scholarly journals Inovação pedagógica e tecnológica na formação inicial de professores

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Charles Dos Santos Guidotti ◽  
Luiz Fernando Mackedanz
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Educational Practice ◽  
Communication Technologies ◽  
Initial Training ◽  
Physics Teaching ◽  
Physics Teachers ◽  
Physics Courses ◽  
Information And Communication ◽  
Training Courses

Resumo: Este artigo analisa a forma e os desafios de inserção das Tecnologias de Informação e Comunicação (TIC) na formação inicial de professores de Física. O objetivo geral é investigar os cursos de formação de professores, em nível de graduação, quanto aos conhecimentos referentes às TIC em sua base curricular, assim como compreender quais são os desafios desses cursos para proporcionar tal formação com qualidade. Partimos da hipótese de que os cursos de formação de professores de Física estão proporcionando poucos momentos que possibilitam problematizar as TIC durante a formação do educador, o qual não estaria percebendo a importância desses recursos e dos conhecimentos inerentes a eles, bem como a contribuição que possibilitam à prática educativa. Desse modo, essa investigação está focada na formação do futuro professor de Física da Educação Básica para o uso das TIC. Para isso, focalizamos a investigação nos cursos de licenciatura em Física de cinco universidades federais do RS, analisando os projetos pedagógicos desses cursos e realizando entrevistas com professores formadores dessas instituições. Esta pesquisa confirmou a necessidade de pensarmos em uma estrutura formativa menos fragmentada, em que as TIC – e não só elas – sejam discutidas em diferentes contextos e ambientes, de forma a permear todo o curso de formação. Palavras-Chave: Formação de Professores. Ensino de Física. Tecnologias de Informação e Comunicação. PEDAGOGICAL AND TECHNOLOGICAL INNOVATION IN TEACHERS’ INITIAL FORMATION Abstract: This article looks at the way and the challenges of integration of Information and Communication Technologies (ICT) in Physics teachers initial training. The overall objective is to investigate teacher training courses at the undergraduate level, as the knowledge related to ICT in their curriculum base, as well as understand what are the challenges for these courses provide such training quality. Our hypothesis is that the Physics teacher initial training courses are providing few moments that make it possible to question the ICT during the formation of the educator, which would not realize the importance of these resources and inherent knowledge as well as the contribution that enable the educational practice. Thus, this research is focused on the training of future Physics teachers in Basic Education in order to use ICT. Then, we focus on research in undergraduate Physics courses in five Federal Universities of the state of Rio Grande do Sul, in order to analyze the educational projects of these courses and to conduct interviews with teachers trainers of these institutions. This research confirmed the need to think of a less fragmented structure training in ICT - and not only them – will be discussed in different contexts and environments in order to permeate the whole training course. Keywords: Teacher Initial Training. Physics Teaching. Information and Communication Technologies.  

CHALLENGES FOR PRE-SERVICE PHYSICS TEACHER EDUCATION IN A NORTHEASTERN BRAZILIAN STATE IN PANDEMIC TIMES

2021 ◽  
Author(s):  
Micaías A. Rodrigues ◽  
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Basic Education ◽  
Communication Technologies ◽  
Physics Teaching ◽  
Digital Platforms ◽  
Public Network ◽  
New Information ◽  
Information And Communication ◽  
The Way

Pandemic has changed the way education has taken place in Brazil, which has occurred remotely. The classes have been taught in the public network especially through lives or WhatsApp. In this paper, the way in which the training activities of the supervised internship and the Pedagogical Residency in the teaching of Physics in schools took place will be addressed. As a result, the abundant use of new information and communication technologies was verified. Resources and methodologies such as digital platforms, simulators, gamification, among others, were used by pre-service teachers during supervised internship and / or Pedagogical Residency activities. With this, pre-service teachers were able to immerse themselves in the current school reality, better understanding how teaching has occurred in this period and to propose activities that could help to improve the quality of teaching offered in basic education schools and in the recycling of in-service teachers, as well as in the motivation of students, too. Keywords: pandemic period, pedagogical residency, physics teaching, supervised internship, teacher education

scholarly journals Open Assessment of Learning: A Meta-Synthesis

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Andres Chiappe ◽  
Ricardo Alfonso Pinto ◽  
Vivian Arias
Keyword(s):  
Information And Communication Technologies ◽  
Educational Practice ◽  
Communication Technologies ◽  
Great Resistance ◽  
Traditional Assessment ◽  
Assessment Of Learning ◽  
Educational Concept ◽  
Open Educational Practice ◽  
Information And Communication ◽  
Use Of The Internet

