scholarly journals El uso de las TIC en los sistemas educativos formales. Propuesta de marco metodológico para su caracterización y análisis

2019 ◽  
pp. 21-33
Author(s):  
Marco Antonio Martínez-Márquez ◽  
María Elena Casillas-Martínez ◽  
Diego Huizar-Ruvalcaba ◽  
Silvia Elena Mota-Macías
Keyword(s):  
Digital Literacy ◽  
Formal Education ◽  
Data Gathering ◽  
Learning Processes ◽  
Methodological Framework ◽  
Valuable Resource ◽  
Financial Cost ◽  
High Expectations ◽  
Teachers And Students ◽  
Information And Communication

Undoubtably, the rise of technology of the information and communication (ITCs) was what revolutionized the current epoch, giving a radical turn to the way in which we communicate, learn, and work—a situation that led to considering information the most valuable resource toward progress and education the médium through which to produce it and distribute it. This led governments to generate high expectations regarding the use of technologies in education, believing that they offered the possibility of innovating teaching processes and improve learning processes, it being a motive for a UNESCO world declaration. However, recent studies demonstrate that the incorporation and use of ITCs in classrooms have not been easy for various reasons, especially the financial cost they represent, the challenge of digital literacy for teachers and students, and, most importantly, the use that they make of ITCs. In this regard, in this work, a methodological framework is proposed, understood as a set of actions geared toward describing and analyzing an object of research orientadas, in this case, the use of technologies in formal education. For this purpose, a meticulous survey is performed to choose a paradigm, a qualitative-humanistic perspective, a method, an orientation, the scope of the study, and techniques for data gathering and análisis, as well as to determine the population and sample.

scholarly journals Revisão sistemática sobre letramento digital na formação de professores

2019 ◽  
Vol 12 (3) ◽  
pp. 128-143
Author(s):  
Késsia Mileny De Paulo Moura
Keyword(s):  
Systematic Review ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Social Dynamics ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Information ◽  
Teachers And Students ◽  
Information And Communication

RESUMO: Pesquisar a inserção das tecnologias digitais da informação e comunicação nos contextos formativos envolve problematizar as percepções, apropriações e significações de professores e alunos sobre a questão. Este texto buscou identificar as produções científicas brasileiras (teses e dissertações) a respeito do letramento digital na formação de professores, realizadas entre os anos de 2010 a 2018. Utilizamos a revisão sistemática como procedimento metodológico, com o auxílio do software Parsifal. Pontuamos as seguintes equações para verificar nos trabalhos: quais objetivos de pesquisa essas produções revelam? Que perspectivas de letramento digital e quais procedimentos e instrumentos metodológicos os pesquisadores adotaram? Quais resultados dos processos de letramento digital trabalhados na formação de professores foram revelados? Como resultados, validamos 37 trabalhos, que apontam as configurações das propostas de formação com usos das tecnologias digitais que procuram responder às novas dinâmicas sociais para as quais os alunos-professores precisam estar aptos. De acordo com as pesquisas encontradas, os cursos de formação inicial ou continuada têm inserido as tecnologias digitais em suas práticas, mas as possibilidades de usos ainda são muitas. PALAVRAS-CHAVE: letramento digital; formação de professores; revisão sistemática.   ABSTRACT: Researching the insertion of digital information and communication technologies in the formative contexts involves problematizing teachers and students’ perceptions, appropriations and meanings about the issue. This text sought to identify the Brazilian scientific productions (theses and dissertations) regarding digital literacy in teacher education, between the years 2010 to 2018. We used the systematic review as a methodological procedure, with the help of the Parsifal software. We scored the following equations to verify the work: which research objectives do these productions reveal? What perspectives of digital literacy and what procedures and methodological instruments did the researchers adopt? What results of the digital literacy processes worked on in the training of teachers were revealed? As results, we validated 37 works, which point out the settings of training proposals with uses of digital technologies that seek to respond to the new social dynamics that student-teachers need to be able to. According to the research works found, the initial or continued training courses have lent themselves to insert the digital technologies, but the possibilities of uses are still many. KEYWORDS: digital literacy; teacher training; systematic review.

