scholarly journals Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

2021 ◽  
Vol 13 (17) ◽  
pp. 9564
Author(s):  
Maria José Sá ◽  
Ana Isabel Santos ◽  
Sandro Serpa ◽  
Carlos Miguel Ferreira
Keyword(s):  
Digital Literacy ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Educational Process ◽  
Strong Increase ◽  
Sustainable Society ◽  
Digital Society ◽  
Teachers And Students ◽  
Bibliographic Search ◽  
Software And Hardware

The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals Digital educational space in the professional training of a musical art teacher

2021 ◽  
Vol 12 (35) ◽  
pp. 160-180
Author(s):  
Myroslava M. Kachur ◽  
Irena A. Dikun ◽  
Myroslava A. Zhyshkovych ◽  
Liudmyla P. Stepanova ◽  
Inna S. Synevych
Keyword(s):  
Digital Literacy ◽  
Professional Training ◽  
Music Teachers ◽  
Educational Process ◽  
Educational Institutions ◽  
Mathematical Methods ◽  
Higher Educational Institutions ◽  
Art Teacher ◽  
Teachers And Students ◽  
Higher Educational

The objective of this study was to determine whether higher education institutions, teachers and students of the specialization in musical art are prepared to create and use the digital educational space in the educational process. The study involved the following methods: literature review and analysis of the content of official documents of higher educational institutions that provide professional training for music teachers; survey; mathematical methods of data processing; Statistica software package. The research has shown that not all higher educational institutions have the necessary resources to implement learning in the digital education space. Besides, not all higher educational institutions teach subjects that help improve students’ digital literacy. There are also teachers who have difficulties using the digital educational space in the learning process due to lack of digital literacy. The study demonstrated awareness of the importance of using the digital educational space in the education of future music teachers. But, it is necessary to pay attention to improving the digital literacy of all participants in the educational process, as well as provide educational institutions with proper modern recourses, software, hardware and equipment, including also computer music technologies and electronic musical instruments.

scholarly journals ONLINE TEACHING AND LEARNING BETWEEN TEMPORARY SOLUTION AND FUTURE NECESSITY

2021 ◽  
Vol 10 (2) ◽  
pp. 45-66
Author(s):  
ROXANA MIHELE
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Careful Analysis ◽  
Educational Process ◽  
Educational Systems ◽  
Daily Lives ◽  
Teachers And Students ◽  
Temporary Solution ◽  
Amount Of Knowledge ◽  
Teaching Learning

The Covid-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted – distance, online teaching, learning and assessment – has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.

scholarly journals New Ways with Technology in the Twenty-First Century

2002 ◽  
Vol 3 (2) ◽  
pp. 289-292 ◽  
Author(s):  
Sue Hawthorne
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Early Childhood Teacher ◽  
First Century ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Teachers And Students ◽  
Software And Hardware ◽  
Integration Of Learning ◽  
The Many

In recent years, schools have been presented with the challenge to integrate the use of information and communications technologies (ICTs) in the classroom. This challenge places many demands on schools and classrooms, teachers and students. Teachers develop strategies to enable them to cope with the many changes required of them, both in their thinking about teaching and learning and in their ability to use software and hardware. Schools and teachers often reflect on their practices and consider how best to connect teaching and learning with the use of learning technologies. This colloquium shares the journey of one early childhood teacher and describes the processes related to integration of learning technologies into classroom practices.

scholarly journals DRIVERS OF DIGITAL TRANSFORMATION IN APPROACHES TO MODERN TEACHING OF STUDENTS

2021 ◽  
Vol 5 (4) ◽  
pp. 446-452
Author(s):  
N.S. Ladyzhets ◽  
E.V. Neborsky ◽  
M.V. Boguslavsky ◽  
T.A. Naumova
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Culture ◽  
Digital Transformation ◽  
Educational Process ◽  
Modern World ◽  
University Graduates ◽  
University Culture ◽  
Personal Resource ◽  
Teachers And Students

