871 resultados para Educational technology|
Resumo:
En aquest article exposarem una proposta didctica per treballar la llengua oral, valent-nos de les possibilitats que ens ofereixen les noves tecnologies, com ara la gravaci i l"emmagatzematge de models de parla i d"imatges de vdeo en un suport digital: el CD-ROM. Aquesta proposta, tot i que es porta a terme en assignatures de nivell universitari dels ensenyaments de mestre i de comu- nicaci audiovisual de la UB, s adaptable a diversos nivells educatius, com a l"ensenyament secundari o al de persones adultes, entre d"altres.
Resumo:
This article explains the social transformation process initiated at the end of the 1970s within the neighborhood of La Verneda-Sant Mart in Barcelona. This process started with the foundation of an adult education center that was organized as a Learning Community (the first one in the world). From the beginning, it was administered for and by the community. It became a space of debate where the demands and dreams of the neighbors converged about transforming their neighborhood along with the recommendations of the international scientific community. Twenty years later, the dreams came true: There have been substantial improvements throughout the urban space, infrastructures, housing, urban thoroughfares, and public highways. The INCLUD-ED European project, using the communicative methodology of research, has thoroughly studied the transformation carried out in the La Verneda-Sant Mart Adult School and its neighborhood. INCLUD-ED has identified successful practices within diverse social areas that are transferable to other contexts and contribute to overcoming inequalities and improving the most underprivileged neighborhoods.
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In the last decade, an important debate has arisen about the characteristics of today"s students due to their intensive experience as users of ICT. The main belief is that frequent use of technologies in everyday life implies that competent users are able to transfer their digital skills to learning activities. However, empirical studies developed in different countries reveal similar results suggesting that the"digital native" label does not provide evidence of a better use of technology to support learning. The debate has to go beyond the characteristics of the new generation and focus on the implications of being a learner in a digitalised world. This paper is based on the hypothesis that the use of technology to support learning is not related to whether a student belongs to the Net Generation, but that it is mainly influenced by the teaching model. The study compares behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to a sample of students from five universities with different characteristics (one offers online education and four offer face-to-face education with LMS teaching support). Findings suggest that although access to and use of ICT is widespread, the influence of teaching methodology is very decisive. For academic purposes, students seem to respond to the requirements of their courses, programmes, and universities. There is a clear relationship between students" perception of usefulness regarding certain ICT resources and their teachers" suggested uses of technologies. The most highly rated technologies correspond with those proposed by teachers. The study shows that the educational model (face-to-face or online) has a stronger influence on students" perception of usefulness regarding ICT support for learning than the fact of being a digital native.
Resumo:
La Comunidad de Aprendizaje Escuela de personas adultas La Verneda-Sant Mart, lleva ms de 10 aos trabajando las tecnologas de la informacin y la comunicacin desde una perspectiva transversal y global. A travs del trabajo que venimos realizando da a da, hemos visto como las TIC han pasado de ser una necesidad formativa a convertirse en un contexto de aprendizaje cotidiano entre las personas que participan de nuestro proyecto. Desde que en 1999 decidimos transformar nuestras actividades para integrarnos plenamente en la sociedad de la informacin hemos cambiado metodologas, prioridades y formas de trabajar. Mostrar cules han sido esas transformaciones y qu resultados son los que se han alcanzado es el principal reto del artculo.
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La presentaci del patrimoni en els museus i altres espais afins (exposicions, parcs arqueolgics, centres d"interpretaci patrimonial, etctera) s"est beneficiant en els ltims anys dels avenos a nivell didctic que ofereixen les noves tecnologies. Per, sovint es fa pals que aquestes estratgies comunicatives no impliquen necessriament una ptima assimilaci del discurs histric i museogrfic per part del pblic. La modernitzaci dels espais patrimonials amb la incorporaci d"audiovisuals i sistemes informtics multimdia no serveix de gran cosa si es planteja com un mer recurs passiu de delectaci o com una concessi a la creixent implantaci social de les noves tecnologies. s per aix que es fa imprescindible plantejar des d"un punt de vista didctic i comunicatiu com aquests recursos poden construir i/o enriquir el discurs a l"entorn del patrimoni (histric, arqueolgic, artstic, etctera) per a una museografia veritablement comprensiva i, ms enll dels objectes, educadora en valors.
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La investigaci actual necessita recrrer en nombroses ocasions a la imatge, i encara ho podria fer ms. El registre d'imatges s'ha convertit avui en una feina senzilla i econmica, almenys en relaci amb la situaci de fa vint anys. I des de fa amb prou feines un parell d'anys, el tractament de la imatge animada mitjanant tcniques digitals encara s'ha simplificat ms, alhora que ha proporcionat nous canvis que permeten explorar la realitat.