<p class="3">Open Assessment of Learning (OAoL) is an emerging educational concept derived from the incorporation of Information and Communication Technologies (ICT) to education and is related with the Open Education Movement. In order to improve understanding of OAoL a literature review was conducted as a meta-synthesis of 100 studies on ICT-based assessment published from 1995 to 2015, selected from well-established peer-reviewed databases. The purpose of this study focused on identifying the common topics between ICT-based assessment and OAoL which is considered as an Open Educational Practice.</p><p class="3">The review showed that extensive use of the Internet makes it easy to achieve some special features of OAoL as collaboration or sharing, which are considered negative or inconvenient in traditional assessment but at the same time become elements that promote innovation on that topic. It was also found that there is still a great resistance to accept change (as OAoL does) when structural elements of traditional assessment are questioned or challenged.</p>

scholarly journals Formación y uso de TIC en educación superior: opiniones del profesorado

2018 ◽  
pp. 33-59
Author(s):  
José Ricardo López Espinosa ◽  
Edgar Oswaldo González Bello ◽  
Rocío López González
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Descriptive Study ◽  
Teaching Performance ◽  
Quantitative Methodology ◽  
Information And Communication ◽  
Training Courses ◽  
The University ◽  
Formación Docente

En este trabajo se analizan las deficiencias y avances que se han generado en el marco del Programa Institucional de Formación Docente de la Universidad de Sonora y su contribución al desarrollo de la enseñanza mediante la capacitación del profesorado sobre el uso de Tecnologías de Información y Comunicación en la enseñanza. Es un estudio de corte cuantitativo en el cual se aplicó un cuestionario a 80 profesores, de distintas disciplinas, quienes han participado en cursos de capacitación que ofrece la institución para el uso de recursos digitales. Los resultados revelan la necesidad de ofrecer capacitaciones acordes a los requerimientos particulares de la planta docente, así como cursos especializados enfocados en instruir cómo emplear pedagógicamente las tecnologías en cada asignatura con el propósito de mejorar el ejercicio docente. También se advierte que la formación ofrecida en la institución poco ha logrado motivar a los profesores para utilizar las tecnologías.Training and use of ICT in higher education: teachers opinionsAbstractThis paper analyzes the deficiencies and progress that has been generated under the Institutional Program of Teacher Training of the University of Sonora and its contribution to the development of teaching through teacher training on the use of Information and Communication Technologies in teaching. It is a descriptive study of quantitative methodology in which questionnaires were applied to 80 teachers from different disciplines who have participated in training courses offered by the institution the use of ICT. The results reveal the need for trainings according to the requirements of teachers, as well as the lack of specialized courses focused on instructing how to use the technologies in each subject for the purpose of improving the teaching performance. It is also noted that the training provided in the institution has not managed to motivate teachers to use the technologies. Recibido: 18 de agosto de 2017Aceptado: 10 de julio de 2018

scholarly journals Solving school Olympiad problems as a means of quality profession-oriented training of future Physics teachers

2021 ◽  
Vol 2021 (2 (135)) ◽  
pp. 60-67
Author(s):  
Mykhailo Yatsura ◽  
Anna Gamarnyk ◽  
Andriy Bezhenar ◽  
Olga Tadeush ◽  
Darya Yemelyanova
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Future Teachers ◽  
Physics Teachers ◽  
Physical Problems ◽  
Teachers And Students ◽  
Information And Communication ◽  
Independent Work ◽  
Teaching Physics

