Role of Information and Communication Technologies in Transforming Teaching and Learning Environments

Teaching And Learning ◽

Human Life ◽

Daily Lives ◽

The Status ◽

The Moment

No aspect of human life has remained untouched by information and communication technologies (ICT) at present. Various forms of media like radio, computers, televisions, computers, etc. keep on surrounding us right from the moment we wake up in the morning till we go to bed at night. The electronic media, which have become an inseparable part of our daily lives, fall under the umbrella of a single entity known as ICT. As the society has moved one step ahead from being information society to acquiring the status of knowledge society, the knowledge and use of ICT tools has become even more important. ICT has a deep impact on every sphere of human life and education is no exception. Use of information communication technologies has promoted drastic changes in work environment, transformed the ways of handling and exchanging information, and has an everlasting impact on teaching-learning pedagogy. This chapter presents the role of ICT transforming the teaching and learning environments. The limitation of ICT and the challenges in implementation have also been discussed.

Information and Communication Technologies

Information Communication Technologies ◽

10.4018/978-1-59904-949-6.ch070 ◽

2008 ◽

pp. 1047-1065

Author(s):

Glenn Finger ◽

Maret McGlasson ◽

Paul Finger

Keyword(s):

Learning Environments ◽

Teaching And Learning ◽

Course Design ◽

Learner Centered ◽

Learning Stories ◽

Portfolio Approach

Teaching and learning in the 21st century should be markedly different from earlier times through the design of new teaching and learning environments. Through the presentation of three models of technology-rich learning environments (teacherdirected, learner-centered and mediated), this chapter provides a case study of the design and delivery of a course called Learning with Information and Communication Technologies (ICTs) guided by a mediated learner approach, using new approaches to using ICTs and assessment for learning as key course design drivers. That course aims to prepare future teachers who demonstrate strong theoretical and practical understanding of designing and creating effective ICT teaching and learning experiences, and are confident and proficient users of ICTs. We provide an analysis of the implementation of that course through the presentation of the learning stories and reflections of students. Specific discussion is provided about the conceptualization and implementation of an e-portfolio approach to promote deep learning.

Object of the activity systems as a major barrier to the creative use of ICT in schools

Australasian Journal of Educational Technology ◽

10.14742/ajet.1797 ◽

2001 ◽

Vol 17 (3) ◽

Author(s):

Lim Cher Ping

Keyword(s):

Learning Environments ◽

Teaching And Learning ◽

Learning Activities ◽

Activity Systems ◽

Major Barrier ◽

Ict Tools ◽

Economics Courses

<span>Despite the research and investment of Information and Communication Technologies (ICT) in schools, many teachers still use it as a neutral tool; that is, a tool that can be used to carry out the same teaching and learning activities as have been undertaken previously with non-ICT tools. This paper adopts activity theory as a conceptual framework to describe and analyse how the objectives of two economics courses are shaped by their participants and learning environments, and in turn, how these shared objectives affect the way ICT is used in these courses. The paper goes on to suggest that the object of the activity systems poses a major barrier to the creative use of ICT in schools.</span>

The role of information and communication technologies in improving teaching and learning processes in higher education: Bridging the gaps

RESEARCH REVIEW International Journal of Multidisciplinary ◽

10.31305/rrijm.2021.v06.i04.008 ◽

2021 ◽

Vol 6 (4) ◽

Author(s):

Chubakumzuk Jamir ◽

Moameren Pongen

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Learning Processes ◽

Improving Teaching And Learning ◽

Role Of Information

Teaching and Learning Foreign Languages with ICT

Scientific Bulletin ◽

10.1515/bsaft-2016-0032 ◽

2016 ◽

Vol 21 (1) ◽

pp. 21-27

Author(s):

Alina Negoescu ◽

Simona Boştină-Bratu

Keyword(s):

Teaching And Learning ◽

Foreign Languages ◽

Information Communication Technologies ◽

Information Communication ◽

Learning And Teaching ◽

Language Class ◽

Information And Communication

Abstract The use of information and communication technologies (ICT) in teaching and learning foreign languages has risen sharply among the educational community. Teachers access and implement innovations without always realizing their full implications for them and their students. However, this is not necessarily a negative thing, because if no one used innovations, little progresses would be made and there would be nothing to evaluate. The article presents certain features of ICT that can be used to good advantage in a rich learning environment, and the use of video as an ICT tool in the foreign language class. The paper also discusses the role of the teacher in implementing technologies and we argue that it is the teacher, not the technology who determines the quality of the learning and teaching. There are people who are afraid that the teacher’s role would be compromised if we integrate information communication technologies in education; however we militate for a ‘techno-humanistic’ system, in which teachers, learners and technology would form a lasting meaningful alliance.

