scholarly journals An Effective Practice of ICT Tools in Higher Education to Improve the Teaching Learning Process

2021 ◽  
Vol 23 (06) ◽  
pp. 940-960
Author(s):  
Dr. Kendaganna Swamy S ◽  
◽  
Shaila H Kopal ◽  
Sushmitha N ◽  
Shruthi P ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Continuous Process ◽  
Assessment Tools ◽  
Innovative Teaching ◽  
Course Content ◽  
Information And Communication ◽  
Internet In Education ◽  
Teaching Learning

Education is a process that simplifies learning. It should be a continuous process in one’s life to attain success. Over the decades, Information and Communication Technologies (ICT) have gradually begun to play a very important role in education, with their usage in education is growing worldwide continuously. These methods allow access to information through the internet. In education, ICT is the method of teaching that uses information and communication technology to support, improve and optimize the transfer of information, in turn leading to the invention of smart education. This improves the quality of teaching, the learning process of students and ultimately facilitates e-learning. It is commonly believed that technology can empower educators and students, making substantial contributions to knowledge and achievement. This paper gives an insight into the various tools that help instructors to develop online course content using Learning Management System tools. These tools allow the instructors to conduct online classes from any location using tutor tools and desktop recording tools to record screen output for further use. The instructor can assess the students in their course using assessment tools and can also enhance teaching methods using innovative teaching tools. The paper also throws limelight on the feedback taken by the faculty as well as the students about the usage of various tools in higher education which helps in analyzing the best suitable tools.

scholarly journals Use of ICT to Enhance the Learning Process in Higher Education

2020 ◽  
Vol 8 (4) ◽  
pp. 97-102
Author(s):  
Chetlal Prasad ◽  
Pushpa Gupta
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Information And Communication ◽  
Teaching Learning

ICTs in Education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. The National Mission on Education through Information and Communication Technology (NME-ICT), launched in 2009 by the Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT in higher education, where students learn. Online courses, development of e-content, e-learning, digital libraries, online encyclopaedias, journals, and books would promote learning and make knowledge available to all irrespective of the distance or location or financial resources. Government intervention is necessary so that ICT can be made successful in higher education. Information and Communications Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.

scholarly journals Una experiencia de aprendizaje en en nuevo contexto del EEES : el caso del Webinar de SICODINET sobre modelización con hoja de cálculo para la información de gestión empresarial

2007 ◽  
pp. 81
Author(s):  
Begoña González Pérez ◽  
Enrique López González ◽  
Cristina Mendaña Cuervo
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
European Higher Education Area ◽  
Face To Face ◽  
New Information ◽  
Information And Communication ◽  
European Higher Education ◽  
Teaching Learning

Los cambios en la educación universitaria que propicia el Espacio Europeo de Educación Superior implican nuevas adaptaciones en el proceso de enseñanza-aprendizaje ya que el objetivo primordial pasa a ser"aprender a aprender. En este contexto, se necesitan nuevos medios que faciliten el desarrollo de tales cambios, que permitan realizar actividades adicionales a la enseñanza presencial. Así, las nuevas Tecnologías de la Información y la Comunicación constituyen herramientas que posibilitan tales transformaciones. En este sentido, tos Espacios Virtuales de Aprendizaje (EVA) posibilitan la creación de comunidades sociales donde se intercambian conocimientos. Este trabajo se centra en el EVA SICODINET que se ha diseñado en torno a las asignaturas del perfil de Contabilidad de Costes y de Gestión de la Universidad de León. Concretamente se profundiza en la experiencia del seminario en línea (Webinar) sobre hoja electrónica de cálculo celebrado durante tres años, sus características, la metodología seguida, los resultados obtenidos y las lecciones aprendidas con esta iniciativa.<br /><br />The European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this senseThe European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this sense the creation of social communities where knowledge is exchanged. This paper analyzes the VLS SICODINET which has been designed around Cost and Management Accounting subjects in the University of León. Specifically the Web-based seminar (Webinar) about spreadsheet is studied in depth: it has been held for three years and its characteristics, the followed methodology, its results and the lessons learnt from this initiative are explained.

