Information Technologies and Globalization: New Perspectives of Teaching Learning Process

2008 ◽  
Vol 3 (4) ◽  
pp. 8-16 ◽  
Author(s):  
Irshad Husain ◽  
Keyword(s):  
Learning Process ◽  
Information Technologies ◽  
Teaching Learning

scholarly journals Information technologies inside and outside the classroom

2021 ◽  
Author(s):  
Andra Oneci ◽  
◽  
Maria-Magdalena Joița ◽  
◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Cognitive Skills ◽  
Causal Reasoning ◽  
Concept Formation ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Software And Hardware ◽  
Problem Solvers ◽  
Teaching Learning ◽  
Individualize Education

Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.

A Brief Review of Game Engines for Educational and Serious Games Development

2020 ◽  
pp. 447-469
Author(s):  
Humberto Marin-Vega ◽  
Giner Alor-Hernández ◽  
Ramon Zatarain-Cabada ◽  
Maria Lucia Barron-Estrada ◽  
Jorge Luis García-Alcaraz
Keyword(s):  
Learning Process ◽  
Game Design ◽  
Serious Games ◽  
Information Technologies ◽  
Educational Games ◽  
Design Elements ◽  
Game Activity ◽  
Game Engines ◽  
Teaching Learning ◽  
Games Development

Gamification is the use of game design elements to enhance the teaching-learning process and turn a regular, non-game activity into a fun, engaging game. Simultaneously, serious games are proposed as an efficient and enjoyable way of conducting cognitive assessment, as they combine a serious intention with game rules and targets. In this scenario, game engines have emerged as information technologies for serious games and educational games development; however, this development has usually been performed without a guide to identifying game attributes to be present in the game. To address this gap, we present an analysis of the most used game engines to identify game and learning attributes supported for serious and educational games development. Findings from this analysis provide a guide of the most popular game engines that offer the largest support for game attributes, which were also classified by game categories.

scholarly journals A Webquest como recurso pedagógico no curso de Pedagogia / The webquest as a pedagogical resource in the Pedagogy course

2017 ◽  
Vol 10 (1) ◽  
pp. 164-177
Author(s):  
Jacqueline Lidiane de Souza Prais ◽  
Juliana Irani Villanueva dos Reis ◽  
Alessandra Dutra ◽  
Vanderley Flor da Rosa
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Information Technologies ◽  
Main Question ◽  
Private Institution ◽  
Pedagogical Intervention ◽  
Starting Point ◽  
Technological Tool ◽  
Teaching Learning ◽  
Experimental Researches

RESUMO:Este trabalho discute a aplicação da ferramenta tecnológica Webquest para ministrar os conteúdos de avaliação educacional e de avaliação aos alunos do curso de Pedagogia de uma instituição particular de ensino superior da cidade de Londrina-PR. A questão principal de investigação é: de que forma os graduandos concluintes do curso de Pedagogia percebem a utilização da Webquest em uma atividade didática? Essa questão é relevante porque, atualmente, além de tal recurso ser uma forma diferenciada de ferramenta tecnológica em sala de aula, o uso de Tecnologias de Informação e Comunicação tem possibilitado um impacto qualitativo no processo de ensino-aprendizagem. Para isso, foram utilizados os tipos de pesquisa descritiva bibliográfica, de campo e experimental. O ponto de partida são as concepções de Kenski (2003), Dodge (1996) e Ramos (2008), o planejamento, a intervenção pedagógica e a avaliação de uma atividade didática utilizando a Webquest. Os resultados indicam que a atividade contribui para a aprendizagem, motiva os alunos e permite que os graduandos se familiarizem e conheçam uma proposta de uso da tecnologia como contribuidora do processo de ensino-aprendizagem.  ABSTRACT:This work discusses the application of the technological tool Webquest to teach contents of educational evaluation and evaluation to the students of the Pedagogy course from a private institution of higher education of Londrina-PR. The main question of investigation is: in which way do the pedagogy course undergraduate students perceive the use of the Webquest in a didactic activity? This question is relevant because, currently, besides being a different technological tool in the classroom, the use of Communication and Information Technologies has taken a qualitative impact in the teaching-learning process. For that, the bibliographical descriptive, field and experimental researches were used as the methodology. The starting point is the conceptions discussed by Kenski (2003), Dodge (1996), and Ramos (2008), about the planning, the pedagogical intervention and the evaluation of a didactic activity using the Webquest. The results indicate that the activity contribute to the learning, motivating the students and allowing them to know and get familiar with the purpose of the technological use as a contributor of the teaching-learning process.

scholarly journals Las nuevas tecnologías como estrategias innovadoras de enseñanza-aprendizaje en la era digital  

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Maria Flores Tena ◽  
Mª Carmen Ortega Navas ◽  
Mª Carmen Sánchez Fuster
Keyword(s):  
Learning Process ◽  
Information Technologies ◽  
Ad Hoc ◽  
New Technologies ◽  
Daily Lives ◽  
Nuevas Tecnologías ◽  
Educational Paradigm ◽  
The Individual ◽  
Teaching Learning ◽  
The Impact

