scholarly journals Orientando la formación de profesores en el uso de las TIC: el árbol diagnóstico de las competencias digitales / Orienting the Training of Teachers in the Use of ICT: The Diagnosis Digital Skills Tree

2016 ◽  
Vol 5 (1) ◽  
pp. 141-150
Author(s):  
José Antonio Domínguez Hernández ◽  
Enrique Ruiz-Velasco ◽  
Josefina Bárcenas ◽  
José Santos Tolosa
Keyword(s):  
Teaching And Learning ◽  
Independent Learning ◽  
Educational Levels ◽  
Effective Training ◽  
Digital Skills ◽  
Education Today ◽  
Evaluation And Monitoring ◽  
Almost All ◽  
Formación Docente ◽  
Competencias Digitales

ABSTRACTOne of the major problems facing education today lies in the fact that teachers are suddenly invaded for computers and forced to use them, also mobile devices and the Internet in the classroom. The lack of effective training programs and teacher training in the use and application of ICT in teaching and learning processes, has become a major problem that reaches almost all educational levels. In such a scenario, this paper proposes adoption by teachers, of a tool that will be useful to guide their training in the field of ICT: "The diagnosis digital skills tree," which provides an overview generally about computer and web resources that we have identified as relevant in the practice of teaching. This "diagnosis tree" is the result of a process of evaluation and monitoring conducted with groups of teachers who already use the technology in their teaching; and it is intended to guide and facilitate independent learning of teachers who are new to the use of ICT.RESUMENUno de los grandes problemas que enfrenta la educación en la actualidad, radica en el hecho de que los profesores de pronto se ven invadidos, y en su caso, obligados a utilizar las computadoras, los dispositivos móviles e Internet en el salón de clase. La falta de programas efectivos de capacitación y formación docente en el uso y aplicación de las TIC en los procesos de enseñanza aprendizaje, se ha convertido en un problema de grandes dimensiones que alcanza prácticamente a todos los niveles educativos. Ante tal escenario, el presente trabajo pretende la adopción por parte de los profesores, de una herramienta que les sea de utilidad para orientar su formación en el campo de las TIC: “El árbol diagnóstico de las competencias digitales”, el cual ofrece un panorama general acerca de los recursos informáticos y de la Web que hemos identificado como relevantes en el ejercicio de la docencia. Este “árbol diagnóstico” es el resultado de un proceso de evaluación y seguimiento llevado a cabo con grupos de profesores que ya utilizan la tecnología en su práctica docente; y tiene la finalidad de orientar y facilitar el aprendizaje autónomo de los profesores que se inician en el uso de las TIC.

scholarly journals EDUCAÇÃO E FORMAÇÃO DOCENTE NO CONTEXTO DA EDUCAÇÃO A DISTÂNCIA ONLINE

2019 ◽  
Vol 11 (01) ◽  
pp. 93-112
Author(s):  
Antonio Manoel Quintas-Mendes ◽  
Rozangela Maria de Almeida Fernandes Wyszomirska
Keyword(s):  
Distance Education ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Collaborative Effort ◽  
Online Distance Education ◽  
Educación A Distancia ◽  
Digital Skills ◽  
Online Distance ◽  
Formación Docente ◽  
Competencias Digitales

