scholarly journals Atrapados en la explosión del uso de las tecnologías de la información y comunicación

2011 ◽  
Vol 5 (2) ◽  
pp. 67-82
Author(s):  
Olimpia Figueras
Keyword(s):  
Information And Communication Technologies ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
El Paso ◽  
Communication Technologies ◽  
First Century ◽  
Initial Teacher Training ◽  
Classroom Activities ◽  
Mathematics Classrooms ◽  
Information And Communication

Los cambios en la práctica docente de los profesores subrayan la utilización de las Tecnologías de la Información y la Comunicación (TIC) en la clase de matemáticas. La concepción de la escuela, la forma en que la enseñanza tiene lugar en el aula, las actividades y tareas propuestas a los estudiantes y las competencias que los estudiantes deben desarrollar son algunos de los cambios que deben tenerse en mente. El maestro de matemáticas del siglo XXI debe desarrollar competencias diferentes a las incluidas en los objetivos de su formación inicial. En este escenario, surge la siguiente pregunta: ¿Podrá el profesor alcanzar el paso de aquellos expertos que introducen en el currículo de la educación matemática el uso de TIC en el aula? Catched in the Explosion of the Use of Information and Communication Technologies Changes in teachers’ practices underlie the use of Information and Communication Technologies (ICT) within mathematics classrooms. The school’s conception, the way that teaching is carried out in the classroom, activities and tasks proposed to the students, and competencies students must develop, are some of the changes that have to be taken into consideration. The mathematics teacher of the twenty first century must develop competencies that were not expected in his/her initial teacher training. Within this scenario, a question can be raised: Can mathematics teachers keep pace with the experts who introduce ICT in the classroom?Handle: http://hdl.handle.net/10481/6722Nº de citas en WOS (2017): 1 (Citas de 2º orden, 1)

ICT Resources to Improve Learning in Higher Education

2016 ◽  
Vol 7 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Matilde Susana Basso Aranguiz ◽  
María Graciela Badilla Quintana
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Curricular Integration ◽  
Initial Teacher Training ◽  
Ongoing Training ◽  
Digital Skills ◽  
Information And Communication

This article seeks to provide a view on the process of curricular integration of ICTs (Information and Communication Technologies) in higher education, throughout the submission of proposals of how to use some of these resources, with practical examples of its implementation in the learning process of students in subjects from the Initial Teacher Training and Geological Civil Engineering major at the Universidad Católica de la Santísima Concepción in Chile. Furthermore, the innovative and educational experiences mediated by ICT, described in this paper, allow us to visualize the important role that institutions of higher education play, not only in the training of future professionals making an emphasis on the digital skills necessary for their development in the XXI century, but also as suitable spaces for development and ongoing training of teachers with innovative methodological strategies that facilitate and enhance the educational process.

Cyber-Diplomacy: Managing Foreign Policy in the Twenty-First Century

2004 ◽  
Vol 37 (4) ◽  
pp. 1066-1068
Author(s):  
David Mutimer
Keyword(s):  
Foreign Policy ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
First Century ◽  
First Line ◽  
Global Village ◽  
New Developments ◽  
Information Order ◽  
Information And Communication ◽  
Twenty First Century

Cyber-Diplomacy: Managing Foreign Policy in the Twenty-First Century, Evan H. Potter, ed., Montreal & Kingston: McGill-Queen's University Press, 2002, xii, 208.We are repeatedly told that we live in a revolutionary age, a time in which dramatic new developments in information and communication technologies (ICTs) will fundamentally transform the ways in which we live and work. Even the collapse of the dot.com bubble in 2000 has not much dampened the spirits of the techno-utopians. Given these often-exaggerated claims, I approached Cyber-Diplomacy with some trepidation, as the editor cites Marshall McLuhan's ‘global village’ in the first line of his introduction, and speaks of an information revolution in his second paragraph. However, as I pressed on in the text I was very pleasantly surprised to find that the editor and authors of this short volume are well aware of the dangers of overstatement in relation to ICTs, and work very hard throughout to avoid techno-utopianism. Instead, the authors attempt to take a fairly sober look at “how diplomacy is adapting to the new global information order” (7).