The relevance of the study is explained by the need to increase the level of teaching Physics, to identify and develop creative abilities of both schoolchildren and students, future teachers of Physics. The preparation for Olympiads and their holding helps to raise interest in Physics. The analysis of scientific sources shows that, despite the interest of scientists in the problem of organising and improving the preparation of students for the Physics Olympiads, this problem needs further study. In particular, the pedagogical conditions for preparing students for the Physics Olympiads have not been identified; effective methods, forms and means of teaching, possibilities of information and communication technologies aimed at training students for the Physics Olympiads have not been sufficiently studied, which is especially relevant in distance training. The purpose of the study is to identify and implement pedagogical conditions for training students majoring in Secondary Education (Physics) at Ushynsky University, to develop skills in solving school Olympiad problems. In accordance with the set goal, pedagogical conditions for preparing future Physics teachers to solve school Olympiad problems have been identified and introduced into the educational process, namely: creation of interactive interaction between teachers and students in the process of solving Olympiad problems; use of modern Internet technologies, distance learning methods in the educational environment as an important factor in intensifying independent work in the process of profession-oriented training in solving school Olympiad problems. According to students, the introduction of certain pedagogical conditions contributed to increasing the level of profession-oriented training aimed at future teachers of Physics, the development of these skills: the ability to interest students in Physics; create an atmosphere of emotional enthusiasm in teaching Physics; teach basic algorithms and approaches to solving non-standard problems; to teach non-standard thinking and initiative not only in solving physical problems, but also in solving life situations; to increase the level of knowledge of English in a professional direction.

scholarly journals O uso de ferramentais digitais como objeto de aprendizagem no ensino de desenho técnico mecânico

2018 ◽  
Vol 1 (42) ◽  
pp. 22
Author(s):  
Joyce Barbosa Carneiro ◽  
Samuel Pereira De Vasconcelos ◽  
Bruno Araújo Araújo
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Objects ◽  
Mobile Technologies ◽  
3D Perception ◽  
Technical Drawing ◽  
Information And Communication ◽  
Training Courses ◽  
Teachers Training ◽  
Digital Cultures

The culture of mobility associated with the accelerated growth of the use of cellular devices has enabled people to interact using different languages. Therefore, working with digital cultures and mobile technologies at school is not only a new learning methodology, but also a way of thinking about this new individual of society. Considering the fact that many schools and teachers make use of outdated teaching methodologies, transformations are necessary for the teacher to adapt his resources used in class to the 21st century students. As for the teaching of technical drawing, it has always been a great challenge for teachers who teach such discipline. The Students’ capacity of abstraction is considered a turning point in the understanding of the concepts and techniques used for the execution of drawings. Thus, the teacher faces the challenge of developing Learning Objects so as to help students learn concepts presented in class. Therefore, the objective of this project was to develop Learning Objects, such as animated videos and GIFs for the Mechanical Technical Drawing disciplines of IFPB , using digital tools and appropriate software,. The selection of the workpieces was based on ABNT and literature review . The modeling and creation of animations / videos were especially developed so as to make it easier for students who have low 3D perception. A blog and sharing channel were created via YouTube, as a way of publishing the Learning Objects. Results indicated that Information and Communication Technologies was successfully used. Throughout the project, we have found that it is necessary that school institutions also change, andthink about teachers’ training courses as an integral part of their projects .

scholarly journals GAMIFICACIÓN: ESTRATEGIA DIDÁCTICA MOTIVADORA EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DEL PRIMER GRADO DE EDUCACIÓN BÁSICA

2020 ◽  
Vol 5 (2) ◽  
pp. 51
Author(s):  
Carola Katherine Aguilera Meza ◽  
Carlina Patricia Santos Loor ◽  
Bernardita Agustina Pinargote Párraga ◽  
José Ricardo Erazo Delgado
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Communication Technologies ◽  
First Grade ◽  
Curriculum Planning ◽  
Palabras Clave ◽  
The Social ◽  
Information And Communication ◽  
Teaching Learning ◽  
Nativos Digitales

