Preparing Preservice Teachers to Use Mobile Technologies

Teaching And Learning ◽

Mobile Technologies ◽

K 12 ◽

Effective Use ◽

The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

BREVE COMPREENSÃO DA CONJUNTURA BRASILEIRA QUANTO À INTEGRAÇÃO DAS TIC E INTERNET NA EDUCAÇÃO

Cadernos de Educação Tecnologia e Sociedade ◽

10.14571/brajets.v13.n4.474-483 ◽

2020 ◽

Vol 13 (4) ◽

pp. 474

Author(s):

João Batista Bottentuit Junior ◽

Larize Kelly Garcia Ribeiro Serra ◽

Mizraim Nunes Mesquita

Keyword(s):

Public Schools ◽

Teaching And Learning ◽

Pedagogical Practices ◽

Mobile Technologies ◽

The North ◽

Internet Availability ◽

Internet In Education

This study aims to investigate Brazilian scenario regarding the integration of ICT and Internet in education. It aims to investigate these effects by means of a bibliographic research, with a qualitative approach and exploratory and descriptive nature. It presents a brief explanation about cyberculture, information society and the presence of the Information and Communication Technologies (ICT) and Internet in educational scenarios, considering the ponderations of authors as Castells (2003), Levy (2010), Primo, Valiati, Lupinacci and Barros (2017), Santaella (2013), among others. It discusses data about schools’ structure in terms of ICT and Internet availability, Internet connection, teacher’s formation to use digital technologies in the teaching and learning process, use of ICT and Internet by students, etc. It highlights the advances and limitations of Brazilian schools towards the integration of technologies for learning. It recognizes that Brazilian public schools are the most limited in this context, especially those that work with the elementary level. It observes that students are every day more connected to the Internet through mobile technologies and, therefore, they could be better explored for educational purposes. It notes that, in general, the North and Northeast regions are those with more struggles to integrate ICT in pedagogical practices.

O smartphone na aprendizagem à luz da Teoria Histórico Crítica

Interritórios ◽

10.33052/inter.v6i11.247755 ◽

2020 ◽

Vol 6 (11) ◽

pp. 182

Author(s):

Joaquim Ferreira da NETO CUNHA

Keyword(s):

