scholarly journals APPRENDRE (LES LANGUES) A L’ERE DU NUMERIQUE

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Christian Ollivier
Keyword(s):  
Information Processing ◽  
Theoretical Model ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Educational Model ◽  
Construction Of Knowledge ◽  
Key Skills ◽  
Construction Of Meaning ◽  
Knowledge Objects

This contribution reflects on the use of digital technologies for the teaching and learning of languages. We place our reflection in the paradigm of social co-construction of meaning and knowledge that requires the learner to be the actor of his/her learning. It is on this basis that we present an educational model that combines information processing, interaction and co-construction of knowledge objects in a sociointeractional context that determines the action of the learning person. A concrete example illustrates the theoretical model presented. We conclude our contribution with a presentation of some key skills that the student must develop to implement learning in the context of this model.

scholarly journals Modificações no processo de aprendizagem com a inserção de tecnologias digitais na educação

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Roniele Belusso ◽  
Débora Peruchin
Keyword(s):  
Internal Structure ◽  
Learning Process ◽  
Teaching And Learning ◽  
Textual Analysis ◽  
Digital Technologies ◽  
Active Participation ◽  
Learning Processes ◽  
Cultural Relations ◽  
Knowledge Objects ◽  
Selection Of

Resumo: Os avanços nas tecnologias digitais modificam constantemente a sociedade e as relações culturais. A escola, inserida nessa realidade, precisa modificar suas práticas educacionais para acompanhar as novas necessidades e formas de ensinar e aprender. Com a inserção das tecnologias digitais em sala de aula, são modificadas as relações entre professor, alunos e objetos de conhecimento, podendo potencializar a aprendizagem. O presente estudo constitui-se de uma revisão bibliográfica a partir da seleção de três artigos científicos publicados em periódicos e inseridos na área de tecnologias digitais e educação. Utilizando a Análise Textual Discursiva, emergiram duas principais categorias para pensar o processo de aprendizagem com a inserção de tecnologias digitais: modificações nas relações coletivas e modificações na estrutura interna. Estas categorias abordam os tópicos: cooperação, ressignificação da realidade, autonomia e motivação. As tecnologias digitais, portanto, podem contribuir positivamente nos processos de ensino e aprendizagem, promovendo a cooperação entre os envolvidos, o entusiasmo e a atenção dos alunos e sua participação ativa na resolução de tarefas. Para isso, é necessário que o professor utilize as tecnologias digitais a favor do processo de aprendizagem, com criticidade e criatividade.Palavras-chave: Tecnologias digitais. Aprendizagem. Educação.  MODIFICATIONS IN THE LEARNING PROCESS WITH THE INSERTION OF DIGITAL TECHNOLOGIES IN EDUCATION Abstract: Advances in digital technologies constantly change the society and cultural relations. The school, inserted in this reality, needs to modify its educational practices to keep up with the new needs and ways of teaching and learning. With the insertion of digital technologies into the classroom, the relations between teachers, students and knowledge objects are modified, and this can enhance learning. This study is a bibliographical revision from the selection of three scientific articles published in periodicals and inserted in the area of digital technologies and education. Using the Discursive Textual Analysis, two main categories emerged to think about the learning process with the insertion of digital technologies: modifications in the collective relations and modifications in the internal structure. These categories address the topics: cooperation, resignificance of reality, autonomy and motivation. Therefore, digital technologies can contribute positively to the teaching and learning processes, promoting cooperation between those involved, the enthusiasm and attention of the students and their active participation in the task resolution. For this, it is necessary that the teacher uses the digital technologies in favor of the learning process, with criticality and creativity.Keywords: Digital technologies. Learning. Education.

¿Razonamos en función de nuestro conocimiento general? Un estudio de las interacciones entre el procesamiento de la información y la inferencia lógica

2015 ◽  
pp. 33
Author(s):  
Miguel López Astorga
Keyword(s):  
Information Processing ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Formal Logic ◽  
Conditional Reasoning ◽  
General Knowledge

RESUMENEn este trabajo, analizamos un experimento sobre el razonamiento condicional de Staller, Sloman y Ben-Zeev (2000). En dicho experimento, los sujetos parecen manifestar un comportamiento contrario a las prescripciones de la lógica formal. Nosotros lo revisamosy descubrimos todas las variables que es preciso atender en los procesos de enseñanza y aprendizaje, variables que no siempre son consideradas por los docentes.Palabras clave: condicional, conocimiento general, inferencia, procesamiento de la información, representación mental.DO WE REASON ACCORDING TO OUR GENERALKNOWLEDGE? A STUDY ABOUT INTERACTIONSBETWEEN INFORMATION PROCESSING AND LOGICALINFERENCEABSTRACTIn this paper, I analyze an experiment about conditional reasoning presented by Staller,Sloman and Ben-Zeev (2000). In that experiment, the subjects’ behavior seems contradictory to prescriptions of formal logic. I check it and I discover all the variables that we need to deal with them in teaching and learning processes, despite that such variables are notalways checked by the teachers.Keywords: conditional, general knowledge, inference, information processing, mentalrepresentation.

