study was done in the context of an international line of research on the use of ICT for teaching and learning in a digital society. The methodology included a questionnaire and interviews. Participants in the study were asked how they perceived their knowledge and skills in the use of digital technology as a resource to promote mathematics learning. The most important results showed that participants perceived themselves better prepared in the “knowledge about these technologies” and, in the “technical aspects of these technologies” than in the pedagogy and management involved in the use of these resources at School. Additionally, respondents reported a low participation in innovative projects intended to incorporate these technologies in teaching and learning at School.Keywords: Teacher Digital Competences, Information and Communication Technologies, Educational Informatics, Teacher Training, Mathematics Education. 

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 Novas formas de aprender e ensinar: a integração das tecnologias de informação e comunicação (TIC) na formação de professores da educação básica

2018 ◽  
Vol 11 (2) ◽  
pp. 160-176
Author(s):  
Renata Reis Chiossi ◽  
Christine Sertã Costa
Keyword(s):  
Information And Communication Technologies ◽  
Online Social Networks ◽  
Rio De Janeiro ◽  
Teaching And Learning ◽  
Basic Education ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Pedagogical Skills ◽  
Information And Communication

RESUMO: A formação docente relacionada ao uso das tecnologias digitais é uma importante questão para a Educação Básica na contemporaneidade. As novas competências docentes são fundamentais para práticas de ensino e aprendizagens exitosas, principalmente as que envolvem o uso das tecnologias, tais como Internet, dispositivos móveis, redes sociais online, entre outros recursos. A capacitação docente precisa explorar o desenvolvimento de competências e habilidades técnicas e pedagógicas, norteadas pela reconstrução do conhecimento como forma de relacionar a informação à prática formativa, utilizando a tecnologia não como um fim em si mesma, mas capaz de revolucionar a prática pedagógica. Dessa forma, o presente estudo tem como objetivo abordar a utilização das tecnologias digitais e oferecer material didático com propostas de trabalho com as TIC, a ser disponibilizado por meio de um curso de formação para docentes da Secretaria de Estado de Educação do Rio de Janeiro (SEEDUC-RJ), via plataforma Moodle, com o objetivo de capacitar e oferecer estratégias para incentivar os educadores a inserirem as tecnologias de informação e comunicação em suas práticas docentes de forma contextualizada e planejada pedagogicamente. PALAVRAS-CHAVE: tecnologias de informação e comunicação; aprendizagem colaborativa; ensino.   ABSTRACT: The teacher’s training related to the use of digital technologies is an important issue for Basic Education in contemporary times. The new teaching skills are essential to the successful teaching and learning practices, especially in those that involve the use of technologies such as the Internet, mobile devices, online social networks, among other resources. The teacher’s training needs to explore the development of technical and pedagogical skills, guided by the reconstruction of knowledge as a way of relating information to a formative practice, using technology not as an “end” in itself but as a way of changing the pedagogical practice. Thus, this study intends to discuss the use of digital technologies and offer a pedagogical material with proposals to work with ICT through a training course for teachers of the State Secretary for Education of Rio de Janeiro (SEEDUC-RJ), through the Moodle platform, in order to offer strategies to encourage Educators to insert the information and communication technologies into their teaching practices, in a contextualized and pedagogically planned way. KEYWORDS: information and communication technologies; collaborative learning; teaching.

scholarly journals Avaliação das tecnologias digitais na docência: indicadores brasileiros e portugueses

2017 ◽  
Vol 28 (67) ◽  
pp. 12
Author(s):  
Ronaldo Nunes Linhares ◽  
Maria José Loureiro ◽  
Fernando Ramos ◽  
Caio Mário Guimarães Alcântara
Keyword(s):  
Qualitative Research ◽  
Focus Groups ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Palabras Clave ◽  
Information And Communication ◽  
Evaluation Of Teaching ◽  
Educational Indicators

<p>Este artigo apresenta um grupo de indicadores voltados para avaliar o uso das Tecnologias da Informação e Comunicação na docência, que foram sugeridos por professores do Brasil e Portugal que atuaram em programas de uso de tecnologias digitais em seus países. A pesquisa constitui uma investigação qualitativa, com aplicação de questionários e realização de entrevistas e grupos focais, junto a professores da região da cidade de Aveiro, norte de Portugal, e dos municípios de Nossa Senhora da Glória, Tobias Barreto e Itabaiana, no estado de Sergipe, Brasil. As respostas desses professores ressaltam a necessidade do estabelecimento de indicadores avaliativos que considerem aspectos qualitativos da docência mediada por tecnologias digitais.</p><p><strong>Palavras-chave:</strong> Avaliação; Tecnologias Digitais; Docência; Indicadores Educacionais.</p><p> </p><p><em><strong>Evaluación de las tecnologías digitales en la docencia: indicadores brasileños y portugueses</strong></em></p><p><em>Este artículo presenta un grupo de indicadores que se destinan a evaluar el uso de las Tecnologías de Información y Comunicación en la docencia, sugeridos por profesores de Brasil y Portugal que actuaron en programas de uso de tecnologías digitales en sus países. La investigación constituye un estudio cualitativo, con aplicación de cuestionarios y realización de entrevistas y grupos focales junto a profesores de la región de la ciudad de Aveiro, norte de Portugal, y de los municipios de Nossa Senhora da Glória, Tobias Barreto y Itabaiana, en el estado de Sergipe, Brasil. Las respuestas de tales docentes subrayaron la necesidad de establecer indicadores evaluativos que consideren aspectos cualitativos de la docencia mediada por tecnologías digitales.</em></p><p><em><strong>Palabras clave:</strong> Evaluación; Tecnologías Digitales; Docencia; Indicadores Educacionales.</em></p><p> </p><p><em><strong>Evaluation of teaching digital technologies: Brazilian and Portuguese indicators</strong></em></p><p><em>This article presents a set of indicators suggested by teachers and aimed to evaluate the use of information and communication technologies in teaching practices. These indicators were selected by teachers from Brazil and Portugal working with digital technology programs in their countries. The study is a qualitative research that contains questionnaires, interviews and focus groups with teachers in the region of Aveiro, Northern Portugal and in the cities of Nossa Senhora da Glória, Tobias Barreto and Itabaiana, in the State of Sergipe, Brazil. The teachers’ responses highlight the need for establishing evaluative indicators that consider qualitative aspects of teaching mediated by digital technologies.</em></p><p><em><strong>Keywords:</strong> Evaluation; Digital Technologies; Teaching; Educational Indicators.</em></p>

