Digital Technologies and Learning Processes. The Eternal Golden Garland (original) (raw)
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Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, 2020
The Coronavirus advance is forcing schools and universities to revise their teaching methodologies. With the closure of the institutions, thousands of teachers and millions of students will have to find new ways of teaching and learning overnight, which will be a huge challenge. We cannot expect everyone to suddenly adapt to these new times. We are aware of the numerous Internet connection problems, but it is a great time to reinvent ourselves and build the courage to test the use of technological tools already available to structure alternatives in the distance education format. Thinking outside the box can help mitigate the momentary problem, as well as collaborate to strengthen digital culture and move towards a new education.The good news is that many teachers have been putting aside prejudices and are being resilient, seeking to understand the potential of available resources, not shying away from seeking and implementing technological solutions that before the virus were seen as secondary and have now become standard tools to teach synchronous and asynchronous classes, share content, correct assignments, answer questions and exchange knowledge. In the beginning, many activities that were previously carried out exclusively in person took a longer time when they started to be performed online. But as the virtual became the new real, students became more engaged and plunged headlong into relevant online learning experiences. Through applications and software, classes continued according to the school calendar.This study aimed to understand how teachers adapted to digital resources to face the limitations caused by the pandemic. It also intends to understand the impact of digital resources on the quality of teaching, as well as on motivation and academic success.
Digital technologies and the teaching process
Themes focused on interdisciplinarity and sustainable development worldwide V.1
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.
THE SUPPORT OF DIGITAL TECHNOLOGY ON EDUCATION DURING THE COVID-19 PANDEMIC
P. Pătrașcu, I.C. Buță, E. Șușnea (2022) THE SUPPORT OF DIGITAL TECHNOLOGY ON EDUCATION DURING THE COVID-19 PANDEMIC, EDULEARN22 Proceedings, pp. 5909-5914., 2022
New digital technologies have been integrated, to some extent, into the education system. Moreover, the COVID-19 pandemic has led to a sudden and strong expansion of educational institutions followed by great digital infrastructure investments in order to achieve the educational goals. In this sense, the experience of students, teachers and educational managers have contributed significantly to the further development and modernization of the educational process. In this article, we intend to identify and analyse several aspects from the perspective of the role played by digital technologies and the Internet in the teaching-learning process during the pandemic. Therefore, in order to answer the research questions, 182 Romanian students from several universities with different study profiles were interviewed. Thus, in this article, we aimed to emphasize both the benefits of digital technologies for students and the problems that they faced in the online learning environment. In the end, on the basis of the results obtained it is concluded that the students exploited the benefits of digital technologies during the online courses in order to meet their learning objectives and developed a range of skills.
Digital Technology for Non-Formal Learning during the Covid 19 Pandemic
AL-ISHLAH: Jurnal Pendidikan
Non-formal schooling was affected during the Covid-19 pandemic. The goal of this study was to look at how digital technology may be used in the Non-Formal Education Program. We looked at how digital technology is transforming traditional labor structures and transitioning them to online models using a literature study. According to the data, digital technology has an influence on home learning (LFH). Because of the advent of digital technology, students are utilizing online programs to replace face-to-face educational paradigms. Both the non-formal and formal education models have benefits, such as instructors' digital competency in building online course programs, knowledge of parents' digital modes, and the potential of students' networks to study with digital devices. The right technique for all schooling must be devised. However, it has various flaws, including low motivation and poor skill development if not used in conjunction with the appropriate approach. As a re...
Technology, Knowledge and Learning
In March 2020, due to the COVID19 virus that is spreading throughout the world, Spain lives an anomalous situation concerning the normal course of basic, secondary, and higher education. On March 2nd, 2020, the state authorities announced the end of face-to-face teaching in schools and universities. Then nothing suggests that a week later all classes went canceled. However, this unusual fact does not end with the teaching-learning process, forcing all educational institutions, as well as the teaching community to reinvent themselves to continue with online teaching. This is the only possible way to do it. The authors must face a specific scenario to readapt the learning-teaching process. The way of teaching of the University of La Rioja is online but it will have to face some problems. The Polytechnic University of Madrid classroom education is compulsory, so there is a big gap between what teachers are used to and what they will have to face. This crisis makes us reflect on new technologies as necessary and essential tools in the new teaching-learning scenario presented. But it must also go beyond considering only the tools available to do it. Reflection must also consider the members of this process and those who eventually make possible education to take place.