En la actualidad las tecnologías han ganado terreno en el ámbito social, familiar, profesional, y pedagógico.  Por su importancia y aporte en el desarrollo de las ciencias, se hace imprescindible el planteamiento de estrategias que involucren el uso de las tecnologías, que estén a la vanguardia de las exigencias que la educación y los estudiantes de hoy, conocidos como nativos digitales lo requieren, sin embargo estos recursos no se aplican adecuadamente en los salones de clases.  El objetivo de este estudio fue diseñar una experiencia de motivación gamificada en el proceso de enseñanza-aprendizaje, a través de una propuesta de innovación puesta en marcha con una muestra de veinticinco niños y niñas del primer grado, mediante la aplicación de recursos tecnológicos como tablet, laptop, proyector e internet; aplicaciones móviles “Class Dojo” y “Series Lógicas de Lucas” para trabajar el ámbito lógico matemático, realizadas en tres sesiones de clases (inicio, desarrollo y aplicación).   La metodología estuvo basada en un paradigma cualitativo, que abordó categorías como: gamificación y sus elementos, evaluación gamificada y procesos motivacionales; apoyado en técnicas de observación y entrevista.  Una vez ejecutadas las sesiones, se evaluaron a los estudiantes con una rúbrica diseñada para este propósito. Los resultados alcanzados demostraron que el 84% de los niños lograron cumplir con los objetivos propuestos en las tareas realizadas, desarrollaron destrezas lógicas matemáticas mediante la resolución de problemas.  Esta investigación permite incentivar al docente, incorporar herramientas tecnológicas dentro de la planificación curricular, ya que los estudiantes viven inmersos en una sociedad digital. PALABRAS CLAVE: Gamificación; tecnologías de la información y comunicación; creatividad; motivación; enseñanza-aprendizaje. GAMIFICATION AS A DIDACTIC STRATEGY IN THE TEACHING OF FIRST GRADE STUDENTS IN BASIC EDUCATION ABSTRACT Currently, technologies have gained ground in the social, family, professional, and pedagogical fields. Because of its importance and contribution in the development of science, it is essential to consider strategies that involve the use of technologies, which are at the forefront of the demands that education and students today, known as digital natives require, however, these resources are not properly applied in classrooms. The objective of this study was to design a gamified motivation experience in the teaching-learning process, through an innovation proposal launched with a sample of twenty-five first-grade children, through the application of technological resources such as tablets, laptop, projector and internet; “Class Dojo” and “Lucas Logic Series” mobile applications to work the mathematical logical field, carried out in three class sessions (start, development and application). The methodology was based on a qualitative paradigm, which addressed categories such as: gamification and its elements, gamified evaluation and motivational processes; supported by observation and interview techniques. Once the sessions were executed, students were evaluated with a rubric designed for this purpose. The results achieved showed that 84% of the children were able to meet the objectives proposed in the tasks performed, developed mathematical logical skills through problem solving. This research allows the teacher to be encouraged to incorporate technological tools into curriculum planning, since students live immersed in a digital society. KEYWORDS: Gamification; information and communication technologies; creativity; motivation; teaching-learning.

scholarly journals Las TIC en el diseño de las políticas educativas. El caso de México

2021 ◽  
Vol 29 ◽  
pp. 32
Author(s):  
María Cristina López de la Madrid ◽  
Katiuzka Flores Guerrero ◽  
Cecilia Tejeda Mercado
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Communication Technologies ◽  
Research Process ◽  
Ict In Education ◽  
National Education ◽  
Documentary Analysis ◽  
Use Of Technology ◽  
Information And Communication ◽  
Education In Mexico

The introduction and use of information and communication technologies have been a recurrent topic of debate, as these technologies have become attached to the lives of more than half of the world's population. However, the use of technology in the education sector does not occur automatically, one of the references to guide the processes of its introduction have been the policies dictated by the governments, where actions, strategies, objectives, and goals are reflected, this allows us to identify a way forward by defining a more tangible and in some cases, prospective route. Based on the above, the objective of this work was to determine which have been the main guidelines that have marked the course of ICT in education in Mexico, and their reflection in specific actions. For this purpose, a qualitative research process was carried out with a systematic review on the internet and a documentary analysis, with the review of national education programs, and various documents on the main ICT programs of the last 30 years. Recurring axes were identified in each period, as well as lags and lack of continuity from one program to another. The importance that educational policies have had to direct the course of the use of ICT in basic education in Mexico is recognized, but also the gaps and shortcomings that have arisen in each six-year period.

