scholarly journals Letramento digital de idoso no contexto da EJA em Mossoró-RN

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Samuel De Carvalho Lima ◽  
Lúrya Valéria de Oliveira Sousa Almeida
Keyword(s):  
Adult Education ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Online Courses ◽  
The Elderly ◽  
Exploratory Research ◽  
Lack Of Information ◽  
Information And Communication

Resumo: A sociedade brasileira contemporânea é marcada pela cultura tecnológica, cujas práticas sociais são mediadas pelas Tecnologias da Informação e Comunicação (TIC). Essas TICs têm alterado a rotina de muitos sujeitos, sendo que aqueles que não se aproximam dessas acabam por não participar de processos sociais ou de estratégias de facilitação na realização dos mesmos no cotidiano, através de mensagens instantâneas, pagamento de contas online, cursos à distância, entre outros. O idoso, para além da exclusão social resultante de preconceitos e de falta de informação ou consciência, acaba por vezes excluído, também, do processo de aproximação com as TICs. Dessa forma, sabendo da importância do letramento digital, buscamos investigar a promoção das práticas de letramento digital do sujeito idoso que participa da Educação de Jovens e Adultos (EJA) ofertada no Centro de Educação de Jovens e Adultos (CEJA) Professor Alfredo Simoneti, no município de Mossoró-RN. Para isso, realizamos uma pesquisa de cunho qualitativo e exploratório que, a partir da aplicação de questionário, resultou em dados que confirmam que ainda há muitas lacunas que precisam ser preenchidas para que o processo de ensino-aprendizagem da EJA se torne promotor do letramento digital. Palavras-chave: Letramento digital. Idoso. EJA. DIGITAL LITERACY OF THE ELDERLY IN THE CONTEXT OF YOUTH AND ADULT EDUCATION IN MOSSORÓ-RN Abstract: The current Brazilian society is marked by technological culture, whose social practices are mediated by Information and Communication Technologies (ICTs). These ICTs have changed the routine of many people, and those who do not approach them end up not participating in many social processes or enabling strategies in achieving these processes in everyday life (IM; bill payment; online courses, etc.). The elderly, in addition to social exclusion resulting from prejudice and lack of information or awareness, are, sometimes, excluded either from the process of rapprochement to ICTs. Thus, knowing the importance of digital literacy, we seek to investigate the promotion of literacy practices to the elderly that participate in the Youth and Adult Education (YAE) offered in the Youth and Adult Education Center Professor Alfredo Simoneti in Mossoró-RN. We conducted a qualitative and exploratory research that, from the questionnaire, resulted in data that confirm that there are still many gaps that need to be fullfilled for the process of teaching and learning of YAE to become a promoter of digital literacy. Keywords: Digital literacy. Elderly. Youth and Adult Education.  

scholarly journals USE OF SMARTPHONE AND VIRTUAL REALITY AND AUGMENTED REALITY GLASSES IN MATHEMATICS CLASSES

2021 ◽  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Dynamic Visualization ◽  
Exploratory Research ◽  
Mathematical Concepts ◽  
Information And Communication ◽  
Research Findings ◽  
Object Of Study

The present work presents a research carried out with 6th and 7th grade students of Elementary School II at Escola Municipal Mon. Walfredo Gurgel Alto do Rodrigues/RN, aiming to encourage the use of materials such as Ruler and Square in Mathematics classes and to know your opinion about the use of Augmented Reality and Virtual Reality glasses. This aimed at a reflective analysis of how the inclusion of technologies in education can enhance learning when the use of multimedia resources that help in understanding mathematical concepts or that enable a dynamic visualization of the object of study are encouraged. She seeks to know what the contribution of this device to the teaching and learning process of Mathematics. Methodologically, the work is characterized as an exploratory research of qualitative and quantitative nature, with a bias towards a case study, with data collected through a semi-structured questionnaire with 102 students. We can count on an interdisciplinary planning to present the programmed contents with more meaning. The results were analyzed based on the research instruments and the testimonies of the students, in addition to a brief study on information and communication technologies applied to learning. Thus, the data are organized in graphs where the research findings are expressed.

