Pedagogical considerations of the curricular incorporation of ICT

Abstract

The potential for the incorporation of Information and Communication Technologies (ICT) in education faces several challenges to consider, ranging from literacy and digital gaps, to varied simple or advanced levels of appropriation, from simple way of automating teaching activities for expository purposes or exchanging information to those teaching experiences that could hardly be developed without them. The process of incorporating ICT in the teaching task is a gradual, reflective and continuous process of permanent training that allows the teacher to develop educational experiences that modify the traditional way of teaching instruction, transformations that allow redesigning their educational practice with the purpose of creating meaningful learning in learners. With the intention of offering some of the initial considerations to be taken into account, this paper presents certain aspects to keep in mind in the inclusion of ICT in the design of activities for academic purposes.

II Jornadas de Enseñanza de Materias Básicas - JEMB 2022

“…De la propuesta planteada y adaptada por Felder & Silverman (1988) y Ocampo Botello (2014), se propone y valida un modelo basado en conjunto de dimensiones dicotómicas que describen los estilos de aprendizaje más relevantes de los estudiantes, en el cual se comparan las categorías sensoriales/intuitiva, visual/verbal, activo/reflexivo y secuencial/global, siendo estas no excluyentes. En la Tabla 1 se realiza una descripción de las dimensiones estudiadas y analizadas (Ocampo Botello et. al, 2014):…”

Psychometric properties of information and communication technology competencies scale: Latent profile analysis

“…There are several advantages to the use of ICT in the educational setting. These advantages include making learning more interesting and interactive for students (Adam & Ray, 2020;Braslauskienė et al, 2017); provide more effective learning opportunities to students with special needs (Istenic Starcic & Bagon, 2014;Mallidis-Malessas et al, 2022); enabling more efficient completion of homework and group work (Agasisti et al, 2020;Melander Bowden & Svahn, 2020); being a versatile tool for teachers with its ability to be used in different courses (Baez Zarabanda, 2019); helping teachers identify and address the specific needs of their students and improve teachers' professional competencies by using various ICT tools in the classroom (Braslauskienė et al, 2017;Ocampo-Botello et al, 2019). Overall, the use of ICT in education can lead to more effective and efficient teaching and learning processes and better prepare students for the digital world they will encounter in their future careers (Braslauskienė et al, 2017).…”