Teaching with information and communication technologies

Abstract

On behalf of the Ministry of Education in Luxembourg (Europe), 821 teachers -from primary school to higher education -were questioned in an online survey at the beginning of 2009 about their use of information and communication technologies (ICT) in education. In this paper, we briefly present the context of the questionnaire and will then focus on its outcomes. The preliminary analysis of the results will mainly focus on the closed questions of the survey and try to answer several fundamental questions related to the availability, as well as to the current and the future usage of ICT in schools. Most of the teachers use ICT in some way in education, but printed documents remain the most popular source of information during class. The main argument listed to use ICT is the increase of students' motivation, while the major concern is the technical hardware dependency or unavailability. Also, an important number of teachers is concerned about the increased preparation time that is in most cases not rewarded. Finally, a vast majority of the teachers is willing to take part in an e-learning training program, probably because they feel unqualified or do not (yet) see the advantage of ICT for their classes.

Framework for a learning management system at a university of technology with a weak information technology maturity system

“…Brown and Czerniewicz (2008) argue that there is limited research on how a learning management system (LMS) should be implemented at the macro or meso level within a university of technology (UoT) where the maturity of the information technology system is very weak. Further Linckels, Kreis, Reuter, Dording, Weber and Meinel (2009) highlight that within higher education in South Africa not much is known about information and communications technology (ICT). In particular, there is uncertainty regarding the effective implementation of an LMS, especially in relation to a university of technology at the macro, meso and micro levels.…”

Redes Sociais Na Internet: Ambiente Pessoal De Aprendizagem Na Formação De Professores Iniciantes De Matemática

“…">IntroduçãoO professor, entre outras funções é o responsável por estabelecer o ambiente e preparar oportunidades de aprendizagem que facilitem o uso das tecnologias pelo aluno, para fins pedagógicos (Unesco, 2009). Algumas pesquisas têm sido realizadas, visando CINTED-UFRGS Novas Tecnologias na Educação ____________________________________________________________________________________________ V. 9 Nº 1, julho, 2011__________________________________________________________________ a investigar o uso das Tecnologias Digitais (TD) nas aulas (FVC, 2009;Linckels et al, 2009). A análise destas pesquisas ressalta a importância da preparação dos professores, para que possam integrar as referidas tecnologias em suas práticas docentes.…”