Relevant bibliographies by topics / Technology educative

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technology educative'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Technology educative"

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Tesouro-Cid, Montserrat, and Juan Puiggalí-Allepuz. "The virtual school: technology as an educative tool." Comunicar 14, no. 27 (October 1, 2006): 171–77. http://dx.doi.org/10.3916/c27-2006-26.

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The virtual school es neither restricted to a physical place (the school) nor a fiexed timetable. On the wntrary, students and teachen interact without spacial or temporary restriaions. Virtual school provide big opportunities to the students who cannot attend regular classes for different reasons and in some cases technolow turns out to be a more successful model than wnventional education. La «escuela virtual» es aquella escuela que no imparte docencia dentro de un único espacio físico (escuela) ni dentro de unos horarios fijos (horario escolar) y en ella cualquier alumno o profesor puede conectarse e interacturar sin restricciones espaciales ni temporales. Estas escuelas virtuales proporcionan grandes oportunidades a los estudiantes que no pueden asistir al curso regular por diferentes motivos y en algunos casos la tecnología puede ser un modelo con mayor éxito que la educación convencional.
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Scaramuzza, Andrea, Claudio Cavalli, and Ivana Rabbone. "Control-IQ technology enhanced by educative path in diabetes children." Diabetes Research and Clinical Practice 169 (November 2020): 108525. http://dx.doi.org/10.1016/j.diabres.2020.108525.

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Minovic, Miroslav, Velimir Štavljanin, and Miloš Milovanovic. "Educational Games and IT Professionals." International Journal of Human Capital and Information Technology Professionals 3, no. 4 (October 2012): 25–38. http://dx.doi.org/10.4018/jhcitp.2012100103.

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In this paper the authors will give a perspective on educational games application in the field of IT. Main topic of this research will be capacity for applying modern information technologies for developing game-based learning platform. During analysis, they found that more research is needed in order to improve application of games in education of IT professionals. At first place, researches should cover listed problems: how to design educative games in order to achieve better learning effects; how to develop software tools to automate educative game development process; and establish methods and techniques for knowledge and skills assessment utilizing educative games.
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Krygina, Irina, and Svetlana Rybak. "The improvement of educational technologies as the factor of constructive development of Russian society." E3S Web of Conferences 210 (2020): 18039. http://dx.doi.org/10.1051/e3sconf/202021018039.

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The article is devoted to the conceptual analysis of problems related to the development of the idea of higher education in modern society, the formation of the educational and educative policy of the state in the light of the ongoing transformational processes and the need to improve educational technology as a modern form of educational and educative activities. The purpose of this work is to actualize scientific and research interest to the problem of legal education and legal education in order to optimize the activities of the state in this direction and implement a unified legal policy in the system of legal leaning and legal education. The analysis based on systemic, structural, functional and comparative approaches made it possible to reveal and substantiate the scientific and theoretical concepts of the modern educational and legal process, and the presented categorical characteristics of the modern educational and educative model and legal education reflect the institutional and legal environment that is emerging in Russian legal space that affects the state and social processes of modern Russian society.
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Gilbert, Jane. "Makerspace in Education - Disruptive Technology or Just Another Passing Fad?" Teachers' Work 14, no. 2 (December 14, 2017): 80–98. http://dx.doi.org/10.24135/teacherswork.v14i2.232.

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Makerspaces are now common in schools. This idea, which originated outside education, is being advocated as a way to improve student engagement in learning and/or to foster creativity and/or innovation. It is also linked with “future-focused” education and is seen by some as a potentially disruptive force for good in education. This paper evaluates these claims. It looks at the origins of the makerspace concept and at how and why it was taken up by educationists. Via an exploration of the ideas about knowledge, learning and education assumed by its proponents, it assesses makerspace’s general educative potential and its likely contribution to the development of future-focused education. It concludes that the makerspace idea could be usefully disruptive in terms of education’s future development, but that this is unlikely without system-wide cognitive change.
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������ and Anatoliy Bychkov. "Technological and Supplementary Education in Terms of Standardization." Standards and Monitoring in Education 3, no. 6 (December 17, 2015): 46–50. http://dx.doi.org/10.12737/17282.

