Information Technology as a Way To Support Collaborative Learning

2016 ◽  
Vol 9 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Mixed Method ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Structured Interview ◽  
Actual Use ◽  
Teacher Training Programs ◽  
Information And Communication ◽  
Method Approach

It is often assumed that Information and Communication Technologies (ICT) encourage collaborative work by providing a set of widely accessed tools and a mutual framework for shared activities. The present study aims at determining what in-service teachers think (teachers' opinion), know (technical knowledge) and do (tactual use) about ICT to promote collaborative learning. The authors used a questionnaire and a semi-structured interview to collect data. A mixed method approach was conducted and reliability scores calculated. Main results indicate that teachers think that ICT generally facilitate collaborative work but their ICT knowledge is moderate and their actual use limited. This leads the authors to think that this progression should be remarked in the teacher training programs to accurately depict the drawbacks of teachers' collaborative learning mediated by ICT.

Potential of Information and Communication Technologies in Promoting Access to Livestock Information

2015 ◽  
Vol 7 (2) ◽  
pp. 20-41
Author(s):  
Consolata Angello
Keyword(s):  
Information And Communication Technologies ◽  
Mixed Method ◽  
Qualitative Data ◽  
Communication Technologies ◽  
Small Scale ◽  
Different Types ◽  
Information And Communication ◽  
Telecommunications Services ◽  
Method Approach ◽  
Information Networking

A study was conducted to investigate the extent of use of Information and Communication Technologies (ICTs) by urban livestock keepers. This paper discusses the perceptions of small scale livestock keepers towards the use of different types of ICTs in accessing livestock information. Mixed method approach was used whereby quantitative and qualitative data was gathered. The findings of this study revealed that most of the respondents had a positive opinion towards the use of ICTs and it was concluded that urban livestock keepers perceived ICTs as important tools for accessing livestock information. The study recommended for improvement of telecommunications services through relevant bodies in order to facilitate more access to information through use of ICTs. Information networking among urban livestock keepers and the introduction of livestock information centers were also recommended for enhanced access to livestock information.

scholarly journals Experiencias de los docentes pertenecientes a las Facultades de Ingeniería al implementar las TIC en sus prácticas educativas presenciales / Experiences of teachers belonging to the engineering schools to implement ICT in their face educational practices

2018 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Fernando Martínez Rodríguez ◽  
Juan González Martínez
Keyword(s):  
Information And Communication Technologies ◽  
Private University ◽  
Communication Technologies ◽  
Structured Interview ◽  
Public University ◽  
Educational Processes ◽  
Information And Communication ◽  
Quantitative Descriptive ◽  
Mixed Approach ◽  
School Training

This article presents the results found in phase four of the doctoral thesis: "Pedagogical references for the use and appropriation of Information and Communication Technologies (ICT) within the educational processes planned and developed by teachers of higher education”. In this phase of the research, it was intended to establish in a direct and precise way how teachers make use of ICT within their classes. This research is carried out in the engineering faculties of three universities in Bogotá (Colombia): a private university, a public university, and a technological public school, training engineers by propaedeutic cycles. The methodology followed is framed under the mixed approach: qualitative and quantitative descriptive, using the technique of structured interview applied to 157 teachers who guide educational processes in engineering faculties. This study could undoubtedly serve as a reference to other engineering teachers who intend to make use of ICT in their educational processes. Este artículo presenta los resultados encontrados en la fase cuatro de la tesis doctoral “Referentes pedagógicos para el uso y apropiación de las Tecnologías de la Información y Comunicación (TIC) al interior de los procesos educativos planeados y desarrollados por los docentes de educación superior”. En esta fase de la investigación, se pretendía establecer la forma en la que los docentes hacen uso de las TIC en el interior de sus clases. Se realiza en las facultades de ingeniería de tres universidades de Bogotá (Colombia): una universidad privada, una universidad pública y una escuela tecnológica de carácter público, formadora de ingenieros por ciclos propedéuticos. La metodología seguida en esta fase está enmarcada bajo el enfoque mixto cualitativo y cuantitativo descriptivo, usando la técnica de entrevista estructurada realizadas a 157 docentes que orientan procesos educativos en las facultades de ingeniería. El estudio permitió recoger un buen número de experiencias educativas que, sin duda alguna, podría servir de referente a otros docentes de ingeniería que pretendan hacer uso de las TIC en sus procesos educativos.

