DIGITAL: multidisciplinary and multidimensional in the classrooms (original) (raw)
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This paper deals with the general problem how far the impact of the digitized learning environment on our traditional education has changed the way teachers teach and learners learn. Are the dramatic innovations a menace to established ways of learning and teaching or are they the solution to overcome some of the difficulties of our system of higher learning and to solve some of our educational problems caused by the big and far-reaching educational paradigm shift? Rather, the digital learning environment will be analyzed from an educational point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages.
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A vital instrument to foster the long-term goal of high-quality education has developed in the form of digital technologies. The educational system has been found to be significantly impacted by these technologies. The recent COVID-19 Pandemic has strengthened the legitimacy of using digital tools in education. The entire educational system has undergone a paradigm shift as a result of these digital technologies. Along with sharing knowledge, it also serves as a mentor, an assessor, and a co-creator of information. Students' lives have been simpler as a result of educational technology advancements. Nowadays, students prepare presentations and projects utilizing a variety of software and tools rather than pen and paper. The weight of an iPad is not as great as a stack of notebooks. The navigation of an E-book is simpler than that of a holding a book. These techniques contribute to raising research interest. This essay explores and briefly discusses the necessity of digital technologies in education.
LEARNING IN THE DIGITAL AGE Edited by Tutaleni I. ASINO
Turkish Online Journal of Distance Education, 2022
The main focus of this book is to indicate the supportive role of technology in learning practices and processes. Its intended audience is anyone interested in the nature of learning in the digital age. The book aims at building an understanding of digital learning by emphasizing the role of the learners, and it contributes to Open Educational Resources (OER). To explain the issues mentioned above, the book covers 12 chapters whose topics are varied from games, blended learning, podcasting, proctoring, personal learning networks, digital divide, digital learning at work, digital literacy and skill, playful approaches, finance and a Resources part.
Digital technologies and the teaching process
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This work is located in the context of the Covid-19 pandemic, during which time remote classes were instituted in public and private schools. We seek, through a qualitative research, to understand how the teachers of the cities of Juiz de Fora/MG and Petrópolis/RJ prepared their classes, adapting their pedagogical activities to the needs of the students, with the use of digital technologies. For data collection, we used the Form Google forms, sent to teachers from four municipalities - Juiz de Fora/MG, Magé/RJ, Petrópolis/RJ and Rio de Janeiro/RJ. Our studies were based on Moran (2008), Nóvoa (1995) and Tardif (2002). The results showed the need for adaptation by professionals and institutions to practices that allow students to use digital resources in the construction of knowledge; however, investments in public policies are needed for a better didactic use of network environments and appropriate use of digital technologies in educational institutions.
International Journal of Advanced Natural Sciences and Engineering Researches
Over the past decades, the demands placed on education systems have changed. Workers in the labour market need certain competences such as technical, methodological, social and personal competences. The aim of education today is to create a new educational paradigm that prepares the workforce of the future for the new challenges. This change is accompanied by the introduction of new didactic concepts such as blended learning, which combines the advantages of face-to-face and online learning with the use of digital teaching tools that can help develop the desired competences. The pandemic has led to a huge and rapid increase in the use of digital tools in education, which has necessitated the development of guidelines for their use. Therefore, the aim of this work is to present the digital tools that have been introduced into education and that require the development of digital competences by students and teachers, thus enabling teachers and managers of educational institutions to t...
