Comparing the Principles of Adult Learning with Traditional Pedagogical Teaching in Relation to the Use of Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 66-81 ◽  
Author(s):  
Manuel Ahedo
Keyword(s):  
Adult Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Social Space ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Tacit Dimension ◽  
Potential Improvement ◽  
The One

The traditional principles of adult learning are being subject to critical reconsideration from new adult teaching approaches and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in online communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and social space for the tacit dimension of teaching and learning. This article analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit dimension of learning and teaching.

Comparing the Principles of Adult Learning with Traditional Pedagogical Teaching in Relation to the Use of Technology

2010 ◽  
pp. 238-254 ◽  
Author(s):  
Manuel Ahedo
Keyword(s):  
Adult Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Social Space ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Tacit Dimension ◽  
Potential Improvement ◽  
The One

The traditional principles of adult learning are being subject to critical reconsideration from new adult teaching approaches and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in online communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and social space for the tacit dimension of teaching and learning. This article analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit dimension of learning and teaching.

Towards an Effective ICT-based University Learning

2011 ◽  
pp. 316-332
Author(s):  
Manuel Ahedo
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Social Space ◽  
Learning And Teaching ◽  
Tacit Dimension ◽  
Information And Communication ◽  
On Line ◽  
Potential Improvement ◽  
The One

The principles and practices of university learning are being subject to critical reconsideration from new approaches to adult teaching and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in on-line communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially- and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and interactive social space for the tacit dimension of teaching and learning. This chapter analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit and interaction challenging dimensions of learning and teaching.

Adult Learning Principles as the Foundation for Innovative Technology Applications in Business and Higher Education Venues

2010 ◽  
pp. 136-152
Author(s):  
Judith Parker
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Innovative Technology ◽  
Global Business ◽  
Jack Mezirow ◽  
Use Of Technology ◽  
Technology Applications ◽  
Learning Principles

As Web 2.0 surfaces as the latest trendy phrase in education and technology discussions, it is imperative that instructors not get caught up in the glamour of the latest technology and loose sight of the required andragogical underpinnings necessary for effective and efficient teaching and learning. This chapter will begin by exploring the major theories and theorists in the field of adult education and the meshing of these theories with technology applications in higher education and global business venues. While Malcolm Knowles is credited with popularizing adult learning theory in the 1970’s, Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward over the past decades. Along with this progression in theory, the use of technology has escalated in popularity creating a need to frame its application in the foundational principles of adult education; an “Andragogy 2.0” focus is required. This chapter will expand on this theoretical base by offering short case studies that are linked to the theories as examples of innovative strategic approaches in the use of technology in adult teaching and learning.

The use of cognitive apprenticeship in the learning and teaching of improvisation: Teacher and student perspectives

2019 ◽  
Vol 41 (3) ◽  
pp. 261-279 ◽  
Author(s):  
Leon R. de Bruin
Keyword(s):  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Cognitive Apprenticeship ◽  
Complex Activity ◽  
Student Interactions ◽  
Learning And Teaching ◽  
Teacher Student ◽  
The Moment ◽  
The One ◽  
Expert Practice

Instrumental tuition has predominantly been conceptualized in terms of a master–apprentice model that facilitates the transmission of skills, knowledge and cultural intellect through teaching and learning. Research suggests the one-to-one tuition model needs to evolve and adapt to meet the demands of the 21st century musician. Within the jazz/improvisation lesson, the learning and teaching of improvisory ability is a complex activity where developing improvisers hone motor-specific skills, audiative ability, imaginative and creative impulses that connect and respond to strategic individual and collaborative catalysts. Observing the negotiation of learning and teaching in three lessons in improvisation between expert practitioner-educators and their students, this study reveals a cognitive apprenticeship model that can provide a framework for teachers to develop students’ cognitive and meta-cognitive abilities, and understandings of expert practice. Case studies of three teacher-practitioners and their advanced students explore the “in the moment” teacher–student interactions and teaching techniques that expert improviser-educators utilize in developing mastery and expertise in their students. Teaching to an advanced improvisation student is a dynamic, fluid and reflexive interplay of pedagogical applications of modelling, scaffolding, coaching, and reflective processes. The holistic imparting of knowledge can be understood as a cognitive apprenticeship. Careful guidance by a teacher/mentor can offer the student an immersive environment that brings thinking, action and reflection to the forefront of learning. Implications are identified for more effective, collaborative and inventive ways of assisting learning and inculcating deeper understandings of factual, conceptual and problem-solving concepts that draw students into a culture of expert practice.

