Academic literature on the topic 'Internet Didactics'
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Journal articles on the topic "Internet Didactics"
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Andreas, Becker. "eLearning Didactics for Adults." International Journal of the Computer, the Internet and Managament (IJCIM), Special Issue 2005 (August 7, 2005): 43.1, 43.2. https://doi.org/10.13140/RG.2.2.27638.22088.
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eLearning Didactics for Adults Andreas Becker IMCT – International Montessori Center and Tutoring LisAndi – Homeschooling and E-Learning - Rawai, Phuket, Thailand. Kultur- und Familienwerkstatt - Stuttgart, Germany. E-mail: andi@lisandi.com eLearning describes the learning processes using electronic media, like internet- technologies, learning platforms or online services, making possible, to work on learning contents independently of time and place. The OECD 1 divided the reasons for the use of eLearning-technologies in two categories: 1. Educational affairs, which cannot be mastered without technologies. o the dematerialisation of learning place and time (anytime, anywhere) o learning-access for everybody o internet entrance for constantly increasing educational resources and service achievements o inputs for job oriented learning with a research character o learning on demand o distant learning with IT tools for equal learners 2. Educational references, which could proceed much better using information technologies o an optional working style of learning o customer-oriented and individualized learning materials o individual learning procedures o self-checking and monitoring of the own learning process o communication between the participants and tutors during the learning activity o interactive access to education servers The following article is concerned with the didactical and technical requirements of eLearning offered for adults. Today the internet-based learning, which is not only offered for adults, already stays far behind the given technical possibilities. The pedagogic sees the solution of life problems as its task by appropriate learning offers. These are pointed out in a first step. After this general educational part, the article will focus on the specific situation of adult and further training ones. Social and biographic problems are represented. These cause a tuned didactic to fit the needs for an adult learner. The steadily increasing gap between users and nonusers cannot be closed by the huge dimension of mass media and the internet. The substantial conceptions and components of an eLearning-Space are discussed in the last section. The focus is on the different needs of teachers and instructors as well as on those for the individual learner. Different virtual learning areas are presented and their borders and possibilities are discussed. published in the International Journal of Computer, the Internet and Management, 2005 http://www.ijcim.th.org/SpecialEditions/v13nSP1/pdf/PP43.pdf
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Kulik, Alla, Irina Tekucheva, Mila Moskaleva, and Ludmila Petrova. "Internet didactics in teaching Russian as a foreign language." OOO "Zhurnal "Voprosy Istorii" 2022, no. 8-2 (2022): 260–64. http://dx.doi.org/10.31166/voprosyistorii202208statyi29.
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In the modern world, where borders are gradually “erased”, an educated person should know at least a spoken foreign language. For a long time, mastering various types of reading and mastering professionally directed vocabulary was the goal of teaching foreign languages at universities, which led to a passive ability only to understand texts, and not to produce their own statements. Teachers of a foreign language who work with students of technical specialties faced the task in a short time to teach, first of all, functional English for effective interpersonal and business communication in a foreign language environment and gradually form students’ ability to use a foreign language for practical work in the specialty, improving their professional level, achieving career goals.
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بليغ, باباعلي, خد يجة يحياوي, and خيرالدين بوهدة. "Contribution Of Ict To Didactics: A Case Study In Algeria." مجلة المعيار 25, no. 7 (2023): 1006–17. http://dx.doi.org/10.37138/mieyar.v25i7.4962.
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Information communication technologies (ICTs) are becoming very essential and unavoidable in our daily life. Today in Algeria, ICTs exemplified by the internet and interactive multimedia are obviously an important focus for future education. They need effective integration into formal teaching. The problem question of this study is: To what extent is the contribution of ICT to didactics in Algeria? Hence, this study analyzes trends in using ICT by teachers and students in classrooms. Quantitative research was used to collect data from respondents using online Google forms. The principal issues and challenges deemed important in using ICTs in education were: Quality of internet connection, limited time, and lack of effective training. Keywords: ICT, Didactic, Connectivism, E-learning
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Del Carmen Guzmán, Marigina, Elsa Josefina Albornoz, and Roberto Alvarado. "Didactics in virtual learning environments." Revista Metropolitana de Ciencias Aplicadas 5, no. 1 (2022): 96–102. http://dx.doi.org/10.62452/15kq0321.
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The unstoppable growth of the Internet, with the use of ICT, has helped the improvement of computer applications, which facilitate virtual educational environments, in which they transcend from a traditional teaching to a new online educational modality, where the teacher must be thoughtful and creative to motivate students in these environments to learn. These require didactics that are perhaps more demanding than the face-to-face classroom, but not totally different. The physical separation between teacher and student must be compensated with a continuous didactic interaction. Motivated by the COVID-19 pandemic, educational institutions in Ecuador had no alternative but to move their classes from a face-to-face classroom to an online one, thus emerging the reality of the teacher in the management of technologies in the classroom. In this sense, the objective of this article is focused on exposing how didactics applied in virtual environments can generate a new type of education. This article is the product of a bibliographic review, the contribution of several consulted sources and the author's experience from virtual spaces. The pandemic that today plagues humanity has increased the discrimination gap in all those groups in Ecuador that do not have access to technology, thus marginalizing them in their teaching and learning process, in the same way, the preparation of teachers in the management of tics plays is a key factor for these processes.
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Biletskyi, Volodymyr, and Hanna Onkovych. "COMPLEX APPLICATION OF INTERNET DIDACTICS AND ELECTRONIC LIBRARIES IN THE EDUCATIONAL PROCESS." Integrated communications 17, no. 1 (2024): 203–10. http://dx.doi.org/10.28925/2524-2644.2024.1726.
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The complex application of Internet didactics (wiki, film, site, blog, webinarodactics) and electronic libraries in modern domestic university education is described. It is shown that this approach strengthens the effect of each component (component) of Internet didactics. At the same time, their combination is chosen by the teacher in a certain individual case. The conditions for the successful implementation of such synergy are the availability of the primary professional source base of the educational process, material, technical and software support for «teacher-student» communication, and the creation and use of video, audio, and text information. The media literacy of both sides is ensured in advance – both teaching staff and students; at the same time, the teaching staff, as well as employers, are expected not only to possess the equipment and technology of the online teaching process but also to create the products themselves – educational films, websites, blogs, webinars, Wikipedia articles, etc. A synergistic combination of scientific research and the educational process is important for a student, which can be optimally achieved by bringing the student and the university closer to the employer. For a teacher, the complexity of his professional activity at the university with «inclusion» in the global scientific and teaching environment is important – due to the presence of the teacher’s (scientist’s) work in international scientometric databases, libraries, at the sites of scientific conferences, symposia, etc. So, the complex effect of the use of wiki, film, site, web didactics and electronic libraries in modern domestic university education and science has the following components: - firstly, to increase the effectiveness of online education, the teacher simultaneously uses wiki-, film-, site-, blog-, and webinar-didactics in the most effective combination for his subject; - secondly, the conditions for the successful implementation of such synergy are the presence of a primary professional source base of the educational process, material, technical and software support for «teacher-student» communication; - thirdly, it is necessary to ensure the media literacy of both parties beforehand; - fourthly, a synergistic combination of scientific research and the educational process is important for a student; - fifthly, it is important for a teacher to synergistically combine his professional activity with «inclusion» in the global scientific and teaching environment.
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Nozari, Ala, Shivali Mukerji, Ling-Ling Lok, et al. "Perception of Web-Based Didactic Activities During the COVID-19 Pandemic Among Anesthesia Residents: Pilot Questionnaire Study." JMIR Medical Education 8, no. 1 (2022): e31080. http://dx.doi.org/10.2196/31080.