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The work discloses the possibility of usage of an additional education as a resource to ensure primary school pupils mastering with FGOS requirements for the course �Technology�. Personal and metasubject learning outcomes taken as the system forming start of the process of technological education. Personal achievements of the students acquire qualitative new content according to modern state of the technosphere and society. The problem of making a connection and content succession between educative & research and project activities of scholars as an important part of FGOS (2nd generation) for school and contents of creative labour of students in the additional education system is revealed in the work. Substantiated that the work of teachers is directed to ensure the compatibility and interoperability of general (the course �Technology�) and additional education.
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Velasco Ramírez, María Luisa. "Los Objetos de Aprendizaje y su aplicación en la Experiencia Educativa "Algorítmica"." CPU-e, Revista de Investigación Educativa, no. 4 (November 9, 2012): 206–28. http://dx.doi.org/10.25009/cpue.v0i4.131.

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En este trabajo se describe cómo el concepto de objeto de aprendizaje suscita nuevas formas de operar la información, propiciadas por la tecnología predominante de Internet. Se describe la experiencia educativa Algorítmica y el procedimiento para estandarizar recursos en formato electrónico previamente desarrollados para esta experiencia.AbstractIn this paper it is described how the concept of learning object provokes new forms to operate the information, caused by predominant technology of Internet. One describes to educative experience Algorithmic and the procedure to standardize resources in electronic format previously developed for this experience.
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Oliveira, Paula Marciana Pinheiro de, António Luís Rodrigues Faria de Carvalho, and Lorita Marlena Freitag Pagliuca. "Cultural adaptation of educative technology in health: string literature with a focus on breastfeeding." Texto & Contexto - Enfermagem 23, no. 1 (March 2014): 134–41. http://dx.doi.org/10.1590/s0104-07072014000100016.

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String literature about breastfeeding was linguistically and culturally adapted to Portugal. Methodological development study, undertaken at Escola Superior de Enfermagem do Porto, Portugal, between March and May 2012, during a "sandwich" doctoral program in Porto. The theoretical framework of Psychometrics was used, organized in three hubs. In this research, the first was adopted, the theoretical hub, that is, previously constructed health education technology was adapted and, for this purpose, assessed by three expert judges. As a result of this adaptation, modifications were made and it was perceived that string literature about breastfeeding is an important health promotion strategy and that, in order to use it, the presence of health professionals for any clarifications is fundamental. In addition, knowledge is needed about the reality and profile of the users with a view to avoiding constraints. Therefore, nursing has adopted this kind of strategies and perceived the positive result of this use.
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Reid, Aileen M. "Applying an educative approach to engage stakeholder values in evaluations of STEM research and education programmes." Evaluation Journal of Australasia 20, no. 2 (May 14, 2020): 103–8. http://dx.doi.org/10.1177/1035719x20918497.

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Stakeholder values regarding a programme’s worth and their own principles or standards can aid or impede an evaluation. The evaluator’s challenge and responsibility is to successfully engage multiple stakeholder value orientations in the evaluation process. Stakeholder engagement is essential within evaluations of programmes aimed at broadening participation of underrepresented individuals and institutions in science, technology, engineering and mathematics (STEM). This article describes an educative approach to engage stakeholder values within evaluations of STEM research and education programmes funded by the U.S. National Science Foundation (NSF). Reflections and implications for evaluation theory and practice applicable to any STEM evaluation context, and more broadly to the field of evaluation, are discussed.
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Rosyidah, Masayu, Marhaini Marhaini, Reny Kartika Sary, Febi Ardianto, and Yosi Apriani. "PELATIHAN PENGGUNAAN MMICROSOFT OFFICE BAGI GURU SMP AL-HAMIDIYAH PALEMBANG." Jurnal Abdimas Madani dan Lestari (JAMALI) 1, no. 2 (September 1, 2019): 70–78. http://dx.doi.org/10.20885/jamali.vol1.iss2.art3.