Teaching And Learning ◽

Mobile Technologies ◽

Social Sphere ◽

De Se ◽

Smartphone Technology ◽

Teaching Learning ◽

Historical Theory

Este trabalho tem por objetivo principal refletir a utilização das tecnologias móveis na aprendizagem à luz da Teoria Histórico Critica. A metodologia a ser utilizada é a revisão literária em textos consagrados da literatura da área pesquisada. O smartphone, enquanto tecnologia digital móvel alterou a forma de comunicação e informação, convergindo diversas funcionalidades com o fato de se fazer onipresente, e apresentando inúmeras possibilidades que podem ser utilizadas a favor do ensino-aprendizagem. Nesse sentido, a Teoria Histórico Critica vem contribuir com o processo ensino e aprendizagem, pois propicia ao educando uma aprendizagem significativa, promovendo suas capacidades psíquicas, a socialização do saber sistematizado, promovendo a promoção humana, alterando seus comportamentos para se colocarem conscientemente no âmbito social. Destarte, percebemos que a tecnologia móvel smartphone é uma auxiliar muito importante no processo de ensino, onde os educando buscam constantemente novos conhecimentos. Smartphone. Tecnologias da Informação e Comunicação (TIC). Teoria Histórico Crítica.ABSTRACT This work has as main objective to reflect the use of mobile technologies in learning in the light of the Critical Historical Theory. The methodology to be used is the literary revision of consecrated texts of the literature of the researched area. The smartphone, as a mobile digital technology, changed the form of communication and information, converging several functionalities with the fact of being ubiquitous, and presenting numerous possibilities that can be used in favor of teaching-learning. In this sense, the Critical Historical Theory contributes to the teaching and learning process, as it provides the student with meaningful learning, promoting their psychic abilities, the socialization of systematized knowledge, promoting human promotion, changing their behaviors to place themselves consciously in the social sphere. Thus, we realize that mobile smartphone technology is a very important aid in the teaching process, where the students constantly seek new knowledge.Smartphone. Information and Communication Technologies (TIC). Critical Historical Theory. RESUMEN Este trabajo tiene como objetivo principal reflejar acerca del uso de tecnologías móviles en el aprendizaje a la luz de la Teoría Histórica Crítica. La metodología a utilizar es la revisión literaria de textos consagrados de la literatura del área investigada. El smartphone, como tecnología digital móvil, ha cambiado la forma de comunicación e información, convergiendo varias características con el hecho de que es omnipresente y presenta numerosas posibilidades que pueden utilizarse a favor de la enseñanza-aprendizaje. En este sentido, la Teoría Histórica Crítica viene a contribuir al proceso de enseñanza y aprendizaje, ya que proporciona al estudiante un aprendizaje significativo, promueve sus habilidades psíquicas, socializa el conocimiento sistematizado, promueve la promoción humana, cambia sus comportamientos para ubicarse conscientemente en la esfera social. Por lo tanto, nos damos cuenta de que la tecnología móvil smartphone es una ayuda muy importante en el proceso de enseñanza, donde los estudiantes buscan constantemente nuevos conocimientos. Smartphone. Tecnologías de la Información y la Comunicación (TIC). Teoría Histórica Crítica.RIASSUNTO Questo lavoro ha come obiettivo principale quello di riflettere l'uso delle tecnologie mobili nell'apprendimento alla luce della teoria storica critica. La metodologia da utilizzare è la revisione letteraria in rinomati testi della letteratura dell'area ricercata. Lo smartphone, in quanto tecnologia digitale mobile, ha cambiato la forma di comunicazione e informazione, facendo convergere diverse funzionalità con il fatto che è onnipresente e presenta numerose possibilità che possono essere utilizzate a favore dell'insegnamento-apprendimento. In questo senso, la Teoria storica critica arriva a contribuire al processo di insegnamento e apprendimento, poiché fornisce allo studente un apprendimento significativo, promuovendo le sue capacità psichiche, la socializzazione della conoscenza sistematizzata, promuovendo la promozione umana, cambiando i loro comportamenti per posizionarsi consapevolmente nella sfera sociale . Pertanto, ci rendiamo conto che la tecnologia dello smartphone mobile è un aiuto molto importante nel processo di insegnamento, in cui gli studenti cercano costantemente nuove conoscenze.Smartphone. Tecnologie dell'informazione e della Comunicazione (TIC). Teoria Storica Critica.

K-12 Educators as Instructional Designers

Handbook of Research on Literacy in Technology at the K-12 Level ◽

10.4018/978-1-59140-494-1.ch029 ◽

2011 ◽

pp. 515-530

Author(s):

Kendall Hartley

Keyword(s):

Instructional Design ◽

Teacher Preparation ◽

Classroom Practice ◽

Instructional Designers ◽

History Of ◽

Design Perspective ◽

K 12

This chapter will describe the realities of K-12 classroom practice and how this compares to common tenets in the field of instructional design. Specifically, the chapter will describe how trends towards the use of information and communication technologies in classrooms might be made more advantageous through the use of an instructional design approach. The chapter will include an introduction to the field and history of instructional design, an overview of current teacher preparation as it relates to designing instruction, and how a systematic instructional design perspective might differ. The chapter will conclude with a description of how changes in teacher preparation and access to the appropriate tools could facilitate increases in student achievement.

ICT AND PRESERVICE TEACHERS. SHORT CASE STUDY ABOUT CONDITIONS OF TEACHER PREPARATION IN: DOMINICAN REPUBLIC, ECUADOR, URUGUAY AND POLAND

Knowledge International Journal ◽

10.35120/kij320115t ◽

2019 ◽

Vol 32 (1) ◽

pp. 15-24

Author(s):

Łukasz Tomczyk ◽

Darwin Muñoz ◽

Julio Perier ◽

Magali Arteaga ◽

Gabriel Barros ◽

...