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Background Physical and social distancing recommendations aimed at limiting exposure during the COVID-19 pandemic have forced residency programs to increasingly rely on videoconferencing and web-based resources. Objective In this pilot study, we aimed to explore the effects of the COVID-19 pandemic on residency training experience, and to delineate the perceived barriers to the successful implementation of web-based medical education. Methods A 19-item survey was compiled and distributed electronically using Qualtrics. This anonymous survey included information on the training level of each resident, their participation in formal didactics before and during the pandemic, and their perception of the ease and limitations of virtual didactics. The resident’s opinions on specific educational resources were assessed, and the effectiveness of new delivery methods on resident engagement and learning was examined. Results Thirty anesthesiology residents were surveyed, 19 of whom agreed to participate in the pilot study. One participant with incomplete responses was excluded, yielding a final cohort of 18 respondents. Most residents (56%, 10/18) reported that the COVID-19 pandemic negatively affected their residency training. The time spent on didactic training and independent studies was, nevertheless, not affected by the pandemic for 90% (16/18) of respondents. Nonetheless, 72% (13/18) of residents were less engaged during virtual lectures in comparison to in-person didactics. Important limitations included distraction from the physical environment (67%, 12/18), internet instability (67%, 12/18), less obligation to participate (44%, 8/18), technical difficulty and unmuted microphones (33%, 6/18, each), and people speaking over each other (28%, 5/18). Despite these limitations, most residents stated that they would like to keep a combination of virtual didactics including live Zoom lectures (56%, 10/18), prerecorded web didactics (56%, 10/18), and virtual ground rounds via Zoom (50%, 9/18) as the “new normal.” Conclusions Despite important limitations listed in this report, anesthesia residents would like to keep a combination of virtual lectures and presentations as the new normal after the COVID-19 pandemic.
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Kamaleeva, Alsu R., Suriya I. Gilmanshina, Anastasia V. Fakhrutdinova, and Iskander R. Gilmanshin. "Activation of students' cognitive activity using Internet resources in the context of cognitive didactics." Vestnik Tomskogo gosudarstvennogo universiteta, no. 505 (2024): 196–202. https://doi.org/10.17223/15617793/505/21.
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The authors of the article had the aim of testing the impact of using Internet resources on the process of activating the cognitive activity of schoolchildren. Having studied the identification of the concept of cognitive activity in the scientific and pedagogical environment, the authors identified three components of the development of cognitive activity of students: motivational, value-based, and activity-based. The choice of Internet resources as an activator of cognitive activity of schoolchildren is due to the fact that, at the current stage of development of Russian education, they are one of the most effective sources of increasing the efficiency of the educational process due to the peculiarities of their use. Firstly, to integrate Internet resources into the educational process, there is no need for specific expensive equipment: one only needs any device with Internet access, which is widespread. Secondly, there are many informational and educational sites that allow one not only to study the subject, but also to check the degree of mastery of the knowledge gained, thanks to the availability of control and measuring materials. Thirdly, the use of Internet resources allows to effectively implement project activities, during which the motivation for the subject increases, the cognitive activity of students develops. As part of the experimental study conducted at the Specialized Educational and Scientific Center "IT Lyceum" of Kazan (Volga Region) Federal University, the Program for the Development of Cognitive Activity of Students in Chemistry Lessons was implemented, based on the use of Internet resources. The aim of the program is to provide organizational and methodological conditions for the development of cognitive activity of students in chemistry lessons by means of Internet resources. The objectives of the program are: to determine the characteristics of the conditions for the formation of cognitive activity of students; to describe possible tasks for the development of cognitive activity using Internet resources in chemistry lessons; to diagnose the development of cognitive activity in students. During the experiment, methods for diagnosing the development of cognitive activity in students were used. To diagnose cognitive activity, the method of the domestic author E.V. Nenakhov was used. The content of this method is as follows: students are asked to answer test questions. The test includes fifteen questions adapted for the subject of chemistry, reflecting the cognitive interest of respondents. To diagnose the motivation for learning activities, the method of I.S. Dombrovskaya was used. The test, which is an assessment tool within the framework of this method, includes fifteen questions. The test questions are aimed at assessing the degree of regularity of a number of actions characterizing the motivation of students for independent cognitive activity. The results obtained confirmed that, based on the integration of the traditional approach to learning and Internet resources, a steady increase in the level of cognitive activity of schoolchildren was noted.
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Onkovych, Hanna. "High School Media Didactics in the Development of Future Professionals Professional Competences." Ukrainian Information Space, no. 5 (June 4, 2020): 179–96. https://doi.org/10.31866/2616-7948.1(5).2020.206121.
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The modern media education term system is being updated with new terms. The concept of media didactics becomes "umbrella". Dissertation work on media education of Ukrainian researchers is an evidence that different technologies of using mass media are present in the process of teaching. Examples of the development of high school media didactic testify to the promising and expedient development of different media education technologies in the study of professional disciplines, since their presence and diversity contribute to the formation of professional competence of future specialists in vertical and horizontal vectors. The vertical vector is the media education technology of preschool, elementary, senior, high school, postgraduate and extracurricular education. The horizontal vector encourages the development of "subject" media-educational technologies, which are used by school-subject teachers and teachers of different higher education disciplines. In addition, in the horizontal vector, modern media science as a complex of media education technologies has the latest developments in the use of Wikipedia (Wikididactics), blogs (blogodactics — engineering, pedagogical, medical, scientific-pedagogical, etc.), murals (muralodidactics), urban space (street art media didactics). Enriched with the latest forms of work with the use and creation of media products of libraries and museums (book-flash didactics, museum-didactics, biblio-didactics). Media education in high school involves training not only specialists for the media, media educators and media psychologists. Media education elements are included in the training programs of vocationally oriented training in other specialties in their respective volumes. At the same time, students of different fields of preparation receive knowledge about media, develop their own media competence, which, in particular, gives us grounds to consider the media education itself as media technology.
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Nowicka, Joanna. "Blockchain and the Internet of Things (IoT) in the logistics of work and education." Economic and Regional Studies / Studia Ekonomiczne i Regionalne 18, no. 1 (2025): 1–14. https://doi.org/10.2478/ers-2025-0001.
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Abstract Subject and purpose of work The combination of blockchain and the Internet of Things (IoT) in logistics has great potential. They form the basis of a new model of technology – and experiencebased education. A review of the literature indicates that their application in universities is still at a pioneering stage. Materials and methods The purpose of t he conducted research was t o a nalyze a nd evaluate the possibility of using blockchain and IoT in the logistics teaching process at the university level. The starting point of the analysis conducted was to define the importance of technology and technology in logistics, with particular emphasis on blockchain and IoT. Results As a result of the research, it was determined that the analyzed technologies provide a number of opportunities in the didactic process, and the author proposed courses, topics and work methodology. Conclusions Although blockchain and IoT technologies enable effective and innovative didactics according to the latest standards. However, their implementation poses numerous challenges, including investment, organizational and methodological ones. The author used critical analysis of the literature and a case study (ANS AS in Walbrzych) as research methods.
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Petruneva, R. M., V. D. Vasilyeva, and Y. V. Petruneva. "Problems of Higher School Didactics: Uncut Pages." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 8-9 (2021): 56–68. http://dx.doi.org/10.31992/0869-3617-2021-30-8-9-56-68.
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Higher education today is not going through the best of times: decisions taken in the educational process at various levels (Federal Laws “On Education in the Russian Federation” of 29.12.2012 No 273-FZ and “On Amendments to the Federal Law “On Education in the Russian Federation” on the education of students” of 31.07.2020 No 304-FZ, Federal State Educational Standards of Higher Education, etc.), related to global changes taking place in society and in the world in recent decades, were made without careful didactic study. This cannot help to improve the quality of specialist training. Teachers are forced to work “by trial and error”, producing countless didactic documents. At present, identification of didactic problems in the educational process of higher educational institutions is extremely relevant due to the expansion of the field of didactic research in higher school pedagogy.The aim of the authors was to analyze some of the most relevant didactic phenomena in the digital reality that have not yet received proper understanding. As a result of the analysis, some important didactic problems of higher education are identified, concerning goal-setting, compliance of teaching with classical didactic principles, organization of distance learning in electronic informational and educational environment, mixed and project-based learning. The article also dwells on psychological problems of Internet content assimilation and “non-contact” interaction between the subjects of the educational process, etc. The most promising areas of didactic research in higher education, including the development of interdisciplinary contacts, are highlighted.
Dissertations / Theses on the topic "Internet Didactics"
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Järvensivu, Mika. "IT/Internet, ett hjälpmedel för handikappade." Thesis, University of Gävle, Ämnesavdelningen för religionsvetenskap, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4460.