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 ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
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.

Current and Future Trends in Higher Education Learning

2015 ◽  
pp. 277-292 ◽  
Author(s):  
Mary Holz-Clause ◽  
Dileepkumar Guntuku ◽  
Vikram Koundinya ◽  
Reginald Clause ◽  
Kanika Singh
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Online Courses ◽  
Future Trend ◽  
Future Trends ◽  
Information And Communication ◽  
Methods Of Learning ◽  
Teaching Learning

Emerging educational practices and growing demand from education researchers and learners appear to be driving a shift toward the learner and context-centered teaching approach. Higher education is transitioning delivery from a predominantly teacher-centered mode to a non-traditional learner-oriented one. This change is being primarily facilitated by the advent of Information and Communication Technologies (ICTs) in curriculum design and delivery ushering online learning. In this chapter, we discuss the current and future trends in higher education for curriculum design and delivery using online learning. We present Massive Open Online Courses (MOOCs) as an online teaching-learning future trend that can help provide educational access to millions of students geographically situated all over the world. We share a case study from India, highlighting the initiatives in the field of higher education and course delivery with the use of ICTs and the changes in methods of learning-content delivery. The advantages and challenges associated with MOOCs are also discussed.

scholarly journals TEACHERS' PERSPECTIVE ABOUT FACTORS THAT PREVENT SUCCESS IN TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION OF ENGINEERING IN BRAZIL

2016 ◽  
Vol 74 (1) ◽  
pp. 61-70
Author(s):  
Gláucia Nolasco de Almeida Mello
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dropout Rate ◽  
Point Of View ◽  
High Dropout Rate ◽  
Research Problems ◽  
Information And Communication ◽  
Education Courses

The last fifteen years, in Brazil, the number of engineering freshmen had a huge increased and, although the number of graduated also had increased over the same period, the percentage of engineering freshmen are by far higher than engineers graduated. In this context, there is a clear evidence of the high dropout rate in higher education courses of engineering in Brazil. Once most of developed researches about engineering courses dropout in Brazil are focused in the students and institutions point of view about factors that affect dropout rate, in this research it was investigated the professors perspective to answer the three questions: (1) What are the main factors which prevent success in teaching and learning process identified by professors of engineering during the classes? (2) How can professors to improve the teaching and learning process in higher education courses of engineering in Brazil? (3) How can Higher Education Institutions (HEI) support the professors? The research data were collected through team activities developed with 134 professors of higher education courses of engineering. This research reveals that the most important factors that affect negatively the teaching and learning process are related to inadequate high school preparation and behaviour of students. Main suggestions of professors for improving the teaching and learning process and also students' motivation are related to pedagogical aspects such as: use of Information and Communication Technologies (ICTs) as support of classes and implementation of professor and student support programs with significant participation of HEI. Key words: qualitative research, problems in engineering education, professor's perspective, higher education of engineering in Brazil.

scholarly journals Model of adoption of Information and Communication Technologies of the Universities case of study Technical University of Cotopaxi Latacunga -Ecuador

2020 ◽  
Vol 17 ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
Collaborative Tools ◽  
Ict Adoption ◽  
Information And Communication ◽  
Technical University ◽  
Digital Knowledge ◽  
Academic Organization ◽  
Teaching Learning

This investigation is part of a development model to adopt the information and Communication Technologies (ICT) to the teaching-learning process at the Technical University of Cotopaxi. Specifically, to improve the higher education, as a result of the steady advances in the field of digital knowledge and educational technology, for that reason, the Institutions must improve their academic organization and education processes. Through the use of technologies, educational institutions try to integrate information and innovation. In this context and reviewing the problem case through the application of the ICT new Acceptance Model, the student's teaching-learning process will improve. The investigation showed the expected results with the creation of the latest ICT adoption model. Using collaborative tools within a collaborative learning environment (CLE) to elaborate constructs Cronbach's alpha, variance, and correlations and the statistical software were used as the Minitab validated the hypotheses.

