scholarly journals Propuesta metodológica para la implementación de herramientas de gamificación en la formación de Maestros de Primaria

2021 ◽  
pp. 35
Author(s):  
María Luisa García Hernández ◽  
Mónica Porto Currás ◽  
Francisco José Hernández Valverde
Keyword(s):  
Learning Environment ◽  
Elementary School Teachers ◽  
Student Involvement ◽  
Active Role ◽  
First Grade ◽  
Validity And Reliability ◽  
Grade Teacher ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University

Numerous studies have confirmed that gamification develops favorable scenarios for student learning by encouraging student involvement and promoting a more active role. Starting from this premise, in this article we describe an experience we developed with first-grade teacher- training students to find a learning environment that will encourage student involvement in the construction of learning in a challenging and stimulating way. Other aims of this experience are to enable students to face awkward situations responsibly, work on their social and communica- tion skills, and employ critical, creative and contextualized thinking. To evaluate the success of this experience, after its implementation we analyzed the results by comparing responses from parti- cipating students with those from a group from the same Degree and university who employed a different methodology. To gather information, we administered an internationally validated survey – the Student Engagement Questionnaire – and corroborated its validity and reliability with the participants of our study. Our main results are that this methodological experience based on gami- fication promoted a motivating teaching-learning environment, encouraged significant interaction between teachers and students, promoted self-managed learning, interpersonal and communicative skills, and developed student adaptability, while also creating a playful and dynamic atmosphere. We therefore conclude that proper planning and gamification development help to create environ- ments that enrich learning at the university level, improve the management of knowledge and trai- ning content, and develop important transversal skills for the training of future Elementary School teachers.

scholarly journals Perceptions of Students and Teachers towards the Semester System of Tribhuvan University

2019 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Abatar Subedi
Keyword(s):  
Learning Environment ◽  
Positive Direction ◽  
University Teachers ◽  
Perceptions Of Students ◽  
Extra Curricular Activities ◽  
Teachers And Students ◽  
Ict Tools ◽  
Master Level ◽  
Teaching Learning ◽  
Academic Resources

This paper intends to analyze perceptions of students and teachers towards the semester system of Tribhuvan University (TU). The result of the study is based on the data collected through survey questionnaire from 40 university teachers and 194 master level students. The perception is discussed in terms of learning environment, resources, use of ICT tools, contents and activities. The findings show that the perception of teachers and students towards curriculum, teaching/learning environment, and regularity of classes and viability of semester system are in positive direction. However, the availability of learning resources and use of ICT tools in day to day teaching/learning are not in satisfactory way in the perception of the participants. Their perceptions also reveal that facilities of extra-curricular activities, play grounds and canteen are inadequate. Similarly, the teachers and students perceive that availability of both human and academic resources is inadequate. The students experience show that there is teacher domination in selection of teaching methods; less use of ICT materials to promote learning; difficulty in completing courses in the stipulated time and not timely declaring exam result. However, this system has encouraged and empowered creativity among students for learning.

scholarly journals An Investigation of Distance Teaching: Perceptions, Practices and Perspectives

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Dr. Ziani Melouka ◽  
Keyword(s):  
Great Majority ◽  
Structured Interview ◽  
Distance Teaching ◽  
Face To Face ◽  
Perceptions And Attitudes ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University ◽  
Sanitary Conditions ◽  
Teaching Perceptions

The present study is an investiagtion of distance teaching as an alternative to in-person classes during a lockdown. The study aims at unveiling the teachers and students’ perceptions and attitudes towards e-teaching/learning during a pandemic crisis. As an alternative to face -to face interviews with the teachers and the students because of the sanitary conditions, the tools have been adapted to existing conditions. To obtain data, two tools have been used online, a semi- structured interview with (n 51) master students and a lickert scale questionnaire for (n 18) teachers in the department of English in the university Abdelhamid Ibn Badis in Algeria.Findings revealed the reluctance in the exclusive use of distance teaching by the majority of teachers and the students. The great majority of them also prefers in person classes.This is justified by technical difficulties, lack of comprehension, poor internet flow and a lack of training.

scholarly journals LEARNING OPHTHALMOLOGY DURING THE COVID-19 PANDEMICS: IS REMOTE LEARNING APPLICABLE?