Digital pedagogies post-COVID-19: The future of teaching with/in new technologies
Convergence, 2023
Pedagogies in the 21st century still exhibit certain uneasiness in relation to digital technologies. Instead of rapid speeds and rhythms of networked technologies and their endless streams of information, these pedagogies are marked by a strong preference for what Hayles (2007) refers to as deep attention. This form of attention is able to focus on one single object for longer periods of time, has the capacity to tune out distractions, and a high tolerance for boredom. Hayles depicts this cognitive mode with an image: 'picture a college sophomore, deep in Pride and Prejudice, with her legs draped over an easy chair, oblivious to her ten-year-old brother sitting in front of a console, jamming on a joystick while he plays Grand Theft Auto' (2007: 187-88). The disciplinary norms upheld by education at all levels are still univocally grounded in this form of attention, while the restless excitement-seeking mode of attention associated with playing video games, but also with browsing the web or scrolling through different feeds, is seen as the enemy. This adversary mode of attention, characterized by constantly switching between different tasks in pursuit of stimulation, is referred to by Hayles as hyper attention, and is, as she rightly points out, regarded by educational institutions as 'defective behavior that scarcely qualifies as a cognitive mode at all' (2007: 188). One of the aims of education today, it would seem, is to remedy the influence of digital media and immunize us against it. Yet, pedagogy is not alone in its mistrust of the digital. As aptly summed by Paasonen (2021: 1), according to 'a plethora of cultural diagnoses, networked devices, apps, and social media are atrophying our attention spans, eroding our capacity to focus and think, addicting us, boring us, and stealing our time, as well as stopping us from truly relating to one another, engaging in critical thought, or contributing to public life in a meaningful way'. Paasonen, who maps some of these accounts, draws attention to a range of such analyses put forward by journalists, critical theorists and
Basic digital skills to guarantee the academic continuity caused by Covid-19
Apertura, 2021
The migration from face-to-face to non-face-to-face education due to the pandemic caused by Covid-19 has led to the transformation of learning scenarios. In this research, the perceptions of the students regarding the implementation of teaching strategies based on communicative interaction, the selection of learning materials, and for the evaluation based on the use of technologies were analyzed. The study subjects were high school students from a private educational institution located in Mexico. The study was descriptive, based on the application of a Likert-type scale questionnaire. The recovery of the data was carried out using a digital form designed expressly for the investigation. 248 students who were about to complete the fourth semester in the period January-June 2020 participated. The results revealed that there was a favorable acceptance of the activities carried out by teachers with digital tools, some areas of opportunity were evident, such as face-to-face interaction, the scarce diversification of the content selected for learning and evaluation, and the absence of evaluation actions based on the use of discussion forums.
Covid 19 – A Major Cause of Digital Transformation in Education or Just an Evaluation Test
TEM Journal
This paper presents a detailed comparative analysis of the three types of eLearning (synchronous, asynchronous and hybrid) and the traditional onsite learning. The analysis considers the opinions of both teachers (the three of us) and students. We have surveyed our students twice. First time, at the end of the winter semester (end of January) - right before the Covid-19 outbreak in Europe. Then we did it again at the end of the summer semester (end of May) that coincides with the end of the first peak of the first pandemic wave in Europe. Since the first survey evaluates mostly students' attitude, the second one evaluates their real-life experience. Young people nowadays belong to the so called digital generation, so we expected that students are actually happier with eLearning rather than the traditional onsite learning. But surprisingly their opinion about pros and cons of eLearning closely resembles ours.
Ilomata International Journal of Social Science
The COVID-19 pandemic has swept the world and changed the map of education. Higher education institutions have been forced to close and hold digital learning classes to cope with governmental regulations prohibiting face-to-face interactions. This includes STIAMI Institute of Social and Management Science branch Bekasi City. With a total of 2593 students, 130 lecturers, and 60 campus administration staffs, civitas academica of Institut STIAMI Bekasi have been inevitably learning and working from home since February 2020. Such change has caused challenges and opportunities. Hence, the following paper tries to dissect students', lecturers', and campus administrations' perspectives about digital learning and teaching. The method used in the research is qualitative with case study approach, incorporating in-depth interviews and observations. Based on the results, all parties perceived full digital learning and teaching as best decision to cut the pandemic chain, although fou...