scholarly journals Kako učenici ocenjuju doprinos pojedinih elemenata verske nastave njihovom moralnom razvoju

2021 ◽  
Vol 34 (2) ◽  
pp. 162-173
Author(s):  
Ninoslav Kačarić
Keyword(s):  
Moral Development ◽  
Religious Education ◽  
Information And Communication Technologies ◽  
Holy Spirit ◽  
Primary Schools ◽  
Communication Technologies ◽  
Moral Formation ◽  
8Th Grade ◽  
The Holy Spirit ◽  
Information And Communication

The paper presents findings on the contribution of elements of religious education to moral development, in assessments of students who attend religious education, Orthodox Christians in Serbia (sample of 446 respondents representing the 7th and 8th grade of primary schools, and the 3rd and 4th grade of secondary schools). The aim of the research was to assess the assessment of students in which ways - elements of religious education contribute to the moral development. It was assumed that students have a positive opinion about the contribution of religious education to the moral development, as well as that the ways of conducting religious education, personality and approach in communication of religious education teachers (religious teachers) are important factors of moral development, and that religious education has significant place factors of moral development. Method applied in this study is systematic non-experimental observation and correlation analysis, by which were evaluated and interpreted data collected by questionnaire constructed for the occasion - students expressed their opinion on what contributed the most to their moral formation in terms of age in the faith. Among the important results are: The personality of religious teacher is of great importance and its contribution depends on his knowledge of the content transmitted to the students, and on interesting ways of teaching, by visiting Temples of the Holy Spirit and participation in church worship, while information and communication technologies are less significant. Practical pedagogical implications of these results are devoting special attention to personnel potential of religious teachers.

scholarly journals A Crise Hídrica no Espírito Santo: Tecnologias Integradas ao Ensino para o Desenvolvimento de Uma Consciência SustentávelThe Water Crisis In The Holy Spirit: Technologies Integrated To Teaching For The Development Of A Sustainable ConscientizationLa Crisis Hídrica En el Espíritu Santo: Tecnologías Integradas a la Enseñanza para el Desarrollo de una Conciencia Sostenible

2018 ◽  
Vol 35 (1) ◽  
pp. 42-57
Author(s):  
Amanda Trindade de Araújo Souza ◽  
Jordana Néri ◽  
Jaime Bernardo Neto
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Holy Spirit ◽  
School Environment ◽  
Communication Technologies ◽  
Water Crisis ◽  
The Holy Spirit ◽  
Information And Communication ◽  
Environmental Events ◽  
Espirito Santo

As Tecnologias de Informação e Comunicação (TIC’s) estão disseminadas por toda parte. Nas escolas não é diferente; seja através dos smartphones, ou por laptops e tablets , são equipamentos que atraem os estudantes no ambiente escolar devido à interação que eles promovem ao usuário. Se tratando de temáticas e disciplinas que abordam conceitos relacionados ao meio ambiente, as TIC’s atuam de forma inclusiva e interativa no aprendizado do aluno, por fornecer, entre outros, informações atualizadas sobre os acontecimentos referentes à questões ambientais. O objetivo principal deste trabalho é contribuir para o despertamento do aluno para questões relacionadas ao meio ambiente presentes no meio em que ele vive, integrando a didática da sala de aula às tecnologias que estão em destaque na área e que abordam os temas pertinentes à sustentabilidade. Information and Communication Technologies (ICTs) are widespread everywhere. In schools it is no different; whether through smartphones or laptops and tablets, are devices that attract students into the school environment because of the interaction they bring to the user. When it comes to themes and disciplines that approach concepts related to the environment, ICTs act in an inclusive and interactive way in student learning, by providing, among other things, up-to-date information on environmental events. The main objective of this work is to contribute to the student's awakening to issues related to the environment present in the environment in which he lives, integrating the didactics of the classroom to the technologies that are prominent in the area and that address the themes pertinent to sustainability. Las Tecnologías de Información y Comunicación (TIC) están diseminadas por todas partes. En las escuelas no es diferente; a través de los smartphones, o por laptops y tablets, son equipos que atraen a los estudiantes en el ambiente escolar debido a la interacción que ellos promueven al usuario. Si se trata de temáticas y disciplinas que abordan conceptos relacionados con el medio ambiente, las TIC's actúan de forma inclusiva e interactiva en el aprendizaje del alumno, por proporcionar, entre otros, informaciones actualizadas sobre los acontecimientos referentes a las cuestiones ambientales. El objetivo principal de este trabajo es contribuir al despertar del alumno para cuestiones relacionadas con el medio ambiente presentes en el medio en que vive, integrando la didáctica del aula a las tecnologías que se destacan en el área y que abordan los temas pertinentes a la sustentabilidad.

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

Educatia 21 ◽  
2021 ◽  
Author(s):  
Dana Daniel Horowitz ◽  
◽  
Nicolae Paun ◽  
Keyword(s):  
Information And Communication Technologies ◽  
21St Century ◽  
Role Models ◽  
Primary Schools ◽  
Teaching And Learning ◽  
School Principals ◽  
Communication Technologies ◽  
Peripheral Region ◽  
Information And Communication ◽  
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.