Experience Using Information and Communication Technologies with Elderly People

2011 ◽  
pp. 346-357
Author(s):  
Laura Nieto ◽  
Betania Groba ◽  
Francisco Servia
Keyword(s):  
Information And Communication Technologies ◽  
Cognitive Abilities ◽  
Digital Literacy ◽  
New Technologies ◽  
Communication Technologies ◽  
The Elderly ◽  
Red Cross ◽  
Elderly Individuals ◽  
Computer Knowledge ◽  
Information And Communication

The elderly show very low rates of access to and use of the new technologies in comparison with their significant weight in the overall population. It is essential to establish alternatives which respond to their needs and promote the access to and use of ICTs among all citizens on equal conditions. This chapter describes an experiment conducted with new technologies in the Red Cross Elderly Day Care Centre in A Coruña, using the In-TIC software and a specific methodology for intervention with elderly individuals. Three different lines of action were followed: initial evaluation of the users participating in the project; intervention by means of digital literacy and therapeutic stimulation sessions with the ICT; and final re-evaluation and data collection. The results obtained provide proof of an improvement in the users’ cognitive abilities, the acquisition of computer knowledge and skills, and the satisfaction of the elderly with regard to new technologies.

scholarly journals Digital literacy practices of Turkish pre-service EFL teachers

2020 ◽  
Author(s):  
Sedat Akayoglu ◽  
H. Müge Satar ◽  
Kenan Dikilitas ◽  
Nazlı Ceren Cirit ◽  
Sibel Korkmazgil
Keyword(s):  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Language Teachers ◽  
Digital Tools ◽  
University Professors ◽  
Policy Makers ◽  
Social Media Platforms ◽  
Information And Communication

With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs’ conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century.

scholarly journals The foreign language reading brain: connecting the dots in the age of paper and pixel

2018 ◽  
Author(s):  
Charles Elkabas
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Modern Society ◽  
Communication Technologies ◽  
Comprehensible Input ◽  
Information And Communication ◽  
Connecting The Dots ◽  
L1 And L2

Since the early eighties, numerous experiments have been conducted in order to answer the following question: How does reading on paper differ from reading on screen? Our article presents a brief review of comparative studies in this field of research. We then look at reading models in L1 and L2, and posit that digitally displayed language actually provides a rich source of comprehensible input, and that foreign language readers can benefit from digital presentation of texts, in particular by way of eBook readers. We also highlight the inevitable and profound impact of Information and Communication Technologies (ICT) on the reading brain and, as digital literacy is fast becoming the norm in today’s modern society, we draw attention to the pedagogical implication for foreign language teaching and learning.

scholarly journals Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes

2020 ◽  
Vol 12 (12) ◽  
pp. 232
Author(s):  
Esperanza Milena Torres-Madroñero ◽  
Maria C. Torres-Madroñero ◽  
Luz Dary Ruiz Botero
Keyword(s):  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Virtual Training ◽  
Virtual Tools ◽  
Educational Environments ◽  
Information And Communication ◽  
Educational Paradigms

The transformations in educational environments due to the immersion of information and communication technologies (ICT) make it necessary to analyze the limits and possibilities of the assessment of the virtual training process. This paper presents an analysis of the meanings of ICT-mediated assessment, establishing what kinds of knowledge are suitable for this type of evaluation, and the challenges and possibilities of virtual tools. For this, we present a systematic review of ICT-mediated evaluation and assessment according to the educational paradigms and their implementation. We highlight that contemporary pedagogical models and their implementation in ICT mediation tools show a trend towards quantitative and summative valuation. The commonly used learning management systems (LMS) include several types of questions oriented to quantitative evaluation, with multiple-choice being the most common. However, new technological approaches like gamification, virtual reality and mobile learning open new assessment possibilities. The ICT educational platforms and new technologies demand new skills for all educational actors, such as digital literacy.

scholarly journals Impacto de las TIC en la educación de los adultos mayores en Flandes (Tolima, Colombia) [Impact of ICT in Education for Older Adults in Flandes (Tolima, Colombia)]