The problem statement is connected with the paradoxical nature of modern academic reflection regarding the prospects not only for the development, but also for the survival of universities. Adherents of the alarmist approach justify the strengthening of the trend of academic capitalism, which represents a landslide increasing commercialization of all types of university activities, with a reduction in socio-humanitarian areas and the transition to an entrepreneurial post-academic university culture. Accordingly, the classical format of the university is declared to be dying, and the values of traditional academic culture are blurred and even ruined. Clarification and correction of concepts were required due to the fact, that digitalization is often considered as a process, and digital transformation is considered as the completion of the path of strategic and operational transformations that ensure competitiveness in the modern world. The authors insist that digital transformation is also procedural, so it would be more correct to designate the essence of these changes in modern higher education as an institutional purposeful transition to the latest technologies that provide opportunities for a variety of formats and personalization of the educational process. Clarification and expansion of the main drivers of digital transformation in modern higher education, in turn, indicate that the process of digital transformation, presenting intermediate results of achieving goals, will also remain open. The article presents an analysis of digital transformation in the practices of interaction between teachers and students, with an emphasis on the fact that the main goal of the teacher is his creative support, and the main goal of the student is the transition from the necessary development of modern specifics of the profession to the formation of a broader personal resource potential in the conditions of rapidly increasing changes. It is also important that digital transformation requires not only the consolidation of educational needs and skills during the life of university graduates, but also, first of all, their teachers. The authors note the discursiveness of the problem of the advantages and negatives of the digital educational environment, arguing that the understanding of modern students is focused on the need to implement early and systemic transformational changes in teaching and learning in the new digital landscape. The article concludes with updated conclusions and clarifies operational actions that contribute to achieving the goals of the transition to digital universities.

scholarly journals Networks in the context of digital culture: technologies, coordinators, university teachers and students

2021 ◽  
pp. 675-684
Author(s):  
Maria Cristina Lima Paniago ◽  
Rosimeire Martins Régis dos Santos ◽  
Arlinda Cantero Dorsa
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Private University ◽  
Educational Process ◽  
Digital Culture ◽  
Structured Interviews ◽  
University Teachers ◽  
Teachers And Students

This research aims to analyze networks of relations in the context of digital culture, focusing on the relationships among technologies, coordinators, university teachers, and students. It is qualitative research with virtual etnography approach, developed in a private university in the Center-West of Brazil, with the participation of 39 university teachers, 285 students and 7 coordinators, answering questionnaires and semi-structured interviews, and posting messages at Facebook, related to the digital culture and to the formative educational process. The results point to a context of mismatch between the comings and goings of university teachers, students and coordinators, seeking to appropriate the technologies in order to invent other ways of teaching and learning, in different times and spaces, individually and collaboratively, with openness to the innovation in a critical way.

The Ethical Use of Online Content in Teaching and Learning

2019 ◽  
pp. 265-279
Author(s):  
Joanne Elaine Gilbreath
Keyword(s):  
Collaborative Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Interactive Learning ◽  
Learning Experiences ◽  
Online Resources ◽  
Online Content ◽  
Teachers And Students ◽  
Correct Application ◽  
Written Sources

The inclusion of online resources and multimedia elements into instruction is often times misunderstood or unknown to teachers who want to design more engaging and interactive learning experiences for their students. This chapter explores the legal and illegal use of images, video, and written sources found online. Examples of ethical uses of online resources will demonstrate how to correctly incorporate and cite resources, apps, and multimedia into ethics-focused lessons. Students can choose from multiple means of demonstrating their knowledge in the collaborative learning experiences. Online resources that will assist teachers and students in the application of ethical and correct application of attribution are identified. These sites are good beginnings to deeper learning about this important component of digital literacy.

scholarly journals Exploring the Components of Digital literacy Curriculum: EFL and IT Instructors’ Voice

2021 ◽  
Vol 3 (1) ◽  
pp. 25-34
Author(s):  
Shadi Forutanian
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Real Life ◽  
Digital Tools ◽  
Literacy Curriculum ◽  
Digital Curriculum ◽  
Need Analysis ◽  
Curriculum Framework ◽  
Teachers And Students ◽  
Communication Evaluation

Every day we are moving toward digitalization and computerization. In education and especially online learning, we are observing fast developments. The need of a digital curriculum and digital literacy for better teaching and learning is sensible. Thus, a digital literacy curriculum is a necessary tool for teachers and students. This qualitative study explored some components of the digital literacy curriculum based on EFL and IT instructors’ voice. Also, the researchers found digital tools that they used a lot and their purposes behind applying these digital tools. The results show that EFL and IT instructors had focused on production, communication, evaluation of digital skills in cyberspace. Most of them were aware of digital literacy definition and suggested some components of the digital literacy definition components and suggested designing a digital literacy curriculum. Among all digital tools, they used WhatsApp and Bigbluebutton more. Based on all retrieved data, the researchers proposed a digital literacy curriculum framework and identified the need for further study about applying this framework in real life. Doing need analysis before designing a digital literacy curriculum to know students' and teachers' digital talent and awareness is another area that further research should have done. 