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The teacher is a professional educator with the task of educating, teaching, guiding, directing, training, assessing, and evaluating students in early and secondary education in certain formal institutions. One of the problems faced by Al-Hamidiyah Middle School teachers is the low competency of teachers, especially in the use of computer technology devices. This is unfortunate, even though the demands on teachers' assignments are in line with the enactment of the 2013 curriculum, where teachers are required to work using applications, learning media using information technology, application-based assessment systems, computer-based national exams, and others. This obstacle occurs because there is still a lack of teacher motivation to add competence outside the main task for a variety of reasons conveyed. The approach used in this dedication activity with a persuasive-educative approach, by providing knowledge, understanding, and skills in using Microsoft Office. The method used in the form of lectures, practice, and discussion. The results of this dedication the teacher understands and is able to practice directly.
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Dissertations / Theses on the topic "Technology educative"

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Ekdahl, Peter. "Educative Moments. : Rethorics and Realities." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00302.

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The concepts learning processes, gestalting and digital technology are closely associated with most people’s personal experiences in life and thus constitute significant ideas about their hopes, dreams and life content. The concepts are context-dependent and ought therefore to be studied from several interdisciplinary perspectives. To this end and to limit the scope of my thesis, I have chosen to study them from two vantage points – from the perspective of the Blekinge region of Sweden and from a third-world perspective. The reason I have chosen these two angles is that studying these concepts on the local level provides the necessary closeness, while considering them in a third-world perspective provides the necessary distance. In order to illustrate the complexity of the concepts, I have chosen to study both the rhetorical level – the narratives, the dreams and the hopes – and people’s actual experiences, i.e. the realities, hence the dialectical title of the thesis. “The educative moment” is the rare moment when rhetorics and realities coincide. When traditions and changes together cause renewal on an individual or collective level, the conditions are created for human beings to be able to see themselves and their relations in a new light.
Begreppen läroprocess, gestaltning och digital teknik är starkt förknippade med de flesta människors egna livserfarenheter och utgör därför medvetna eller omedvetna betydelsebärande föreställningar om förhoppningar, drömmar och livsinnehåll. Dessa är kontextberoende och bör därför undersökas ur flera interdisciplinära perspektiv. För att göra detta möjligt och samtidigt begränsa omfattningen av denna licentiatuppsats har jag valt att se begreppen ur två perspektiv – dels ur ett Blekingeperspektiv, dels ur ett tredje världenperspektiv. Anledningen till att jag valt dessa är att Blekinge ger en tillräcklig närhet och tredje världen ger en nödvändig distans. För att visa på begreppens komplexitet har jag valt att undersöka den retoriska nivån – berättelserna, drömmarna och förhoppningarna – och människors erfarenheter och verkligheter, därav den dialektiska titeln på licentiatuppsatsen. Det pedagogiska ögonblicket är det ögonblick då retorik och verkligheter sammanfaller. När tradition och förändring tillsammans ger en förnyelse på ett individuellt eller kollektivt plan, skapas förutsättningar för människan att se sig själv och sina sammanhang i ett helt nytt ljus. Begreppen läroprocess, gestaltning och digital teknik är starkt förknippade med de flesta människors egna livserfarenheter och utgör därför medvetna eller omedvetna betydelsebärande föreställningar om förhoppningar, drömmar och livsinnehåll. Dessa är kontextberoende och bör därför undersökas ur flera interdisciplinära perspektiv. För att göra detta möjligt och samtidigt begränsa omfattningen av denna licentiatuppsats har jag valt att se begreppen ur två perspektiv – dels ur ett Blekingeperspektiv, dels ur ett tredje världenperspektiv. Anledningen till att jag valt dessa är att Blekinge ger en tillräcklig närhet och tredje världen ger en nödvändig distans. För att visa på begreppens komplexitet har jag valt att undersöka den retoriska nivån – berättelserna, drömmarna och förhoppningarna – och människors erfarenheter och verkligheter, därav den dialektiska titeln på licentiatuppsatsen. The educative moment är det ögonblick då retorik och verkligheter sammanfaller. När tradition och förändring tillsammans ger en förnyelse på ett individuellt eller kollektivt plan, skapas förutsättningar för människan att se sig själv och sina sammanhang i ett helt nytt ljus. Begreppen läroprocess, gestaltning och digital teknik är starkt förknippade med de flesta människors egna livserfarenheter och utgör därför medvetna eller omedvetna betydelsebärande föreställningar om förhoppningar, drömmar och livsinnehåll. Dessa är kontextberoende och bör därför undersökas ur flera interdisciplinära perspektiv. För att göra detta möjligt och samtidigt begränsa omfattningen av denna licentiatuppsats har jag valt att se begreppen ur två perspektiv – dels ur ett Blekingeperspektiv, dels ur ett tredje världenperspektiv. Anledningen till att jag valt dessa är att Blekinge ger en tillräcklig närhet och tredje världen ger en nödvändig distans. För att visa på begreppens komplexitet har jag valt att undersöka den retoriska nivån – berättelserna, drömmarna och förhoppningarna – och människors erfarenheter och verkligheter, därav den dialektiska titeln på licentiatuppsatsen. The educative moment är det ögonblick då retorik och verkligheter sammanfaller. När tradition och förändring tillsammans ger en förnyelse på ett individuellt eller kollektivt plan, skapas förutsättningar för människan att se sig själv och sina sammanhang i ett helt nytt ljus. läroprocess, gestaltning, digital teknik