2016 ◽  
Author(s):  
Ludwig Iván Trujillo Hernández
Keyword(s):  
Older Adults ◽  
Information And Communication Technologies ◽  
Older Adult ◽  
Digital Literacy ◽  
Teaching Strategy ◽  
The Elderly ◽  
Adult Participants ◽  
Information And Communication ◽  
Ict Tools ◽  
Alfabetización Digital

El artículo muestra los resultados de un proyecto sobre apropiación de tecnologías de la información y comunicación (TIC) mediante alfabetización digital de adultos mayores del municipio de Flandes, ejecutado en el año 2014. La finalidad del proyecto es caracterizar cómo el adulto mayor actúa frente a las TIC como práctica de su vida diaria, para lo cual se evalúa cuantitativamente mediante una encuesta. Luego se desarrolla una estrategia didáctica básica de apropiación de tecnología y por último, se aplica dicha estrategia. Del total de la población encuestada, solo el 14% muestran interés por participar en el proceso de alfabetización digital para el adulto mayor, que conlleva a una familiarización de los adultos participantes con herramientas TIC, consiguiendo su uso en la cotidianidad y facilitando procesos de inclusión.Palabras clave: TIC, Adulto Mayor, Apropiación de tecnologíaThe article presents the results of a project on appropriation of technologies of information and communication technologies (ICT) by digital literacy of older adults in the municipality of Flandes, executed in 2014. The purpose of the project is to characterize how the older adult acts against ICT as a practice of daily life, which is assessed quantitatively by a survey. A basic teaching strategy of appropriation of technology is then developed and finally, the strategy is applied. Of all those surveyed, only 14% show interest in participating in the process of digital literacy for the elderly, which leads to adult participants familiarization with ICT tools, getting their use in everyday life and facilitating inclusion processesKeywords: ICT, Older adult, Technology appropriation

scholarly journals The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools

2010 ◽  
Vol 26 (8) ◽  
Author(s):  
Albert Sangrà ◽  
Mercedes González-Sanmamed
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Communication Technologies ◽  
Learning Processes ◽  
Exploratory Research ◽  
Teachers Perceptions ◽  
Information And Communication ◽  
Multiple Case

The purpose of this study is to analyse what is happening at schools regarding the integration and use of information and communication technologies (ICT) and to examine teachers’ perceptions about what teaching and learning processes can be improved through the use of ICT. A multiple-case-study research methodology was applied. From a previous exploratory research, four different types of schools were determined. Data show there is a widespread view that ICT in teaching favours several teaching and learning processes. In particular, it shows that the contribution of ICT to the improvement of teaching and learning processes is higher in the schools that have integrated ICT as an innovation factor. To attain this highest level implies that a school not only has to modernise the technological tools, but also has to change the teaching models: the teacher’s role, issues regarding classroom organisational, the teaching and learning processes, and the interaction mechanisms.

scholarly journals Digital Teacher for the 21st-century School 4.0

2021 ◽  
Vol 121 ◽  
pp. 02015
Author(s):  
Elena Nikolayevna Fedorova ◽  
Tamara Ivanovna Berezina ◽  
Marina Sergeyevna Moskalenko ◽  
Anna Vladimirovna Tukshumskaya ◽  
Yulia Yevgenyevna Timokhina
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Online Courses ◽  
Communication Technologies ◽  
Educational Activity ◽  
Life Long Learning ◽  
Information And Communication ◽  
History Of ◽  
Culture Of Teaching

The article deals with some pedagogical aspects of the digitalization of education. As it is shown in the article, the problem of digital education has been systematically analyzed and discussed for the last two decades by various analysts, researchers, and experts. Most of them consider the transition of education into its digital stage as the greatest turning point in the history of civilization and its culture. At present, teachers are facing quite new educational and pedagogical functions. The idea of a digital teacher as the leader of digital educational activity is in the focus of the analysis presented in the article. Educational platforms, online courses, digital textbooks, etc. influence on the transformation of the educational environment. Education is becoming more personalized. The content of teaching and learning is being changed radically according to its new values, meanings, orientations, as well as educational and pedagogical discourses. It is stressed in the article that teacher’s digital skills and competencies should be identified as the key professional pedagogical skills and competencies for his or her life-long learning, professional development and professional growth due to the challenges of the 21st-century knowledge, information and innovations society and education. To fulfill a system of professional-pedagogical and educational functions more effectively and to guarantee the optimal implementation of information and communication technologies (ICTs), it is quite necessary for teachers to have adequate skills and competencies that characterize his or her digital professional culture of teaching.

scholarly journals Letramento digital: do uso das tecnologias digitais à formação dos professores de língua portuguesa, o que se discute sobre isso?