The Pedagogy That Makes the Students Act Collaboratively and Open Educational Practices

2020 ◽  
pp. 34-54
Author(s):  
Ana Nobre
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Digital Information ◽  
Teachers And Students ◽  
Open Educational Practices ◽  
Information And Communication ◽  
New Challenges ◽  
Collective Construction

Web 2.0 has transformed the way people interact in the internet, creating new challenges to the production and sharing of information and knowledge. This need is also felt in the educational context, as teachers have to adapt their strategies and methodologies to the digital information and communication technologies in order to take advantage of the tools of collaborative work. To stimulate discussion and fomentation of pedagogical use of DICT, the authors present in this chapter the experience of collective construction of teaching materials that involved the blog as a tool, which allows relational connectivity, hypertextuality, and interactivity between subjects of synchronous and/or asynchronous mode. The study is exploratory and documental in nature, which include the areas of studies on ICT, Web 2.0, and blog use by teachers and students.

scholarly journals TEACHER – STUDENT COMMUNICATION FROM PARENTS’ PERSPECTIVE DURING ONLINE TEACHING IN THE TIME OF CORONA CRISIS

2021 ◽  
Vol 5 ◽  
pp. 158-169
Author(s):  
Andrej Maras
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Communication Technologies ◽  
Structured Interview ◽  
Online Forums ◽  
School Students ◽  
Face To Face ◽  
Teacher Student ◽  
Teachers And Students ◽  
Information And Communication

COVID-19 virus, still relatively unknown to the general public, has taken over the world. The period of the coronavirus epidemic has affected all segments of life, including the education system. The traditional way of teaching (face to face) has been replaced by online teaching and a virtual environment through the mediation of information and communication technologies. The aim of this research is to gain insight into parents ’perceptions of teacher-student communication during online teaching in the time of corona crisis. Fifteen parents of lower primary school students participated in the research. A semi-structured interview was used for data collection purposes. Participants’ statements indicate that during online teaching students most often communicated with their teachers via e-mail, WhatsApp, Zoom, Google Classroom, and Teams. As one of the biggest advantages of communication during online teaching, participants stated the improvement of their children's digital competencies and introduction to various communication tools, while they said that the biggest disadvantage were technical difficulties. In order to improve communication between teachers and students during online classes, participants suggested that teachers use videoconferencing more often in their teaching and organize various discussions in virtual classrooms and online forums.

scholarly journals Community Inquiry and Informatics: Collaborative Learning Through ICT

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Ann Peterson Bishop ◽  
Bertram C. Bruce ◽  
M. Cameron Jones
Keyword(s):  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Theory And Practice ◽  
Community Informatics ◽  
Community Based ◽  
Information And Communication

This paper presents the integration of community informatics with the theory and practice of community inquiry, describing community-based projects in which people simultaneously learn about their community and the production and use of information and communication technologies (ICTs).

scholarly journals Aspectos Socio-técnicos das Interfaces Web para o Design Colaborativo

2008 ◽  
Vol 1 (3) ◽  
pp. 33
Author(s):  
César Rocha Muniz ◽  
Azael Rangel Camargo
Keyword(s):  
Information And Communication Technologies ◽  
Collaborative Design ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Web Interfaces ◽  
Special Support ◽  
Information And Communication ◽  
Community Types ◽  
Technical Issues ◽  
Socially Relevant

Based on the Social Construction of Technology model, this work examines the collaborative design in Information Society. It comprehends some cognitive aspects of interface and discusses social and technical issues of collaborative work in different community types. Sustained by an empirical study of web interfaces, it establishes some recommendations for the construction of collaborative design interspaces and identifies some possibilities provided by Information and Communication Technologies (ICTs). It concludes that if we avoid technologically deterministic approaches, there are strong evidences that ICTs provide special support for collaborative design practices and socially relevant technology oriented to creation and transfer.

scholarly journals Ambiente de desarrollo virtual para el aprendizaje de la programación: un estudio de caso en la Lic. de Sistemas de la Universidad Nacional de Río Negro, Patagonia Argentina / Virtual Development Environment for Learning Programming: a Case Study at Bachelor Systems of Rio Negro University, Patagonia Argentina

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Edith Lovos
Keyword(s):  
Computer Science ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Development Environment ◽  
Rio Negro ◽  
Information And Communication ◽  
Learning Programming