2021 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Clinical Skills ◽  
Active Role ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Teaching Learning ◽  
Two Stages ◽  
The University ◽  
Remote Learning

During the COVID-19 pandemic, there was a need to adopt a pedagogical approach that complies with distancing standards, without harming the student's teaching-learning process. In this context, the search for tools that were effective for this period began, one of which was Remote Learning (RE). This paper seeks to report the experience of using RE as a teaching method for Ophthalmology. The experience was carried out with students from the Liga da Visão (LIVISA) at the Universidade de Fortaleza, through two stages: asynchronous virtual activities, aimed at the development of clinical skills, and synchronous theoretical classes, in partnership with academic residents, from an Ophthalmology service. Under this proposal, LIVISA's mentor had the challenge of continuing the activities in the RE modality, following the methodology already applied at the University, problem-based learning (PBL). In view of this, the proposition of clinical cases was fundamental to instigate the student to acquire knowledge and stimulate clinical reasoning, based on ophthalmological situations, allowing a more active role for the student. The transposition of Ophthalmology teaching to LIVISA students, from face-to-face to remote, was essential to keep the group cohesive.

scholarly journals Trabajo Colaborativo como estrategia de Enseñanza en la Universidad / Collaborative work as a teaching Strategy in the University

2015 ◽  
Vol 11 (22) ◽  
pp. 64-71 ◽  
Author(s):  
Jeanette M. Chaljub Hasbún
Keyword(s):  
Teaching Strategy ◽  
Collaborative Work ◽  
Teaching Methodology ◽  
Research Competencies ◽  
Teachers And Students ◽  
The Individual ◽  
Search For Information ◽  
Teaching Learning ◽  
The University ◽  
Trabajo Colaborativo

ResumenEl presente artículo presenta una propuesta de la metodología de enseñanza basada en el enfoque colaborativo. Se centra en la construcción colectiva del conocimiento a través del intercambio de ideas y la búsqueda de información. Destaca la importancia del desarrollo de competencias de investigación, a través de la interacción social en las propuestas de solución de problemas. Resalta los nuevos roles del profesor y de los estudiantes, quienes pasan de ser entes pasivos hacia tener una participación activa dentro del proceso de enseñanza y aprendizaje. El trabajo colaborativo, como estrategia de  enseñanza, produce un aprendizaje de forma colectiva, entendiendo que, el individual ayuda a construir el conjunto.AbstractThis article presents the proposal for the implementation of the teaching methodology based in the collaborative approach to learning. It centers in the concept of the social construction of knowledge through the exchange of ideas and search for information. It highlights the importance of the development of research competencies, through group collaboration to solve problems. It also highlights the new roles of teachers and students as active participants in the teaching-learning process. Collaborative work, as a teaching strategy, results in collective learning, understanding that the individual contributes to building the whole.

scholarly journals Classroom Management Techniques: A Framework to Practice

2020 ◽  
Vol 2 (2) ◽  
pp. 83-93
Author(s):  
Muhammad Latif Javed ◽  
Muhammad Asif Choudhary ◽  
Rashid Ahmad
Keyword(s):  
Classroom Management ◽  
Elementary School Teachers ◽  
Management Practices ◽  
Early Stage ◽  
Population Data ◽  
School Level ◽  
Elementary Level ◽  
Teachers And Students ◽  
Management Techniques ◽  
Teaching Learning

An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teaching at elementary level and students enrolled at elementary level in district Mirpur (A.K) comprised the population. Data obtained was analyzed; the frequency, percentage and ranking were calculated. It revealed that the environment of classroom was generally suitable for teaching-learning process.  It was recommended to provide teaching A.V Aids to teachers accordingly their classrooms need. Teachers should modify their management techniques to meet the students’ needs on basis of individual differences of students’ in classrooms. As authoritative attitude of teachers discourages the student in their learning, there was need for a friendly environment so that teachers and students can work together to produce good results.

scholarly journals JANELA GEOGRÁFICA, UMA EXPERIÊNCIA EDUCOMUNICATIVA HOLÍSTICA NO ENSINO DE GEOGRAFIA

GEOgraphia ◽  
2021 ◽  
Vol 23 (50) ◽  
Author(s):  
Clesley Maria Tavares do Nascimento ◽  
Anderson Felipe Santos Oliveira
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Pedagogical Practice ◽  
Pedagogical Tools ◽  
Geography Teaching ◽  
Geographic Knowledge ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University ◽  
Collective Construction