Educative Moments: Rhetorics and Realities

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CARRUBA, MARIA CONCETTA. "Accessibilità per includere: tecnologie educative per rispondere ai bisogni degli allievi presenti in classe." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/56638.

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Il presente lavoro di ricerca, condotto in cotutela con l’Università di Pittsburgh, ha lo scopo di riflettere rispetto all’uso delle tecnologie come strumento per l’inclusione in classe. Il framework teorico: - la gestione della classe; - la differenziazione didattica; - l’uso della tecnologia per includere. Da un punto di vista metodologico, la ricerca utilizza un approccio quali-quantitativo. Sono state condotte sperimentazioni su tre differenti aree: - scuole di ogni ordine e grado dell’area nord, centro e sud sulla base di indicatori ben precisi; - Università (UCSC) coinvolgendo studenti con DSA o disabilità; - un gruppo di studenti con disabilità severa che non possono accedere all’Università. La ricerca prende avvio con l’analisi della legislazione italiana che può giustificare l’uso della tecnologia in classe; procede con un approfondimento circa le neuroscienze per cogliere i cambiamenti generati dalla tecnologia sul processo di apprendimento; presenta il potere inclusivo della Differenziazione Didattica, dell’Universal Design for Learning e della gestione della classe; predispone e presenta due spazi digitali: un corso per insegnanti e uno spazio con mappatura qualitativa delle più recenti soluzioni inclusive. La tecnologia rivoluziona il processo di insegnamento-apprendimento e, se usata bene, permette di includere tutti gli allievi, nessuno escluso.
Accessibility for inclusion, a research in co-supervision with Pitt University, focuses on technology solutions for inclusion in the classroom. Nowadays every, generally, schools use technology in the classroom. Every student needs a specific approach to have a good experience at school and the role of teachers is central to promote inclusion, access and creativity for all. Schools and teachers encourage well-being for all and work for social equity when learning process meet every students’ need. In this research the focus is based on: - Classroom management; - Differentiation and Universal Design for Learning; - Special needs, Technology and inclusion in the classroom. Goals of the study: - Analysis of education technology policies in Italy; - Analysis of teacher digital competences for increased inclusive education; - Know-how Neuroscience: how technology impacts on the whole learning process and the perception of self-competence in students; - Analysis of recent accessible technology solutions. In today’s complexity technology solutions allows all students, also with special needs, to differentiate and to customize the contents as they deserve and allows all teachers to identify more ways to engage the students. When students are more ingaged they are more motivated and, consequently, they perform and fell better.
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Oliveira, Mariza Silva de. "Self care of the woman in the whitewashing of the mastectomy: study of appearance validation and content of the educative technology." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=362.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
As tecnologias educativas merecem discussÃo e reflexÃo quanto à sua validaÃÃo e implementaÃÃo na prÃtica assistencial. A reabilitaÃÃo com o auxÃlio de tecnologias educacionais pode ser bastante eficaz, pois motiva a mulher a se cuidar e adquirir conhecimentos necessÃrios e adequados para serem adotados na efetividade do seu autocuidado. Objetivou-se validar um manual educativo direcionado para a promoÃÃo do autocuidado de mulheres mastectomizadas, identificar aspectos que podem ser aperfeiÃoados e/ou modificados e avaliar o manual educativo proposto quanto à legibilidade e validade de conteÃdo e de aparÃncia. Trata-se de uma pesquisa de desenvolvimento metodolÃgico. O referencial teÃrico-metodologico foi adotado com base nos critÃrios do modelo de Pasquali (1998) composto por trÃs conjuntos de procedimentos: teÃricos, empÃricos e analÃticos. Como se trata de um manual educativo, usou-se apenas os procedimentos teÃricos. A coleta de dados foi realizada de abril a junho de 2006 em dois momentos metodolÃgicos. Primeiro, a avaliaÃÃo dos quatorze juÃzes-especialistas (profissionais); segundo, a anÃlise semÃntica de nove mulheres mastectomizadas escolhidas conforme critÃrios preestabelecidos para ambos. Os dados foram extraÃdos por meio de questionÃrios individuais na forma de escala Likert com itens distribuÃdos em trÃs blocos de anÃlise. Os dados receberam tratamento descritivo, sendo calculada a adequaÃÃo da representaÃÃo comportamental dos itens, a correlaÃÃo linear de Pearson dos itens avaliados pelos juÃzes e a avaliaÃÃo do Ãndice de Legibilidade de Flesch do material (ILF), utilizando o Revisor Gramatical AutomÃtico para PortuguÃs (ReGra). Na validaÃÃo de aparÃncia, os juÃzes-especialistas sugeriram vÃrias alteraÃÃes, mas houve tendÃncia dos juÃzes optarem pelas respostas em concordÃncia. A maioria das respostas ficou entre totalmente adequado (142) e adequado (120), nÃo havendo indicaÃÃo significativa de discordÃncia, pois dos 22 itens