Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries

2017 ◽  
Vol 16 (6) ◽  
pp. 733-761 ◽  
Author(s):  
Birgit Eickelmann ◽  
Mario Vennemann
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Latent Class ◽  
New Technologies ◽  
Educational Achievement ◽  
International Association ◽  
European Countries ◽  
Successful Implementation ◽  
Information And Communication ◽  
Teachers Attitudes

In the debate on the integration of information and communication technologies (ICT) into schools, the beliefs and attitudes of teachers towards ICT in teaching and learning have always been regarded as central criteria for successful implementation of new technologies. In this context, a study in 2013 by the International Association for the Evaluation of Educational Achievement, IEA, provided insights into teachers’ beliefs regarding ICT and showed that perceptions of the pedagogical advantages of technologies differ between countries. With regard to this finding, this paper seeks to determine whether there is a typology of teachers with different attitudes towards the potential of ICTs for learning. This question is addressed by conducting latent class analyses on a sample of teacher data from three European countries – the Czech Republic, Germany and Norway. Furthermore, the paper investigates how the use of computers by teachers varies between the groups to which these teachers can be assigned. In doing so the research reported at hand connects, arguably for the first time, representative data on teacher typologies of attitudes towards and beliefs about ICT in teaching and learning with data on computer use in schools.

Information and Communication Technologies in the Educational Process

2022 ◽  
pp. 329-363
Author(s):  
Michelle Merlino Lins Campos Ramos ◽  
Helder Gomes Costa ◽  
Glaucia da Costa Azevedo
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Success Factors ◽  
New Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Critical Success ◽  
Information And Communication ◽  
Complex Scenario

The study aimed to map the critical success factors for the adoption of information and communication technologies (ICTs) in the educational process of educational institutions. Problems related to the adoption of ICT in the educational system stem from the need to adapt to the use of new technologies in the internal processes of institutions and in teaching and learning processes, common to different profiles of educational institutions including of engineering courses with them specificities. To meet the objective, a review of the existing bibliography in the Scopus database was carried out to highlight articles relevant to the topic. Based on the review, 31 articles identified the main factors and effects that influence and impact the process of implementation and continued use of ICTs. The survey generated a broader view of the challenges faced in different dimensions, from SWOT framework, involving different stakeholders. It is suggested in future studies to engineering analyze deeper the complex scenario that involves the theme.

scholarly journals Analysis on the Relationship Between Internet Use and Students’ Academic Engagement

2021 ◽  
pp. 1-10
Author(s):  
Laura BENCHEA
Keyword(s):  
Information And Communication Technologies ◽  
Educational System ◽  
Academic Engagement ◽  
Teaching And Learning ◽  
Internet Use ◽  
New Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Information And Communication ◽  
The Relationship

The rapid integration of information and communication technologies (ICT) into the educational system (schools and universities) over the latest decades indicates that new technologies bring overall positive inputs into the educational process, advantageously altering the traditional way of teaching and learning.

scholarly journals Fostering Educative Experiences in Virtual High School History

2008 ◽  
Vol 8 ◽  
Author(s):  
Rosa Bruno-Jofré ◽  
Karin G. Steiner
Keyword(s):  
High School ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
New Technologies ◽  
History Teaching ◽  
Educational Aims ◽  
School History ◽  
Communication History ◽  
Information And Communication ◽  
Educative Experiences

This position paper on virtual learning in high school history argues for situating integration of information and communication technologies (ICT) in an ethically defensible vision of education. Our main purpose is to establish a broad theoretical platform to enable critique of new technologies in history classrooms. However, we also argue in favor of embracing ICT integration within a theoretical framework that places teaching and learning as the driving force behind adopting new technologies. First, we remind history teachers in computer-supported classrooms that their teaching is grounded in educational aims and in well-formulated ideas about what constitutes educative experiences. We place the development of the historical mindedness of the student at the core of educational aims in history teaching. Further, it is our contention that high school history modules should become steeped in a vision of education that recognizes its cultural-psychological dimensions. This means dovetailing the construction of content knowledge with teaching the cultural practices of historians and the functions of history. Key words: technologies of information and communication, history teaching and learning, historical mindedness, cultural psychology, educative experiences