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<p>Det här examensarbetet handlar om på vilket sätt Internet/IT kan göra livet lättare för handikappade. Arbetet grundar sig på mitt intresse för teknik och vad den kan göra för nytta för både pedagoger, lärare och främst elever i särskolan.</p><p>Jag har bl a undersökt hur Internet/IT används av elever på olika särskolor i Sverige genom att skicka ut e-mail enkäter via e-mail. Med hänsyn till lärarna på särskolorna så har jag inte publicerat vare sig namn eller skolor i arbetet. Detta beror på att jag i min frågeställning inte brytt mig om att få med detta. Det var svaren och inte de svarande som var de väsentliga för arbetet.</p><p>Jag har också tagit del av aktuell information som jag har funnit på Internet samt information från rapporter. Den största delen av informationen kommer just från Internet eftersom den informationen är den mest aktuella.</p><p>Själva arbetet har gått ut på att undersöka på vilket sätt de funktionshindrade kan få hjälp av Internet och informationsteknologin i sin vardag. Man skulle kunna säga att alla människor kan använda informationsteknologin och oavsett vilket handikapp man har, det gäller bara att kunna anpassa den efter människan.</p><br>Examensarbete på Barn- och ungdomspedagogiska programmet vt 1998.
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Brändström, Camilla. "Using the Internet in Education - Strengths and Weaknesses : A Qualitative Study of Teachers' Opinions on the Use of the Internet in Planning and Instruction." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10029.
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The Internet plays a significant role in the lives of young people today. Previous research points to advantages as well as disadvantages of the use of the Internet in a formal educational context. The aim of the current study was to investigate the influence of the use of the Internet on planning and instruction. Five upper secondary school teachers were interviewed face-to-face. Five recurrent themes were identified in the interview data: general opinions on and experience of the Internet, attitudes to teaching and learning, opinions on the use of the Internet as a planning and teaching resource, effects of the use of the Internet on students and teachers, and drawbacks of the use of the Internet in the school. It was found that the teachers think that the Internet is a valuable source of information and an important additional teaching tool. The Internet can e.g. motivate the students, make teaching more fun, and allows variation in teaching. Four major drawbacks of the use of the Internet were reported by the teachers, viz. students' cheating, unreliable information, technical problems, and students' extracurricular activities during lessons.
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Salam, Louay Pierre. "Apports d'un projet d'échanges en ligne à la formation en didactique du français langue étrangère." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENL036.
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Cette recherche a pour objet l'intégration des Technologies de l'Information et de la Communication (TIC) dans la didactique du Français Langue Étrangère en général et dans la formation initiale des enseignants de manière spécifique. Notre travail s'interroge sur l'apport réel du projet le « Français en (1ère) Ligne » à la formation des étudiants de Master FLE de l'université de Grenoble 3. En effet, ce projet les met dans une situation d'apprentissage actif où ils seront amenés à concevoir des activités pédagogiques et à accompagner des apprenants.Notre cadre conceptuel, résolument pluridisciplinaire, fait appel à des bases théoriques en didactique des langues, en analyse des interactions, en sciences de l'éducation, en formation des adultes et en technologies pédagogiques. L'objectif général de la recherche consiste à mieux comprendre le fonctionnement d'une approche active pour la formation aux TIC de futurs enseignants en didactique du FLE et à en évaluer les apports.Nos analyses se déclinent en trois points : le premier consiste à examiner comment les étudiants s'organisent pour concevoir des tâches en ligne et à analyser les activités produites ; le deuxième a pour but d'identifier la construction d'une relation pédagogique en ligne et la pratique de la fonction de tuteur; le troisième vise à déterminer le rôle de l'enseignante partenaire dans la formation des étudiants. Pour cela, adoptant une démarche ethnographique, nous avons récolté plusieurs types et genres de données que nous croisons pour répondre à nos questions de recherche. Les résultats obtenus pour chaque objectif spécifique nous renseigneront de façon complémentaire sur l'objectif général en nous permettant de définir les compétences professionnelles acquises.Cette étude a deux visées : d'une part une visée descriptive, analysant les tâches et les échanges en ligne afin de mieux comprendre les actions des participants, les relations qu'ils construisent entre eux et les compétences qu'ils acquièrent. D'autre part, cette thèse a aussi une visée praxéologique. En effet, la description nous permet de réaliser une modélisation de certaines variables de ce projet. Nous pointons divers facteurs d'efficacité en ce qui concerne la formation des enseignants aux TICE et l'utilisation de celles-ci dans la didactique des langues. Ces éléments nous permettront de mettre en place des recherches-actions<br>This research focuses on the integration of Information and Communication Technology (ICT) in teaching French as a Foreign Language in general and in the initial training of teachers in specific areas. Our work examines the real contribution of the project "le Français en (1ère) Ligne" (F1L) on the training of FFL Master students from the University of Grenoble 3.This project puts them in a situation of active learning where they will be able to develop educational activities and support learners.Our conceptual framework, which is strongly multidisciplinary, draws on theoretical foundations in language teaching, interaction analysis, education science, adult education and learning technology. The overall objective of the research is to better understand the role of an active approach to ICT training for FFL teachers and evaluate the contributions. Our analyses are divided into three points. Firstly, we will examine how students organize themselves to develop online tasks and analyze the activities produced. Secondly we will show how to identify building a pedagogical relationship online and practicing as a tutor. Thirdly, we will determine the role of the associated teacher in training students. To do so, through an ethnographic approach, we collected several types and kinds of data that we crossed to answer our research questions. The results will give us more information on the main objective and will allow us to define the professional skills acquired.This study has two goals: firstly, a descriptive one, analyzing tasks and online interaction to better understand the actions of participants, as well as the relationships they build between themselves and the skills they acquire. Moreover, this thesis has a praxeological aim. The description allows us to produce a model of some of the variables in this project. We point out various factors of efficiency in terms of teacher training in ICT and their use in language teaching. These elements will allow us to implement action research
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Ferreira, Pieter. "HIV/AIDS education and the professional development of teachers : investigating the potential of an e-learning programme." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16515.
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Thesis (DPhil)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The focus of my study was to investigate an existing professional development programme for HIV/AIDS education in schools using e-learning as a delivery method. I investigated aspects of pedagogy that provide efficient workplace training for educators, such as constructivist approaches to adult teaching and learning, assessment strategies, creating opportunities for communication and a focus on learners’ voices as crucial elements of in-service training. I reviewed the advantages and disadvantages of e-learning as a delivery method and discussed the trade-off between richness and reach in education.
I focused on interpreting and making meaning from the experiences of the educators who participated in the e-learning pilot study. I scrutinised the participants’ electronically submitted journals in which they documented their experiences of the HIV/AIDS and Education module. My aim was to interpret their descriptions of how they experienced their growth as educators and to analyse their views on how the module enabled them to implement courses on HIV/AIDS across the curriculum.
My research methodology was a combination of interpretative and critical research, focusing on interpreting and making meaning from the experiences of the individuals who took part in the study. To produce data I used a cyclical process where the participants performed key roles, giving regular feedback, recording their experiences and contributing to the upgrading of the programme.
HIV/AIDS and its possible impact on education have changed the rules of many aspects of classroom learning programme development, including sex and sexuality education. The Department of Education alone can therefore not sustain quality HIV/AIDS education, and it is imperative that departmental efforts should be augmented by tapping into existing professional development programmes offered by higher education institutions. I also support the international tendency that integrates aspects of HIV/AIDS education into all the Learning Areas because HIV/AIDS affects all aspects of life.<br>AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was om ’n bestaande professionele ontwikkelingsprogram, vir MIV/vigs-onderrig in skole te ondersoek. E-leer as ’n geskikte onderrigmetode het deel van hierdie ondersoek gevorm. Ek het verskeie pedagogiese aspekte ondersoek wat geskikte indiensopleiding vir opvoeders bied, onder andere konstruktivistiese benaderings tot volwasse onderrig-en-leer, assesseringstrategieë, die skep van kommunikasiegeleenthede asook ’n besinning oor die belangrikheid van deelnemers se opinies. Die voordele en nadele van e-leer as ’n geskikte onderrigmetode en die balans wat tussen reikwydte (“reach”) en volheid (“richness”) gehandhaaf moet word, is krities bespreek. Ek het die elektronies ingehandigde joernale, waarin deelnemers hulle ervarings van die HIV/AIDS and Education-module gedokumenteer het, bestudeer om hulle ervarings te ontleed en te vertolk. My doel was om hulle sienings oor hulle persoonlike groei as opvoeders en hoe die module hulle bemagtig het om MIV/vigs-onderrig in alle leerareas oor die kurrikulum heen te kan implimenteer, te dokumenteer.