e das quatro opÃÃes de respostas, apenas cinco itens obtiveram escores inadequados. Quanto à adequaÃÃo comportamental dos 22 itens, quatorze atingiram a meta proposta de 80% de concordÃncia entre os juÃzes, quatro tiveram Ãndices limÃtrofes e quatro tiveram Ãndices abaixo do parÃmetro adotado. Na correlaÃÃo linear de Pearson, os avaliadores analisaram alguns itens de forma linearmente dependente uns com os outros, a indicar que o instrumento de avaliaÃÃo quanto aos aspectos referentes ao manual està adequado. Quanto à anÃlise semÃntica, 114 respostas ficaram em totalmente adequado e 114 em adequado. Nesse grupo nÃo houve indicaÃÃo significativa de discordÃncia, pois dos 26 itens e das quatro opÃÃes de respostas, apenas um item obteve escore inadequado. Em relaÃÃo ao ILF, os resultados variaram de 43 a 64, ou seja, leitura fÃcil e difÃcil, apropriado para o ensino fundamental completo ou mÃdio incompleto. Conclui-se que o manual educativo à um recurso que pode ser usado de forma positiva no processo de reabilitaÃÃo da mastectomizada caso as mensagens sejam apreendidas por ela; os profissionais devem considerar a escolaridade e habilidade de leitura do paciente, pois a leitura à um processo complexo e a compreensÃo de textos envolve questÃes relacionadas ao leitor e à sua interaÃÃo. Espera-se que a aplicaÃÃo do conhecimento adquirido nesse estudo proporcione impactos positivos para a enfermagem e para a saÃde da mulher mastectomizada e garanta-lhe melhor qualidade de vida.
The educative technologies deserve quarrel and reflection how much to its validation and implementation in the practical assistencial. The rehabilitation with the aid of educational technologies can be sufficiently efficient, therefore it motivates the woman if to take care and to acquire knowledge necessary and adequate to be adopted in the effectiveness of its self care one. It was objectified to validate a directed educative manual for the promotion of the self care of mastectomizadas women, to identify aspects that can be perfected e/or modified and to evaluate the educative manual considered how much to the legibility and validity of content and appearance. One is about a research of methodological development. The referencial theoretician-methodological was adopted on the basis of the criteria of the model of Pasquali (1998) composed for three sets of procedures: theoreticians, empiricists and analytical. As one is about an educative manual, one used only the theoretical procedures. The collection of data was carried through of April the June of 2006 at two methodological moments. First, the evaluation of the fourteen judge-specialists (professional); second, the analysis semantics of nine mastectomizadas women chosen as criteria preset for both. The data had been extracted by means of individual questionnaires in the form of Likert scale with item distributed in three blocks of analysis. The data had received treatment descriptive, being calculated the adequacy of the mannering representation of the item, the linear correlation of Pearson of the item evaluated for the judges and the evaluation of the Index of Legibility of Flesch of the material (ILF), using the Automatic Grammatical to Revise for Portuguese (ReGra). In the appearance validation, the judge-specialists had suggested some alterations, but it had trend of the judges to opt to the answers in agreement. The majority of the answers was enters total adequate (142) and adequate (120), not having significant indication of discord, therefore of the 22 item and the four options of answers, but five item had gotten you prop up inadequate. How much to the mannering adequacy of the 22 item, fourteen had reached the goal proposal of 80% of agreement between the judges, four had had bordering indices and four had had indices below of the adopted parameter. In the linear correlation of Pearson, the appraisers had analyzed some item of form linearly dependent ones with the others, to indicate that the evaluation instrument how much to the referring aspects to the manual is adjusted. How much to the analysis semantics, 114 answers had been in total adequate and 114 in adequate. In this group it did not have significant indication of discord, therefore of the 26 item and the four options of answers, but an item got props up inadequate. In relation to the ILF, the results varied of 43 the 64, that is, easy and difficult reading, appropriate for education basic complete or incomplete mdium. One concludes that the educative manual is a resource that can be used of positive form in the process of rehabilitation of the mastectomizada case the messages is apprehended by it; the professionals must consider the instruction level and ability of reading of the patient, therefore the reading is a complex process and the understanding of texts involves questions related to the reader and its interaction. One expects that the application of the knowledge acquired in this study provides positive impacts for the nursing and the health of the mastectomizada woman and it guarantees to it quality to of life better.
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Calderón, Abanto Gonzalo Estuardo. "Implementacion de una empresa de servicio educativo de afianzamiento con tecnologia remota." Master's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/654693.