scholarly journals Development of logical-mathematical thinking in first graders by using ict

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Jesús Hernando Sanabría-Pérez ◽  
María Eugenia Villamizar-Mendoza
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
First Graders ◽  
Mathematical Thinking ◽  
Communication Technologies ◽  
First Grade ◽  
Daily Lives ◽  
Information And Communication ◽  
And Mathematics ◽  
Teaching Learning

Nowdays the implementation of teaching strategies, incorporating the most well-known Information and Communication Technologies such as ICT in the teaching-learning process have increased in different areas of knowledge, and mathematics is not exception, it allows the strengthening of logical-mathematical thinking in students and it is essential to start from the first grade of the basic primary. Taking in account that ICTs are now part of the daily lives of most of students, it was concluded that by taking advantage of the interest that students have in ICTs today, no matter their age, this interest can be channeled to strengthen logical-mathematical thinking from an early age, as ICTs allow the teaching-learning process to be more enjoyable and participatory, also the process can continue, outside the classroom.

scholarly journals As Tecnologias Digitais de Informação e Comunicação e o Ensino-aprendizagem de Matemática: uma Revisão IntegrativaThe Digital Technologies of Information and Communication and the Teaching-learning of Mathematics: an Integrative Review

2021 ◽  
Vol 22 (3) ◽  
pp. 229-249
Author(s):  
Ana Elisa Pillon ◽  
Leila Regina Techio ◽  
Vania Ribas Ulbricht ◽  
Márcio Vieira De Souza
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Web Of Science ◽  
Integrative Review ◽  
School Level ◽  
Digital Information ◽  
Inverted Classroom ◽  
Reference Manager ◽  
Information And Communication ◽  
Teaching Learning

Resumo Esta revisão tem por objetivo identificar se as TDIC vêm sendo utilizadas no processo ensino-aprendizagem de matemática em nível escolar. A fim de alcançar tal meta, a metodologia utilizada compreende a revisão integrativa de literatura, via Portal da CAPES, em que foram consultadas as bases de dados Scopus, Web of Science e Scielo. A busca pelos materiais publicados restringiu-se ao período de dez anos, de 2008 a 2018. Após a coleta, os dados foram organizados por meio do gerenciador de referências Mendeley. Com base nos resultados, conclui-se que a utilização de TDIC’s para o processo ensino-aprendizagem vem aumentando gradativamente e tem sido apontada como positiva. Outrossim, comprovou-se que o uso ocorre em diferentes níveis educacionais - pré-escola, ensino fundamental e ensino médio; há a utilização de diferentes metodologias, dispositivos e aplicativos – Ipad, tablet, sala de aula invertida e jogos. Embora a revisão integrativa inicial tenha como resultado 836 publicações, ao serem aplicados os filtros de inclusão e exclusão, somente 14 pesquisas corresponderam ao objetivo proposto neste estudo, sugerindo, desta forma, a existência de um nicho científico a ser explorado.Palavras-chave: Tecnologias digitais de informação e comunicação, matemática, nível escolar, ensino-aprendizagem, revisão integrativa.AbstractThis review aims to identify whether TDIC’s have been used in the teaching-learning process of mathematics at the school level. In order to achieve this goal, the methodology used is an integrative literature review, via the CAPES Portal, in which the Scopus, Web of Science and Scielo databases were consulted. The search for published materials was restricted to a period of ten years, from 2008 to 2018. After collection, the data were organized through the reference manager Mendeley. Based on the results, it can be concluded that the use of TDIC’s for the teaching-learning process has been gradually increasing and has been identified as positive. Furthermore, it has been proven that use occurs at different educational levels - pre-school, elementary and high school; there is the use of different methodologies, devices and applications - Ipad, tablet, inverted classroom and games. Although the initial integrative review resulted in 836 publications, when applying the inclusion and exclusion filters, only 14 studies corresponded to the objective proposed in this study, thus proving the existence of a scientific niche to be explored.Keywords: Digital information and communication technologies, mathematics, school level, teaching-learning, integrative review.ResumenEsta revisión tiene como objetivo identificar si los TDIC se han utilizado en el proceso de enseñanza-aprendizaje de las matemáticas a nivel escolar. Para lograr este objetivo, la metodología utilizada es una revisión integradora de la literatura, a través del Portal CAPES, en el que se consultaron las bases de datos Scopus, Web of Science y Scielo. La búsqueda de materiales publicados se restringió a un período de diez años, de 2008 a 2018. Después de la recopilación, los datos se organizaron a través del administrador de referencias Mendeley. Con base en los resultados, se puede concluir que el uso de TDIC's para el proceso de enseñanza-aprendizaje ha ido aumentando gradualmente y se ha identificado como positivo. Además, se ha comprobado que el uso se da en diferentes niveles educativos: preescolar, primaria y secundaria; Existe el uso de diferentes metodologías, dispositivos y aplicaciones - Ipad, tableta, aula invertida y juegos. Si bien la revisión integradora inicial arrojó 836 publicaciones, al aplicar los filtros de inclusión y exclusión, solo 14 estudios correspondieron al objetivo propuesto en este estudio, lo que demuestra la existencia de un nicho científico a explorar.Palabras clave: Tecnologías digitales de información y comunicación, matemáticas, nivel escolar, enseñanza-aprendizaje, revisión integradora.