My navorsingsmetodologie was ’n kombinasie van interpretatiewe en kritiese metodologie en ek het gefokus op die interpretasie en meningvorming van die deelnemers na aanleiding van hulle ervarings. Om data te genereer (produce) het ek ’n sikliese proses gebruik waarin deelnemers sleutelrolle vervul het, soos om gereelde terugvoer te lewer, ervarings aan te teken en bydraes te lewer om die program te verbeter.
MIV/vigs en die moontlike impak wat dit op onderwys en onderrig kan hê, het die reëls van leerprogramontwikkelling verander, met inbegrip van onderrig oor seks en seksualiteit. Die Nationale Departement van Onderwys (NDvO) kan nie alleen MIV/vigs-onderrig van gehalte verseker nie, dit is dus noodsaaklik dat die NDvO se pogings ondersteun moet word. Die NDvO behoort gebruik te maak van bestaande hoër opvoedkundige instansies se professionele ontwikkelingsprogramme. Ek ondersteun ook die internasionale tendens waar MIV/vigs-onderrig in alle leerareas geïnkorporeer word, aangesien MIV/vigs ’n impak op alle aspekte van die lewe het.
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Wiederholm, Tomas. "En fenomenografisk studie om hur gymnasielärare i historia uppfattar internets påverkan på undervisningen." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39236.
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I föreliggande studie undersöks hur en grupp gymnasielärare i historia uppfattar att internet har påverkat deras undervisning. Skolans digitalisering och tillgången till internet som ett ständigt närvarande medium är något som accelererat och på olika sätt kommit att påverka skolan och lärares yrkesutövning. Studien är gjort med en metodologisk utgångspunkt i fenomenografin, där syftet är att åskådliggöra hur lärare själva uppfattar att internet påverkar viktiga delar inom historieundervisningen. Historiedidaktiskt har lärares uppfattningar om historieundervisning tidigare undersökts, men historielärares uppfattningar om digitalisering och internets påverkan på historieundervisningen är däremot inget som tidigare beforskats i någon större omfattning. Därför kan den här studien betraktas som något av en pilotstudie på området. Tidigare forskning kring IKT och digitalisering av skolan har bland annat studerat implementering av En-till-en system och IKT, samt visat på ett gap mellan politiker och beslutsfattares intentioner med digitalisering och IKT implementering och lärares upplevelser av förändringarna. I syfte att belysa en grupp historielärares uppfattningar och fånga de variationer som framträder inom dessa, med utgångspunkt i fenomenografin har samtalsintervjuer använts för datainsamling. Frågorna har varit utformade från en semistrukturerad modell och databearbetningen har gjorts genom en ordagrann transkribering av intervjumaterialet. Studien visar att internet är ett fenomen som alla de intervjuade lärarna upplever sig berörda av på olika sätt i historieundervisningen, ett fenomen de har att förhålla sig till. Variationer i uppfattningar framträder, där för- och nackdelar uppfattas på olika sätt och där lärarna har skiftande uppfattningar beträffande huruvida elevers historieuppfattningar påverkas av internet. En majoritet av de intervjuade lärarna upplever också att deras användning av internet ökat markant över tid. Slutsatser som kan dras är att det finns en ambivalens i uppfattningarna av internets påverkan på historieundervisningen, vilket också är något som får visst stöd i tidigare forskning. I ett längre tidsperspektiv får digitalisering och internet som medium ännu sägas vara ett förhållandevis nytt fenomen, därför kan detta mycket väl påverka lärarnas uppfattningar kring detta. Jag anser därför att det finns ett intresse för forskningen att fortsätta att studera hur digitalisering och internet uppfattas i skolan och hur dessa fenomen påverkar skolan och skolans verksamhet, inte minst historieundervisningen.
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Koenig-Wiśniewska, Anna. "Stratégies de collaboration pour un écrit intéractif en FLE dans une communauté virtuelle d'élèves blogueurs." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10217/document.
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Cette thèse relevant du domaine de la Didactique des langues (français langue étrangère) concerne l’apprentissage/enseignement enrichi par les TICE. Elle définit et analyse les stratégies de collaboration pour un écrit interactif, pratiquées par une communauté virtuelle d’élèves blogueurs. Le cadre théorique s’inscrit dans la perspective actionnelle (CECRL), instrumentée des TICE, et il embrasse les réseaux sociaux et leur application dans l’éducation, les caractéristiques de l’écrit interactif en tant que nouveau cybergenre. La méthodologie appliquée est principalement qualitative et relève de la recherche-action et, en particulier, de la recherche-développement appliquée à la conception de ressources multimédia. La construction d’un blogue communautaire a permis le recueil des données pour la partie empirique. Dans cet environnement numérique d’apprentissage, des élèves de 15 à 17 ans de Pologne, Ukraine, Tchéquie et Italie, stimulés par un scénario d’apprentissage, ont réalisé des interactions écrites pendant huit mois. La recherche a montré que les extensions intégrées au blog ont facilité l’émergence d’une communauté d’apprentissage. Elle a également montré comment ces artefacts ont été exploités, en se concentrant notamment sur une analyse des stratégies mobilisées pour l’écrit, ainsi que les caractéristiques de cet écrit interactif produit<br>This dissertation belongs to the field of foreign language didactics (French as a foreign language) and it focuses on the use of ICT in learning and teaching. Its objective is to define and analyse the collaborative strategies in interactive writing practiced by a virtual community of blogging students. The theoretical framework is mainly qualitative, based on the principles of action research and more specifically Research and Development. The data for empirical studies were collected through a digital learning environment – a Communitarian Blog, specifically constructed and enriched with different plug-ins. In this learning environment, students, aged 15-17, from Poland, Ukraine, Italy and the Czech Republic, stimulated by a learning scenario, developped written interactions for eight months. The study has demonstrated that the added extensions have facilitated the emergence of a new learning community. It has also shown how the added artefacts have been used, allowing for an extensive analysis of the strategies mobilised for writing and the characteristics of this interactive writing
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Nogi, Fabio Massaharu. ""A Internet como ferramenta de apoio pedagógico no processo de ensino-aprendizagem em odontologia legal"." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/23/23148/tde-11112005-111515/.
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A disseminação e a popularização da Internet a partir dos anos 90 têm determinado alterações substanciais na dinâmica das interações sociais, contribuindo para a formação de uma cultura globalizada, na qual o trânsito de informações e conhecimentos se processa através de novos paradigmas de comunicação. A instituição desses novos modelos de comunicação afeta sobremaneira o campo da educação, pois o processo formativo se estrutura às expensas das relações entre os diversos atores do processo educativo, não se atendo somente à mera transmissão de conteúdos. Diante desse quadro, o impacto da Internet e das NTIC (Novas Tecnologias de Informação e Comunicação) na formação profissional têm sido amplamente discutido em diversas áreas do conhecimento, com o intuito de se instituir diretrizes e protocolos que possam fornecer o arcabouço necessário para a elaboração de projetos de Educação On-Line eficientes. No entanto, a despeito da relevância do tema, existem poucos trabalhos citados na literatura referentes à aplicação da Internet na aprendizagem de conteúdos específicos de Odontologia. No campo da odontologia forense, os mecanismos de consulta científica utilizados não indicaram nenhuma referência nacional ou internacional. O escopo deste estudo foi analisar a viabilidade de utilização da Internet como instrumento de apoio a aulas presenciais no processo de ensino-aprendizagem da Disciplina de Odontologia Legal. Com essa finalidade, procedeu-se à aplicação de um questionário versando sobre o manejo do computador e da Internet nos 2º e 8º semestres, período diurno, da Faculdade de Odontologia da Universidade de São Paulo (FOUSP). Setenta (70) alunos do 2º semestre e quarenta e três (43) alunos do 8º semestre responderam ao questionário. As respostas obtidas, juntamente com a análise da bibliografia consultada e a pesquisa dos principais sites de Odontologia Legal disponíveis na rede, constituíram a base para a formulação de um site orientado primordialmente para o ensino de conteúdos da disciplina de Odontologia Legal.<br>The propagation and the popularization of Internet starting from the nineties have been determining substantial changes in social interaction dynamics, contributing to the formation of a global culture, in which the traffic of information and knowledge are processed through new communication paradigms. The institution of those new communication models affects the field of education excessively, because the formative process is structured through the relationships among the several actors of the educational process it doesnt only assist to the mere transmission of contents. With this in mind, the impact of Internet and of NTIC (New Technologies of Information and Communication) in the professional formation have been discussed thoroughly in several areas of the knowledge, with the intention of instituting guidelines and protocols that can supply the necessary basis for the elaboration of projects of efficient On-Line Education. However, in spite of the relevance of the theme, little work exist has been referred to in the literature to the application of Internet in the learning of specific contents of Dentistry. In the field of forensic dentistry, the mechanisms of scientific consultation here applied didn't indicate any national or international reference. The objective of this study was to analyze the viability of the use of Internet as a support instrument to practical classes in the process of teaching-learning of the Discipline of Legal Dentistry. With that purpose, a questionnaire was distributed regarding the handling of the computer and of Internet among students of the 2nd and 8th semesters, day period, of University of Dentistry of the University of São Paulo (FOUSP). Seventy (70) students of the 2nd semester and forty three (43) students of the 8th semester answered to the questionnaire. The obtained answers, together with the analysis of the consulted bibliography and the research of the mains sites of Legal Dentistry available in the net, constituted the base for the formulation of a site guided for the teaching of contents of the discipline of Legal Dentistry.