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En el actual escenario, con alta incidencia en el uso de internet y alta competencia laboral, los desafíos en cada familia exigen que ambos padres tengan actividades laborales y en la mayoría fuera de casa. Esto imposibilita que la labor de tutoría de primer nivel sea proporcionada por los padres, especialmente en estudiantes con deficiencias en asignaturas que definen sus competencias efectivas, y opten por la alternativa de la tutoría externa. En este escenario, TUTOR se plantea como una alternativa viable para el afianzamiento de estudiantes de nivel secundario de colegios particulares de NSE A, B y C de la Ciudad de Trujillo, que supere los atributos de una enseñanza presencial, a través de un nuevo modelo totalmente Online basado en una plataforma Web Responsive que incorpore tecnologías modernas tanto en herramientas de videoconferencia como de transferencia, basado en Plugins. Para ello se realizó una investigación de mercado que evidenció que el 30% de los encuestados prefería la tutoría remota, planteándose el objetivo de captar durante la primera fase de producción de la plataforma el 7.5% del mercado potencial de la Ciudad de Trujillo a través del uso del Inbound Marketing, basado en contenidos orientados al cliente. Estas herramientas y el uso de las redes sociales y estrategias de marketing, y a través de una inversión inicial de S/. 149,000 financiado en su totalidad por los accionistas, TUTOR obtendrá resultados económicos y financieros favorables con un VAN de S/ 700,000 y una TIR de 64%, lo cual demuestra su viabilidad.
In the current scenario, with a high impact on internet use and high work competence, challenges in each family require both parents to have work activities and mostly away from home. This makes it impossible for top-level tutoring to be provided by parents, especially in students with subject deficiencies who define their effective competencies, and opt for the alternative of external tutoring. In this scenario, TUTOR is proposed as a viable alternative for the entrenchment of secondary-level students from particular NSE A, B and C schools in the City of Trujillo, which surpasses the attributes of face-to-face teaching, through a new all-online model based on a Responsive Web platform that incorporates modern technologies into both video conferencing and transfer tools, based on Plugins. To this end, a market research was carried out that showed that 30% of respondents preferred remote tutoring, with the objective of capturing during the first phase of production of the platform 7.5% of the potential market of the City of Trujillo through the use of Inbound Marketing, based on customer-oriented content. These tools and the use of social networks and marketing strategies, and through an initial investment of S/. 149,000 funded entirely by shareholders, TUTOR will achieve favorable economic and financial results with a VAN of S/ 700,000 and a TIR of 64%, demonstrating its viability.
Trabajo de investigación
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Navarro, Fernández Ricardo Javier, Velarde María Vanessa Vega, Landayeta Enrique Chiroque, and Panaqué Carol Rivero. "Teacher’s perception on good practices with a mobile application for teaching mathematics." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123975.