Digitalization of education: modern challenges and strategies to overcome them

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Galina Petrova
Keyword(s):  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Formal Education ◽  
Educational Process ◽  
Young Generation ◽  
Digital Competence ◽  
Society Business ◽  
Teaching Aids ◽  
Information And Communication ◽  
The Right

One of the priority areas for the development of education is the introduction of information and communication technologies, which ensures the improvement of the educational process, the availability and efficiency of education, the preparation of the young generation for life in the information society, and among the main tasks is the creation of conditions for the development of the industry of modern teaching aids (educational -methodical, electronic, information and communication). In this article, the authors investigated strategies for formal education, and analyzed the main challenges and approaches to the "digitalization" of education. The rapid and profound consequences of the transition to digital will be possible only when digital transformation becomes the basis of the life of society, business and government institutions, becomes a familiar and commonplace phenomenon, becomes DNA, a key element on the path to prosperity, and becomes the basis of prosperity. Digital literacy (or digital competence) is recognized as one of the keys for a full life and human activity, therefore, the formation of information and communication competence is mandatory. This will help to ensure the right of everyone to receive education throughout life, equal conditions of access to education, regardless of the place of study.

scholarly journals Strategies for Pan-European Implementation of Blended Learning for Innovation and Entrepreneurship (I&E) Education

2019 ◽  
Vol 9 (2) ◽  
pp. 124 ◽  
Author(s):  
Galena Pisoni
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Processes ◽  
Learning Activities ◽  
European Universities ◽  
Teachers And Students ◽  
Information And Communication ◽  
Innovation And Entrepreneurship

New information and communication technologies (ICTs) provide educators and learners with novel approaches to enhance teaching and learning processes. Technology enabled learning plays a vital role in contemporary education and blended learning is widely adopted across higher education as a learning mode. In this paper we reflect on the strategies for introducing blended learning in a network of European universities and the first lessons learnt from the experience. A total of 18 universities took part with around 350 students registered in the 2018–2019 academic year. In this report we recount how the lecturers in our network introduced the blended learning in their classes, the different types of lessons resulting from this effort, as well as the teachers’ and students’ perceptions regarding the blended learning activities performed. Our reflection is focused on the use of blended learning and its positive effect on activating students and development of innovation and entrepreneurship soft skills. The perceptions on blended learning are interrelated, with the success of the blending models depending on the blended learning activities, and how well the respective online contents are embedded into the teaching and learning processes.

scholarly journals Pelatihan LMS With Edmodo Dalam Proses Belajar Mengajar

2021 ◽  
Vol 1 (1) ◽  
pp. 12-15
Author(s):  
Nurkhalik Wahdanial Asbara ◽  
Agunawan Agunawan ◽  
Andi Ircham Hidayat
Keyword(s):  
Distance Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Formal Education ◽  
Technological Advances ◽  
The World ◽  
Teachers And Students ◽  
Information And Communication ◽  
E Learning

Tumbuh kembangnya ilmu pengetahuan dan teknologi informasi, khususnya teknologi informasi komunikasi banyak membawa dampak yang positif bagi berkembangnya dunia informasi dan terlebih khusus lagi pada dunia pendidikan. Pendidikan formal, informal, dan non formal dapat menikmati fasilitas teknologi informasi komunikasi dari yang simpel sampai kepada yang kompleks. Format-format pendidikan yang mungkin tersedia di abad ke-21 yaitu Cyber (E-Learning) yang merupakan belajar atau pembelajaran melalui pemanfaatan teknologi informasi komunikasi melalui perangkat komputer dan atau internet, open/distance learning yaitu model pembelajaran jarak jauh, dimana guru dan peserta didik/siswa berada dalam satu tempat yang berbeda tetapi bisa dengan waktu yang sama, serta dengan kemajuan teknolosi saat ini bisa juga dengan bertatap muka melalui kamera tetapi tidak bisa bertatap fisik secara langsung. Tujuan dari penelitian ini adalah guru dan siswa dapat berkomunikasi dengan lancar dalam melakukan proses belajar mengajar menggunakan aplikasi Edmodo   The growth and development of science and information technology, especially information and communication technology has brought many positive impacts for the development of the world of information and especially in the world of education. Formal, informal, and non-formal education can enjoy information communication technology facilities from the simple to the complex. Educational formats that may be available in the 21st century are Cyber ​​(E-Learning) which is learning or learning through the use of information and communication technology through computers and or the internet, open/distance learning, which is a distance learning model, where teachers and participants students/students are in a different place but can be at the same time, and with current technological advances it can also be face-to-face through the camera but cannot meet physically directly. The purpose of this study is that teachers and students can communicate smoothly in the teaching and learning process using the Edmodo application

scholarly journals Difficulties in implementing 21st century skills competence in vocational education learning

2021 ◽  
Vol 10 (4) ◽  
pp. 1229
Author(s):  
Farid Mutohhari ◽  
S. Sutiman ◽  
Muhammad Nurtanto ◽  
Nur Kholifah ◽  
Achmad Samsudin
Keyword(s):  
Vocational Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Cognitive Skills ◽  
Teachers And Students ◽  
Information And Communication ◽  
Vocational High Schools

<span>The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the “easy” criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.</span>

scholarly journals Impact of digitalisation of education on human capital development