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Amorim, Elià SimÃia Martins dos Santos. "A Internet como meio de ensino, aprendizagem e divulgaÃÃo cientÃfica no campo da geografia: estudo de caso sobre a implantaÃÃo do Museu Virtual de Jacobina - Ba." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3939.
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nÃo hÃ<br>O presente trabalho procura discutir a validade do Museu Virtual de Jacobina (BA),
a partir da sua concepÃÃo e implementaÃÃo como meio de ensino, aprendizagem e divulgaÃÃo cientÃfica, considerando-se a escassez de materiais didÃticos dinÃmicos, criativos e atuais no campo da Geografia e as mÃltiplas possibilidades fornecidas pela tecnologia dos computadores, em especial pela internet. Buscou-se no estudo de caso atravÃs de um curso de extensÃo; aos professores licenciados em Geografia e que atuam em classes de ensino fundamental e mÃdio, da rede pÃblica; possibilitar experiÃncias didÃticas e Identificar possibilidades pedagÃgicas de uso do museu virtual como material didÃtico. Os resultados obtidos nos remetem Ãs questÃes de que o ensino da Geografia pode ser repensado, avaliado, modificado a partir da realidade local, pela percepÃÃo do espaÃo, para o desenvolvimento de postura Ãtica e cidadania e neste sentido, o Museu Virtual tornou-se material didÃtico vÃlido e importante<br>The present work looks for to argue the validity of the Virtual Museum of Jacobina
(BA), from its conception and implementation as means of education, learning and
scientific spreading, considering it scarcity of dynamic, creative and current materials didactic in the field of Geography and the multiple possibilities supplied for the technology of the computers, in special for the Internet. One searched in the study of case through an extension course; to the professors permitted in Geography and that they act in classrooms of basic and average education, of the public net; to make possible didactic experiences and To identify pedagogical possibilities of use of the virtual museum as material didactic. The results gotten in send them to the questions of that the education of Geography can be rethink, be evaluated, be modified from the local reality, for the perception of the space, for the development of ethical position and citizenship and in this direction, the Virtual Museum became material valid and important didactic.
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Guillot, Gérald. "Des objets musicaux implicites à leur didactisation formelle exogène : transposition didactique interne du suíngue brasileiro en France." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040011.
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Les musiques afro-brésiliennes font aujourd’hui partie du riche paysage culturel français. Elles sont pratiquées massivement dans le monde associatif et utilisées comme dispositif à fort potentiel pédagogique par un nombre croissant de professeurs de musique. Mais l’analyse de ces productions musicales révèle la disparition du suíngue brasileiro, une organisation microrythmique morphophorique panafricaine qui participe de la fondation du répertoire afro-brésilien. Questionnant les raisons d’une telle absence, on met en œuvre un triple éclairage méthodologique convoquant tour à tour puis en articulation musicologie, didactique des disciplines et psychologie-cognitive. Appuyé sur un cadre de pensée issue de l’anthropologie cognitive et favorisant un dialogue fertile entre Théorie Anthropologique du Didactique et Théorie des Situations Didactiques, on montre que le suíngue brasileiro constitue un objet musical intriqué dans une praxéologie où la perception cognitive de l’enseignant est critique pour en assurer la transmission<br>Afro-Brazilian music are now part of the rich French cultural landscape. They are heavily practiced in the associative world and used as a mean with high educational potential by a growing number of music teachers. But analysis of these musical productions reveals the disappearing of the suíngue brasileiro, a pan-African morphophoric microtiming phenomenon that participates to the founding of the Afro-Brazilian repertoire. Questioning the reasons for this absence, we implements a triple methodological lighting calling together musicology, disciplinary didactics and cognitive psychology. Based on a theoritical framework from cognitive anthropology and enabling a fertile dialogue between Anthropological Theory of Didactics and Theory of Didactic Situations, we show that the suíngue brasileiro is a musical object intricated in a praxeology where cognitive perception of the teacher is critical to ensure its transmission<br>Durante muitos anos, as músicas afro-brasileiras irrigaram uma parte da cultura musical francesa.Participando de uma modificação da educação musical escolar em França, elas estãoassim utilizadas como um dispositivo com um potencial educativo importante (sobretudo noplano do jogo coletivo, e da oralidade), pelo um número crescente de professores de educaçãomusical da escola do 1° grau . No entanto, elas têm características únicas (especialmente musicaise didáticas) que as tornam a priori incompatíveis com o nosso sistema educativo. Naverdade, na mudança de paradigma induzido pela passagem de uma transmissão informal endógenapara um ensinamento formal exógeno, postulo que o conceito de transposição didáticapode ser utilizado como uma ferramenta para a compreensão do ato educativo considerado,com a condição de realizar algumas adaptações. Chamados de "transculturais", alguns saberesfundamentais e implícitos são filtrados pela percepção cognitiva ocidental : é o caso do nossoobjeto de pesquisa, uma organização microrítmica que participa da fundação do repertórioafro-brasileiro. Por isso, acredito que, na sua esperança benevolente para fazer descobrir aoaluno a música do outro, o professor é confrontado com as suas próprias (etno)centrações soba forma de inferências cognitivas e culturais "inadaptadas" sobre aqueles objetos musicaisverdadeiramente exóticos. Essas percepções enviesam sua própria aprendizagem e induzemtransformações duráveis dos saberes no meio ambiente de recepção. Baseado sobre uma perspectivaantropo-cognitiva, a nossa problemática é pluridisciplinar por essência : ela integraconceitos da musicologia, das ciências cognitivas, da antropologia e, claro, da ciência da educação
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SANTOS, Maria Edineuma Martins Dantas dos. "Propaganda na internet: leitura, textualidade e sentido - uma proposta para o 8º ano." Universidade Federal de Campina Grande, 2016. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/189.
