scholarly journals Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers

2019 ◽  
Vol 11 (22) ◽  
pp. 6370 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Alfredo Jiménez-Eguizábal
Keyword(s):  
Teacher Training ◽  
Social Problems ◽  
Collaborative Work ◽  
Project Based Learning ◽  
Information And Communications Technology ◽  
Control Group ◽  
Communications Technology ◽  
Social Competencies ◽  
Infant School ◽  
Infant Education

Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

Crossing the Digital Divide and Putting ICT to Work to Improve People's Lives

2005 ◽  
pp. 144-145 ◽  
Author(s):  
Teresa Peters
Keyword(s):  
Developing Countries ◽  
Digital Divide ◽  
Social Problems ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Democratic Institutions ◽  
Free Press ◽  
Local Economies ◽  
World Poverty ◽  
Access To Technology

Information and communications technology (ICT) is a key weapon in the war against world poverty. When used effectively, it offers huge potential to empower people in developing countries to overcome development obstacles, address the most important social problems they face, and strengthen communities, democratic institutions, a free press, and local economies. But, a “digital divide” separates those who can access and use ICT to gain these benefits, and those who do not have access to technology or cannot use it for one reason or another.

scholarly journals Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

2020 ◽  
Vol 17 (22) ◽  
pp. 8633
Author(s):  
Teresa Pozo-Rico ◽  
Raquel Gilar-Corbí ◽  
Andrea Izquierdo ◽  
Juan-Luis Castejón
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Repeated Measures ◽  
Primary Schools ◽  
Information And Communications Technology ◽  
Control Group ◽  
Coping With Stress ◽  
Teacher Training Program ◽  
Social Welfare System ◽  
The Impact

Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

Crossing the Digital Divide and Putting ICT to Work to Improve People's Lives

2008 ◽  
pp. 3804-3806
Author(s):  
Teresa Peters
Keyword(s):  
Developing Countries ◽  
Digital Divide ◽  
Social Problems ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Democratic Institutions ◽  
Free Press ◽  
Local Economies ◽  
World Poverty ◽  
Access To Technology

Information and communications technology (ICT) is a key weapon in the war against world poverty. When used effectively, it offers huge potential to empower people in developing countries to overcome development obstacles, address the most important social problems they face, and strengthen communities, democratic institutions, a free press, and local economies. But, a “digital divide” separates those who can access and use ICT to gain these benefits, and those who do not have access to technology or cannot use it for one reason or another.

scholarly journals Project-Based Learning Approach in Teaching Information and Communications Technology

2020 ◽  
Vol 35 (2) ◽  
pp. 216-221
Author(s):  
John Lenon E. Agatep ◽  
Roy N. Villalobos
Keyword(s):  
Project Based Learning ◽  
Information And Communications Technology ◽  
Career Readiness ◽  
Present Condition ◽  
Communications Technology ◽  
Learning Approaches ◽  
State University ◽  
Test Analysis ◽  
Post Test ◽  
Result Analysis

The idea of outcomes-based education shifts educators from content-deliverer to project manager, facilitating the investigation of learning approaches and focusing on deeper learning to develop students’ essential skills for their career readiness. This study established the effectiveness of the project-based learning (PBL) approach in teaching topics on Information and Communications Technology (ICT) among selected students of three programs at President Ramon Magsaysay State University (PRMSU), Iba, Zambales during 2nd semester SY 2018-2019. The study employed a descriptive research method to describe and interpret the present condition and relate to the desired objectives. Descriptive and inferential statistics were used in analyzing data gathered. The study findings conclude that student-respondents had a “Fair” level of performance in ICT topics during the pre-test while “Very Good” after using the PBL approach; the PBL approach was effectively based on the result analysis of mean, frequency counts, standard deviation, and t-test computation. The variance test analysis revealed a significant improvement in students’ performance on ICT topics, as reflected in the post-test result. Recommendations are provided.

APEC Cyber Academy

2007 ◽  
pp. 154-177 ◽  
Author(s):  
C. S. Lin ◽  
C. C. Chou
Keyword(s):  
Learning Community ◽  
Knowledge Construction ◽  
Intelligent Agent ◽  
Project Based Learning ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Global Collaboration ◽  
Ict Skills ◽  
Self Regulated Learning ◽  
K 12

This chapter introduces how APEC Cyber Academy, an international networked learning environment designed for K-12 students, can foster global collaboration through the integration of sound pedagogy and human computer interaction (HCI). Pedagogical principles that encourage project-based learning, knowledge construction, collaborative learning, community building, and critical thinking are incorporated into the design of this human computer interface. Furthermore, HCI is enriched by 3D virtual reality, multi-player games, an intelligent agent, video/voice conferencing, text-to-speech technologies, and instructional modules that are rooted in constructivist and self-regulated learning. APEC Cyber Academy provides a platform for engaging students in global collaboration and increasing information and communications technology (ICT) skills.

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