2021 ◽  
Vol 8 (2) ◽  
pp. 49-58
Author(s):  
Maira Suteyeva ◽  
Lazzat Sarsembayeva
Keyword(s):  
Human Capital ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Research Problem ◽  
Smart Devices ◽  
Technical Literature ◽  
Keywords Internet ◽  
Teachers And Students ◽  
Information And Communication ◽  
Capital Development

The article deals with the main issues of digitalisation of Kazakhstan’s education as a key policy of the state. The ongoing reforms are based on the development of human capital. The purpose of this publication is to highlight the results of the theoretical and experimental parts of the study. The methods used in this paper include analysis of psychological, pedagogical, socio-economic and technical literature on the research problem comparatively. From the results, it is worth noting a new level of communication between the teacher and the student, which goes beyond the classical one. These include communication features such as WhatsApp, Zoom, Messenger, email and Instagram, among others. In this regard, improving digital literacy at all levels of the education system is becoming a priority. Some recommendations made are to fill the network with a variety of information and to use modern information and communication technologies to provide a whole range of tools for communication between teachers and students.     Keywords: Internet, social networks, mobile application, IT technologies, human capital, education, smart devices.    

scholarly journals Tourism and ICT. Bibliometric Study on Digital Literacy in Higher Education

2021 ◽  
Vol 11 (4) ◽  
pp. 172
Author(s):  
David Caldevilla-Domínguez ◽  
Alba-María Martínez-Sala ◽  
Almudena Barrientos-Báez
Keyword(s):  
Communication Technology ◽  
Digital Literacy ◽  
Bibliometric Study ◽  
Academic Field ◽  
General Terms ◽  
Tourism Studies ◽  
Information And Communication ◽  
Training Institutions ◽  
University Level ◽  
The University

The scientific production of digital literacy at the university level published in the Scopus database is analyzed, with a special emphasis on studies on tourism due to the relevance of information and communication technology (ICT) in said professional sector. For this, a bibliometric study of a pertinent sample is undertaken using a mixed methodology and based on a series of variables related to formal and content aspects. The last variable, reserved for the academic field under study, directly addresses the main objective as regards tourism. The results show a great global and multidisciplinary interest in digital literacy (DL), mainly from students. There is also a parallel between the integration of ICT into society and the growing evolution of case studies, as well as little interest in their development in specific areas such as tourism studies. Despite good results in general terms, the lack of specialization poses challenges that require greater involvement of training institutions in the sense of providing future professionals with the necessary tools to face them successfully, especially in sectors such as tourism where ICTs are a key piece.

scholarly journals Perceptions Towards Integrating Desire2Learn System in EFL Teaching and Learning Processes

2018 ◽  
Vol 11 (9) ◽  
pp. 1
Author(s):  
Eman Abdel-Reheem Amin ◽  
Faiza Abdalla ELhussien Mohammed
Keyword(s):  
Technology Acceptance ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Acceptance Model

This study applied the Technology Acceptance Model (TAM) in investigating teachers and students’ perceptions towards integrating the D2L system to enhance EFL teaching and learning processes at the English language department, Majmaah University. Two close-ended questionnaires were designed to measure the participants’ perceived ease of use, perceived usefulness, attitudes, and intentions to use D2L. To understand participants’ perceptions and the obstacles that may hinder their use of D2L, an interview with open-ended questions were conducted. Data from the questionnaires were analyzed using SPSS. Qualitative analysis of the interview data showed the frequencies and proportions of participants’ responses. The findings indicated that the D2L system is totally accepted by teachers and students. Few problems along with their suggested solutions were grouped, presented and discussed.

Access to information technology of households and secondary school students in Turkey

2021 ◽  
pp. 026666692110089
Author(s):  
Nejat İra ◽  
Mehmet Yıldız ◽  
Gamze Yıldız ◽  
Eylem Yalçınkaya-Önder ◽  
Ali Aksu
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Secondary School Students ◽  
Communication Technologies ◽  
Access To Information ◽  
School Students ◽  
National Education ◽  
Internet Connection ◽  
Teachers And Students ◽  
Information And Communication

The aim of the study was to investigate secondary school students’ and teachers’ access to information technologies in Turkey by making interregional comparisons. Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA). The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67.9% of the participating students were found to have Internet connection and 69.1% a computer in their homes, while 80.3% of the students were observed to use a computer outside the school, but 19.7% were not. The results also showed that 64.6% of the students have Internet connection in their classrooms, but 29.2% of these students do not use the Internet in the classroom, whereas 8.9% use it in the classroom all the time. The rate of students using a digital device for reading is 38.1%, while that of those not using one is 61.9%. Some 32.1% of secondary school students were revealed not to have Internet connection at home. Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic. Based on the findings, teachers can be suggested to develop projects – i.e., of TUBITAK, E-twinning, and Erasmus – which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them. It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students. Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities.

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