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Previous issue date: 2016-02-24<br>Capes<br>O objetivo principal desta pesquisa é propor estratégias de leitura e análise textual que
venham contribuir para a promoção do multiletramento, no 8º ano do ensino fundamental, a partir de um trabalho voltado para o gênero multimodal propaganda, com base na sequência didática de Dolz e Schneuwly (2004) e na adaptação desse sequência proposta por CostaHubes e Simion (2014). O interesse pela elaboração da proposta surgiu da reflexão acerca da dificuldade que os alunos apresentam quanto à leitura, que se encontra muito limitada ao processo de decodificação, assim como ao tratamento dado por alguns professores quanto às práticas leitoras em sala de aula, que ainda permanecem muito arraigadas aos métodos tradicionais, ou seja, a um estudo descontextualizado, o que leva apenas a análise de partes do
texto, reduzindo o ensino de línguas ao mero estudo de regras gramaticais. Além disso, nessas aulas, costumeiramente, são utilizados apenas textos impressos, que priorizam tão somente os aspectos verbais, deixando de lado a análise de outros elementos não verbais, tão importantes quanto àqueles, para o entendimento e para a produção de sentido. A metodologia aqui utilizada consiste na realização de uma pesquisa de cunho bibliográfico acerca do tema, aliada à proposta de uma sequência didática, em torno do gênero propaganda, com a finalidade de auxiliar, de forma mais dinâmica, o processo que envolve as práticas de leitura, análise e, consequentemente, produção textual, as quais abordem questões relativas à textualidade, desenvolvidas pela Linguística Textual, buscando, desse modo, ressignificar antigas práticas de leitura, sob a perspectiva inovadora dos multiletramentos, que possibilitem o desenvolvimento e/ou aprimoramento das competências linguísticas e discursivas dos alunos. A escolha pelo gênero propaganda deu-se por causa da sua massiva circulação social, através
das mais variadas mídias, inclusive as digitais, e por sua multimodalidade, ou seja, por
agregar variadas semioses num único texto, fator importante para o seu entendimento. Essa proposta de trabalhar com um gênero da esfera publicitária é uma forma de provocar no aluno a curiosidade investigativa e a capacidade de análise em relação à leitura crítica de textos multimodais que são produzidos socialmente. Para a realização desta pesquisa, alguns autores foram consultados para a fundamentarem teoricamente. São eles: Solé (1998), Leffa (1996, 1999), Koch (1997, 2009, 2012, 2013, 2014), Bakhtin (2011), Marcuschi (2008, 2012), Dolz e Schneuwly (2004), Antunes (2005, 2010), Rojo (2015), Dionísio (2011), entre outros. Também consultamos as orientações dos Parâmetros Curriculares Nacionais (PCNs) de Língua Portuguesa (1998) e de outras fontes.<br>The main objective of this research is to propose strategies of reading and textual analysis that will contribute to the promotion of multiletration in the 8th year of elementary school, starting from a work oriented to the multimodal propaganda genre, based on the didactic sequence of Dolz and Schneuwly (2004) and in the adaptation of this sequence proposed by Costa-Hubes and Simion (2014). The interest in preparing the proposal arose from the reflection about the difficulty that the students present in reading, which is very limited to the decoding process, as well as the treatment given by some teachers regarding the reading practices in the classroom, which still remain very much rooted in traditional methods, that is, a decontextualized study, which leads only to the analysis of parts of the text, reducing the teaching of languages to the mere study of grammatical rules. Moreover, in these classes, usually only printed texts are used, which prioritize only the verbal aspects, leaving aside the analysis of other non verbal elements, as important as those, for the understanding and the production of meaning. The methodology used here consists of the accomplishment of a bibliographic research about the theme, together with the proposal of a didactic sequence, around the propaganda genre, with the purpose of helping, in a more dynamic way, the process that involves reading practices, analysis and, consequently, textual production, which deal with issues related to textuality, developed by Textual Linguistics, thus seeking to resignify old reading practices, under the innovative perspective of multiliteracy, that enable the development and / or enhancement of competences Linguistic and discursive the students. The choice for the propaganda genre was due to its massive social circulation, through the most varied media, including the digital ones, and for its multimodality, that is, to add several semioses in a single text, an important factor for their understanding. This proposal to work with a genre of the advertising sphere is a way to provoke in the student the investigative
curiosity and the capacity of analysis in relation to the critical reading of multimodal texts that are produced socially. For the accomplishment of this research, some authors were consulted to base it theoretically. They are: Solé (1998), Leffa (1996, 1999), Koch (1997, 2009, 2012, 2013, 2014), Bakhtin (2011), Marcuschi (2008, 2012), Dolz and Schneuwly , 2010), Rojo (2015), Dionísio (2011), among others. We also consulted the guidelines of the National Curricular Parameters (PCNs) of Portuguese Language (1998) and other sources.
Books on the topic "Internet Didactics"
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Bertin, Jean-Claude. Second language distance learning and teaching: theoretical perspectives and didactic ergonomics. Information Science Reference, 2010.
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Kanke, Viktor. Philosophy for economists and managers. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967341.
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The tutorial is a sequential course of philosophy. The article considers the questions of philosophy of science and the history of philosophy, ontology, epistemology, ethics and aesthetics. The course is designed taking into account the achievements of analytical philosophy, phenomenology, hermeneutics, postructuralism and other major philosophical issues of the day. Uses the theory of conceptual transduction. Special attention is paid to the relationship of philosophy to Economics and management. The course is carefully calibrated in the didactic relation. Each paragraph ends with the conclusions, and test, by a reference list.
 For students of higher educational institutions, primarily economists and managers. Of interest to a wide circle of readers.
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Kanke, Viktor. Philosophy for technical specialties. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/967358.
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The textbook is a sequential course in philosophy. The questions of the philosophy of science and the history of philosophy, ontology, epistemology, ethics and aesthetics are presented. The course is based on the achievements of analytical philosophy, phenomenology, hermeneutics, post-structuralism and other major philosophical trends of our time. The theory of conceptual transduction is used. Special attention is paid to the connection of philosophy with the technical sciences. The course is carefully verified in didactic terms. Each paragraph ends with conclusions. The textbook includes questions and tasks, tests, references, and recommendations to students. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, especially future technical specialists. It is of interest to a wide range of readers.
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1939-, Stephenson John, ed. Teaching & learning online: New pedagogies for new technologies. Kogan Page, 2001.
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Oslopov, Vladimir, Yuliana Mishanina, Yuliya Oslopova, and Elena Hazova. Auscultation of the heart. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1859896.
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The textbook reveals a problem called "auscultation of the heart". Theoretical issues related to the origin of heart tones and noises are presented, classical and modern interpretations are given with the use of the concept of "Aeolian harp". The necessary characteristics of tones and especially heart murmurs are considered. Using the example of acquired and congenital heart defects, the significance of auscultation of the heart is demonstrated, when a doctor, presenting an auscultative picture of the features of tones and then heart murmurs, can make a diagnosis at the patient's bedside, thereby preserving the currently lost academicism and the art of healing.
 The publication contains original drawings, as well as phonocardiographic images of heart tones and noises necessary for the didactic process. As an additional explanation of the pathogenesis of heart murmurs, several echocardiographic images are also presented. New information is given on the diagnosis of diseases of internal organs, namely the heart, from the perspective of studying one of the most difficult physical techniques — auscultation of the heart, and in it — heart murmurs.
 Meets the requirements of the federal state educational standards of higher education in the areas of training 31.05.01 "Medical care", 31.05.02 "Pediatrics", 32.05.01 "Medical and preventive care", the work program on the discipline "Propaedeutics of internal diseases" and is intended for students of 2-3 courses.
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Busu, Oprea-Valentin. Psihologia educatiei. Note de curs. Editura Universitara, 2021. http://dx.doi.org/10.5682/9786062812775.
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Autorul evidentiaza o serie de aspecte, adesea neglijate, cu care se confrunta mediul educational romanesc in prezent, printre care si rolul central al gandirii, intelegerii in invatare, nu doar al perceptiei, memoriei si atentiei, relatia functionala profesor - cursant centrata pe nevoia de a invata si a sti pentru viata. In sectorul educational este necesara o cunoastere fina si aprofundata a psihologiei elevului / studentului, intrucat aceasta influenteaza major calitatea actului educativ. Un alt element important asupra caruia s-a insistat in aceasta carte a fost acela al reperelor psihogenetice ale dezvoltarii. Intelegerea epigeneticii, a modului de functionare a sistemului nervos prin prisma proceselor biochimice si biofizice desfasurate la acest nivel ne ajuta sa gasim metode de stimulare a creativitatii elevului si de a obtine performanta scolara. De asemenea, mediul social in care traieste elevul / studentul este indicat ca important, deoarece contribuie la modelarea factorului ereditar in mod indirect. Comunicarea didactica reprezinta un alt subiecct de mare interes, fiind intens dezbatut in cadrul acestui curs, cu recomandarea sa se faca in mod asertiv prin imbinarea eficienta a tuturor tipurilor de comunicare. Prin subiectele de actualitate tratate, lucrarea subliniaza dinamica activitatii didactice, fiind menita sa indrume viitoarele cadre didactice si sa le perfectioneze in procesul educational.
Book chapters on the topic "Internet Didactics"
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Karkouch, Aimad, and Hajar Mousannif. "Towards Adaptive Teaching Through Continuous Monitoring of Students’ Learning Using Artificial Intelligence and the Internet of Things." In Pedagogy, Didactics and Educational Technologies. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5137-4_10.
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Salis, Carole, Marie Florence Wilson, Fabrizio Murgia, and Stefano Leone Monni. "Innovative Didactic Laboratories and School Dropouts." In Online Engineering & Internet of Things. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64352-6_82.
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Mora-Orozco, Julián, Álvaro Guarín-Grisales, Joel Sauza-Bedolla, Gianluca D’Antonio, and Paolo Chiabert. "PLM in a Didactic Environment: The Path to Smart Factory." In Product Lifecycle Management in the Era of Internet of Things. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33111-9_58.