ResumoO artigo discute a situação da educação e formação docente no contexto da Educação a Distância Online. Para isso, foi realizada uma revisão do significado do pensamento sobre o desenvolvimento docente, os saberes profissionais dos docentes e o professor reflexivo. Com a emergência da era do conhecimento e da mobilidade e o avanço vertiginoso das tecnologias e seu uso na educação, é contextualizada a evolução da Educação a Distância e Online e as novas formas de ensino e de aprendizagem que a acompanham. É ainda discutida a aprendizagem como um esforço colaborativo entre colegas e pares e finalmente discutem-se as novas competências digitais e a formação docente.Palavras-Chave: Formação, desenvolvimento docente, Educação OnlineEducation and Teacher Training in the Context of Online Distance EducationAbstractThe article discusses the situation of education and teacher education in the context of Online Distance Education. For this, a review of the significance of the thought about the teacher development, the professional knowledge of the teachers and the reflective teacher was carried out. With the emergence of the era of knowledge and mobility and the rapid advance of technologies and their use in education, the evolution of Distance Education and Online and the new forms of teaching and learning that accompany it are contextualized. It also discusses learning as a collaborative effort between peers and peers and finally discusses new digital skills and teacher training.Key words: Training, teacher development, Online EducationEl artículo discute la situación de la educación y formación docente en el contexto de la Educación a Distancia Online. Para ello, se realizó una revisión del significado del pensamiento sobre el desarrollo docente, los saberes profesionales de los docentes y el profesor reflexivo. Con la emergencia de la era del conocimiento y de la movilidad y el avance vertiginoso de las tecnologías y su uso en la educación, es contextualizada la evolución de la Educación a Distancia y Online y las nuevas formas de enseñanza y aprendizaje que la acompañan. También se discute el aprendizaje como un esfuerzo colaborativo entre colegas y pares y finalmente se discuten las nuevas competencias digitales y la formación docente.Palabras clave: Formación, desarrollo docente, Educación en línea

scholarly journals Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period

2021 ◽  
Vol 13 (21) ◽  
pp. 11890
Author(s):  
Sanita Baranova ◽  
Dita Nīmante ◽  
Daiga Kalniņa ◽  
Alise Oļesika
Keyword(s):  
Teaching And Learning ◽  
Face To Face ◽  
Short Period ◽  
Digital Skills ◽  
On Line ◽  
Study Process ◽  
Survey Responses ◽  
Almost All ◽  
The University ◽  
Remote Learning

In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from the Spring 2020 semester and 742 students from the Spring 2021 semester participated in the study, representing 13 faculties across all study levels. The survey responses were collected via a QuestionPro survey platform and then downloaded into an IBM SPSS 28 file for a reliability check. Next, descriptive statistical analyses were conducted for each reported survey item using Microsoft Excel 2016. The research presented here implies that, in general, students perceive positive improvements in almost all the investigated aspects of the organization of the remote study process when comparing the first and second COVID-19 periods, which could indicate a certain level of resilience in students and university lecturers when subject to COVID circumstances. However, the results reveal that students have, in one year, developed a more realistic approach in assessing their digital skills. The results lead us to believe that remote on-line learning is not just a short-term solution but could become a valuable element for providing qualitative education in the long term. It could indicate that the students and lecturers at university are ready for new and sustainable higher education study organization solutions in the future.

scholarly journals Percepciones de estudiantes de Pedagogía en Matemática acerca de sus competencias TIC: un estudio de caso

2017 ◽  
Vol 28 (28) ◽  
pp. 117
Author(s):  
Mauricio Moya Márquez
Keyword(s):  
Information And Communication Technologies ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Knowledge And Skills ◽  
Information And Communication ◽  
Formación Docente ◽  
Competencias Digitales

RESUMEN Este artículo se centra en los resultados de un estudio cuyo propósito fue develar las percepciones de futuros profesores de matemáticas e informática educativa de la UCSH, acerca de sus competencias en el uso de tecnologías digitales en la escuela. El estudio fue realizado en el contexto de una línea internacional de investigación sobre el uso de las TIC en la enseñanza y el aprendizaje en una sociedad digital. La metodología incluyó un cuestionario y entrevistas. A los participantes se les preguntó cómo percibían sus conocimientos y competencias en el uso de la tecnología digital como recurso para promover el aprendizaje de las matemáticas. Los resultados más importantes mostraron que ellos se percibían mejor preparados en el “conocimiento sobre estas tecnologías” y en los “aspectos técnicos”, que en la pedagogía y gestión involucrados en el uso de estos recursos en la escuela. Además, los participantes reportaron una baja participación en proyectos innovadores destinados a incorporar estas tecnologías en la enseñanza y el aprendizaje.Palabras clave: Competencias digitales docentes, tecnologías de la información y comunicación, informática educativa, formación docente, educación matemática. ABSTRACT This article focuses on the results of a study aimed to unveiling perceptions that future Teachers of Mathematics and Computers in Education of UCSH have about their skills in the use of digital technologies at School. The study was done in the context of an international line of research on the use of ICT for teaching and learning in a digital society. The methodology included a questionnaire and interviews. Participants in the study were asked how they perceived their knowledge and skills in the use of digital technology as a resource to promote mathematics learning. The most important results showed that participants perceived themselves better prepared in the “knowledge about these technologies” and, in the “technical aspects of these technologies” than in the pedagogy and management involved in the use of these resources at School. Additionally, respondents reported a low participation in innovative projects intended to incorporate these technologies in teaching and learning at School.Keywords: Teacher Digital Competences, Information and Communication Technologies, Educational Informatics, Teacher Training, Mathematics Education. 