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The purpose of this research was to do a repeated cross-sectional research on class teachers who study in the 4th year and also graduated at the Faculty of Education, University of Turku between the years of 2000 through 2004. Specifically, seven research questions were addressed to target the main purpose of the study: How do class teacher education masters degree senior students and graduates rate importance; effectiveness; and quality of training they have received at the Faculty of Education? Are there significant differences between overall ratings of importance; effectiveness and quality of training by year of graduation, sex, and age (for graduates) and sex and age (for senior students)? Is there significant relationship between respondents overall ratings of importance; effectiveness and their overall ratings of the quality of training and preparation they have received? Are there significant differences between graduates and senior students about importance, effectiveness, and quality of teacher education programs? And what do teachers [Graduates] believe about how increasing work experience has changed their opinions of their preservice training? Moreover the following concepts related to the instructional activities were studied: critical thinking skills, communication skills, attention to ethics, curriculum and instruction (planning), role of teacher and teaching knowledge, assessment skills, attention to continuous professional development, subject matters knowledge, knowledge of learning environment, and using educational technology. Researcher also tried to find influence of some moderator variables e.g. year of graduation, sex, and age on the dependent and independent variables. This study consisted of two questionnaires (a structured likert-scale and an open ended questionnaire). The population in study 1 was all senior students and 2000-2004 class teacher education masters degree from the departments of Teacher Education Faculty of Education at University of Turku. Of the 1020 students and graduates the researcher was able to find current addresses of 675 of the subjects and of the 675 graduates contacted, 439 or 66.2 percent responded to the survey. The population in study 2 was all class teachers who graduated from Turku University and now work in the few basic schools (59 Schools) in South- West Finland. 257 teachers answered to the open ended web-based questions. SPSS was used to produce standard deviations; Analysis of Variance; Pearson Product Moment Correlation (r); T-test; ANOVA, Bonferroni post-hoc test; and Polynomial Contrast tests meant to analyze linear trend. An alpha level of .05 was used to determine statistical significance. The results of the study showed that: A majority of the respondents (graduates and students) rated the overall importance, effectiveness and quality of the teacher education programs as important, effective and good. Generally speaking there were only a few significant differences between the cohorts and groups related to the background variables (gender, age). The different cohorts were rating the quality of the programs very similarly but some differences between the cohorts were found in the importance and effectiveness ratings. Graduates of 2001 and 2002 rated the importance of the program significantly higher than 2000 graduates. The effectiveness of the programs was rated significantly higher by 2001 and 2003 graduates than other groups. In spite of these individual differences between cohorts there were no linear trends among the year cohorts in any measure. In respondents ratings of the effectiveness of teacher education programs there was significant difference between males and females; females rated it higher than males. There were no significant differences between males and females ratings of the importance and quality of programs. In the ratings there was only one difference between age groups. Older graduates (35 years or older) rated the importance of the teacher training significantly higher that 25-35 years old graduates. In graduates ratings there were positive but relatively low correlations between all variables related to importance, effectiveness and quality of Teacher Education Programs. Generally speaking students ratings about importance, effectiveness and quality of teacher education program were very positive. There was only one significant difference related to the background variables. Females rated higher the effectiveness of the program. The comparison of students and graduates perception about importance, effectiveness, and quality of teacher education programs showed that there were no significant differences between graduates and students in the overall ratings. However there were differences in some individual variables. Students rated higher in importance of Continuous Professional Development, effectiveness of Critical Thinking Skills and Using Educational Technology and quality of Advice received from the advisor. Graduates rated higher in importance of Knowledge of Learning Environment and effectiveness of Continuous Professional Development. According to the qualitative data of study 2 some graduates expressed that their perceptions have not changed about the importance, effectiveness, and quality of training that they received during their study time. They pointed out that teacher education programs have provided them the basic theoretical/formal knowledge and some training of practical routines. However, a majority of the teachers seems to have somewhat critical opinions about the teacher education. These teachers were not satisfied with teacher education programs because they argued that the programs failed to meet their practical demands in different everyday situations of the classroom e.g. in coping with students learning difficulties, multiprofessional communication with parents and other professional groups (psychologists and social workers), and classroom management problems. Participants also emphasized more practice oriented knowledge of subject matter, evaluation methods and teachers rights and responsibilities. Therefore, they (54.1% of participants) suggested that teacher education departments should provide more practice-based courses and programs as well as closer collaboration between regular schools and teacher education departments in order to fill gap between theory and practice.
Resumo:
A lo largo de la ltima dcada, nios y jvenes han sido etiquetados como nativos digitales. Se considera que cualquier persona nacida a partir de la dcada de los 80 es hablante nativo de una lengua digital basada en el uso de los ordenadores, los videojuegos e Internet. De todos modos, algunos autores cuestionan este concepto se trata realmente de jvenes que aprenden de modo distinto, o simplemente incorporan algunas herramientas y procedimientos nuevos a su forma de acceder a la informacin y socializarse? El artculo presenta los resultados de una investigacin (Usos de las TIC entre los estudiantes universitarios: perspectiva acadmica y social de los procesos de aprendizaje mediados. EDU2009-12125) centrada en el uso de las TIC que hacen los jvenes universitarios de las diferentes universidades de Catalua. Los resultados revelan distintos usos de las tecnologas, diferenciados por los mbitos de uso y se alinean en las visiones crticas del concepto de nativo digital. La relevancia de los resultados apuntan a lineas emergentes de investigacin para seguir mejorando la educacin superior.