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Teacher Preparation ◽

Preservice Teacher ◽

Education System ◽

Preservice Teacher Education ◽

Global Challenges ◽

Information And Communication

The paper aims at presenting the most important indicators teacher preparation in the context of the developing information society. The text was written as part of the SELI project. It is the international study which seeks to answer the question about the factors determining the efficient use of ICT among the pedagogy students. This theoretical study joins the debate on the curricula and local, national and global conditions related to the education of teachers of the future. The text presents data from three countries from Latin America and the Caribbean region and one from Europe.The development of Information and Communication Technologies (ICTs) is key for any society that wishes to develop and face the local and global challenges that arise every day. However, teachers play a fundamental role in ensuring that these technologies are taught and reach the entire population adequately. During this process, an important number of challenges and problems must be faced, as a result of the current context in which the Dominican Republic, as a developing country, finds itself. In the present work we make a brief description of the main challenges and defies faced by ICT teachers.In the section referring to Ecuador, a general outline of the academic education for preservice teachers is presented. The numeric data are presented about the education system and the preparation of future teachers. The legal grounds have also been described. While discussing the conditions in Ecuador, the authors focus on the technical aspects of education, like the use of e-learning technologies. They also refer briefly to the need for lifelong learning.The purpose of this paper is to provide an overview of the way the challenges of ICT are approached in preservice teacher education in Uruguay. Initially, some background information is provided about how preservice teacher education is organized for at the different levels. Secondly, the focus is on the way Information and Communication Technologies (ICT) have been included in the preservice teacher education and training curricula and the changes that this inclusion is undergoing. The overview shows a transitioning process, from a rather disperse and fragmented approach with a variety of courses, projects and programs, to a more consistent and centralized one. The article finishes with a few conclusions and ponders some Uruguay perspectives, joining an ongoing debate around unanswered questions and identified challenges.The Polish section presents several important changes associated with the reform of the education system, which affects the professional teacher preparation. The authors also present the examples of the academic curricula for Information Technologies and Media in Education courses carried out in the Pedagogical University of Cracow.Based on the short analyses, we have noticed that despite the geographical, language and cultural differences, teacher preparation in the area of ICT use shows many common features which are the global challenges. These shared elements include: legal systems preparing teachers to perform their profession, the development of digital literacy, modernisation of the academic curricula and technical infrastructure, and motivation to use ICT solutions among the preservice teachers.

Desafios do ensino aprendizagem em tempos de pandemia: relato de uma construção baseada em metodologias ativas/Teaching and learning challenges in pandemic times: an experience based on active methodologies

Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO ◽

10.47222/2526-3544.rbto41765 ◽

2021 ◽

Vol 5 (3) ◽

pp. 457-470

Author(s):

Andrezza Marques Duque ◽

Erika Hiratuka-Soares ◽

Larissa Galvão da Silva ◽

Francisco Leal de Andrade ◽

Marina Batista Chaves Azevedo de Souza

Keyword(s):

Teaching And Learning ◽

Implementation Process ◽

Occupational Therapists ◽

Remote Education ◽

University Professors ◽

Learning Challenges ◽

The University

Objetivo: Descrever, analisar e refletir sobre o processo de construção/implementação de uma subunidade curricular obrigatória remota, que ocorreu durante a pandemia. Síntese dos elementos do estudo: Realizou-se uma caracterização da instituição e do curso onde ocorreu o processo e, posteriormente, expõe-se o processo de desenvolvimento da subunidade curricular (o funcionamento antes da pandemia e o resultado da reformulação/adaptação/implementação da subunidade curricular remota pelos docentes). Conclusão: Foram identificados desafios, limites e potencialidades desse processo, incluindo: manejo das plataformas, qualidade das conexões e do ensino, acesso às referências bibliográficas, protagonismo e motivação dos estudantes, contato com profissionais de outras instituições.Palavras-chave: COVID-19. Ensino remoto. Tecnologias de informação e comunicação. Terapia Ocupacional. AbstractObjective: To describe, analyze and reflect about the implementation process of a mandatory curricular component which happened during the pandemic by University professors. Synthesis of the study elements: We did a characterization of the University and after we described the process, including the development process of the curricular component before the pandemic period and the reformulation process before the implementation of remote education. Conclusion: We described the challenges, limits and potentialities, including: the management of platforms, the quality of connections, the access to scientific references, the protagonism and motivation of the students who were involved, and the approximation between the students and Occupational Therapists from other Universities.Keywords: COVID-19. Remote education; Information and communication technologies. Occupational Therapy. ResumenObjetivo: Describir, analizar y reflexionar sobre el proceso de construcción/implementación de una unidad educativa obligatoria remota, que se produjo durante la pandemia. Síntesis de los elementos de estudio: Se realizó una caracterización de la institución y del curso donde se llevó a cabo el proceso y, posteriormente, se expuso al proceso de desarrollo de la unidad educativa (la operación ante la pandemia y el resultado de la reformulación/adaptación/implementación de la unidad educativa remota por parte de los maestros). Conclusión: Se identificaron desafíos, límites y potencialidades de este proceso, incluyendo: gestión de plataformas, calidad de conexiones y enseñanza, acceso a referencias bibliográficas, protagonismo y motivación de los estudiantes, contacto con profesionales de otras instituciones.Palabras clave: COVID-19. Enseñanza a distancia. Tecnologías de la información y la comunicación. Terapia Ocupacional.