Working towards a theory for music technologies in the classroom: how pupils engage with and organise sounds with new technologies

2005 ◽  
Vol 22 (2) ◽  
pp. 167-180 ◽  
Author(s):  
Jonathan Savage
Keyword(s):  
Action Research ◽  
Music Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Teacher Researcher ◽  
Information And Communication

The use of information and communication technologies (ICT) in schools is now commonplace and, for many, an unquestionable part of everyday teaching and learning. But detailed studies of the use of ICT in classroom-based music education are rare. This article explores how pupils aged between 11 and 16 used ICT to create and perform music in new ways. Working as a teacher-researcher, the author used the methodologies of action research and case study to investigate how pupils engage with and organise sounds with ICT.

scholarly journals Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes

2020 ◽  
Vol 12 (12) ◽  
pp. 232
Author(s):  
Esperanza Milena Torres-Madroñero ◽  
Maria C. Torres-Madroñero ◽  
Luz Dary Ruiz Botero
Keyword(s):  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Virtual Training ◽  
Virtual Tools ◽  
Educational Environments ◽  
Information And Communication ◽  
Educational Paradigms

The transformations in educational environments due to the immersion of information and communication technologies (ICT) make it necessary to analyze the limits and possibilities of the assessment of the virtual training process. This paper presents an analysis of the meanings of ICT-mediated assessment, establishing what kinds of knowledge are suitable for this type of evaluation, and the challenges and possibilities of virtual tools. For this, we present a systematic review of ICT-mediated evaluation and assessment according to the educational paradigms and their implementation. We highlight that contemporary pedagogical models and their implementation in ICT mediation tools show a trend towards quantitative and summative valuation. The commonly used learning management systems (LMS) include several types of questions oriented to quantitative evaluation, with multiple-choice being the most common. However, new technological approaches like gamification, virtual reality and mobile learning open new assessment possibilities. The ICT educational platforms and new technologies demand new skills for all educational actors, such as digital literacy.

scholarly journals O uso das TICs como ferramenta de ensino-aprendizagem no Ensino Superior / Use of technologies of information and knowledge as teaching-learning tools in higher education

2015 ◽  
Vol 25 (44) ◽  
pp. 16-26 ◽  
Author(s):  
Alex Sander Miranda Lobo ◽  
Luiz Claudio Gomes Maia
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Learning Tools ◽  
Information And Communication ◽  
Ict Tools ◽  
Teaching Learning

Este ensaio buscou apresentar algumas formas de utilização das Tecnologias da Informação e Comunicação (TIC) no sistema superior de ensino, como apoio ao ensino-aprendizagem e seus desdobramentos. Foi feita uma revisão literária com intuito de mostrar alguns caminhos e práticas para o ensino-aprendizagem, qual o perfil do novo docente frente a estas novas tecnologias, seu papel na utilização das mesmas e o resultado esperado quando da utilização das mesmas. Algumas ferramentas de TIC, que podem ser utilizadas em pesquisas, exposição de conteúdo e disseminação de conhecimento são apresentadas para este contexto. Como resultados percebemos que a tecnologia é uma auxiliar muito importante no processo de ensino, cabendo às instituições de ensino propor currículos bem elaborados; aos professores serem capacitados e interessados em melhorar constantemente as aulas; os alunos terem interesse e não serem passivos, buscarem constantemente adquirir novos conhecimentos.Palavras-Chave: Tecnologia da Informação e Comunicação (TIC). Ensino-Aprendizagem (EA). Ensino Superior.AbstractThis article aims to present some uses of Information and Communication Technologies (ICT) in teaching superior system to support the teaching - learning and its consequences. A literary review was made with the intention to show some ways and practices for teaching and learning, which the profile of the new teaching front of these new technologies, their role in the use of the same and the expected result when using them. Some ICT tools that can be used in research, content display and dissemination of knowledge are presented in this context. As a result we see that the technology is a very important aid in the teaching process, leaving educational institutions offer well-designed curricula; teachers are qualified and interested in constantly enhance lessons; students have interest and not being passive, seek constantly acquire new knowledge.Keywords: Information and Communication Technology. Teaching and Learning. Higher Education. 