scholarly journals Teaching and Learning Foreign Languages with ICT

2016 ◽  
Vol 21 (1) ◽  
pp. 21-27
Author(s):  
Alina Negoescu ◽  
Simona Boştină-Bratu
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
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.

scholarly journals TBL, Self-assessment, and Use of ICT: A Methodological Option to Benefit the English Learning Process in a Colombian University

2019 ◽  
Vol 10 (6) ◽  
pp. 1162
Author(s):  
María Constanza Rodríguez ◽  
Lady Johanna Ramírez ◽  
Javier Mauricio Camargo
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
English Learning ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
English Classes ◽  
Information And Communication

For more than 10 years, English teaching and learning approaches at Politecnico Grancolombiano were based on traditional methodologies with noticeable prevalence of deductive learning and summative assessment. In 2017, we surveyed students and teachers to analyze this panorama, and more than 500 responses shed light on the lack of motivation most of them had in their English learning and teaching processes. As a result, through a qualitative research project, we implemented the task-based teaching and learning approach in our English classes, featuring formative assessment, the use of information and communication technologies, and encouraging self-reflection moments for students to raise awareness of their learning process. The objective of this project was to identify the real benefits of these methodological changes in our programs, and to ensure triangulation, we used different data collection instruments such as journals, artifacts and surveys. It was found that task-based lessons offer students innovative, creative and real opportunities to learn English in and out of class. As well, students’ motivation and awareness of their learning process increased due to formative assessment routines. As for teachers, it can be concluded that these methodological innovations helped them plan more dynamic lessons and evidence students’ progress. Regarding Information and Communication Technologies (ICT), it was evident that it played an important role in teachers’ and students’ engagement. However, it revealed that it was necessary to strengthen technological skills and to guarantee the conditions to implement it.

scholarly journals Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model

2022 ◽  
Vol 12 (1) ◽  
pp. 54
Author(s):  
Clever Ndebele ◽  
Munienge Mbodila
Keyword(s):  
South Africa ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Technology Use ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Historically Disadvantaged ◽  
Acceptance Model

The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.

scholarly journals Reflections of Researchers Involved in the Evaluation of Pedagogical Technological Innovations in a University Setting

2005 ◽  
Vol 35 (1) ◽  
pp. 61-84
Author(s):  
Cindy Ives ◽  
Katherine McWhaw ◽  
Christina De Simone
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pilot Project ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Information And Communication ◽  
The One ◽  
University Setting ◽  
Ongoing Evaluation

It is widely assumed that developments in information and communication technologies are fundamentally transforming and improving higher education. As a part of an ongoing evaluation of technology-supported pedagogy in one university, our three-year research project was designed, on the one hand, to determine if and how selected technologies were beneficial for learning and, on the other hand, to offer professional development for faculty members. In this paper, we reflect on our participation in a pedagogy and technology (referred to as PedTech) pilot project, describe some of the relationships that developed between ourselves as researchers and evaluators and our faculty collaborators, and share what we have learned from this experience. We suggest that a scholarship of teaching approach to evaluating innovations in teaching and learning is one way to support institution-wide adoption.

scholarly journals O impacto do uso de ferramenta de visualização de dados abertos como recurso de ensino e aprendizagem / The impact of use open data visualization tools how teaching and learning resource

2015 ◽  
Vol 25 (44) ◽  
pp. 97-117
Author(s):  
Alex Alex Sander Miranda Lobo ◽  
Luiz Claudio Gomes Maia ◽  
Fernando Silva Parreiras
Keyword(s):  
Information And Communication Technologies ◽  
Data Visualization ◽  
Teaching And Learning ◽  
Open Data ◽  
Communication Technologies ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Impact ◽  
Visualization Application

