scholarly journals Prappctices in Physics For Engineering Students

2020 ◽  
Vol 8 ◽  
pp. 1-9
Author(s):  
Andrea Salandin
Keyword(s):  
Learning Environment ◽  
Student Satisfaction ◽  
Information And Communication Technologies ◽  
Engineering Students ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Active Teaching ◽  
Information And Communication ◽  
Building Engineering

Digital technologies are changing our communication way and are crucial and essential in our everyday lives, entertainment, study, and work. The educational sector incorporates more and more Information and Communication Technologies (ICTs) to create a more creative, participatory and socialising learning environment. In this challenging context, some prAPPactices with embedded use of apps have been introduced in our Physics laboratory as part of the new active teaching strategies to increase student satisfaction and motivation. We present three examples of the most representative newly introduced prAPPctices regarding acoustics, lighting and elasticity in our subjects in two different degrees (building engineering and mechanical engineering). Students become main actors in a smarter, portable, reproducible, and more exciting learning environment and the teacher role is set on a second layer. Creating a new, more exciting, personal and customised working and learning environment has improved student’s engagement and satisfaction and the quality of the laboratory reports with direct and positive consequences on the grades.

scholarly journals Inclusive ICTs in Education

2021 ◽  
Vol 6 (17) ◽  
Author(s):  
Mohamed Koutheair Khribi
Keyword(s):  
Information And Communication Technologies ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Education Systems ◽  
Innovative Learning ◽  
Information And Communication ◽  
The One

There is no doubt that education is one of the most vital areas in societies, as the development and progress of peoples are mainly linked to the effectiveness and quality of their education systems. Today in the digital age, learners are looking for innovative learning opportunities beyond the one size fits all and traditional classroom-based approaches harnessing the power of information and communication technologies -ICTs. Indeed, availing digital technologies became a necessity for education systems as they offer unprecedented opportunities for all learners, with different abilities, needs, and disabilities, to learn effectively and overcome (or at least reduce) barriers prohibiting them to access education and enjoy meaningful learning experiences. This paper introduces main concepts related to inclusive ICTs in education and explores ways to make them accessible for all.

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

Technologies of active teaching methods at work with children with disabilities

2021 ◽  
Vol 15 (2) ◽  
pp. 34-36
Author(s):  
Məlik Şıxbala oğlu Məlikov ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Learning Technologies ◽  
Educational Materials ◽  
Active Teaching ◽  
Information And Communication

The article discusses the technologies of active teaching methods used when working with children with disabilities. It is concluded that in inclusive education it is possible to use technologies of active teaching methods, consisting of information and communication technologies, when working with children with disabilities. At the same time, the teacher must learn to choose active teaching methods depending on the subject, age, individual characteristics of students, adapt to the content of educational materials, the purpose of the lesson, not take into account their professional level, interact with parents and not meet with support specialists. the importance of. Key words: inclusive education model. children with disabilities, active learning methods, learning technologies, analytical activities, pedagogical problem

ENHANCING THE QUALITY OF TEACHING AT HIGHER EDUCATION INSTITUTIONS IN MALAYSIA THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

2012 ◽  
Vol 02 (04) ◽  
pp. 20-25
Author(s):  
Anantha Raj A. Arokiasamy
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Education Students ◽  
Information And Communication ◽  
Geographically Distributed ◽  
Breaking Time

The purpose of this paper is to analyze the integration of Information and Communication Technologies (ICT) in higher education for imparting easily accessible, affordable and quality higher education leading to the uplift of Malaysia. The focus of the paper is on the benefits that ICT integration in education can provide, right from breaking time and distance barriers to facilitating collaboration and knowledge sharing among geographically distributed students. ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to contribute to the industry. We will also analyze if ICT does indeed improve or hinder the quality of learning among higher education students. This paper reports on the changing trends in use of ICTs for instruction in higher education institutions (HEIs) and discusses a mini-case study of how ICTs are being used by lecturers in one university in Malaysia.