scholarly journals Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review

2021 ◽  
Vol 20 (1) ◽  
pp. 323-341
Author(s):  
Jaafaru Aliyu ◽  
Sharifah Osman ◽  
Mohd Fadzil Daud ◽  
Jeya Amantha Kumar
Keyword(s):  
Literature Review ◽  
Information And Communication Technologies ◽  
Mathematics Teachers ◽  
Systematic Literature Review ◽  
Communication Technologies ◽  
Exclusion Criteria ◽  
Intervention Impact ◽  
Information And Communication ◽  
Concrete Materials ◽  
Meta Analyses

Mathematics teachers’ pedagogy (MTP) is an integral part of classroom instructional mediation through technology or manipulatives. This article describes a logical literature analysis for the MTP and technology with GeoGebra (GG). The findings reveal the intervention impact of MTP with GG and other technologies such as matrix laboratory (MATLAB); an interactive whiteboard (IWB) and computer algebra system (CAS); wxMaxima, which is a CAS; information and communication technologies (ICT); concrete materials as well as other resources in developing students’ performances in mathematics which were generally effective too. The systematic literature review (SLR) explored findings from current research between January 2011 and October 2020. Quality assessment screening of the papers was done and alongside further elimination of repeated documents from the analysis, twenty-eight publications met the refinement and inclusion/exclusion criteria out of 110 papers. The modified preferred reporting items for systematic reviews and meta-analyses (PRISMA) outline exemplifies the literature review accordingly. The authors observed, accomplished, and discussed the significance of the SLR. This was followed by the constraints, upcoming directions for MTP with technology and GG, and the MTP consequences for education and research.

scholarly journals La competencia digital docente en formación inicial: Estudio a partir de los casos de Chile y Uruguay

2019 ◽  
Vol 27 ◽  
pp. 93
Author(s):  
Juan Silva ◽  
María-Julia Morales ◽  
José-Luis Lázaro-Cantabrana ◽  
Mercè Gisbert ◽  
Paloma Miranda ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Average Score ◽  
Initial Training ◽  
Digital Competence ◽  
Achievement Level ◽  
Initial Teacher Training ◽  
Margin Of Error ◽  
Information And Communication ◽  
Four Levels

At present, it is essential for teachers to develop digital competence (DCT), starting at their initial training, to properly use Information and Communication Technologies (ICTs) in their daily practices, in addition to promoting DCT in the students. This article presents the main results of a comparative DCT study in last year pedagogy students in Chile and Uruguay. A mixed methodology was used to design and validate a test-type instrument with experts, which presented the use of ICTs in teaching contexts. This methodology enabled assessing DCT at four levels of dimensions with 10 indicators. The instrument was applied to a stratified representative sample with 5% margin of error made up of 568 pedagogy students, 273 from Chile and 295 from Uruguay. The results show an average score for the 10 assessed indicators (over a maximum of 4 points) of 2.3 for Chile and 2.2 for Uruguay, and an achievement level of 56.28% and 54.89%, respectively. These results provide a basis to guide public policy of both countries to strengthen the inclusion and treatment of DCT in initial teacher training.

scholarly journals On The Formation of the Pedagogical Culture of Future Mathematics Teachers in the Context of the Implementation of the Competence- Based Approach

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Elena Rashidovna Sadykova ◽  
Olga Viktorovna Razumova ◽  
Ramis Rafagatovich Nasibullov ◽  
Yarullin Ilnar Fagimovich
Keyword(s):  
Graduate Students ◽  
Information And Communication Technologies ◽  
Mathematics Teachers ◽  
Professional Training ◽  
Research Study ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Information And Communication ◽  
Pedagogical Literature ◽  
Pedagogical Culture

The leading research technologies are metacognitive technologies of a reflexive character with the means of information and communication technologies. The following methods were used in the study: theoretical (analysis of philosophical, psychological and pedagogical literature on the problem of research, study of mass and generalization of advanced pedagogical experience, pedagogical modeling), empirical (pedagogical observation, conversation, questionnaire, interviewing, testing). The materials of the article can be useful to future mathematics teachers, graduate students, teachers of higher educational institutions interested in the formation of teacher's pedagogical culture, and professional training of subject specialists.