ON THE CLASSIFICATION OF DIGITAL TECHNOLOGIES IN CIVIL PROCESS

2019 ◽  
pp. 27-35
Author(s):  
Alexandr Neznamov
Keyword(s):  
Information Processing ◽  
Scientific Community ◽  
Digital Technologies ◽  
Significant Feature ◽  
Legal Proceedings ◽  
Civil Process ◽  
Civil Proceedings ◽  
Processing Information ◽  
The Impact

Digital technologies are no longer the future but are the present of civil proceedings. That is why any research in this direction seems to be relevant. At the same time, some of the fundamental problems remain unattended by the scientific community. One of these problems is the problem of classification of digital technologies in civil proceedings. On the basis of instrumental and genetic approaches to the understanding of digital technologies, it is concluded that their most significant feature is the ability to mediate the interaction of participants in legal proceedings with information; their differentiating feature is the function performed by a particular technology in the interaction with information. On this basis, it is proposed to distinguish the following groups of digital technologies in civil proceedings: a) technologies of recording, storing and displaying (reproducing) information, b) technologies of transferring information, c) technologies of processing information. A brief description is given to each of the groups. Presented classification could serve as a basis for a more systematic discussion of the impact of digital technologies on the essence of civil proceedings. Particularly, it is pointed out that issues of recording, storing, reproducing and transferring information are traditionally more «technological» for civil process, while issues of information processing are more conceptual.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

scholarly journals Teacher's digital fluency: a new competence for foreigh language teaching

2013 ◽  
Vol 13 (3) ◽  
pp. 711-739
Author(s):  
Isis da Costa Pinho ◽  
Marilia dos Santos Lima
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Digital Tool ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Digital Fluency

This paper reports on a case study research focusing on digital fluency as a new competence for teaching foreign languages through technology. The data were generated on a training course having as its main purpose the investigation of pre-service and in-service teachers' perceptions about the relevance of digital fluency and the pedagogical use of digital technologies for foreign language (FL) teaching and learning. The trainee teachers were asked to work in groups with the purpose of exploring Windows Movie Maker software in order to create a movie addressing the importance of digital fluency and the potential of this digital tool in FL teaching and learning. The results suggest that digital fluency was considered a necessary competence for the creation of more attractive and dynamic lessons that motivate meaningful FL production.

scholarly journals Tecnologias digitais no ensino de história e valorização do patrimônio cultural da Amazônia brasileira / Digital Technologies in History Teaching and Valorization of Cultural Heritage in Brazilian Amazon

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Benedito Walderlino De Souza Silva
Keyword(s):  
Cultural Heritage ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Brazilian Amazon ◽  
Starting Point ◽  
Cultural Appreciation ◽  
On Line ◽  
America Latina ◽  
Artistic Heritage

ABSTRACTThis article focuses on conceptual and methodological issues concerning the contribution that digital technologies can provide to School education in the context of the teaching and learning of history in matters related to cultural heritage process. Brazil has the “Instituto do Patrimônio Histórico e Artístico Nacional” (Institute of National Historical and Artistic Heritage) to implement public policies in order to to preserve their culture. In partnership with the “Universidade Federal do Pará” (Federal University of Pará), the unit of the institute in the state of Pará has developed a tool of heritage education called “Ver-o-Site”, an online page with the objective of increasing the cultural appreciation of Ver-o-Peso, the largest free fair in Latin America, a cultural and touristical symbol, and also the starting point of this state capital, the city of Belém. As we evaluate the considerable importance that digital technologies like this have on students' lives, creating new forms and speed of access and sharing of information, we consider that educators must use them as educational tools. With the Ver-oSite, you can work aspects of colonial occupation process, historical, economic and social development of urban areas in the Brazilian Amazon, as well as the space that places like the Ver-o-Peso occupy in the cultural heritage of inhabitants of cities like Belém. Such action aims to strengthen the role of social formation of the school with students in the digital age.RESUMOEste trabalho objetiva discutir fundamentos conceituais e teórico-metodológicos relativos à contribuição que tecnologias digitais podem fornecer a educação escolar no contexto do processo de ensino-aprendizagem da disciplina história em assuntos relacionados ao patrimônio cultural. O Brasil conta com o Instituto do Patrimônio Histórico e Artístico Nacional para executar políticas públicas de preservação de sua cultura. Em parceria com a Universidade Federal do Pará, a unidade do instituto no Estado Pará desenvolveu uma ferramenta de educação patrimonial chamada Ver-o-Site, uma página on-line voltada à valorização cultural do Ver-o-Peso, a maior feira livre da América Latina, símbolo cultural, turísti-co e ponto de origem da capital deste estado, a cidade de Belém. Avaliando o espaço considerável que tecnologias digitais como esta têm na vida dos alunos, gerando novas formas e velocidade de acesso e socialização de informação, pondera-se que os educadores devam utilizá-las como ferramentas educativas. Com o Ver-o-Site, pode-se trabalhar aspectos do proces-so de ocupação colonial, formação histórica, econômica e social de núcleos urbanos da Amazônia brasileira, bem como o espaço que lugares como o Ver-o-Peso ocupam no patrimônio cultural de habitantes de cidades como Belém. Tal ação visa fortalecer o papel de formação social da escola junto aos alunos na era digital. Contato principal: [email protected]

scholarly journals Critical Digital Literacy: Technology in Education Beyond Issues of User Competence and Labour-Market Qualifications