scholarly journals La Arqueología Virtual: Construyendo un puente entre la sociedad moderna y la escuela innovadora

2012 ◽  
Vol 3 (6) ◽  
pp. 36
Author(s):  
María Luz Husillos García
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Social Economic ◽  
Social Issues ◽  
Communication Technologies ◽  
Profound Change ◽  
Rapid Process ◽  
New Information ◽  
Information And Communication ◽  
Teaching Learning

<p>The construction of the new european space is leading to the emergence of a rapid process of convergence that covers all kinds of fields such as social, economic and industrial. Among the most popular social issues today, highlights the educational world. In this sense, it is trying to make a profound change in the education<br />system, making it more flexible, practical and fun, meeting all kinds of students. In this context, the new Information and Communication Technologies (ICT) are necessary to facilitate the teaching-learning process, enabling the creation of a link between the archaeological and the virtual, which enables the conversion of assets in real and powerful resources to support school and cultural entertainment.</p>

scholarly journals Development and Diagnosis of a Teaching Experience Using Participatory Methods: Towards an Ecosystemic Learning in Higher Education

2020 ◽  
Vol 12 (15) ◽  
pp. 5996
Author(s):  
Beatriz Pedrosa ◽  
Paz Peña ◽  
Violeta Pina
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Role Playing ◽  
Participatory Methods ◽  
Motivation For Learning ◽  
Bachelor's Degrees ◽  
Information And Communication ◽  
Flipped Classrooms ◽  
Teaching Learning

The redefinition of the objectives of the European Higher Education Area (EHEA) generates novelty in the teaching design developed by universities. The constructivist perspective encourages the use of methods that promote teamwork, an interest for information searching, autonomy and an increased motivation for learning, among others. Currently, the acquisition of the established curricular content receives feedback thanks to information and communication technologies (ICTs). This research describes the implementation of an experience related to the use of teaching/learning participatory methods with first- and second-year students in Early Childhood Education and Primary Education bachelor’s degrees. This experience is based on flipped classrooms and role-playing and is supported by ICTs. A questionnaire was delivered to a total of 100 individuals on their perception of participatory methods and their assessment of the methods used for the described experience. After performing the analysis, the conclusions showed that higher education students considered that classroom implementation of emerging methods helped them at a theoretical, practical and professional level as well as motivated them, which allows us to advance towards the goals of the EHEA.

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