Entrelaçando documentos oficiais da educação e o NMC Horizon Report – 2016 Higher Education Edition: Um olhar oportuno à formação de professores de Física

Resumo: O NMC Horizon Report: 2016 Higher Education Edition é um documento com caráter imparcial que tem como finalidade refletir como a educação pode ser impactada pelas tecnologias emergentes. Assim, o objetivo desse trabalho é verificar articulações entre documentos oficiais da educação e o NMC Horizon Report: 2016 Higher Education Edition e refletir como essas articulações podem contribuir na formação de professores de Física. Procurou-se atender as recomendações da analise de conteúdo de Bardin (2011). Percebeu-se o quanto os documentos oficiais da educação amparam as recomendações apresentadas pelo NMC Horizon Report - 2016 Higher Education Edition. No entanto, se a conversa entre os documentos e o relatório é uma realidade a ser comemorada, a tecedura revela um problema crucial à educação, a precária qualificação dos professores diante da necessidade de inserção da tecnologia. A necessidade de qualificação docente é uma realidade que também foi intensificada pelo advento da tecnologia e as licenciaturas como aquelas que vislumbram a formação de professores de Física, por exemplo, precisam nortear essa formação de acordo com as recomendações que categoricamente entrelaçam documentos e relatórios que amparam a educação.Palavras-chave: NMC Horizon Report: 2016 Higher Education Edition. Documentos Oficiais da Educação. Tecnologia. Professores de Física.INTERLINKING OFFICIAL EDUCATION DOCUMENTS AND THE NMC HORIZON REPORT - 2016 HIGHER EDUCATION EDITION: A TIMELY LOOK AT TEACHER TRAINING IN PHYSICS Abstract: The NMC Horizon Report: 2016 Higher Education Edition is a document with impartial character which aims to reflect how education can be affected by emerging technologies. The objective of this work is to verify links between official documents of education and the NMC Horizon Report: 2016 Higher Education Edition and reflect how these joints can contribute to the formation of physics teachers. We sought to comply with the recommendations of the content analysis of Bardin (2011). It can be seen how the official documents of education bolster the recommendations made by the NMC Horizon Report - 2016 Higher Education Edition. However, if the conversation between the documents and the report is a reality to be celebrated, the spinning reveals a crucial problem to education, poor training of teachers on the need for integration of technology. The need for teaching qualification is a reality that was also intensified by the advent of technology and degrees as those that foresee the formation of physics teachers, for example, must guide such training in accordance with the recommendations that categorically intertwine documents and reports that support the education.Keywords: NMC Horizon Report: Higher Education Edition 2016. Official Documents of Education. Technology. Physics Teachers.

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Technological Skills and Initial Teacher Training

International Journal of Digital Literacy and Digital Competence ◽

10.4018/ijdldc.2017070103 ◽

2017 ◽

Vol 8 (3) ◽

pp. 39-54 ◽

Cited By ~ 1

Author(s):

Antonella Nuzzaci

Keyword(s):

Higher Education ◽

Teacher Training ◽

Education Technology ◽

Primary Teacher ◽

Professional Conduct ◽

Teachers Perceptions ◽

Initial Teacher Training ◽

Primary Teacher Education ◽

Digital Skills ◽

The University

This article describes how the use of education technology by those responsible for teacher training is one of the training issues that are often associated with the importance of enhancing didactic efficiency and the procedural and logistical difficulties associated with the instructional design that are identified as the main sources of concern in the professionalization of teachers and sometimes lead to unjustified assumptions about the very nature of the formation. Understanding attitudes towards ICT is important in determining whether future teachers' perceptions about the advantages or disadvantages of using ICT in higher education may condition their proper use in teaching as this provides the basics for professional conduct that is most appropriate. The present article aims to investigate the attitudes of personal and didactic use of technologies and the perception of their digital skills in students attending the Degree Course in Primary Teacher Education at the University of Aquila Studies.