ABSTRACTThis article presents the results obtained and conclusions reached through the implementation of a strategy of teaching and learning, designed for the development of the laboratory activities for a first programming course. The same is based on the application of the collaborative work using a development environment, which combines some functionality provided by the learning management system, Moodle and a module that integrates the same, called Virtual Programming Lab (VPL). Future professionals in computer science by its specificity labor, will include and use the so-called information and communication technologies (ICT). Likewise, in the professional practice, the activity of software development, requires teamwork and collaboration. By all this, it is necessary to consider these requirements in the training of students of computer science, from the beginning of their training.RESUMENEn este artículo se presentan los resultados obtenidos y conclusiones alcanzadas a través de la implementación de una estrategia de enseñanza y aprendizaje, diseñada para el desarrollo de las actividades de laboratorio de un primer curso de programación. La misma se basa en la aplicación del trabajo colaborativo usando un entorno de desarrollo, que combina algunas funcionalidades provistas por el entorno Moodle y un módulo que se integra al mismo, llamado Virtual Program-ming Lab (VPL). Los futuros profesionales de Sistemas, por su especificidad laboral, incluirán y utilizarán las denominadas tecnologías de la información y la comunicación (TIC). Así mismo, en el ejercicio profesional, la actividad de desarrollo del software, requiere del trabajo en equipo y en colaboración. Por todo esto, resulta necesario contemplar estos requerimientos en la formación de los alumnos de sistemas, desde los inicios de su formación. Contacto principal: [email protected]

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2021 ◽  
pp. 287-301
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

Cartographic narratives: the teaching of mathematics and ICT

2020 ◽  
Vol 1 (1) ◽  
pp. 11645
Author(s):  
José Elyton Batista dos Santos
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Structured Interview ◽  
Ict In Education ◽  
Education Development ◽  
Information And Communication ◽  
Teaching Of Mathematics ◽  
Digital Whiteboard

Talking about information and communication technologies (ICT) in education is not new, much less when it comes to discussions for integrating digital resources. Researchers such as Costa & Prado (2015), Santos & Vasconcelos (2018), Abar (2020) and Santos & Silva (2020), evidence this fact. Faced with this scenario, the following problematic question arises, which digital technologies are being increased more frequently in the teaching of mathematics? Bearing this question in mind, the present study focuses on investigating the frequency with which digital technologies are on school premises in the municipal network of Coruripe-AL, considering that this locus of investigation is a reference in the Basic Education Development Index (IDEB) in the state of Alagoas and Brazil. The research is of the qualitative type using cartographic inspirations; the field diary, semi-structured interview, documents and observations were used for data collection. In this work, it exposes the findings of one of the participants named P6. The findings demonstrate that digital technologies are gradually entering school premises, with emphasis on the use of smartphones and the interactive computer with a digital whiteboard.

scholarly journals Information and Communication Technology application inpre-service teacher training programs in Vietnamese universities

2021 ◽  
Vol 58 (1) ◽  
pp. 895-910
Author(s):  
Ngoc Hai Tran Et al.
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Training Programs ◽  
Communication Technologies ◽  
Technology Application ◽  
Teacher Training Programs ◽  
Information And Communication

This study investigated how information and communication technologies are beingappliedinteachereducationprogramsinthreeuniversities including Tay Nguyen University, Ha Tinh University and Vinh UniversityinVietnam.Aquestionnaire handfacultybrochureswereusedtocollectdatafromfinalyearpre-service hteachers hinthose institutions hin hVietnam, hwhich hwere hpurposefullyselected.Thefindings hrevealed hthat hthe hthree hhigher heducation hinstitutions hare hnot hexposingpre-service hteachers hto hthe hculture hof he-learning; hpre-service hteachers hand heducational htechnologyteacher-educators hdo hnot hengage hin hreciprocal hintergenerational hmentoring; hdocument hanalysisrevealed hthat heducational htechnology hcourses hdoes hnot hcontain hadequate hICT-based hcontents handactivities; hand hthat heducation hmethod hcourses hdo hnot hinvolve hthe huse hof hICT-based htools hfordesigning hand hcreating hICT-based hactivities. hBased hon hthese hfindings, aaa number of recommendations hwere hmade to improve the ICT application in higher education institutions in Vietnam.

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