O presente artigo foi concebido para discorrer as reflexões geradas a partir do projeto de iniciação científica Janela Geográfica realizado por professoras e estudantes da Universidade Regional do Cariri (URCA). Tendo como objetivo geral desenvolver a autonomia e o senso crítico dos graduandos através da produção de vídeos para utilizá-los como ferramenta didático-pedagógica no processo de ensino-aprendizagem do saber geográfico, dentro e fora da universidade. A educomunicação e o holismo foram os pilares teóricos norteadores do percurso metodológico dessa pesquisa-ação. O vídeo Paisagem expressão de vivência é um resultado imagético de uma discussão maior sobre trabalhar no ensino de geografia a educomunicação e o holismo. GEOGRAPHIC WINDOW, A HOLISTIC EDUCOMMUNICATIVE EXPERIENCE IN GEOGRAPHY TEACHING Abstract: This article was designed to discuss the reflections generated from the scientific initiation project: Geographic Window, which was carried out by teachers and students at the Universidade Regional do Cariri (URCA), with the general objective of developing the autonomy and critical sense of students, through the production of videos to use them as didactic-pedagogical tools in the teaching-learning process of geographic knowledge, inside and outside the university. Educommunication and holism were the theoretical pillars that guided the methodological path of this action research. The video “Landscape expression of experience” is an imaginary result of a larger discussion about working, in the teaching of Geography, Educommunication and holism. The collective construction of this generated debates on the theme addressed and prompted reflections on pedagogical practice, in addition to enabling the development of skills and competences related to audiovisual language.Keywords: Video. Geography teaching. Educommunication. Holism. VENTANA GEOGRÁFICA, UNA EXPERIENCIA EDUCOMUNICATIVA HOLÍSTICA EN LA ENSEÑANZA DE LA GEOGRAFÍA Resumen: Este artículo fue diseñado para discutir las reflexiones generadas a partir del proyecto de iniciación científica: Ventana Geográfica, que fue realizado por docentes y estudiantes de la Universidade Regional de Cariri (URCA), con el objetivo general de desarrollar la autonomía y el sentido crítico de los estudiantes de pregrado, mediante la producción de videos para utilizarlos como herramientas didáctico-pedagógicas en el proceso de enseñanza-aprendizaje del conocimiento geográfico, dentro y fuera de la universidad. La educomunicación y el holismo fueron los pilares teóricos que guiaron el camino metodológico de esta investigación acción. El video “Paisaje expresión de la experiencia” es el resultado imaginario de una discusión más amplia sobre el trabajo, en la enseñanza de la Geografía, la Educomunicación y el holismo. La construcción colectiva de éste generó debates sobre el tema abordado y suscitó reflexiones sobre la práctica pedagógica, además de posibilitar el desarrollo de habilidades y competencias relacionadas con el lenguaje audiovisual.Palabras clave: Video. Enseñanza de la geografía. Educomunicación. Holismo.

scholarly journals A digitális kor kihívásai és a vizuális média jelenléte a köznevelésben

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Mária Jaskóné dr. Gácsi
Keyword(s):  
Public Education ◽  
Learning Environment ◽  
Digital Natives ◽  
Visual Media ◽  
Financial Situation ◽  
Digital Education ◽  
Digital Devices ◽  
Teachers And Students ◽  
E Learning ◽  
Teaching Learning

