Wikipedia as Training Resource for Developing Digital Competences

2012 ◽  
pp. 76-83
Author(s):  
Corrado Petrucco
Keyword(s):  
Information Literacy ◽  
Social Software ◽  
Educational Institutions ◽  
Classroom Activities ◽  
Construction Of Knowledge ◽  
Life Long Learning ◽  
Use Of Technology ◽  
Collaborative Construction ◽  
On Line

It seems improbable that Wikipedia could be considered a valid resource for educational institutions like schools and universities because of the risk of incurring mistakes, inaccuracies, and plagiarism. The bad reputation of the free encyclopedia is false, Wikipedia is reliable and can be used in the curriculum as a new approach for social and collaborative construction of knowledge. It can enter fully into educational contexts, which will represent an opportunity to reflect on the verification of information, the ethical use of technology, and the role of democratic participation of people that use social software. In fact, the creation and maintenance of the articles of Wikipedia as classroom activities offer higher processes of cognitive development and on-line relationships, allowing the development of essential digital competences for life-long learning, like Information Literacy, Participation Literacy, and Ethical Literacy.

Wikipedia as Training Resource for Developing Digital Competences

2010 ◽  
Vol 1 (3) ◽  
pp. 29-35
Author(s):  
Corrado Petrucco
Keyword(s):  
Social Software ◽  
Educational Institutions ◽  
New Approach ◽  
Classroom Activities ◽  
Construction Of Knowledge ◽  
Life Long Learning ◽  
Use Of Technology ◽  
Collaborative Construction ◽  
On Line

It seems improbable that Wikipedia could be considered a valid resource for educational institutions like schools and universities because of the risk of incurring mistakes, inaccuracies, and plagiarism. The bad reputation of the free encyclopedia is false, Wikipedia is reliable and can be used in the curriculum as a new approach for social and collaborative construction of knowledge. It can enter fully into educational contexts, which will represent an opportunity to reflect on the verification of information, the ethical use of technology, and the role of democratic participation of people that use social software. In fact, the creation and maintenance of the articles of Wikipedia as classroom activities offer higher processes of cognitive development and on-line relationships, allowing the development of essential digital competences for life-long learning, like Information Literacy, Participation Literacy, and Ethical Literacy.

scholarly journals How Will the Use of Technology in Translation and Testing Affect Language Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 22 ◽  
Author(s):  
David Michael Bourne
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Educational Institutions ◽  
Human Element ◽  
Use Of Technology ◽  
The One ◽  
Impact Of Technology ◽  
Age Range ◽  
The Impact

Technology has an ever increasing impact on how we work and live. Article adressed the issue of the impact of technology in two key areas of language learning. On the one side learners increasingly used technology to translate. Given this trend, was there any real need to learn a language. On the other side, educational institutions increasingly used technology to rate language proficiency. Given this trend, would the work of the teacher become less and less important. The survey was conducted by using quantitative method. The respondents’ age range was 18-25. There were 53 respondents, 35% were male and 65% were female. The instrument was a questionaire having 9 questions describing the students’ reliance on computer in translation. It can be concluded that learners of English indicate that they accept and welcome the role of technology in language learning, but there is a doubt that the role and participation of humans in the learning process will be completely replaced. The human element remains an important ingredient. (EE)

scholarly journals Learning to Unlearn, and then Relearn: Thinking about Teacher Education within the COVID-19 Pandemic Crisis

2021 ◽  
Vol 21 (2) ◽  
pp. 521-546
Author(s):  
Alessandra Coutinho Fernandes ◽  
Sandra Regina Buttros Gattolin
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Technology In Education ◽  
Traditional Teaching ◽  
Personal Lives ◽  
Deep Process ◽  
Use Of Technology

ABSTRACT For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.

scholarly journals Emergency Remote Education in the Perception of On-Site Accounting Sciences Students during the Covid-19 pandemic

2021 ◽  
Vol 20 ◽  
pp. e3182
Author(s):  
Cristiano Sausen Soares ◽  
Duanne Emanuel Leal Guimarães ◽  
Tatiéli Vieira de Souza
Keyword(s):  
Public University ◽  
Educational Institutions ◽  
Structural Factors ◽  
Remote Education ◽  
Human Aspects ◽  
Use Of Technology ◽  
Academic Activities ◽  
Pedagogical Aspect

This study aimed to investigate the perception of on-site students of the Accounting Sciences Program of a public university that adopted emergency remote learning during the Covid-19 pandemic in Brazil, highlighting the aspects that favor or hinder learning. A qualitative and descriptive study was carried out, with data collected through 4 focus groups with the participation of 80 students from an on-site undergraduate program in Accounting Sciences. The results indicate that the students perceive the structural factors (flexibility in the deadlines for delivery of activities), personal and collective factors (autonomy in the learning process) and didactic-pedagogical factors (use of active methodologies by the professor) as facilitating aspects of the remote education. As for the aspects that hinder learning, we highlight external factors (lack of internet access), individual factors (not maintaining a study routine and increased stress levels) and traditional remote education (monotonous videoconference classes). Finally, an optimistic vision for future trends is observed, with changes in the human aspects (change of paradigm of the student's role), institutional aspects (greater use of technology) and formative aspects (use of active methodologies). It is concluded that the use of active methodologies in the didactic and pedagogical aspect raises the participation of the number of students in remote classes and improves the quality of learning. This study can contribute to educational institutions that adopt emergency remote education for continuity of academic activities in periods of crisis, as well as to professors who plan their activities. It emphasizes the role of the professor and the importance of active methodologies in the development of knowledge.