scholarly journals Aplicación Móvil con el uso de Realidad Aumentada para el proceso de enseñanza y aprendizaje a nivel universitario

2019 ◽  
pp. 1-7
Author(s):  
Janitzín Cárdenas-Castellanos ◽  
Jazmín Pérez-Méndez ◽  
Nadia Teresa Adaile-Benitez ◽  
Luis José Castellón-Castro
Keyword(s):  
Mobile Application ◽  
Cell Phone ◽  
Teaching And Learning ◽  
Academic Development ◽  
Educational Levels ◽  
Positive Effects ◽  
The Subject ◽  
University Level ◽  
Almost All

Currently there is a problem in the classrooms at almost all educational levels in these times, where students during class often use cell phones and in most cases harms the academic development of the same.It is desired to use a technological aspect as an opportunity to take advantage of the use of the cell phone with the new tendencies to contribute to the learning of the students.The main goal is to implement a mobile application with Augmented Reality (AR) looking for positive effects in the learning of university level students, as mentioned by Escamilla (2002), also hoping to strengthen and feedback previously acquired knowledge seen in class.ED is the name of the mobile application that was developed following the methodology for agile projects called SCRUM.The ED app through the use of QR codes shows a character in RA explaining and reinforcing themes alluding to the subject that the teacher already explained and with this reinforcing the quality of the teaching and learning process adding the technological transcendence that is nowadays a reality.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

Pocket E-Li: Listening Assessment Made Easy

2019 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Norazean Sulaiman ◽  
Nurul Nadiah Dewi Faizul Ganapathy ◽  
Wan Faizatul Azirah Ismayatim
Keyword(s):  
Mobile Application ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Response ◽  
Mobile Apps ◽  
Listening Skills ◽  
Current Technology ◽  
The Future ◽  
Level Of Understanding ◽  
Almost All

Listening skills should be given more attention as listening takes precedence over anything else when it comes to acquiring a language (Putriani, Sukirlan & Supriyadi, 2013). Even with the booming of various technology to facilitate teaching and learning of listening skills in class, the assessment conducted to identify students’ level of understanding of certain topic is still not up-to-date and not parallel with the advancement of technology. The current studies show that the use of mobile apps for listening purpose is proven to be effective in reducing students’ anxiety (Rahimi & Soleymani, 2015), sustaining students’ motivation (Read & Kukulska-Hulme, 2015), and improving students’ linguistic competencies (Ramos & Valderruten, 2017). This study is aimed to test the effectiveness of mobile application in assessing students’ listening skills. Diploma students from various faculties in UiTM Shah Alam were randomly chosen to answer listening comprehension questions via the prototype developed, named Pocket E-Li. The results demonstrate that the majority of the students provided positive response towards the implementation of mobile application for listening assessment. Almost all respondents agreed that listening assessment should be conducted via mobile application in the future. It can be concluded that listening assessment via mobile application is beneficial to students since it meets the students’ demands and needs which is equivalent with the use of current technology.

scholarly journals Cultural and linguistic struggles and solidarities of Emirati learners in online classes during the COVID-19 pandemic

2021 ◽  
pp. 147821032110248
Author(s):  
Sarah Hopkyns
Keyword(s):  
United Arab Emirates ◽  
Teaching And Learning ◽  
Relative Deprivation ◽  
Online Classes ◽  
Video Cameras ◽  
Gendered Space ◽  
Marginalized Learners ◽  
English Medium Instruction ◽  
Qualitative Phenomenological ◽  
Almost All