scholarly journals Gamification for Classroom Management: An Implementation Using ClassDojo

2020 ◽  
Vol 12 (22) ◽  
pp. 9371
Author(s):  
Azucena Barahona Mora
Keyword(s):  
Classroom Management ◽  
Information And Communication Technologies ◽  
Game Design ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Subject Area ◽  
Educational Approach ◽  
Negative Behaviors ◽  
Information And Communication

In the present educational context, active methodologies and new technologies are aspects that should be included when teaching and learning a subject area. For the education to be successful, classroom management must be considered, since problems may arise and handicap this process. In order to promote learning and reduce negative behaviors and increase positive ones, intervention on students of 1st year of ESO (compulsory secondary education) was implemented. The intervention used gamification as the educational approach and ClassDojo as the online tool to track behavior to determine the effectiveness of both elements to achieve the goal. Taking advantage of the game design principles and mechanics in the learning environment to create motivation and interest, in addition to the information and communication technologies (ICT) represented by ClassDojo, the experimental study showed the benefit of this method and app regarding the improvement of desired behaviors as well as the decrease of the disruptive ones. The implementation engaged the students and activated their behavioral development in order to display a better performance.

scholarly journals Enseñar historia y enseñar a investigar en Historia en el mundo de las Tecnologías de la Información y Comunicación / Teaching History and Teaching History Research in the Age of Information and Communication Technologies

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Enrique Gudín de la Lama
Keyword(s):  
Research Methods ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Learning Processes ◽  
Historical Research ◽  
Teaching History ◽  
Nuevas Tecnologías ◽  
Information And Communication

ABSTRACTHistory teaching and learning processes and History research methods are essentially the same as always; however, the arrival of new technologies has helped to widen and deepen both historical research and the development of certain aspects of the acquisition of History-related skills.RESUMENEn esencia el proceso de enseñanza-aprendizaje e investigación en Historia sigue siendo el mismo de siempre, sin embargo la llegada de las nuevas tecnologías permite que puedan desarrollarse con más amplitud y profundidad algunos de los aspectos relacionados tanto con la adquisición de habilidades propias de la Historia como de una mayor extensión y profundización en las investigaciones históricas.

scholarly journals The effect of E-Learning on Teachers' Motivation: A case study in Jeddah University

2018 ◽  
Vol 14 ◽  
pp. 3316-3327
Author(s):  
Hadhami Kaabi ◽  
Tagreed Alsulimani
Keyword(s):  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Learning Framework ◽  
Information And Communication ◽  
E Learning

E-learning is  defined as a learning tool that is supported by information and communication technology. In the last ten years, E-learning has become the key issue of universities all over the world and has a significance impact on current higher education. The issue of utilizing novel information and communication technologies for teaching and learning, is therfore crucial. Before implementing an E-learning framework in Jeddah university, a questionnaire is established to highlight the ability of teachers' to use this new way of education or not. The results show that the teachers have favorable attitude towards the use of E-learning and new technologies to enhance the education.

Recent Developments of Ambulatory Assessment Methods

2014 ◽  
Vol 25 (4) ◽  
pp. 279-287 ◽  
Author(s):  
Stefan Hey ◽  
Panagiota Anastasopoulou ◽  
André Bideaux ◽  
Wilhelm Stork
Keyword(s):  
Real Time ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Psychological Research ◽  
Ambulatory Assessment ◽  
Emotional States ◽  
Recent Developments ◽  
Potential Applications ◽  
Information And Communication ◽  
Physiological Sensors

Ambulatory assessment of emotional states as well as psychophysiological, cognitive and behavioral reactions constitutes an approach, which is increasingly being used in psychological research. Due to new developments in the field of information and communication technologies and an improved application of mobile physiological sensors, various new systems have been introduced. Methods of experience sampling allow to assess dynamic changes of subjective evaluations in real time and new sensor technologies permit a measurement of physiological responses. In addition, new technologies facilitate the interactive assessment of subjective, physiological, and behavioral data in real-time. Here, we describe these recent developments from the perspective of engineering science and discuss potential applications in the field of neuropsychology.

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