The gender dimension of communication technologies in Uganda: documenting ICTs in the daily lives of women

10.32920/ryerson.14648286.v1 ◽

2021 ◽

Author(s):

Heloise Nicholl

Keyword(s):

International Development ◽

Digital Information ◽

Daily Lives ◽

Gender And Technology ◽

Development Communications ◽

Role Of Information

The field of international and development communications entered a new chapter with the emergence of digital information and communication technologies. Information and communication technologies (leTs) have long been a source of study for theorists and practitioners of international development, starting with study of the telegraph, fixed phone, and radio. However with the advent of digital technologies, the size of devices has shrunken while simultaneously their power has expanded. This paper discusses one segment of the development communications paradigm, the role of information and communication technologies (ICTs) in relation to gender. One focus that demands greater scrutiny is gender. It's important to ask who is benefiting the most from using ICTs in development. For women in particular, using and accessing communications is more difficult than it is for men, a situation that authors of gender and technology studies have coined 'the Gender Digital Divide'.

The Role of Digital Technologies in the Education System

Journal La Edusci ◽

10.37899/journallaedusci.v1i6.258 ◽

2020 ◽

Vol 1 (6) ◽

pp. 1-4

Author(s):

Umarova Fotima Abdurahimovna

Keyword(s):

Teaching And Learning ◽

Educational Institution ◽

Educational Process ◽

Models Of Teaching ◽

Educational Role ◽

High Level

The purpose of this article is to analyze the introduction and use of information and communication technologies (ICT) in the special disciplines of higher education, to teach teachers how to improve the effectiveness of teaching and learning through information and communication technologies. This article discusses the issues of improving the knowledge and skills of students through the use of modern information and communication technologies in the preparation of specialists, increasing students' interest in the educational process and the ability to apply their knowledge in practice in the future. The focus is on the need to develop appropriate strategies for a new educational role and, in addition, to enhance the role of learners in integrating information and communication technologies into the educational process. The role and perspective of the teachers was very important, highlighting them as key players in the process. The data show that there is a belief that the use of information and communication technologies in the educational process will help increase the effectiveness of education and facilitate the organization of the educational process. In particular, it shows that the contribution of information and communication technologies to the improvement of the educational process in educational institutions, where information and communication technologies is an innovative factor, is high. Achieving this high level means that the educational institution must not only modernize technological means, but also change the models of teaching.

COMICS: A TOOL FOR TEACHERS AND STUDENTS IN TEACHING AND LEARNING SCIENCE

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ◽

10.48127/gu-nse/11.8.49a ◽

2011 ◽

Vol 8 (2) ◽

pp. 49-59

Author(s):

Edson Rodrigues Santana ◽

Agnaldo Arroio

Keyword(s):

Social Context ◽

Teaching And Learning ◽

Scientific Concepts ◽

Daily Lives ◽

Soil Sealing ◽

Teachers And Students ◽

Natural Science Education

Scientific knowledge is a social construction gained over time; however it is possible that students do not have that understanding. According to Carvalho (2001) is possible that scientific concepts in many cases are not articulated to the daily lives of students and issues of social context. Based on an action research this work tries to detach the importance of making proposals of activities that bring together the scientific concepts with daily life is-sues of students. For this purpose we used the information and communication technologies, focused on the production of comics supported by computers. The problem presented to students was about the processes of soil sealing and the consequences for cities such as floods and droughts. The result allowed students to reflect in pairs and with teachers about these prob-lems for their lives. Students were encouraged by the use of computers in a social context to articulated scientific concepts to communicate science. While the comics produced by students supported teachers to understand the process of student learning allowing the mediation’s inferences in Natural Science Education. Key words: comics, cultural tool, environmental issues, ICT.