En el presente artículo nos preguntamos cuál es el papel de las nuevas tecnologías en las aulas y, más en concreto, en el proceso de enseñanza-aprendizaje de los futuros profesores. Además, nos planteamos si la enseñanza a distancia es adecuada para el buen desarrollo de dicho proceso, así como si para el desarrollo del conocimiento del estudiante y las nuevas tecnologías como herramienta docente son adecuadas al paradigma educativo actual, como estrategia de innovación educativa. Para ello se ha llevado a cabo un estudio de carácter cuantitativo, aplicando a los participantes, profesores de la Facultad de Educación de la Universidad Autonóma de Madrid que imparten su docencia en el Máster de Formación de Profesorado durante el curso 2018. Se trata de un cuestionario estructurado creado ad hoc. Las respuestas al cuestionario nos ha aportado datos sobre las necesidades e inquetudes que tiene el profesorado que forma a futuros profesorado de Educación Secundaria, respecto al uso de herramientas tecnológicas en el aula y su implicación como estrategia innovadora en el proceso de enseñanza-aprendizaje. El análisis de los resultados ha permitido comprobar que las las nuevas tecnologías constituyen un gran reto en las aulas en nuestros días, introduciendo nuevas metodologías de enseñanza que se pueden compaginar con la enseñanza tradicional. New technologies are present in our daily lives and education is not exempt from them. In this article we ask ourselves what their role is in the classrooms and, more specifically, in the teaching-learning process. In addition, we ask whether distance education is adequate for the proper development of said process and for the development of student knowledge; as well as if new technologies as a teaching tool are appropriate to the educational paradigm. The global teaching-learning process is limited to the precise moment in which there is an effective transmission of information that originates from a sender (teachers) and reaches a receiver (students). The characteristic communicative act of the teaching-learning pedagogical process allows us to question ourselves about the suitability, the didactic adequacy and the impact of the use of new communication and information technologies in the classroom at the individual and social level. Besides, the strengths and weaknesses of learning about the use of new technologies in the classroom are analyzed.

TEACHERS’ READINESS TO IMPLEMENT THE ACQUISITION OF TRANSVERSAL SKILLS IN THE CONTEXT OF THE NEW STANDARD

2019 ◽  
Vol 2 ◽  
pp. 399
Author(s):  
Anita Petere
Keyword(s):  
General Education ◽  
Learning Process ◽  
Information Technologies ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Content ◽  
Approach To Teaching ◽  
Teaching Learning ◽  
Cooperation Partner

In today’s rapidly changing world, when information technologies are developing very fast, a new change of the paradigm of the educational system is needed. It means that a teacher’s pedagogical activities also have to change – from an educator to a cooperation partner in the teaching/learning process. National Centre for Education (NCE)  has worked out a new ”Competence approach to teaching/learning content”, the aim of which is to ensure the acquisition of the content of general education based on competence approach, and which embraces all stages in education.The objective of the article is to reveal the essence of competence approach and the readiness of primary school teachers to implement the acquisition of transversal skills in teaching/learning process and when planning curricula.In order to obtain data, semi- structured interviews, observation, the analysis of documents have been used. According to the research results, part of the teachers finds it difficult to change their style of conducting the teaching/learning process. Explanation and task formulation dominate without involving pupils in discussions. 

TO THE QUESTION OF THE SYSTEMATIC NATURE OF ELECTRONIC EDUCATIONAL MATERIALS FOR HIGHER EDUCATION

2019 ◽  
pp. 54-62
Author(s):  
K. R. Ovchinnikova
Keyword(s):  
Learning Process ◽  
Information Technologies ◽  
Electronic Materials ◽  
Subject Area ◽  
Design Activity ◽  
Learning Technology ◽  
Educational Materials ◽  
Scientific Publications ◽  
Structured Information ◽  
Single Complex

The relevance of the issue under consideration in the article is connected with the confusion in scientific publications of the concepts of “electronic educational materials” and “electronic educational resources”. The article discusses the concept of “electronic educational materials” from the perspective of general systems theory. And their system character is proved. This allows them to be represented as a single complex of structured information of a specific subject area and didactic materials. These didactic materials support the learning process at all stages of its didactic cycle in accordance with the chosen learning technology based on the didactic capabilities of information technologies. It is concluded that the system of high school electronic materials allows to expand the boundaries of the design activity of the teacher, provide management of the student’s thinking activity, to implement a competence approach to the learning process at university

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

MENGANALISA SIKAP SEBAGAI UPAYA UNTUK MENGIDENTIFIKASI KEBERHASILAN MAHASISWA IPDN

2019 ◽  
Vol 4 (2) ◽  
pp. 25-37
Author(s):  
Aam Alamsyah
Keyword(s):  
Learning Process ◽  
Potential Success ◽  
Increasing Demand ◽  
Teaching Learning ◽  
Objective Description

This article highlights attitudinal analysis which can be used to predict the students’ accomplishment in their study. Analyzing the learners’ attitudes can possibly improve the validity of evaluation which is generally conducted by both lecturers and administrators either during the recruitment or in the teaching/learning process. Besides, this attempt can also be used to predict the students’ potential accomplishment when learning in IPDN. Attitude, which is commonly defined as a behavioral tendency to act in certain patterns, is very important to be analyzed in order to allow the lecturers to have more objective description of the students’ behavior and their potential accomplishment. If this thoroughly applied, attitudinal analysis will not only allow the lecturers and other related staffs to evaluate the good quality candidates, but also allow them to assess the students’ potential success. In line with the continuously increasing demand of the society toward the officials who have more integrity, analyzing attitudes can help select those having good quality, more integrity, and being more prepared in serving the society.

Implementing Life Skill Education Strategies In Teaching Learning Process

2011 ◽  
Vol 1 (5) ◽  
pp. 57-59
Author(s):  
R. Kalaiselvi R. Kalaiselvi ◽  
◽  
Dr. A. Palanisamy Dr. A. Palanisamy ◽  
Dr. A R. Saravanakumar Dr. A R. Saravanakumar
Keyword(s):  
Learning Process ◽  
Life Skill ◽  
Teaching Learning
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