Les effets des systèmes et des outils multimédias sur la cognition, l'apprentissage et l'enseignement (original) (raw)

Les technologies de l’information et de la communication en pédagogie universitaire et en formation à la profession enseignante : mythes et réalités

The author first reviews the scholarly literature on the epistemological issues underpinning the integration of communications and information technologies into university teaching. He then identifies the impact of these issues on the use of CITs in teacher training. The paper presents the results of a study carried out with the teaching staff at Université de Sherbrooke concerning computer literacy profiles, attitudes towards computer technology and the methods used to integrate CITs into teaching at the undergraduate level. These results are examined in the light of conclusions based on a review of English-speaking scientific literature.

THINKING OF (THE THEORY OF) EDUCATION FROM THE TECHNOLOGY OF OUR TIME

Pensar la (teoría de la) educación, desde la tecnología de nuestro tiempo, 2021

ABSTRACT In (theory of) education we must address one question as soon as possible: how to create and think of education in keeping with the characteristics, demands and opportunities of this digital age? In this regard, after referring to the paths pedagogical research and educational practice have been following in this field, three questions are raised in the body of the article—ways of being, of experiencing the world and of creating knowledge of a subject whose relationship with the environment is medi-ated by a technology whose defining feature comes from a digital screen—which are demanding a new way of looking at education. In other words, three issues directly affected by the new scenario created by these technologies and which a (theory of) education of our times cannot ignore as that would amount to not (wanting) to see the transition occurring in ways of thinking and putting education into practice; the (theory of) education in our digital time somehow rests on or revolves around them. The article ends with a range of diverse, closely intertwined questions: epistemological, ontological, methodological, but also ethical and political, which give us a glimpse of the advisability or need to redirect thought in this field while forming a research programme; questions with sufficient potential to redirect (theory of) education research, including the very concept and meaning of educating and being educated

New Information in the Education System and Technology of Communication

2021

An article in the education system, the use of new information and communication technologies in the process of theoretical and practical issues and is described in more detail on the international experience in this field. In the context of the educational system over the past two decades, the problem of improving and modernizing modern information and communication technologies is becoming increasingly relevant. However, to make the learning process less expensive, the introduction of personal computers that are connected to the local network and, therefore, have access to the global (global) Internet, will help accelerate these processes, it was suggested that not only schools should be equipped with modern technologies for the successful implementation of the modernization program, but also that the organizers and teachers of education must have sufficient knowledge in this area

Teaching with information and communication technologies

Proceedings of the ACM SIGUCCS fall conference on User services conference - SIGUCCS '09, 2009

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.

Quest for pedagogical technology and its use in education systems

International journal on integrated education, 2020

In connection with the modernization of the education system, the role of using information technologies and filling the educational information environment (EIE) with them has greatly increased. One of the meta-disciplinary results of the main educational programm of basic general education is "formation and development of competence in the use of information and communication technologies". Since this requirement is meta-subject, that is, according to inter-subject concepts and universal educational actions, it means that this requirement applies to all subjects.