ICTs Used Effectively to Re-Envision and Restructure E-Schooling for Underprivileged Communities

Primary Schools ◽

Teaching And Learning ◽

Full Potential ◽

Gauteng Province ◽

Digital World ◽

Computer Based

The purpose of this chapter was to investigate how effectively information and communication technologies (ICTs) were used at primary schools in the Ekurhuleni South district of Gauteng Province, South Africa for re-envisioning and restructuring e-schooling in underprivileged communities. Governments and schools made huge investments, integrating ICTs and providing computer-based education, to support teaching and learning. There have been numerous initiatives, which have been endorsed by national and international bodies worldwide. The main aim of all ICT-based initiatives was to enhance the quality of education and prepare learners for the emerging digital world. Numerous studies across the world have provided impressive outcomes for the use of ICTs in schools, and more evidence is also emerging regarding the sustainability of ICT transformation in schools. There has also been abundant literature, which emphasized the need for teachers to change their beliefs about and perceptions of ICTs in order to realize the full potential.

Quo Vadis? School Principals' Educational Leadership in the Technological Era of the 21st Century

Educatia 21 ◽

10.24193/ed21.2021.21.04 ◽

2021 ◽

Author(s):

Dana Daniel Horowitz ◽

◽

Nicolae Paun ◽

Keyword(s):

21St Century ◽

Role Models ◽

Primary Schools ◽

Teaching And Learning ◽

School Principals ◽

Peripheral Region ◽

Quo Vadis

This article focuses on a case study of primary schools in the northern peripheral region in Israel. Its aim is acquiring insights into the influence of principals as educational leaders of meaningful use of information and communication technologies (ICT) in teaching and learning. The data source in this study is qualitative based on personal interviews with 6 school principals and 9 teachers. The conclusion arising from these interviews was that school principals’ areas of responsibility are anchored in leading teaching, educational and learning processes, molding schools’ future image – vision and managing change, leading, and professionally developing staff, while concentrating on in individuals, managing links between schools and communities. School leaders do not need to be IT experts, but it is important they have the vision to adopt change reform in the technological era of the 21st century. Principals are role models for teachers when they provide them with support and training to encourage them to employ ICT in planning their lessons. which is likely to improve their teaching and students’ learning.

Outlooks and Opportunities in Blended and Distance Learning - Advances in Mobile and Distance Learning ◽

Acknowledging the Distance Learner

10.4018/978-1-4666-4205-8.ch017 ◽

2013 ◽

pp. 242-254

Author(s):

Trish Andrews

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

Learning Experience ◽

Effective Learning ◽

Distance Learner ◽

E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

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.

Handbook of Research on Engaging Digital Natives in Higher Education Settings - Advances in Higher Education and Professional Development ◽

Tips Towards Tackling Distance Education Modules

10.4018/978-1-5225-0039-1.ch015 ◽

2016 ◽

pp. 328-342

Author(s):

Lúcia Pombo ◽

António Moreira

Keyword(s):

Distance Education ◽

Teaching And Learning ◽

Course Design ◽

Methodological Approach ◽

Teaching Methodologies ◽

Innovative Teaching ◽

Information And Communication

Current information and communication technologies, including the internet and its services (web 2.0, email, conferences at a distance, etc.) have opened new perspectives in the field of education, by promoting communication and interaction between all participants at a distance. It is not the technology itself that will define the quality of teaching and learning in distance education, but the methodological approach that supports it. This paper aims to propose a methodological framework to implement in distance education modules supported by online pedagogy elements linked to innovative teaching methodologies. Its goal is to bring some contributions to those who are in charge of course design, providing a useful framework to improve active and technology enhanced collaborative learning in similar environments.

digital ecosystem of teacher education

LAPLAGE EM REVISTA ◽

10.24115/s2446-622020217extra-c1012p.283-293 ◽

2021 ◽

Vol 7 (Extra-C) ◽

pp. 283-293

Author(s):

Elena Zotikovna Vlasova ◽

Eliz aveta Afanasieva Barakhsanova ◽

Svetlana Viktorovna Goncharova ◽

Tatyana Sergeevna Ilina ◽

Pavel Aleksandrovich Aksyutin

Keyword(s):

Digital World ◽

Digital Ecosystem ◽

Analysis And Synthesis ◽

Analytical Research ◽

Adaptive Development ◽

The University

This paper aims to improve the effectiveness of the DESTE adaptive development, considering both intramural and regional educational needs and trends of the rapidly changing digital world. Empirical and analytical research methods were used. Analysis and synthesis of domestic and foreign researches in the field of creating educational ecosystems in the conditions of digitalization in education were performed. The results form the basis of an adaptive approach to create the DESTE and investigate its effectiveness in improving the quality of learning, which was performed using regression analysis. The paper substantiates the necessity and timeliness of creating the DESTE as a condition for accelerating intramural and cooperative (together with partners) innovative educational developments for their further transfer. The key features of DESTE and its significance for the training of digital education specialists were identified. A local digital ecosystem to study the "Information and Communication Technologies" subject was developed as a part of the university DESTE.

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.

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.

THE „CLOUDY“ CLASSROOM

Education and Technologies Journal ◽

10.26883/2010.202.2362 ◽

2020 ◽

Vol 11 (2) ◽

pp. 347-352

Author(s):

Atanaska Peneva ◽

Keyword(s):

Mobile Communications ◽

Teaching And Learning ◽

Web Based ◽

Modern Approach ◽

Building Information ◽

Practical Guidelines ◽

Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽

2003 ◽

Author(s):

ME Herselman ◽

HR Hay

Keyword(s):

Higher Education ◽

South Africa ◽

Teaching And Learning ◽

Driving Forces ◽

Higher Education Institutions ◽

Revolutionary Change ◽

Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.