scholarly journals THE DEFENSE OF ORAL INTERACTION IN THE MIDST OF WHATSAPP USE IN THE LEARNING ENVIRONMENT

2018 ◽  
Vol 3 (1) ◽  
pp. 40-45
Author(s):  
Fernandes Arung
Keyword(s):  
Learning Environment ◽  
Information And Communication Technologies ◽  
Negative Impact ◽  
Group Discussion ◽  
Real Life ◽  
Communication Technologies ◽  
Real Relationship ◽  
Educational Backgrounds ◽  
Information And Communication ◽  
Oral Interaction

research aimed to explain the defense of oral interactions in the presence of information and communication technologies such as WhatsApp (WA) as well as to explore some of the positive contributions of WA used in building the Real Life Communication especially in the learning environment. By applying the Exploratory design, this research involved 4 participants from various educational backgrounds as a purposively selected data source indicated as WA users at once. Data were collected through Focus Group Discussion, Interview, and Observation and analyzed by several stages i.e. data reduction, displaying data, categorizing, and verifying and concluding. The results showed that oral interactions can decrease both in the language community and learning environment as the dominant use of WA that is not wise. Nevertheless, the use of WA applications also had some positive contributions in building a real relationship. Finally, the assumption that the negative impact of using the WA application should be able to change the mindset and positive attitude of the scholars in initiating and defending an oral interaction in the learning environment.

scholarly journals PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS IN INFORMATION AND COMMUNICATION TECHNOLOGIES: QR CODING IN STUDENT LEARNING

2019 ◽  
Vol 5 (57) ◽  
pp. 33-35
Author(s):  
A. Hafiiak ◽  
O. Shefer ◽  
E. Borodina ◽  
S. Alyoshin
Keyword(s):  
Information And Communication Technologies ◽  
Professional Competence ◽  
Communication Technologies ◽  
Point Of View ◽  
Quality Level ◽  
It Education ◽  
Information And Communication ◽  
Student Training ◽  
Definition Of

The article explores modern information and telecommunication technologies, which are the basis of information processes in education. The fundamentals of improving the quality of student training from the point of view of the development of a vocational education system are investigated. The authors explore the definition of an innovative educational environment. It is proved that professional IT education is the basis for improving its quality level and has certain advantages over other types of knowledge, providing flexibility due to modern technological features, including the use of QR coding information.

scholarly journals Revisão sistemática sobre letramento digital na formação de professores

2019 ◽  
Vol 12 (3) ◽  
pp. 128-143
Author(s):  
Késsia Mileny De Paulo Moura
Keyword(s):  
Systematic Review ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Social Dynamics ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Information ◽  
Teachers And Students ◽  
Information And Communication

RESUMO: Pesquisar a inserção das tecnologias digitais da informação e comunicação nos contextos formativos envolve problematizar as percepções, apropriações e significações de professores e alunos sobre a questão. Este texto buscou identificar as produções científicas brasileiras (teses e dissertações) a respeito do letramento digital na formação de professores, realizadas entre os anos de 2010 a 2018. Utilizamos a revisão sistemática como procedimento metodológico, com o auxílio do software Parsifal. Pontuamos as seguintes equações para verificar nos trabalhos: quais objetivos de pesquisa essas produções revelam? Que perspectivas de letramento digital e quais procedimentos e instrumentos metodológicos os pesquisadores adotaram? Quais resultados dos processos de letramento digital trabalhados na formação de professores foram revelados? Como resultados, validamos 37 trabalhos, que apontam as configurações das propostas de formação com usos das tecnologias digitais que procuram responder às novas dinâmicas sociais para as quais os alunos-professores precisam estar aptos. De acordo com as pesquisas encontradas, os cursos de formação inicial ou continuada têm inserido as tecnologias digitais em suas práticas, mas as possibilidades de usos ainda são muitas. PALAVRAS-CHAVE: letramento digital; formação de professores; revisão sistemática.   ABSTRACT: Researching the insertion of digital information and communication technologies in the formative contexts involves problematizing teachers and students’ perceptions, appropriations and meanings about the issue. This text sought to identify the Brazilian scientific productions (theses and dissertations) regarding digital literacy in teacher education, between the years 2010 to 2018. We used the systematic review as a methodological procedure, with the help of the Parsifal software. We scored the following equations to verify the work: which research objectives do these productions reveal? What perspectives of digital literacy and what procedures and methodological instruments did the researchers adopt? What results of the digital literacy processes worked on in the training of teachers were revealed? As results, we validated 37 works, which point out the settings of training proposals with uses of digital technologies that seek to respond to the new social dynamics that student-teachers need to be able to. According to the research works found, the initial or continued training courses have lent themselves to insert the digital technologies, but the possibilities of uses are still many. KEYWORDS: digital literacy; teacher training; systematic review.