Este artigo apresenta uma pesquisa de dissertação, na qual se buscou desenvolver uma ferramenta de visualização de Dados Abertos (Open Data) para uso no processo de ensino e aprendizagem em uma turma do terceiro ano do Ensino Médio na disciplina de Geografia. Teve como objetivo principal verificar como essa ferramenta influenciaria nesse processo. Para atingir o objetivo do trabalho, foi realizada uma pesquisa preponderantemente qualitativa com natureza descritiva, com referencial teórico baseado na aprendizagem significativa e no uso das tecnologias da informação e comunicação no processo de ensino e aprendizagem. Foi realizada uma entrevista inicial junto ao professor da disciplina e a aplicação de questionários ao professor e aos alunos do terceiro ano, após o uso da aplicação de visualização de dados abertos e, por fim, foi proposto um teste avaliativo entre turmas que usaram o aplicativo e turmas que não o usaram. Na análise dos resultados, concluiu-se que a ferramenta trouxe vários aspectos positivos no processo de ensino e aprendizagem, como uma atenção maior por parte dos alunos em relação ao conteúdo, uma motivação a mais no processo de ensino e aprendizagem, tendo apresentado aspectos relacionados à aprendizagem significativa e mostrado que os alunos que fizeram o uso da aplicação tiveram um melhor desempenho em relação aos que não fizeram o uso da tecnologia no conteúdo proposto na disciplina.Palavras-Chave: Educação. Dados Abertos. Ensino e AprendizagemAbstractThis article presents a research dissertation, which aimed to develop a visualization tool of Open Data (Open Data) for use in the process of teaching and learning in a class of third year of high school in geography discipline. Aimed to assess how these influence tool in this process. To achieve the goal of the work, mainly qualitative research was conducted with descriptive, and the theoretical framework based on meaningful learning and the use of information and communication technologies in teaching and learning. An initial interview was conducted with the subject teacher and the application of questionnaires to teachers and students of the third year after the use of open data visualization application and, finally, an evaluation test between groups who used the application was proposed and classes than used. In analyzing the results, it was concluded that the tool has brought many positive aspects in the process of teaching and learning, such as greater attention from students regarding the content, one more motivation in the process of teaching and learning, presenting aspects the significant learning and shown that students who have made the use of the application performed better than those who did not make the use of technology in the proposed content of the discipline.Keywords: Education. Open Data. Teaching and Learning. 

Teachers’ Perception about Learning with Information and Communication Technologies: Usage & Challenges

2021 ◽  
Vol 1 (2) ◽  
pp. 7-14
Author(s):  
Zahid Hussain Sahito
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Professional Training ◽  
Technical Assistance ◽  
Government Schools ◽  
Use Of Technology ◽  
Information And Communication ◽  
Ict Tools ◽  
Effective Use

We are living in an era of technology where everything demands knowledge, understanding, and handling of digital technology. Technology has renewed all spheres of social and professional lives and in this regard teaching and communication are not exceptional. Effective use of technology for real Communication is widely followed in teaching and teachers need to know the use of ICTs in classrooms for delivering lessons to inculcate sound knowledge and understanding of concepts. It is found that despite the significant impacts of ICTs on teaching and learning teachers are reluctant to use technical aids in the classroom. They report various issues that hamper them to use technology in their day-to-day teaching practices; moreover, a majority of teaching professionals are not convinced that they can make their teaching more and more effective by using technology. The paper aims to find out the CHALLENGES THE teachers face to use ICTs in classrooms and perceptions of teachers about the same. A qualitative research method was used to carry out the study.  A well-designed questionnaire comprising of open-ended questions was served to randomly selected serving teachers from government schools of District Khairpur. The responses of the participants were analyzed to identify the challenges faced by the teachers while using ICT during the teaching and learning process. The collected data was analyzed and it was found out that teachers find it difficult to use technology in classrooms because they are not provided appropriate computers, technical support, and professional training to learn to use technology. It was also identified that because of time constraints teachers are unable to use ICTs in their teaching practices. Further, it was explored that teachers believe that teachers have limited perceptions about technology as they hold the view that technology just wastage their time. Based on findings, it was concluded that the integration of ICT tools is highly effective as it makes students more creative, productive, and hard-working as compared to traditionally managed classrooms. Schools administrations should provide not only the technology but also technical assistance to the teachers. Schools administrations need to help teachers to know the importance of ICTs and to use it for a meaningful purpose to improve the standard of education.

Sign in / Sign up

Export Citation Format

Share Document