New Book Format of the XXI Century - Electronic Textbooks

Bulletin of Science and Practice ◽

10.33619/2414-2948/67/63 ◽

2021 ◽

Vol 7 (6) ◽

pp. 486-490

Author(s):

Z. Babayeva

Keyword(s):

Teaching And Learning ◽

Electronic Textbooks ◽

E Learning ◽

Book Format ◽

Effective Use ◽

Selection Of

The rapid informatization process of the education system has created both the opportunities and the need for the use of e-books in education. E-books allow students to actively participate in the learning process, to personalize their learning, to gain new knowledge and to evaluate their own abilities. The e-textbook also enriches traditional forms of learning, encompassing a large amount of teaching and learning materials and stimulating the development of new teaching methods. In our opinion, it is time to switch to electronic and interactive formats in the development of electronic aids and textbooks in universities. One of the leading directions in the use of information and communication technologies today is the effective use of computers in educational activities. The main issue in implementing this activity is the selection of e-learning resources that will improve the quality of education.

Policy Processes for Technological Change

Case Studies on Information Technology in Higher Education ◽

10.4018/978-1-878289-74-2.ch003 ◽

2011 ◽

pp. 34-42 ◽

Cited By ~ 1

Author(s):

Richard Smith ◽

Brian Lewis ◽

Christine Massey

Keyword(s):

Teaching And Learning ◽

Social Institutions ◽

Educational Institutions ◽

Mediated Learning ◽

Universities And Colleges ◽

Institutions Of Higher Learning ◽

The University

Universities, among the oldest social institutions, are facing enormous pressures to change. There have always been debates about the university, its purpose, its pedagogical program, and its relationship to other social and political structures. Today, these debates have been given renewed vigor and urgency by the availability of advanced information and communication technologies for teaching and learning. These include computers and computer networks, along with the software and telecommunications networks that link them together. When these technologies are used to connect learners at a distance, they are called “telelearning technologies.” When referring to their use more generally, to include local as well as remote teaching innovations, they are sometimes called “technology mediated learning” (TML). Despite much media attention and recent academic criticism, pressures on universities are facilitated, but not caused, by telelearning technologies. Change in universities is not simply a result of forces acting upon universities, but is the result of a complex interaction of internal and external drivers. The use of telelearning technologies intersects with a host of social, political, and economic factors currently influencing university reform. Technology, in this context, has become the catalyst for change, reacting with other elements in a system to spark a reaction and a change in form and structure. This chapter examines policy processes for the introduction of technology-mediated learning at universities and colleges. It is based on the results of a two-year research project to investigate policy issues that arise with the implementation of telelearning technology in universities and colleges. The focus was on Canadian institutions of higher learning, but the issues raised are common to higher educational institutions in other countries. The study scanned a large number of institutions, reviewed documents, and interviewed key actors including government and institutional administrators, faculty, and students, to discover the range of issues raised by the implementation of telelearning technologies. This chapter discusses these issues and findings.

A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICA

10.33225/balticste/2019.81 ◽

2019 ◽

Author(s):

Thuthukile Jita ◽

◽

Loyiso C. Jita ◽

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

South African ◽

Descriptive Analysis ◽

Opportunities To Learn ◽

School Settings ◽

South African Universities ◽

Information And Communication

Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities. Keywords: ICT, opportunities to learn, preservice teachers, science teaching, teacher education.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

JIKE Jurnal Ilmu Komunikasi Efek ◽

10.32534/jike.v1i2.156 ◽

2018 ◽

Vol 1 (2) ◽

pp. 156-165 ◽

Cited By ~ 1

Author(s):

Linda Linda ◽

Ida Ri'aeni

Keyword(s):

Teaching And Learning ◽

First Grade ◽

English Department ◽

Instructional Media ◽

Mobile Media ◽

Efl Writing ◽

Efl Students

Abstract The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the studentsâ€™ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency studentsâ€™ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for studentsâ€™ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

Tạp chí Nghiên cứu dân tộc ◽

10.25073/0866-773x/153 ◽

2018 ◽

Author(s):

Pham Van Truong

Keyword(s):

Secondary Schools ◽

Teaching And Learning ◽

Software Management ◽

Active Teaching ◽

Application Management ◽

Local Practices ◽

Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.