Вестник ГГНТУ. Гуманитарные и социально-экономические науки ◽

TEACHING AND LEARNING FOREIGN LANGUAGES USING ICT

10.34708/gstou.2020.39.99.008 ◽

2020 ◽

pp. 60-66

Author(s):

Э. Д. Алисултанова ◽

М. З. Исаева ◽

Д. У. Болтиев

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Foreign Languages ◽

Teacher Students ◽

Gain Access

В образовательном сообществе резко возросло использование информационных и коммуникационных технологий (ИКТ) в преподавании и изучении иностранных языков. Учителя получают доступ к инновациям и внедряют их, не всегда осознавая их значение для самих себя и своих учеников. В статье представлены некоторые особенности ИКТ, которые можно использовать учебной среде, а также использование видео в качестве инструмента ИКТ на уроках иностранного языка. В данной статье также обсуждается роль учителя во внедрении технологий, именно учитель, а не технология, определяет качество обучения и преподавания. Роль учителя будет поставлена под угрозу, если мы интегрируем информационно-коммуникационные технологии в образование; однако в «техно-гуманистической» системе, учитель, ученики и технологии образуют прочный и значимый союз. The use of information and communication technologies (ICT) in teaching and learning foreign languages has increased dramatically in the educational community. Teachers gain access to innovations and implement them, not always realizing their importance for themselves and their students. The article presents some of the ICT features that can be used in a learning environment, as well as the use of video as an ICT tool in foreign language lessons. This article also discusses the role of the teacher in the implementation of technology, it is the teacher, not technology, that determines the quality of teaching and learning. The role of the teacher will be compromised if we integrate information and communication technologies into education; however, in a “techno-humanistic” system, teacher, students and technology form a strong and meaningful union.

Learning Environments of Technologysupported Teacher Education Classrooms in Relation to Gender, Previous Qualifications and Teaching Subjects

MIER Journal of Educational Studies Trends and Practices ◽

10.52634/mier/2015/v5/i1/1512 ◽

2021 ◽

pp. 71-86

Author(s):

Monika Kumari ◽

Vandana Goswami ◽

Adit Gupta

Keyword(s):

Teacher Education ◽

Learning Environment ◽

Learning Environments ◽

Teaching And Learning ◽

Reliability And Validity ◽

Educational Process ◽

Very High

The students of 21st century have very high learning expectations. Concept of teaching and learning has changed tremendously due to globalization and explosion of knowledge. New tools of Information and Communication Technologies (ICTs) may contribute considerably towards all phases of educational process including the area of teacher education. The need for teacher training is widely acknowledged in the light of this development. The aim of this study was to assess students' perceptions of the learning environments of technology supported teacher education classrooms in relation to three variables, i.e., previous qualification, gender and teaching subjects. A sample of 317 students from six classes was taken. The tool used for the study was the modified form of Technology–Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). In these classrooms, different information and communication technology tools like laptops, computers, and multimedia projectors, interactive boards etc. are regularly used to communicate, disseminate, store, and manage curriculum information for the benefit of the students. Results of the study strongly support the reliability and validity of the questionnaire in these classroom settings. The results show that the students perceive their technology-supported learning environment in a positive manner. Results on investigation of previous qualification, gender differences and teaching subjects suggest that there exist some differences in technology-supported learning environments as measured by the TROFLEI.

The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools

Online Learning ◽

10.24059/olj.v15i4.208 ◽

2011 ◽

Vol 15 (4) ◽

Author(s):

Albert Sangra ◽

Mercedes González-Sanmamed

Keyword(s):

Secondary Schools ◽

Teaching And Learning ◽

Learning Processes ◽

Teachers Perceptions ◽

Improving Teaching And Learning ◽

Role Of Information

The purpose of this study is to analyse what is happening at schools regarding the integration and use of information and communication technologies (ICT) and to examine teachers’ perceptions about what teaching and learning processes can be improved through the use of ICT.