ICT Integration in the Teaching/Learning Process of Natural Sciences for Seventh Grade Elementary Students’

Román, Fanny; Delgado, Ramiro; Ubilluz, Christian; Bedón, Cesar

doi:10.1007/978-3-030-11890-7_76

Cited by 3 publications

(2 citation statements)

References 1 publication

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“…As TIC são o conjunto de tecnologias que permitem a aquisição, produção, armazenamento, processamento, comunicação, gravação e apresentação de informação sob a forma de voz, imagens e dados contidos em sinais de natureza acústica, óptica ou electromagnética. (Román et al, 2019). Este instrumento tornou possível a globalização do mundo da comunicação, facilitando a interligação entre pessoas e instituições em todo o mundo e eliminando barreiras espaciais e temporais (González-Zamar et al, 2019).…”

Section: Abstratounclassified

Alternativas para reforçar o e-learning com base nas tecnologias de informação e comunicação

Novay

Yuve

Novay³

et al. 2023

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Este artigo propõe 12 alternativas para reforçar a educação virtual através das Tecnologias de Informação e Comunicação (TIC ) com base num estudo descritivo-quantitativo através de inquéritos a uma amostra de 50 estudantes do Centro de Admissão e Nivelamento da Escola Politécnica de Chimborazo (ESPOCH), Equador. Verificou-se que os estudantes consideram eficiente a utilização das TIC pelos professores . Além disso, os professores organizam as suas actividades de forma adequada para o desenvolvimento de aulas virtuais, com um acompanhamento contínuo antes, durante e depois das aulas. Algumas das alternativas foram encontrar um parceiro TIC adequado, encorajando o trabalho de grupo, formação envolvendo colegas . Conclui-se que as TIC na modalidade virtual são ferramentas pedagógicas essenciais utilizadas para um desenvolvimento e aprendizagem complementares dos alunos.

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Section: Abstratounclassified

Alternativas para reforçar o e-learning com base nas tecnologias de informação e comunicação

Novay

Yuve

Novay³

et al. 2023

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“…Higher educational institutions around the world have long been developing and utilising interactive educational technology to promote active student engagement [12][13].…”

Section: Classroom Interactionsmentioning

confidence: 99%

How Instructors Initially Viewed Teaching Online in Higher Education in the UK During the COVID-19 Pandemic

Zhao

Kung

Cai

2021

Learning Technologies and Systems

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Learning and teaching in higher education institutions around the world have been heavily affected by the outbreak of COVID-19 since the fall of 2019. Teachers were suddenly told to convert their classes online and to be prepared to teach virtually. An online focus group (n=9) was conducted during the initial period of lockdown in the UK at the end of March 2020 to find out about their teaching experiences of transition into online education. A number of challenges were identified in both synchronous and asynchronous teaching processes, including unfamiliarity with the learning management system, privacy concerns, student engagement, preparation time and technological issues. A set of best practices was developed for instructors teaching online during the COVID-19 pandemic.

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Challenges of English as a first additional language: Fourth grade reading teachers’ perspectives

Fesi

Mncube

2021

SAJE

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The study reported on here was designed to investigate the challenges faced by teachers when teaching reading in Grade 4 English First Additional Language (EFAL) in East London, South Africa. This research study was framed by the socio-constructivist theory of reading. A case study design that corresponds with the constructivist paradigm was used to gather qualitative data. Semi-structured interviews and observations were conducted with 12 teachers who were purposively selected from 4 public schools (2 English teachers from each school and 1 natural sciences teacher) to establish the challenges that they encountered in their attempts to encourage Grade 4 EFAL learners to gain proficiency in English. Data presented were taken from a large scale on English reading problems. The data were analyzed using Critical Discourse Analysis and were arranged and coded into 5 themes. The major findings refer to the poor level of reading of Grade 4 EFAL learners, a decrease in teacher and learner motivation, overcrowded classrooms and inadequate training on reading strategies. Based on the findings of the study and an extensive literature review, the Comprehensive Model for teaching reading is recommended.

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ICT Integration in the Teaching/Learning Process of Natural Sciences for Seventh Grade Elementary Students’

Cited by 3 publications

References 1 publication

Alternativas para reforçar o e-learning com base nas tecnologias de informação e comunicação

Alternativas para reforçar o e-learning com base nas tecnologias de informação e comunicação

How Instructors Initially Viewed Teaching Online in Higher Education in the UK During the COVID-19 Pandemic

Challenges of English as a first additional language: Fourth grade reading teachers’ perspectives

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