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Examination of studies on technology-assisted collaborative learning published between 2010-2014

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v11i3.1021 ◽

2016 ◽

Vol 11 (3) ◽

pp. 119

Author(s):

Ahmet Arnavut ◽

Fezile Ozdamli

Keyword(s):

Content Analysis ◽

Collaborative Learning ◽

Technology Education ◽

Education Technology ◽

Learning Technology ◽

Integration Of Technology ◽

Technology And Education

This study is a content analysis of the articles about technology-assisted collaborative learning published in Science Direct database between the years of 2010 and 2014. Developing technology has become a topic that we encounter in every aspect of our lives. Educators deal with the contribution and integration of technology into education. Therefore, in this study it was aimed to examine how integration of collaborative learning into technology would contribute to education or it would contribute to education or not. According to the results of the studies obtained from Science Direct database, there are many research related with technology-assisted collaborative learning. However, since all of the studies did not fulfill our search criteria for content analysis, a total number of 58 articles published between the years of 2010 and 2014 were used in this study. Keywords: technology, education, technology and education, collaborative learning, technology-assisted collaborative learning, computer

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Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers’ content knowledge development?

Studies in Higher Education ◽

10.1080/03075079.2021.1953337 ◽

2021 ◽

pp. 1-13

Author(s):

Dustin Schiering ◽

Stefan Sorge ◽

Knut Neumann

Keyword(s):

Higher Education ◽

Teacher Training ◽

Content Knowledge ◽

Knowledge Development ◽

Cognitive Support ◽

Physics Teachers ◽

Education Teacher

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Estudo sobre a recorrência de teses que mencionam a utilização de tecnologias digitais em 22 Programas de Pós-Graduação em Educação no Brasil

Horizontes ◽

10.24933/horizontes.v33i2.103 ◽

2015 ◽

Vol 33 (2) ◽

Author(s):

Fábio Fotana Souza ◽

Maria Iolanda Monteiro

Keyword(s):

Higher Education ◽

Teacher Training ◽

Critical Theory ◽

Bibliometric Analysis ◽

Graduate Programs ◽

Education Technology ◽

Digital Technologies ◽

Education Teacher ◽

Innovation In Education ◽

Interest In Technology

ResumoA proposta deste trabalho é identificar quantas teses na área de educação, disponíveis online, no período de 2002 a 2012, em vinte e seis Programas de Pós-Graduação em Educação (PPGE) de instituições com prestígio reconhecido no Brasil, mencionam a utilização de tecnologias digitais em cursos superiores presenciais de formação de professores no banco de dados do Grupo de Estudos e Pesquisas sobre Inovação em Educação, Tecnologias e Linguagens para quantificarmos o interesse acadêmico na questão de como essas possibilidades tecnológicas estão sendo apropriadas pelos referidos cursos. Para tanto recorremos à análise bibliométrica. De acordo com os resultados obtidos, em um universo de três mil quatrocentas e sessenta e nove teses de vinte e seis instituições, somente treze teses de nove instituições abordavam a questão, o que demonstra uma lacuna diante do crescimento e popularização que as tecnologias digitais sofreram ao longo do período pesquisado.Palavras-chave: tecnologias digitais; educação; teoria crítica. Study of recurrence of theses that mention the use of digital technologies in 26 Graduate Programs inEducation in BrazilAbstractThe purpose of this work is to identify how many theses in the area of education, available online, from 2002 to 2012, to twenty six Post-Graduate Programs in Education (PPGE) of institutions with recognized prestige in Brazil, mention the use of technologies digital presence in higher education teacher training in the database of the Group of Studies and Research on Innovation in Education, Technology and Languages for quantify the academic interest in technology as these possibilities issue station being appropriates for those courses. In order to accomplish the aims, we used bibliometric analysis. Of the agreement with the results obtained in universe three thousand four hundred sixty nine theses twenty six institutions, only thirteen theses nine institutions addressed one question, what shows shortcomings given the growth and popularization as digital technologies passed along the researched period.Keywords: digital technologies; education; critical theory.

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Web 2.0 technologies used in higher education in China: A content analysis of journal articles from 2004 to 2017

CADMO ◽

10.3280/cad2020-001004 ◽

2020 ◽

pp. 49-63

Author(s):

Weiwei Qin ◽

Jim Slotta

Keyword(s):

Higher Education ◽

Content Analysis ◽

Web 2.0 ◽

Journal Articles ◽

Web 2.0 Technologies ◽

Higher Education In China ◽

Education In China

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The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽

10.15763/issn.2642-2387.2017.3.1.5-41 ◽

2018 ◽

Vol 3 (1) ◽

pp. 5-41

Author(s):

Marc P. Johnston-Guerrero

Keyword(s):

Higher Education ◽

College Students ◽

Systematic Review ◽

Content Analysis ◽

Student Affairs ◽

Educational Outcomes ◽

Racial Groups ◽

Higher Education Journals ◽

Wide Range ◽

Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

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Limitações e desafios à formação do pedagogo na área de avaliação educacional