2019 ◽  
Vol 17 (2) ◽  
pp. 221-240 ◽  
Author(s):  
Holger Pötzsch
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Technology In Education ◽  
Present Contribution ◽  
Digital Capitalism ◽  
Technology In Teaching ◽  
Knowledge Competencies ◽  
Structural Aspects

The present contribution conducts an intervention in the study and practice of digital and media literacy. After reviewing key tenets of recent debates, I advance a specific understanding of the concept – critical digital literacy – that, as I argue, comprehensively addresses issues of knowledge, competencies, and skills in relation to digital technologies. In particular, I posit that critical thinking about educational and other values of ‘the digital’ needs to take structural aspects of the technology into account that are often eschewed in instrumental or commercially-driven approaches. To prepare pupils for their future lives requires a widest possible contextualisation of technology, including issues of exploitation, commodification, and degradation in digital capitalism. Finally, I make concrete suggestions for constructive uses of technology in teaching and learning.

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 Análisis de materiales didácticos digitales para guiar y/o apoyar el proceso de enseñanza - aprendizaje de las matemáticas

2018 ◽  
pp. 72 ◽  
Author(s):  
Dorinda Mato-Vázquez ◽  
Mª Montserrat Castro-Rodríguez ◽  
Camino Pereiro González
Keyword(s):  
Canary Islands ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Digital Technologies ◽  
Online Resources ◽  
Autonomous Community ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
The Individual ◽  
Media Channels

Digital technologies have brought about a revolution in all areas of life: technological, business, communicative, cultural, and even in knowledge and entertainment. In the educational landscape it also has its reflection and the methodologies and resources have been redrawn, in terms of different media, channels, languages, narratives, etc. These changes, substantive and profound, affect all the society simultaneously, but other agents as educational administrations and the publishing sector is also involved. In this research we analyze a sample of institutional portals and commercial platforms that offer digital didactic resources in the area of mathematics in the Autonomous Community of Galicia. We focus on the type of materials, the pedagogical model that underlies them, the differences between commercial and institutional platforms, their use, impact on teaching and learning mathematics in the classroom, etc. The instrument used was a questionnaire designed ad hoc and validated and administered to 13 commercial platforms; both those produced commercially by publishing companies and those of an institutional nature generated by the regional administrations of the Canary Islands, Galicia and Valencia. The results indicate that, although the range of online offer of didactic materials for mathematics is wide and with varied formats, they have pedagogical shortcomings that do not favor active methodologies or a true integration of other alternatives that promote the development of open, flexible educational projects that facilitate the attention to the individual and collective diversity of each person, as well as the participation, interactivity / connectivity of the educational community, since most reproduce the format of the printed textbook by adding some online resources.

The formation of the senior school students’ economic culture in conditions of development of digital economy

2021 ◽  
pp. 27-41
Author(s):  
Vladimir Innokentievich Petrishchev ◽  
◽  
Tatiana Petrovna Grass ◽  
Pavel Sergeevich Lomasko ◽  
◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Work Performance ◽  
Career Guidance ◽  
School Setting ◽  
Digital Technologies ◽  
Digital Economy ◽  
Economic Education ◽  
School Students ◽  
Economic Culture ◽  
The Government

The article analyses the formation of senior school students in the educational school setting which reflects modern market tendencies. One of the priorities of directions in Russia has become the process of digitalization of the education of late. It creates the digital educational setting and the use of the possibilities of digital technologies in implementing the improvement of education quality. The authors underline that in modern conditionsthe necessity to form the senior school students’ economic culture is actualized by the fact that the economic education is created in school built on the proactive principals which are taking place in the society and closely connected with the fact that the school is becoming digital. In this connection exactly digital technologies which are mentioned by the government of Russia as a way to solve the educational tasks which are not solved or badly solved on the basis of traditional technologies. To find out how to carry out the formation of the senior school students’ economic culture under conditions of digital economy. Method and methodology of work performance: scientific-pedagogical grounds for research served as a set of initial theoretical justifications: key provisions of cultural and learner centered approach for the description of characters and types of teaching and learning activities of school students; provisions of competency based approach to describe the essence of competency being in the structure of senior school students economic culture; ideas of individually oriented education to find out patterns of senior school students’ economic culture’s formation in conditions of development of digital economy. Results: The development of the education system under condition of the digital economy presents new approaches to comprehension and the formation of new economic culture. The field of application of results: results of the study may be applied in the scientific research and in the teaching of courses of pedagogy, social pedagogy, comparative pedagogy and in career guidance in pedagogical higher and secondary institutions as well as in the system of staff training.

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