USE OF DIGITAL TOOLS IN TEACHING METHODS - HIGHER EDUCATION LEARNING (Atena Editora)
USE OF DIGITAL TOOLS IN TEACHING METHODS - HIGHER EDUCATION LEARNING (Atena Editora), 2022
El uso de herramientas digitales a partir de la actual pandemia desencadenó un sinnúmero de métodos de enseñanza – aprendizaje en la Educación Superior como parte de la innovación tecnológica educativa. La falta de capacitaciones en el uso y manejo de plataformas educativas, así como en herramientas digitales por parte de los docentes y estudiantes, ha sido el principal problema de este estudio puesto que la enseñanza impartida y aprendizaje adquirido no tuvieron al inicio la misma calidad y efectividad como en modalidad presencial. Se adoptó una metodología mixta (cualitativa y cuantitativa), siendo el instrumento de recogida de datos el formulario aplicado a 213 estudiantes de la una Institución de Educación Superior. Los resultados obtenidos mostraron que los estudiantes están satisfechos con el uso de la metodología aplicada y el trabajo realizado en entornos virtuales. Se concluyó que las herramientas digitales influyen directamente en los métodos de enseñanza–aprendizaje mediante el estudio ilustrativo, dinámico y analítico, desarrollando un óptimo aprendizaje en tiempos de Covid-19.
Application of Digital Technologies in Pedagogy: An Overview
The objective of the review paper is to understand and elaborate the relationship between teaching and technology in general and digital technology in particular. The paper tries to explore the relationship between pedagogy and digital technologies, why digital technology is significant for pedagogy and what types of digital tools can be integrated in the existing teaching methodologies that can take the teacher-learner relationship to a new level. The paper commences with the human instincts of inquisitiveness and how gradually the instrument of teaching has evolved to quench the thirst of knowledge and how technology has played a crucial and mutual correlation with teaching and how the application of the digital technologies can take this relationship to the next level.
Technology and Pedagogy: keywords in developing online-education
2005
The development of ICT-based learning and teaching is characterized by the fact that learning and teaching are culturally and contextually situated activities and furthermore the fact that the relationship between technology and use of technology is a dialectic one, meaning that technology itself and the use of technology are interrelated and mutually interdependent. When it comes to developing flexible computer aided teaching, lecturers are instrumental in the development process and experience has shown us that in this development process it would be very useful for teachers to have tools and techniques to support their efforts. In order to ensure the highest quality and degree of flexibility in the development of flexible online education and learning, development must be based on systematic reflection and a critical attitude towards the educational and professional standards desired. This article presents a model for planning and developing flexible computer aided teaching and learning. The model is developed on the basis of lessons learned in a pedagogic and organisational development project (Flexnet), and especially three qualities characterize it: It relates to the complexities of netbased teaching by taking into account the dilemma between offering the highest possible degree of flexibility and obtaining the best educational quality It operates on the assumption that teaching, learning processes and study materials are netbased/computer aided. These premises change the requirements of pedagogy, study materials as well as form of communication It has a learner-centred approach In this paper, the Flexnet-project is presented as an example of design-based research, and the objective of the paper is to introduce an approach to pedagogical design which gives priority to teaching and learning as situated in local cultures and forms of practice.
The Form of the Digital Medium as a Driver of a Participatory Approach in Teaching and Learning
Media characterize teaching methods both for the historical (when they were conceived or widespread), the communicative (the relationship between the subjects of the teaching process), and the cultural aspect (the concept of knowledge in the relationship between subjects and objects of teaching/learning). The lesson derives from the "book" form, becoming unidirectional with the emergence of electrical technologies; Skinner"s programmed instruction also appears in the electric age, and so on. Today, network technologies are structurally related to self-discovery learning paths (such as in gamification strategies) and collaborative methodologies (cooperative learning, PBL, CBL, project-based learning); moreover, the continuous handling of digital technologies imposes a different conception of knowledge. It is precisely these media characteristics that suggest a didactic approach based on interactivity and horizontal participation, new concepts that can be exploited and put into practice by old words: dialogue and negotiation. If the former refers to the never outdated Socratic system and to the need for the teacher to put himself in a situation of listening, negotiation becomes a way of interaction that can be established at every level of the teaching/learning process, from the choice of some contents to the setting of evaluation criteria. The paper shows an example of this approach in a blended university course held for four years, where some of these strategies occurred: group works, peer evaluation, co-responsibility of evaluation criteria, and a partially free choice about the contents to be studied and learnt.