The ongoing global COVID-19 pandemic has caused unprecedented shifts in higher education worldwide, with some nations more adversely affected than others. Since the onset of the crisis, almost all education abruptly moved to ‘emergency remote teaching and learning’. While the United Arab Emirates has been praised for its swift and effective responses, unique cultural and linguistic dynamics in this region present additional challenges for teaching and learning. This article presents empirical data from a qualitative phenomenological case study investigating female Emirati university students’ ( n = 69) perspectives on the use of video cameras and microphones in online classes. Students’ reflective writing and researcher observations in autumn 2020 revealed discomfort using video cameras and microphones due to a range of cultural and linguistic factors. Such factors include Islamic beliefs relating to modesty, home as a gendered space, noise considerations, concerns about privacy, struggles with language in their English-medium instruction university and fear of judgement from peers. Data are interpreted thematically using intersectionality together with Goffman’s theories of everyday interaction, stigma and relative deprivation, through which complexities of learner identities are explored. Practical suggestions are made on ways to adapt online learning to better suit the cultural and sociolinguistic realities of periphery and Global South contexts. It is argued that greater efforts need to be made toward inclusion of marginalized learners during the COVID-19 period.

Receptive Skills: Reading & Listening (ReaL) Resource Pack with App Support

2018 ◽  
Vol 2 (3) ◽  
pp. 35
Author(s):  
Nur Ain Abdul Malek ◽  
Nor Syamimi Iliani Che Hassan ◽  
Nor Hairunnisa Mohammad Nor ◽  
Hanis Kamarudin
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Language Teaching ◽  
New Technology ◽  
Lesson Plans ◽  
Independent Learning ◽  
Self Directed Learning ◽  
Technology In The Classroom ◽  
Support Materials ◽  
Language Classrooms

Educators all over the world have been incorporating smartphones specifically by using mobile applications (apps) in teaching. However, many educators encourage students to use smartphones especially for independent learning without any guidance. It is easy to assume that students would know how to use a certain app on their own. Barrs (2011) asserts that students demonstrate greater interest to continue self-directed learning using mobile devices when they are provided detailed guidance and explanation on how to use smartphone appropriately in classroom settings. This suggests that guided lessons using apps may increase the level of effectiveness in language teaching and learning. The objectives of the resource pack designed are to offer guided approach to the use of apps in language classrooms and to provide support materials to consolidate the lessons. Meanwhile, the novelty lies in the comprehensiveness of the lesson plans and materials while incorporating new technology in the classroom. The resource pack will give a valuable contribution to instructors in the teaching of English particularly on receptive skills like reading and listening. The development of this resource pack which is based on two apps: NST Mobile and LEB English is timely to educators who have interest in incorporating mobile devices in language teaching. Basically, this resource pack underscores a compilation of exciting and meaningful lesson plans meant for educators to conduct listening and reading instructions. Knowing time constraints often experienced by educators in preparing for their classes, worksheets are also included for the proposed lesson plans so that learning outcomes can be achieved at the end of the lessons.

A Thematic Analysis Of Incivility In Online Classroom: A Study In Indian Context

2021 ◽  
Vol 23 (09) ◽  
pp. 65-84
Author(s):  
Aditi Gupta ◽  
◽  
Anshika Sharma ◽  
Prof. Patiraj Kumari ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Thematic Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Classroom ◽  
School Closures ◽  
Health Crisis ◽  
Academic Activities ◽  
Almost All

The current situation of COVID 19 not only involves global health crisis but also economic and social crises. It has brought about a change in the system of education by conducting all academic activities online. Acc. to ILO, a world of universal distance education (as nearly 94% of learners have faced school closures) is created. Online education is a new concept for most Indians, creates room for incivility. Incivility is defined as a lack of manners, courteousness, and respect which deteriorates the decorum leading to disturbance in teaching and learning of the class. This study is focused on incivility in online teaching and learning. A total of 130 college students from around the country were asked to fill an open-ended online questionnaire to know their views on incivility in the online classroom. The overall thematic analysis resulted in the identification of three themes i.e. reported incidents, possible causes, and measures to reduce incivility in the online classrooms. In the time of pandemic where almost all the dissemination of education is done online to minimize the effect of the pandemic on the education system, incivility is a stumbling block. Therefore, it is important to bring incivility in online education in limelight as tackling incivility is the need of the hour.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

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