2019 ◽  
Vol 12 (3) ◽  
pp. 109-127
Author(s):  
Edmilson Francisco ◽  
Helena Maria Ferreira ◽  
Ilsa do Carmo Vieira Goulart
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Digital Information ◽  
Continuous Training ◽  
Theoretical Contribution ◽  
Information And Communication

RESUMO:Neste estudo, abordamos algumas proposições a respeito da formação inicial e continuada de professores de língua portuguesa no que tange ao uso das tecnologias digitais de comunicação como estratégia para reelaboração e reconfiguração de suas práticas pedagógicas. As transformações tecnológicas e digitais que vêm ocorrendo na sociedade e que, consequentemente, atingem o interior das salas de aula têm interferido em nossas práticas pedagógicas e nas relações entre o ensinar e o aprender, exigindo de nós, professores, uma busca constante por formação. Diante disso, este texto tem por objetivo refletir sobre a temática das tecnologias digitais de informação e comunicação no processo de formação docente e sobre a concepção de letramento digital no processo mediador do ensino e da aprendizagem para os professores de língua portuguesa. Para tanto, apresentamos uma pesquisa de abordagem qualitativa, a partir de uma reflexão bibliográfica, tomando como aporte teórico os estudos de Castells e Cardoso (2005), de Coscarelli (2016), a respeito das tecnologias digitais, bem como das pesquisas de Soares (2012) e Xavier (2005) sobre letramento digital. Os estudos apontam para o aprimoramento na formação inicial e continuada dos professores, no caso, os de língua portuguesa, de modo a oferecer e a vivenciar situações de letramento digitalmente dentro e fora das salas de aula. PALAVRAS-CHAVE: letramento digital; Tecnologias Digitais de Informação e Comunicação; formação de professores de língua portuguesa; formação docente.   ABSTRACT:In this study we present some proposals regarding the initial and continuous training of Portuguese teachers in the use of digital communication technologies as a strategy for re-elaboration and reconfiguration of their pedagogical practices. The technological and digital transformations that have been occurring in society and which consequently affect the interior of the classrooms have interfered in our pedagogical practices and in the relationships between teaching and learning, requiring of us, teachers, a constant search for formation. The purpose of this text is to reflect on the subject of digital information and communication technologies in the teacher formation process and about the design of digital literacy as a resource in the mediation of teaching and learning for teachers of Portuguese language. For that, we present a qualitative research, based on a bibliographical reflection, taking as theoretical contribution the studies of Castells and Cardoso (2005), by Coscarelli (2016), regarding digital technologies, as well as Soares’s researches (2012) and Xavier (2005) on digital literacy. The studies point to the improvement in the initial and continuing training of teachers, in the case of Portuguese-speaking teachers, in order to offer and experience literacy situations digitally inside and outside classrooms. KEYWORDS: digital literacy; Digital Information and Communication Technologies; Portuguese teacher education; teacher education.

scholarly journals Maintaining Quality Online: Piloting an Online Language Course for Immigrants in Finland

Languages ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 25
Author(s):  
Karttunen ◽  
Juusola
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Quality Criteria ◽  
Communication Technologies ◽  
Online Course ◽  
Educational Discourse ◽  
Preparatory Program ◽  
Information And Communication

Finland’s educational system has aroused the interest of educational researchers worldwide. Teaching and learning with information and communication technologies (ICT) is one of the major methodologies in the present Finnish educational discourse. Feedback and assessment are questions of course design in online learning. This paper discusses and illustrates how to plan an online course for a higher education preparatory program in Finland by using digital methods with a focus on maintaining quality in the processes of feedback and evaluation. This paper also introduces and reflects recently published quality criteria that are recommended to be used in the design of online courses.

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