Absztrakt Ismeretes tény, hogy napjainkban elterjedtek a különféle digitális eszközök, egy okostelefon általában a szerényebb anyagi helyzetben élő családokban is megtalálható. Hallhatjuk, hogy a mai gyermekek digitális bennszülöttek, ez a környezet természetes számukra.Ennek ellenére nem terjedt el a köznevelésben az e-learning, a digitális oktatás vagy a multimédián alapuló tanítás. Mit jelent a digitális oktatás és az elektronikus eszközök használata a tanulás szempontjából? Jelen írásomban igyekszem feltárni ennek okait. Elsőként a tanítási-tanulási folyamatról szóló néhány fontos elméletet tekintek át, majd az elektronikus tanulási környezet jellemzőit veszem sorra. Foglalkozom a pedagógusok és a diákok kompetenciáival, felkészültségével. Megítélésem szerint, a hiányosságok forrásainak megnevezése erről való gondolkodás elengedhetetlen a fejlesztés szempontjából. Kulcsszavak: digitális oktatás, média, elektronikus tanulási környezet THE CHALLENGES OF THE DIGITAL AGE AND THE PRESENCE OF VISUAL MEDIA IN PUBLIC EDUCATION Abstract It is a known fact that various digital devices are prevalent nowadays, a smartphone is usually found in families living in a more modest financial situation. We can hear that today’s children are digital natives, this environment is natural to them.Nevertheless, e-learning, digital education, or multimedia-based education are not widespread in public education. What does digital education and the use of electronic tools for learning mean? In this writing, I try to explore the reasons for this. I first review some important theories about the teaching-learning process and then list the characteristics of an e-learning environment. I deal with the competencies and readiness of teachers and students. In my view, naming the sources of deficiencies and thinking about it is essential for development. Keywords: e-learning, digital education, media, e-learning environment 

Enabling Social Justice from Within: Reflections on the Student Voice, Pedagogy of Consciousness and the Idea of the University in Democracy

2021 ◽  
pp. 234763112110477
Author(s):  
Monika Maini
Keyword(s):  
Social Justice ◽  
Student Voice ◽  
Paulo Freire ◽  
Theory And Practice ◽  
University Teaching ◽  
Marginalized Communities ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University ◽  
Idea Of The University

The incidences of suicides by students from marginalized communities at Indian public universities indicate that the structural reforms have been insufficient in bringing social justice at universities and the situation demands a change in cognitive structures and processes that can mobilize shift towards just relations at the universities. This article aims to reflect upon pedagogy of consciousness developed by Paulo Freire and argue for its adoption by teachers to develop student voice that has the potential to bring social justice from within the universities. Following the interpretivist paradigm, the idea of the university given by Kant is explored to locate student voice and social justice within the framework of universities. The idea though places voice at core of university teaching learning process, limits its democratic potential by assuming apolitical role of the universities. Therefore, the author elaborates upon pedagogy of consciousness by Paulo Freire, to bring out its relevance in developing voice for social justice and rethinking the idea of the university. Through the analysis of in-depth interviews conducted with teachers and students at University of Delhi, the voices of students citing incidences of structural as well as epistemic injustice in the University are highlighted to develop the link between theory and practice. These voices point towards lack of spaces for expression of dissenting voices and understanding of these voices by teachers and students from privileged backgrounds. The article concludes with illustrating, how pedagogy of consciousness can develop this consciousness enabling praxis of transformation that brings political dissenting voices to the core of the idea of the university in democracy.

scholarly journals Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

10.28945/4405 ◽  
2019 ◽  
Vol 18 ◽  
pp. 061-085
Author(s):  
Noga Magen- Nagar ◽  
Hanna Shachar ◽  
Osnat Argaman
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Games ◽  
Environment Impact ◽  
Teachers And Students ◽  
Computer Environment ◽  
Teaching Learning ◽  
The Impact

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

scholarly journals Fanaticism of Mass Media college students in Baghdad University And the Differences according to some variable

2017 ◽  
Vol 221 (2) ◽  
pp. 443-460
Author(s):  
Inst. Raya Ibrahim Ismael
Keyword(s):  
College Students ◽  
Mass Media ◽  
Fourth Grade ◽  
First Grade ◽  
Validity And Reliability ◽  
Educational Values ◽  
Positive Attitudes ◽  
Fourth Grade Students ◽  
The University

This study aims at finding out the University of Baghdad / College of Mass Media students’ fanaticism and finding out the Different according to sex and grade variable. The sample of the study consists of (140) students, responds to a questionnaire of (23) items. This questionnaire is verified its validity and reliability. The results of the study show that the sample of the study does not show fanaticism and there are no significant differences according to the variable of sex and there are no significant differences according to the variable of grade i.e., no significant differences between the first grade students and fourth grade students. According to the result the researcher recommends that the positive attitudes of the students towards social and educational values should be supported and modified the students’ negative concepts and values. Finally, the research suggests studying the fanaticism with other variables.

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