scholarly journals O Lúdico na Formação de Professores de Educação Infantil: Reflexões para a Construção da Aprendizagem

2021 ◽  
Vol 22 (2) ◽  
pp. 254-259
Author(s):  
Tereza Cristina Diniz Abreu ◽  
Luciene Nascimento Silva Moura ◽  
Maria Audenôra das Neves Silva Martins ◽  
Márcio de Lima Pacheco
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Process ◽  
Childhood Education ◽  
Federal Constitution ◽  
Human Formation ◽  
Building Process ◽  
Bibliographic Search ◽  
Integral Development

ResumoDiante da importância da Educação Infantil em todo o processo educativo e formação humana, é fundamental considerar as potencialidades do lúdico no processo de construção de ensino e aprendizagem para o desenvolvimento integral da criança. O artigo é uma revisão bibliográfica, e tem como objetivo refletir sobre a importância do lúdico na formação de professores de Educação Infantil e suas contribuições para o processo de ensino e aprendizagem e desenvolvimento integral da criança. A metodologia adotada foi uma pesquisa bibliográfica identificando documentos como dissertações, teses, artigos e livros que relatam sobre a questão supracitada. O texto versa sobre documentos e leis que asseguram direitos à Educação Infantil, desde a Constituição Federal do Brasil de 1988 ao documento mais recente, de 2017, a Base Nacional Comum Curricular – BNCC - EI, assegurando seus direitos de aprendizagem à criança, incluindo o brincar, além de reflexões de como o lúdico de forma intencional e planejada, a partir das formações de professores pode contribuir para o processo de aprendizagem das crianças na Educação Infantil. Apresenta, ainda, concepções importantes de que a implementação do lúdico na Educação Infantil, sendo um instrumento pedagógico desafiador, carregado de direitos, significados históricos e sociais, capaz de promover de forma democrática e cidadã, o desenvolvimento integral da criança. Palavras-chave: Educação Infantil. Lúdico. Formação de Professores AbstractGiven the importance of childhood education in the entire educational process and human formation, it is essential to consider the playfulness potential in the teaching and learning Building process for the child’s whole development. The article is a bibliographic review, and aims to reflect on the playfulness importance in the childhood education teachers and their contributions to the teaching and learning process and the child's integral development. The methodology adopted was a bibliographic search identifying documents such as dissertations, theses, articles and books that report on the aforementioned issue. The text deals with documents and laws that guarantee rights to childhood education, from the Federal Constitution of Brazil of 1988 to the most recent document, of 2017, the National Common Curricular Base - BNCC - EI, ensuring learning rights to children, including the playing, in addition to reflections on how playfulness in an intentional and planned way, based on teacher training can contribute to the children’s learning process in childhood education. It also presents important conceptions that the implementation of playfulness in early childhood education is a challenging pedagogical instrument, full of rights, historical and social meanings, capable of promoting, in a democratic and citizen way, the child’s whole development. Keywords: Childhood Education. Playfulness. Teacher Training

scholarly journals How about equality and equity in higher music education? A theoretical framework for researching quality of music teaching and learning

2017 ◽  
Author(s):  
Guadalupe López-Íñiguez ◽  
Tuula Jääskeläinen
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Holistic Approach ◽  
Theoretical Framework ◽  
Educational Process ◽  
Teachers And Students ◽  
Equity Model ◽  
Equality In Education

While quality development has an important role in higher education in Finland, its connection with equality and equity in teaching and learning music is not often mentioned. Most of the discussions about equality in education have focused on how to equalize access to and participation in education, but there are disagreements about what the very concepts of equality and equity mean in education. When striving to achieve equality in higher music education, the use of learner-centered pedagogies may promote an engaging and satisfying learning experience. We illustrate a more holistic approach in teaching and learning music by adapting the equality-equity model developed by Espinoza (2007) to give an overview of dimensions of equality and equity with reference to the different stages of the educational process at the music university level. Constructivist research and phenomenographic research in teaching and learning music suggest that the conceptions held by teachers and students about teaching and learning can be relevant factors in the pursuit of change in educational practices. On this basis, we develop a theoretical framework and suggest some remedies for the research of teaching and learning in music universities aimed at developing more holistic quality in higher music education.

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