scholarly journals TEACHING IN HIGHER EDUCATION: TEACHER TRAINING AND THE CHALLENGE OF NEW INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT)

2021 ◽  
Keyword(s):  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
First Century ◽  
New Information ◽  
The Face ◽  
Information And Communication ◽  
Teaching Learning ◽  
Teaching In Higher Education

In the face of the advance of new technologies that has been occurring and reaching all sectors of society, this article presents a discussion guided by scholars about the changes that are occurring in education. It is important to think of how you can use so many resources available today while providing power changes in the teaching-learning process which until then was seen as something static and conservative. The task of the teacher in the twenty-first century is no longer ready to take the knowledge to the student, but rather has the role of acting as a mediator and facilitator in the process of knowledge construction. The changes that are taking place have led educators to seek knowledge and expertise so that they can perform satisfactorily their role in society.

scholarly journals Matematinės komunikacijos studijų programos kūrimas

2009 ◽  
Vol 50 ◽  
pp. 107-111
Author(s):  
Joana Lipeikienė
Keyword(s):  
Information And Communication Technologies ◽  
Mathematics Teachers ◽  
Communication Technologies ◽  
Structural Elements ◽  
Mathematical Communication ◽  
Study Program ◽  
New Curriculum ◽  
Information And Communication ◽  
And Mathematics ◽  
Different Levels

Straipsnyje aprašomi atlikti tyrimai kuriant naują matematinės komunikacijos studijų programą. Programa skirta technologiškai gerai išprususiems matematikams rengti. Siekiant sudaryti šiuolaikišką deramo lygio studijų programą, pirmiausia buvoatsižvelgiama į anksčiau autorės tirtų matematikai taikytinų informacinių ir komunikacinių technologijų apibendrinimą, padarytas išvadas apie reikiamą matematiko ir matematikos mokytojo technologinę ir edukacinę kompetenciją. Darbe atliktasmatematinės komunikacijos sąvokos vartojimo įvairiomis prasmėmis tyrimas ir padaryta išvada, kad visus pagrindinius matematinės komunikacijos aspektus apimanti studijų programa gali būti šiuolaikiškų matematikų ir matematikos mokytojųugdymo programa.Development of a Mathematical Communication CurriculumJoana Lipeikienė SummaryThe paper presents investigations and creation of a new Mathematical communication (MC) curriculum. The curriculum is intended to educate technologically well skilled mathematicians. In order to create the contemporary curriculum of an appropriate level, fi rst of all, we considered the author‘s investigations on information and communication technologies (ICT) applicable to mathematics, as well as the relevant ICT and educational competence of mathematicians. The concept of MC is rather wide and can be interpreted in various aspects and considered at different levels. After investigation of its wide and diverse use we have drawn a conclusion that the curriculum “Mathematical communication”, including all the main aspects of MC can realize the intention to educate contemporary innovative mathematicians and mathematics teachers. The curriculum was developed as a new branch of the study program “Mathematics and informatics”, which was approbated, evaluated by external experts and was implemented at the Vilnius Pedagogical University in 2003. The new curriculum keeps the amount of mathematics subjects, the main structural elements and their amount in terms of credits of the study program.

Standards Management in the Twenty-First Century

2016 ◽  
Vol 14 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Michael B. Spring
Keyword(s):  
Information And Communication Technologies ◽  
Rapid Change ◽  
Communication Technologies ◽  
First Century ◽  
Security And Privacy ◽  
Nation States ◽  
Information And Communication ◽  
History Of ◽  
Standards Development ◽  
Privacy Issues

The history of modern standards development provides support for the argument that the process of standardization has evolved in response to crises and opportunities. In the information and communication technologies (ICT) sector, many new groups have become involved in standards setting. In a period of rapid change, standards development in these areas has focused primarily on the provision of functionality. That is, there are few overarching roadmaps for development and issues such as security and interoperability are of less concern for many of the new standards developers. In addition, new oversight structures have emerged that appear to be more responsive to the particular needs of developers in the ICT arena. It may be important for nation states to consider assisting in roadmap development in the ICT arena to insure security and privacy issues are addressed such that these increasingly essential systems are less vulnerable.

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