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Camerlingo, Maria, and Rosita Bacchelli. "Internet Didactic Network for the Master on Health Services Management and Administration." In Health Information Management: What Strategies? Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-8786-0_69.
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Genschel, Ulrike, Ursula Gather, and Anita Busch. "EmileA-stat: Structural and Didactic Aspects of Teaching Statistics through an Internet-based, Multi-medial Environment." In Compstat. Physica-Verlag HD, 2002. http://dx.doi.org/10.1007/978-3-642-57489-4_49.
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Samarakoon, Uthpala, and Hakim Usoof. "Work-in-Progress: Development of a Framework for Incorporating Usability Aspects with Digital Didactical Design for Mobile/Tablet Based Learning in Pre-primary Education." In Internet of Things, Infrastructures and Mobile Applications. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49932-7_11.
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Wittmann, Erich Christian. "Teaching Units as the Integrating Core of Mathematics Education." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.
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AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.
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Danquah, Jennifer, Vanessa Beu, and Regina Egetenmeyer. "Internationalisation in Higher Education: A Virtual Adult Education Academy in Times of COVID-19." In Re-thinking Adult Education Research. Beyond the Pandemic. Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0151-3.09.
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COVID-19 calls for new ways of approaching internationalisation in adult learning and education. Based on experiences gathered during the 2021 virtual Adult Education Academy, this paper identifies challenges in international virtual learning settings in higher education. Such settings involve different levels of digital literacy among participants and moderators, limited access to high-speed internet, different time zones, and difficulties in social interactions. The article presents the didactical and methodological conceptualisation of a virtual setting to overcome these challenges. The concept involves facilitating exchanges between moderators, providing technical support, implementing (a-)synchronous sessions, and establishing a virtual space in which learning materials are created.
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Grünberger, Nina. "Participation as a Key Principle of Education for Sustainable Development in the Postdigital Era." In Palgrave Studies in Educational Media. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-38052-5_2.
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AbstractThis chapter explores the significance of Education for Sustainable Development (ESD) and media education for active participation and co-creation within postdigital structures. While democracy, co-determination, and active design were the hopes of the early Internet, these are only rarely compatible with the actual structures of postdigitality. Our ubiquitous digital environment and corresponding media structures are powerfully shaped by the monopolistic providers of a digital capitalism, especially in the education sector, and students are rarely introduced to alternatives. Yet a guiding didactic principle of ESD and media education is not to provide clear-cut answers but to enter into an exploratory and a co-creative process in the postdigital era. By jointly exploring and critically considering the implications of digital technologies for sustainable development, actors can better understand the madeness and feasibility of postdigitality and their role in it.
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Wittmann, Erich Christian. "Mathematics Education as a ‘Design Science’." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_6.
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AbstractMathematics education (didactics of mathematics) cannot grow without close relationships to mathematics, psychology, pedagogy and other areas. However, there is the risk that by adopting standards, methods and research contexts from other well-established disciplines, the applied nature of mathematics education may be undermined. In order to preserve the specific status and the relative autonomy of mathematics education, the suggestion to conceive of mathematics education as a “design science” is made. In a paper presented to the twenty second Annual Meeting of German mathematics educators in 1988 Heinrich Bauersfeld presented some views on the perspectives and prospects of mathematics education. It was his intention to stimulate a critical reflection’among the members of the community’ on what they do and what they could and should do in the future (Bauersfeld 1988). The early seventies have witnessed a vivid programmatic discussion on the role and nature of mathematics education in the German speaking part of Europe (cf., the papers by Bigalke, Griesel, Wittmann, Freudenthal, Otte, Dress and Tietz in the special issue 74/3 of the Zentralblatt für Didaktik der Mathematik as well as Krygowska 1972). Since then the status of mathematics education has not been considered on a larger scale despite the contributions by Bigalke (1985) and Winter (1986). So the time is overdue for redefining the basic orientation for research; therefore, Bauersfeld’s talk could hardly have been more appropriate. In recent years the interest in a better understanding of the nature and role of mathematics education has also grown considerably at the international level as indicated, for example, by the ICMI-study on ‘What is research in mathematics education and what are its results?’ launched in 1992 (cf., Balacheff et al. 1992). The following considerations are intended both as a critical analysis of the present situation and an attempt to capture the specificity of mathematics education. Like Bauersfeld, the author presents them ‘in full subjectivity and in a concise way’ as a kind of ‘thinking aloud about our profession’. (The present paper concentrates on the didactics of mathematics although the line of argument pertains equally to the didactics of other subjects and also to education in general (cf., Clifford and Guthrie 1988, a detailed study on the identity crisis of the Schools of Education at the leading American universities).)
Conference papers on the topic "Internet Didactics"
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Figueiredo, Pedro, Alan Costa, Vitor Bremgartner, Kamila Farias, Samilles Araújo, and Ana Torres. "A DIDACTIC ROBOTIC ARM FOR TEACHING CONCEPTS OF INDUSTRIAL AUTOMATION, 3D PRINTING AND THE INTERNET OF THINGS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1869.
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Manerova, K., and E. Zakharova. "INTERNET HYPES IN GERMAN LANGUAGE CLASS." In NEMECKIJ JaZYK V TOMSKOM GOSUDARSTVENNOM UNIVERSITETE: 120 LET ISTORII USPEHA. Publishing House of Tomsk State University, 2021. http://dx.doi.org/10.17223/978590744247/16.
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The present paper gives information about using of different Internet hypes in German language class. In this regard, media pedagogy and media didactics are discussed, the media competence is described. The definition of the Internet phenomena is explained, and examples are given. Great emphasis is placed on memes (pictures with inscriptions). Thereafter the authors give examples of lessons, which are supported with different hypes.
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König, Gerhard. "Electronic Access to Literature in Theory and Practice of Statistics Education." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03306.
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Do you have the chance to keep abreast of current developments in your field of interest? - Fast and comfortable access to literature on teaching mathematics at all levels in general and in particular on teaching stochastics (probability theory and statistics) is in this talk discussed. For this purpose the most important bibliographic database in mathematics education, the database MATHDI (MATHematics DIdactics), is presented in more detail. The literature search in MATHDI is exemplified by identifying publications relating to the topics of this conference.
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Boldea, Afrodita liliana. "APPLYING THE PRINCIPLES OF DIDACTICS TO THE E-LEARNING TEACHING OF ASTRONOMY AND ASTROPHYSICS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-072.
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Applying the Principles of Didactics to the E-learning teaching of Astronomy and Astrophysics Boldea Afrodita Liliana1, 2 1 Horia Hulubei National Institute for R&D in Physics and Nuclear Engineering M?gurele, 2University of Craiova, ROMANIA Abstract: The recent development of the Internet, associated with the new facilities for dissemination of scientific information in the world, have produced a deep change in the approach and the learning of some scientific fields. Teaching principles are general, systemic, normative and open concepts that underpin the attainment of educational objectives and govern the design, organization and conduct of teaching. In this paper it will exemplify the application of Principles of Didactics in the teaching of Computational Astronomy and Astrophysics. For perfect organization and development of the educational process, the teacher should observe and apply the correct principles of teaching with using modern teaching methods. The informal environment of the Observational Astronomy represents a significant reservoir of knowledge and can be a major source of innovation for new methods of teaching and learning sciences in schools and universities. In this context, the paper presents some informal e-learning methods, adapted for teaching and learning the Observational and the Computational Astronomy and tested recently on groups of students from University of Craiova. The finality of the experiment was to insert the students directly into some hot topics of astronomical research, starting only with the basically knowledge derived from astronomy and astrophysics popularisation sites and studying in small interactive autonomous groups. The role of the teacher was reduced to a long distance documentation selector and at a mediator between divergent approaches of different groups or different interpretation of astronomy notions. The methodology used was characteristically to the On-line Enriched (Driver) Model from E-learning, where the learning process is largely delivered on-line, with only rare periodically physical contact with a teacher. The approach, derived from Inquiry-Based Learning (IBL) philosophy, included three steps: a formalization of some recent problems in Astronomy, with a continuous feed-back inside the testes group of students, an extended individual documentary research, based on the virtual lab principle, and a final analysis of the results of this investigation, when the students were asked to propose and sustain a planning of lessons in astronomy for teaching the studied concepts and facts to secondary level scholars.
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Salis, Carole, Davide Zedda, Giuliana Brunetti, and Marie Florence Wilson. "Teacher Coaching Program – the Idea Linea B3 Project." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.802.