Social Software and Language Acquisition

2009 ◽  
pp. 3196-3214
Author(s):  
Sarah Guth ◽  
Corrado Petrucco
Keyword(s):  
Formal Education ◽  
Social Software ◽  
Traditional Learning ◽  
Classroom Activities ◽  
The Social ◽  
Language Courses ◽  
E Learning ◽  
The University ◽  
Learning Language

This chapter describes how the social software tools that characterize Web 2.0, such as wikis and blogs, can be used as a valid substitute for more traditional Learning Management Systems in the context of e-learning and blended learning language courses. First, we will give a brief overview of how the educational arena is changing and the role social software can play in promoting these changes. Then we will describe two experimental courses carried out at the University of Padova using social software. The chapter ends with a discussion of the role of these tools in formal education. The aim of the chapter is to show how these tools allow language educators to take network-based language teaching beyond the limits of planned classroom activities, offering students new opportunities to access and produce real language in real situations.

Social Software and Language Acquisition

2011 ◽  
pp. 424-442 ◽  
Author(s):  
Sarah Guth ◽  
Corrado Petrucco
Keyword(s):  
Formal Education ◽  
Social Software ◽  
Traditional Learning ◽  
Classroom Activities ◽  
The Social ◽  
Language Courses ◽  
E Learning ◽  
The University ◽  
Learning Language

This chapter describes how the social software tools that characterize Web 2.0, such as wikis and blogs, can be used as a valid substitute for more traditional Learning Management Systems in the context of e-learning and blended learning language courses. First, we will give a brief overview of how the educational arena is changing and the role social software can play in promoting these changes. Then we will describe two experimental courses carried out at the University of Padova using social software. The chapter ends with a discussion of the role of these tools in formal education. The aim of the chapter is to show how these tools allow language educators to take network-based language teaching beyond the limits of planned classroom activities, offering students new opportunities to access and produce real language in real situations.

scholarly journals Media and Information Literacy as a Priority

2021 ◽  
Author(s):  
Misako Ito
Keyword(s):  
Information Literacy ◽  
School Libraries ◽  
Full Potential ◽  
Access To Information ◽  
Learning Skills ◽  
Life Long Learning ◽  
Essential Components ◽  
A Priority ◽  
Improve Access

School libraries have been essential components of UNESCO’s strategy to improve access to information and knowledge, and enable people to become critical thinkers and effective users of information. By advocating the building of knowledge societies, UNESCO has continuously promoted the role of school libraries to equip students in the 21st with the abilities to seek, evaluate, use and create information effectively to achieve their full potential and develop life-long learning skills that are essential to effective and responsible citizenship.

scholarly journals E-PROMOSI SEKOLAH DALAM BENTUK MOTION GRAPHIC

2021 ◽  
Vol 4 (01) ◽  
pp. 37-50
Author(s):  
Evaliata Br Sembiring ◽  
Genta Victory Yusera
Keyword(s):  
Educational Institutions ◽  
Motion Graphics ◽  
Epic Model ◽  
Still Images ◽  
Use Of Technology ◽  
Full Profile ◽  
Motion Graphic ◽  
Live Action ◽  
Very High

The Covid-19 pandemic has led everyone to use technology in various interests. The role of technology is very high to help the community, ranging from information sharing, job monitoring, even as a medium of introduction and promotion of a product and service. One of the very high use of technology as digital promotional media is educational institutions. Mondial School has been using only a few promotional media, namely print media such as brochures, banners, and billboards. These media can actually be shared online, but only in the form of still images and only a little information can be conveyed. Therefore, new innovations are needed to promote this school through a full profile. The new innovation in question is a motion graphics product in video format. Motion graphics method using Villamil-Molina approach was then used to analyze the manufacturing process based on Spatial, Temporal, Live Action and Typographic aspects. As for knowing the feasibility of e-promotion, further analysis will be carried out on aspects of motion graphics and respondent perception. This study on respondent perception uses measurement method based on EPIC Model.

An Exploratory Study on Perceptions and Use of Technology by Novice and Future Teachers

2015 ◽  
Vol 6 (3) ◽  
pp. 50-64 ◽  
Author(s):  
Corrado Petrucco ◽  
Valentina Grion
Keyword(s):  
Use Of Technology ◽  
Number Of Factors ◽  
Collaborative Construction ◽  
Professional Development Training ◽  
On Line ◽  
Training Courses ◽  
Training Activities ◽  
Integrate Technology ◽  
Effective Use ◽  
Teachers Training

The article discusses the factors that affect the choice of teachers to integrate technology in their teaching and presents the results of a questionnaire administered to 805 teachers attending professional development training courses (TFA and PAS) in the Veneto Region (Northern Italy). The research is aimed at collecting data for the development of a teachers training program that is effective in motivating them to a broader and more effective use of technology. The study reveals how teachers still have little consideration for the potential of interactive and collaborative technology, preferring to use technology for searching information and materials rather than for discussion and participation in on-line communities with their peers, in order to improve their teaching and towards a collaborative construction and sharing of knowledge. The study also confirms the findings in the literature on the subject relative to a number of factors (internal and external) that are perceived as obstacles to the decision to integrate technology in education and proposes specific training activities that are useful in order to remove them.

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