Resumo:
Los ejercicios interactivos de autoevaluacin son una herramienta muy til para fomentar el aprendizaje autnomo del estudiante. El programa Hot Potatoes permite el diseo de actividades interactivas para la evaluacin formativa, con la incorporacin de un sistema de retroaccin que refuerza los contenidos no asimilados cuando la respuesta no es correcta. El objetivo de estudio es averiguar la opinin de los estudiantes sobre la utilizacin del programa Hot Potatoes. Materiales y mtodos: Estudio descriptivo transversal en la promocin 2006-2007 de la asignatura Enfermera Maternal II. Los datos se recogieron a travs de un cuestionario diseado ad hoc. Resultados: Los ejercicios mejor valorados y considerados de menor dificultad fueron los de opcin mltiple; los ms difciles fueron los textos desordenados y los ejercicios de rellenar huecos. Todos los estudiantes consideraron que el mtodo motiv su inters por la asignatura y facilit su aprendizaje. El 71% considera que el mtodo le ha servido para adquirir conocimientos y ha sido muy til como herramienta de estudio. Los aspectos que consideran ms interesantes incluyen que: son un mtodo de repaso y estudio, facilitan el aprendizaje de una forma amena y permiten conocer el nivel de conocimientos y corregir los errores durante el aprendizaje. Entre los aspectos que mejoraran destacan que incluiran ms ejercicios y un nmero de preguntas ms elevado. Conclusiones: El mtodo ha tenido una buena aceptacin y ha fomentado el aprendizaje autnomo. Consideramos que se trata de una estrategia de autoevaluacin adecuada para la adaptacin a los nuevos crditos europeos (ECTS).
Resumo:
Los ejercicios interactivos de autoevaluacin son una herramienta muy til para fomentar el aprendizaje autnomo del estudiante. El programa Hot Potatoes permite el diseo de actividades interactivas para la evaluacin formativa, con la incorporacin de un sistema de retroaccin que refuerza los contenidos no asimilados cuando la respuesta no es correcta. El objetivo de estudio es averiguar la opinin de los estudiantes sobre la utilizacin del programa Hot Potatoes. Materiales y mtodos: Estudio descriptivo transversal en la promocin 2006-2007 de la asignatura Enfermera Maternal II. Los datos se recogieron a travs de un cuestionario diseado ad hoc. Resultados: Los ejercicios mejor valorados y considerados de menor dificultad fueron los de opcin mltiple; los ms difciles fueron los textos desordenados y los ejercicios de rellenar huecos. Todos los estudiantes consideraron que el mtodo motiv su inters por la asignatura y facilit su aprendizaje. El 71% considera que el mtodo le ha servido para adquirir conocimientos y ha sido muy til como herramienta de estudio. Los aspectos que consideran ms interesantes incluyen que: son un mtodo de repaso y estudio, facilitan el aprendizaje de una forma amena y permiten conocer el nivel de conocimientos y corregir los errores durante el aprendizaje. Entre los aspectos que mejoraran destacan que incluiran ms ejercicios y un nmero de preguntas ms elevado. Conclusiones: El mtodo ha tenido una buena aceptacin y ha fomentado el aprendizaje autnomo. Consideramos que se trata de una estrategia de autoevaluacin adecuada para la adaptacin a los nuevos crditos europeos (ECTS).
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The main objectives and findings of this first research report are presented in this chapter."The Implementation of the Internet in the Spanish Education System: State of Affairs and Future Prospects" is a large-scale research project that seeks to obtain relevant data about the introduction and dissemination of Information and Communication Technology, particularly the internet, in the practical and organizational general procedures of the Spanish schools and high schools. The project articulates the processes of ICT implementation on the primary and secondary education levels embracing a holistic approach, propped up by an empirical and analytical research methodology. Thus, our survey does not intend to detect which is the impact of ICT on school activities but how all the agents involved in the school community incorporate ICT and what use they make of it. We are especially interested in identifying the teachers' pedagogical and professional uses of ICT, how students use it in their activities and to what extent it contributes in reinforcing teamwork and participation proceedings in the institutions, as well as the relations between the latter and their context. It is also of our interest to know the factors that exert the strongest influence on the way teachers, head teachers and students make use of ICT. Finally, we intend to identify the ways ICT may contribute to the improvementof educational practices.
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Peer-reviewed
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Peer-reviewed
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In this paper, we propose a new supervised linearfeature extraction technique for multiclass classification problemsthat is specially suited to the nearest neighbor classifier (NN).The problem of finding the optimal linear projection matrix isdefined as a classification problem and the Adaboost algorithmis used to compute it in an iterative way. This strategy allowsthe introduction of a multitask learning (MTL) criterion in themethod and results in a solution that makes no assumptions aboutthe data distribution and that is specially appropriated to solvethe small sample size problem. The performance of the methodis illustrated by an application to the face recognition problem.The experiments show that the representation obtained followingthe multitask approach improves the classic feature extractionalgorithms when using the NN classifier, especially when we havea few examples from each class
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Peer-reviewed