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IDEA Line B3 is a two-year coaching program for teachers who wish to be updated on how to enhance their capacity to effectively implement specific technologies in their teaching practice. The project is a natural extension of a previous three-year project aiming at fighting students’ disengagement through the implementation of extracurricular technological activities. Activities resulted attractive to students and participating school teachers expressed the need to be coached and supported in using critically technologies in educational contexts, with special attention to their implementation to didactics. Technology is not only useful in delivering lessons, but it also is useful for course preparation. In this paper we shall illustrate the project organization, its objectives, the target group, the training activities. We shall also describe the platform developed to store and share educational material and scenarios produced during the training period, the communication activities carried out, the methodology adopted, the organizational procedures as well as the monitoring activities. We shall illustrate the 3 themes object of this year’s program and their related technologies: School Without Walls (with the use of Augmented Reality – AR); Computational Thinking (with coding, educational robotics, and Internet of Things – IoT); Interdisciplinarity (with Artificial Intelligence – AI).
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Rodríguez González, Beatriz Adriana, Judith Alejandra Hernández Sánchez, Gabriela Noemí Figueroa Ibarra, Eduardo Briceño Solís, and DarlyKú Euán. "Comparative Analysis of the Probability Meaning in the Curriculum Provided and Official of a Statistic Class." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8b3.
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This study compares the meanings of probability found in the enacted curriculum of a professor’s class and the meanings found in the official curriculum for a statistics course in a business degree program at the Polytechnic University of Zacatecas. The method used is the first organizer of didactic analysis, content analysis. The interest of this paper lies in the importance that didactics of statistics currently have in the field of research, and in particular, the concept of probability, in which the main difficulties in solving problems related to the topic have been highlighted.
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Grigoryeva, Elena Ya. "Linguo-Didactic Potential Of Internet Technologies." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.26.
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Enache, Roxana, Gabriel Gorghiu, and Anamaria aurelia Petrescu. "EDUCATIONAL VALENCES OF THE INTERNET IN DIDACTIC ACTIVITIES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-147.
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When correlating the observations and the results of the activities carried out during the teaching career, it is noticed that, at the social level, the Internet represents a real challenge for the educational use, implying teacher’s competences to transform the power of this massive resource into a learning power, developing modern and effective educational scenarios related to the needs and demands of the actual society. The educational potential of the Internet cannot be exploited without the identification of epistemological and praxiological fundamentals, that underlie on the basis of valorization of this resource. Thus, it appears as a first necessity, to address a series of research in the educational practice, concerning how the Internet can be used to produce real added values towards a qualitative education. As we have seen from the analysis of the curriculum documents, as well as from the analysis of several lessons proposed by the teachers, the educational potential of the Internet is not just about identifying and transferring information, but it can be extended to the formation of a diverse set of skills and to the development of attitudes, behaviors and values. A challenge to which the educational actors - teachers, students or even parents - need to reflect, is represented by the way in which new information and communication technologies are integrated and involved in education, considering the Internet an area with a huge potential, as resource. In this respect, in order to stimulate the use of new technology in education, there is a need for designing holistic, systematic, coherent and consistent approaches.
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TSYBENKO, V. A. "THE LINGUO-DIDACTIC POTENTIAL OF FRENCH MEMES." In СЛОВО, ВЫСКАЗЫВАНИЕ, ТЕКСТ В КОГНИТИВНОМ, ПРАГМАТИЧЕСКОМ И КУЛЬТУРОЛОГИЧЕСКОМ АСПЕКТАХ. Chelyabinsk State University Publishing House, 2024. http://dx.doi.org/10.47475/9785727119631_544.
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The article focuses on the key characteristics of an Internet meme and evaluates its potential application as a tool for developing school students’ linguistic and communicative competence. The author investigates scientific researches on Internet technology and methodology of foreign language teaching, and, thus, the author views Internet memes as a form of polycode text that contributes to the development of readers’ functional literacy. TThe study proves that the use of internet memes, both during lessons and within independent and project work, facilitates a more effective development of foreign language communication skills and the improvement of communicative competence, as well as increases motivation for foreign language learning, when proper methodological organisation of student activities is implemented. Additionally, the article provides sample tasks that serve as examples of usage of Internet memes based on the content of the 9th grade textbook, “L’oiseau bleu” (The Blue Bird), which can serve as supplementary resources when working with the textbook.
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Alfano, Marco, and Biagio Lenzitti. "Searching the internet for learning materials through didactic indicators." In the 2007 international conference. ACM Press, 2007. http://dx.doi.org/10.1145/1330598.1330675.
Full textReports on the topic "Internet Didactics"
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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, et al. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0543.17032022.
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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
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Moiseienko, Mykhailo V., Natalia V. Moiseienko, Iryna V. Kohut, and Arnold E. Kiv. Digital competence of pedagogical university student: definition, structure and didactical conditions of formation. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3851.
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The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational value training of students of pedagogical universities; organization of interaction between students and teachers of pedagogical universities on the Internet through the creation of digital information educational environment; creation of individual educational trajectories of students.
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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.
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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Kholoshyn, Ihor V., Olga V. Bondarenko, Olena V. Hanchuk, and Iryna M. Varfolomyeyeva. Cloud technologies as a tool of creating Earth Remote Sensing educational resources. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3885.
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This article is dedicated to the Earth Remote Sensing (ERS), which the authors believe is a great way to teach geography and allows forming an idea of the actual geographic features and phenomena. One of the major problems that now constrains the active introduction of remote sensing data in the educational process is the low availability of training aerospace pictures, which meet didactic requirements. The article analyzes the main sources of ERS as a basis for educational resources formation with aerospace images: paper, various individual sources (personal stations receiving satellite information, drones, balloons, kites and balls) and Internet sources (mainstream sites, sites of scientific-technical organizations and distributors, interactive Internet geoservices, cloud platforms of geospatial analysis). The authors point out that their geospatial analysis platforms (Google Earth Engine, Land Viewer, EOS Platform, etc.), due to their unique features, are the basis for the creation of information thematic databases of ERS. The article presents an example of such a database, covering more than 800 aerospace images and dynamic models, which are combined according to such didactic principles as high information load and clarity.
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Lindo-Ocampo, Gloria Inés, and Hilda Clarena Buitrago-García. English for Business Course. Thematic Unit: Business Events. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.24.
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This didactic unit is aimed at the fifth semester students of the Business Administration, Marketing and International Business program, who have already completed the four basic levels of the Open Lingua program. This proposal seeks to develop skills and competencies that allow them to perform in different fields related to private, public and solidarity economy companies, and in various mediation and negotiation processes at national and international levels. The instructional design of this unit contains real-life situations, focused on the world of business, that allow students to interact in various types of business events. The grammatical and lexical concepts, necessary to interact successfully in these types of communicative situations, are introduced and applied. The educational activities are designed to offer opportunities to interact in business conferences, international exhibitions, and seminars, among others. The contents are framed in natural and meaningful contexts. This leads to a greater understanding of the type of language used in business and the way it is used to communicate. The contents are structured in three lessons in which the level of complexity of the topics, tasks, texts and transitions (4Ts) have been considered. Also, various types of activities that activate and reinforce previous knowledge and that, subsequently, evaluate the progress of the students, are included.
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Sokolovsky, Dmitry, Sergey Sokolov, and Alexey Rezaykin. e-learning course "Informatics". SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0785.29012024.
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The e-learning course "Informatics" is compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education in the specialty 33.05.01 Pharmacy (specialty level), approved by Order of the Ministry of Education and Science of the Russian Federation dated August 11, 2016 No. 1037, and taking into account the requirements of the professional standard 02.006 "Pharmacist", approved by order of the Ministry of Labor and Social Protection No. 91n of the Russian Federation dated March 9, 2016. The purpose of the course is to master the necessary amount of theoretical and practical knowledge in computer science for graduates to master competencies in accordance with the Federal State Educational Standard of Higher Education, capable and ready to perform the work functions required by the professional standard. Course objectives: to provide knowledge about the rules of working with spreadsheets; to provide knowledge about working in medical information systems and the Internet information and telecommunications network; to provide skills in working with computer science software and hardware used at various stages of obtaining and analyzing biomedical information; to learn how to use the knowledge gained to solve problems of pharmaceutical and biomedical content. The labor intensity of the course is 72 hours. The course consists of 12 didactic units.
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Hlushak, Oksana M., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3268.
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As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).