Samo(procena) nastavnika o kvalitetu onlajn nastave tokom pandemije kovid-19

2021 ◽  
Author(s):  
Jelena Maksimović ◽  
◽  
Nedeljko Milanović ◽  
Jelena Osmanović Zajić ◽  
◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Emergency Situation ◽  
Communication Technologies ◽  
Educational Work ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Republic ◽  
Teachers Attitudes

The COVID-19 virus pandemic also had a significant impact on the educational system. This article presents the results of a research aimed at examining teachers' attitudes about the quality of online teaching during the COVID-19 virus pandemic. A descriptive research method and survey technique were applied. The sample included 274 teachers from the territory of the Republic of Serbia. The presented results indicate that the largest number of teachers with online teaching met for the first time during the pandemic and that until then they had no experience with distance learning. The platforms most often used by teachers in working with students are: Google Classroom, Zoom, Edmodo, Google Meet and Microsoft Teams. Also, a large number of teachers answered that they will partially apply online teaching after the pandemic, emphasizing that contact teaching is irreplaceable and of much higher quality, because students are more engaged, prepared and committed to school obligations. Looking at it objectively, teachers most often rated the quality of online teaching during the pandemic as average, more precisely with a grade of three. Online teaching during the pandemic required great dedication and teacher engagement, as well as good management of information and communication technologies and developed digital competencies of both teachers and students. The realization of online teaching was a challenge for teachers, but also the only possibility and solution to continue and actively carry out educational work during the pandemic and emergency situation.

Information Literacy of a Foreign Language Teacher: An Analysis of Russian and European Professional Standards of Teachers

Vestnik MEI ◽  
2021 ◽  
pp. 135-142
Author(s):  
Marina A. Slepneva ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Professional Standards ◽  
Digital Tools ◽  
Long Period ◽  
Information And Communication

The introduction of information and communication technologies into the educational process began more than twenty years ago, along with the rapid spreading of computers around the world. However, not all educational institutions have supported the inclusion of information and communication technologies into the educational process for the above-mentioned quite a long period of time. Most likely, this was due to insufficient financial investments in modernization. In addition, insufficient attention was initially paid to training of teachers for working with digital technologies. At present, when information and communication competence has already been included into all international standards for teachers, it turned out that neither graduates from teacher training institutes nor teachers who have been working for already a long period of time have sufficient competencies for using digital technologies in practice. A comparative analysis of Russian and European professional standards for teachers is carried out, and the competencies they should possess are considered. Various versions of the information literacy definitions are given, which have undergone changes in the technological development process. Special attention is paid to the requirements for competencies of foreign language teachers in the field of digital technologies. The list of the currently available digital tools, including mobile devices, is discussed. The students actively use such technologies to learn languages, but to yield a really positive effect, digital tools should be integrated directly into the educational process in a professional manner. The experience of work with digital technologies gained by the teachers of the NRU MPEI Department of Foreign Languages is considered. A conclusion has been drawn, according to which a high level of information literacy enables teachers not only to change their own pedagogical methods, but also to open new horizons for their students, who, in turn, gain access to high quality education.

Sign in / Sign up

Export Citation Format

Share Document