Foro Educacional ◽

10.29344/07180772.25.814 ◽

2016 ◽

pp. 109

Author(s):

Wagner Bandeira Andriola

Keyword(s):

Higher Education ◽

Teacher Training ◽

Teacher Performance ◽

Educational Assessment ◽

School Management ◽

Educational Evaluation ◽

External Evaluation ◽

Education Curriculum ◽

The Government ◽

Detailed Diagnosis

RESUMOO texto proporciona reflexões sobre a formação do Pedagogo, enfatizando as limitações mais visíveis na área da avaliação educacional. A partir da análise de matrizes curriculares de cursos de graduação em Pedagogia, constatou-se que algumas das principais demandas da sociedade atual não têm sido atendidas. Propôs-se que as matrizes curriculares fossem revistas, para permitir o desenvolvimento de cinco competências básicas: a) capacidade de compreender os resultados de avaliações externas realizadas pelos municípios, pelos estados e pela federação; b) capacidade de usar os resultados das avaliações externas para aprimorar a atuação docente; c) capacidade de usar os micro-dados das avaliações externas para obter diagnósticos mais detalhados da situação da escola; d) capacidade de usar os resultados dos diagnósticos mais detalhados para planejar ações de aprimoramento da gestão escolar; e) capacidade de avaliar a execução e adequação das ações de aprimoramento da gestão escolar.Palavras chave: Formação do pedagogo, ensino superior, avaliação educacional.Limitations and challenges in the formation of pedagogue in the area of education assessment.ABSTRACTThe study provides reflections on the formation of the pedagogue, emphasizing the most visible limitations in the field of educational assessment. From the analysis of matrices of education curriculum, it found that some of the main demands of today’s society have not been addressed yet. It proposed the revision of the curricular matrices to allow the development of five skills: a) ability to understand the results of external evaluations conducted by municipalities, regions and the government; b) ability to use the results of external evaluations to improve teacher performance; c) ability to use external evaluation microdata for a more detailed diagnosis of the school situation; d) ability to use results of the most detailed diagnostics for planning actions to improve school management; e) ability to assess the implementation and adaptation of the measures to improve school management.Key words: Teacher training, higher education, educational evaluation.

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Examining Public Organization Communication Misalignments During COVID-19 Through the Lens of Higher Education

Administration & Society ◽

10.1177/00953997211026949 ◽

2021 ◽

pp. 009539972110269

Author(s):

Darrell Lovell ◽

Stephanie Dolamore ◽

Haley Collins

Keyword(s):

Higher Education ◽

Content Analysis ◽

Organizational Communication ◽

Higher Education Institutions ◽

Public Organization ◽

Remote Communication ◽

Quality Feedback ◽

Fertile Ground ◽

Administrative Communication ◽

Feedback Channels

COVID-19 is forcing alterations to administrative communication. Higher education institutions transitioning online during the pandemic offers a fertile ground to analyze what happens to organizational communication within administration when the mode is primarily remote. Using a content analysis of emails and participant interviews, this work finds that while administrators intend to communicate empathy, messages fall short of fostering connection with faculty due to failing to cultivate buyin through quality feedback channels. The takeaways of this study of remote communication is that despite its mode, communication must be two way, and the authenticity of organizational communication becomes more important under pressure-filled circumstances.

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Cultural Dimension in Internationalization of the Curriculum in Higher Education

Education Sciences ◽

10.3390/educsci10120375 ◽

2020 ◽

Vol 10 (12) ◽

pp. 375

Author(s):

Maria José Sá ◽

Sandro Serpa

Keyword(s):

Higher Education ◽

Content Analysis ◽

Critical Reflection ◽

Cultural Dimension ◽

Complex Process ◽

Analysis Technique ◽

Bibliographic Search ◽

Internationalization In Higher Education

Internationalization in higher education seems to be an unavoidable process, albeit temporarily limited by the COVID-19 (coronavirus disease of 2019) pandemic. Specifically, internationalization of the curriculum in the context of higher education is a dimension of this internationalization that is less valued in published studies. This paper, through critical reflection, sought to contribute to a deeper understanding of internationalization of the curriculum in higher education. The methodology used consisted of a bibliographic search in international databases, and the selected documents were analyzed using the content analysis technique. This analysis allowed concluding that internationalization of the curriculum in higher education is a complex process and involves several actors, with various challenges to be considered. For this process to be successful, it involves the ability to be attentive to the cultural multiplicity that will be experienced in classes where this internationalization of the curriculum exists.

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