scholarly journals SOCIEDADE DO CONHECIMENTO: O uso das TIC por docentes e as novas articulações de saberes educacionais no sudeste do Pará

2019 ◽  
Vol 5 (5) ◽  
pp. 188-208
Author(s):  
Francisco Evangelista ◽  
Karina Donizete Martins ◽  
Maria Fernanda Calil Angelini ◽  
Maria Josilene Fontinele Rocha
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Hermeneutic Circle ◽  
Student Autonomy ◽  
Palabras Clave ◽  
Information And Communication ◽  
Formación Docente

O presente estudo tem o propósito verificar a adesão dos docentes e os entraves na utilização das TIC no processo ensino e aprendizagem numa IES privada, contribuindo para a criação de novas práticas pedagógicas ou de uma ciberpedagogia confrontando com o moduz operandi na docência. A pesquisa utilizou-se de reuniões de grupos e aplicação de questionário para professores dos cursos de Administração, Biomedicina, Contábeis, Direito, Enfermagem, Serviço Social e Zootecnia. Os dados foram interpretados por meio do círculo hermenêutico dialético (CHD). Os sentidos extraídos das falas dos docentes apontam como resultados preliminares que a TIC estimula o estudo, otimiza tempo e trabalho, favorece a autonomia do estudante e a responsabilidade.   PALAVRAS-CHAVE: Ensino e aprendizagem; Tecnologias da informação e da comunicação; Prática docente; Formação docente.     ABSTRACT The present study has the purpose of verifying the adherence of teachers and the obstacles to the use of ICT in the teaching and learning process in a private HEI, contributing to the creation of new pedagogical practices or a cyberpedagogy confronting the moduz operandi in teaching. The research used group meetings and questionnaire application for teachers of the courses of Administration, Biomedicine, Accounting, Law, Nursing, Social Service and Zootechnics. The data were interpreted through the dialectical hermeneutic circle (CHD). The senses extracted from the teachers' statements point as preliminary results that ICT stimulates the study, optimizes time and work, favors student autonomy and responsibility.   KEYWORDS: Teaching and learning; Information and communication Technologies; Teaching practice; Teacher training.     RESUMEN El presente estudio tiene el propósito de verificar la adhesión de los docentes y los obstáculos a la utilización de las TIC en el proceso de enseñanza y aprendizaje en una IES privada, contribuyendo a la creación de nuevas prácticas pedagógicas o de una ciberpedagogía confrontando con el modesto operandi en la docencia. La investigación utilizó reuniones de grupos y aplicación de cuestionario para profesores de los cursos de Administración, Biomedicina, Contable, Derecho, Enfermería, Servicio Social y Zootecnia. Los datos fueron interpretados por medio del círculo hermenéutico dialéctico (CHD). Los sentidos extraídos de las palabras de los docentes apuntan como resultados preliminares que la TIC estimula el estudio, optimiza tiempo y trabajo, favorece la autonomía del estudiante y la responsabilidad.   PALABRAS CLAVE: Enseñanza y aprendizagem; Tecnologías de la información y la comunicación; Pratica docente; Formación docente.  

scholarly journals Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns

2021 ◽  
Vol 12 ◽  
Author(s):  
Juan-Ignacio Pozo ◽  
María-Puy Pérez Echeverría ◽  
Beatriz Cabellos ◽  
Daniel L. Sánchez
Keyword(s):  
Learning Outcomes ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Online Questionnaire ◽  
Teaching Activities ◽  
Information And Communication ◽  
The Many ◽  
Reproductive Activities

The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching activities. It was answered by 1,403 teachers from Spain (734 primary and 669 secondary education teachers). The proposed activities varied depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies (ICT) uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies.

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).

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

THE „CLOUDY“ CLASSROOM

2020 ◽  
Vol 11 (2) ◽  
pp. 347-352
Author(s):  
Atanaska Peneva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Communications ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Web Based ◽  
Modern Approach ◽  
Building Information ◽  
Practical Guidelines ◽  
Information And Communication ◽  
Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Students' perceptions regarding the use of ICT in learning

2019 ◽  
Author(s):  
Ana Elisa Carreta de Sousa
Keyword(s):  
Labor Market ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Good Practices ◽  
Private And Public ◽  
Information And Communication ◽  
Vocational Courses

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

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