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

2021 ◽  
pp. 44-65
Author(s):  
Puseletso Kekana ◽  
Leila Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Full Potential ◽  
Gauteng Province ◽  
Digital World ◽  
Information And Communication ◽  
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.

scholarly journals Assessment of School Information System Utilization in the UAE Primary Schools

10.28945/3260 ◽  
2008 ◽  
Author(s):  
Ala M. Abu-Samaha ◽  
Rima Shishakly
Keyword(s):  
Information And Communication Technologies ◽  
United Arab Emirates ◽  
Primary Schools ◽  
Communication Technologies ◽  
Ministry Of Education ◽  
Educational Management ◽  
System Utilization ◽  
Initial Stage ◽  
Technical Status ◽  
Information And Communication

This paper presents an assessment of School Information Systems (SIS) Utilization in the United Arab Emirates’ (UAE) primary schools through a holistic descriptive approach that involves explaining, studying and analyzing the current technical status of the schools’ SIS. To do so, the researchers used a series of case studies (documents analysis, questionnaires and interviews) of a number of primary schools representing the educational zones of the UAE to acquire an understanding of SIS level of utilization. According to the research results, the majority of primary schools have computerized their administrative activities at different levels via the Ministry of Education’s suggested system or individually procured systems. Though, the use of Information and Communication Technologies, including SIS, is in its initial stage despite the adopted strategy by the UAE government to accelerate the effective utilization of educational management and automation technologies in the educational institutions and the Ministry of Education itself.

ICT in teaching for children with intellectual disabilities

2021 ◽  
pp. 174462952199537
Author(s):  
Olivera Iskrenovic-Momcilovic ◽  
Ana Momcilovic
Keyword(s):  
Social Behavior ◽  
Intellectual Disabilities ◽  
Information And Communication Technologies ◽  
Primary Schools ◽  
Communication Technologies ◽  
Educational Process ◽  
Information And Communication ◽  
Individualized Teaching ◽  
Teachers Attitudes ◽  
The Impact

The impact of information and communication technologies (ICT) is increasing in teaching, and practice shows that there is a need for individual work in the educational process. This paper gives an analysis of the attitudes of teachers about the use of ICT as a means for individualizing teaching in regular and special primary schools. The results showed that teachers’ attitudes toward ICT as a way of individualization are positive, but they are more pronounced among teachers from special primary schools. Individualized teaching encourages students to progress, but it can negatively affect students’ social behavior. Teachers must have a good knowledge of working with ICT, so seminars on the use of ICT should be organized. ICT affect the education of all students. Teachers from both regular and special primary schools think agree that ICTs are just for fun and that they have no place in the classroom, but at home.

scholarly journals Szkoła dla dziecka – cyfrowego tubylca. Postrzeganie szkoły przez uczniów edukacji wczesnoszkolnej – uczestników projektu „Wychować człowieka mądrego”

2018 ◽  
Vol 41 (2) ◽  
pp. 108-116
Author(s):  
Adrianna Sarnat-Ciastko
Keyword(s):  
Information And Communication Technologies ◽  
Primary Schools ◽  
Early Education ◽  
Communication Technologies ◽  
Information And Communication ◽  
On Line ◽  
Polish School

The main goal of this article is to show how early education pupils see school as a place of their development. This presentation is built upon two resources used by the contemporary Polish school – information and communication technologies and personalization of education. The presented image is based on data collected through on-line questionnaires from 1,772 pupils from Classes I–III at primary schools taking part in the project of implementing the method of tutoring “Raise a wise man”. As a result of the analysis, it can be stated that the group of the youngest students rates the school best, and the growing need to contact tutors who build with them individual relationships based on trust may indicate room for modeling the proper use of information and communication technologies.

scholarly journals EDUCATION MANAGEMENT AND INFORMATION AND COMMUNICATION TECHNOLOGIES

2021 ◽  
Author(s):  
Snežana Kirin ◽  
◽  
Nena A. Vasojević ◽  
Ivana Vučetić ◽  
◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Education System ◽  
Primary Schools ◽  
Online Teaching ◽  
Communication Technologies ◽  
Teaching Staff ◽  
Teaching Process ◽  
Technology Advancement ◽  
Information And Communication

The education system is facing the permanent challenge to adapt to the constantly changing states in science, technology, and economy, and it plays an important role in the overall society development and socio-economic progress. In order to establish a high-quality, efficient education system, it is necessary to develop the teaching staff competences in accordance with the innovations in the education field. The quality of the teaching process largely depends on the extent to which modern teaching methods are applied, which are, in the contemporary context, based on the use of the information and communication technologies in the teaching process (ICT). Following the technology advancement and the information channels transformation, the role of the teacher has changed, and in this new context the teacher is assigned with a new role of the “teaching manager”, or the leader of the teaching process. This paper shows comparative analyses of the relations between the teaching stuff ICT training and the organisation of the teaching process, when observed in traditional and online teaching settings. The research was conducted in Serbia in January and February of 2021, during the Covid-19 pandemic, and included the sample of teachers who work in primary schools (N=609).

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