Education for Liberation

2011 ◽  
pp. 198-231
Author(s):  
M. Fragaki ◽  
A. Lionarakis
Keyword(s):  
Human Rights ◽  
Transformative Learning ◽  
Learning Community ◽  
Information And Communication Technologies ◽  
Cognitive Abilities ◽  
Educational Practice ◽  
Communication Technologies ◽  
Community Of Learners ◽  
The Everyday ◽  
Information And Communication

This particular proposal presents a Transformative Polymorphic Model for training, researching and teaching, a learning community of educators, which involves the integration of Information and Communication Technologies (ICTs) into the educational practice. It refers to ideas of justice, applied to an entire online society, based on not only giving digital individuals and groups’ fair action, but also sharing the benefits of free online society. It promotes transformative learning by way of emancipator education that fosters the human rights and equity that manifest in the everyday digital lives of people, from every level of online society. It consists in a learning environment that facilitates development of higher order cognitive abilities and it promotes a critical community of learners, where both reflection and discourse facilitate the construction of personally meaningful and socially valid knowledge and guides decision and action.

Information Literacy for Telecenter Users in Low-Income Regional Mexican Communities

2008 ◽  
pp. 389-396
Author(s):  
Antonio Santos
Keyword(s):  
Information And Communication Technologies ◽  
Information Literacy ◽  
Low Income ◽  
Research Group ◽  
Basic Education ◽  
Communication Technologies ◽  
Diagnostic Study ◽  
Initial Stage ◽  
Mexican Government ◽  
Information And Communication

The purpose of this article is to propose a methodology to increase information literacy among people who attend telecenters in low-income communities in Mexico. The Mexican government created telecenters, or community technology centers, as part of a national project under which adults lacking basic education who are isolated and living under economically and technologically marginal standards are granted access to educational materials and work training in the form of printed, audiovisual, and electronic media (CONEVyT, 2001). Our research group evaluated the Mexican telecenter program as part of a nationwide qualitative diagnostic study, which represented the initial stage of a three-year research project conducted by the Information and Communication Technologies for Education and Community Development research group at the Universidad de las Americas-Puebla in Mexico for the National Institute for Adult Education. The results of this study combine with the concepts of information literacy and socioconstructivist pedagogy to form the basis for the present proposal.

Information Literacy for Telecenter Users in Low-Income Regional Mexican Communities

2005 ◽  
pp. 445-450
Author(s):  
Antonio Santos
Keyword(s):  
Information And Communication Technologies ◽  
Information Literacy ◽  
Low Income ◽  
Research Group ◽  
Basic Education ◽  
Communication Technologies ◽  
Diagnostic Study ◽  
Initial Stage ◽  
Mexican Government ◽  
Information And Communication

The purpose of this article is to propose a methodology to increase information literacy among people who attend telecenters in low-income communities in Mexico. The Mexican government created telecenters, or community technology centers, as part of a national project under which adults lacking basic education who are isolated and living under economically and technologically marginal standards are granted access to educational materials and work training in the form of printed, audiovisual, and electronic media (CONEVyT, 2001). Our research group evaluated the Mexican telecenter program as part of a nationwide qualitative diagnostic study, which represented the initial stage of a three-year research project conducted by the Information and Communication Technologies for Education and Community Development research group at the Universidad de las Americas-Puebla in Mexico for the National Institute for Adult Education. The results of this study combine with the concepts of information literacy and socioconstructivist pedagogy to form the basis for the present proposal.

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