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This study aims to identify public schools teacher’s perceptions of the Good Teaching Practices, especially the use of technology in the classroom. Additionally, the study identify teacher’s perception concerning the use of a mobile app to teach mathematics. The study begins with a theoretical review that delimit the concept.From this review, an interview guide was designed to identify teacher’s perceptions of good teaching practices and the use of technologies in the classroom. The results suggests that teachers identify Good Teaching Practices in a conceptual approach, but not in a practical approach. In addition, they acknowledge the benefits of technologies for their teaching practices, recognizing the importance for teaching mathematics.
Este estudio busca identificar las nociones que los profesores de instituciones educativas públicas tienen sobre el concepto de buenas prácticas docentes, especialmente, respecto al uso de la tecnología en el salón de clase. Asimismo, se explora las percepciones sobre la utilidad del uso de un aplicativo móvil para enseñar matemáticas. Se inicia con una revisión teórica que delimita el concepto. A partir de esta, se diseñó una guía de entrevista para conocer la percepción de los profesores, sobre las buenas prácticas docentes y el uso de tecnologías. Los resultados apuntan a que los docentes identifican el concepto de buenas prácticas, pero no reconocen casos concretos donde estas se utilicen. Por otro lado, identifican las ventajas de las tecnologías y su uso en el aula, reconociendo aspectos importantes para la enseñanza.
Este estudo busca identificar as noções que os professores das instituições educacionais públicas têm sobre o conceito de boas práticas de ensino, especialmente com o uso da tecnologia na sala de aula. Também explora as percepções sobre a utilidade de usar uma aplicação móvel para ensinar matemática. Começa com uma revisão teórica que delimita o conceito. A partir disso, um guia de entrevista foi projetado para conhecer a percepção dos professores sobre boas práticas de ensino e o uso de tecnologias. Os resultados sugerem que os professores identifiquem o conceito de boas práticas, mas eles não reconhecem casos concretos em que são usados. Por outro lado, eles identificam as vantagens das tecnologias e seu uso na sala de aula, reconhecendo aspectos importantes para o ensino.
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Campos, Flavio Rodrigues. "Diálogo entre Paulo Freire e Seymour Papert: a prática educativa e as tecnologias digitais de informação e comunicação." Universidade Presbiteriana Mackenzie, 2009. http://tede.mackenzie.br/jspui/handle/tede/2360.

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Our work rises from a preoccupation in deepening discussion and reflection about Paulo Freire and Seymour Papert discourse about the uses of digital information and communication Technologies in educational practices and aims to analyze the implications of those discourses to the changes of discourses practices and social practices in which those discourses are included as well as their importance to education. From bibliographic research, it sought to explain some concepts defended by each author, as well as discuss the concepts of ideology, language and curriculum that are fundamental for the comprehension to our research. The methodology used in this sought to relate the concepts above with the discourse analysis of the recorded dialogue entitled The future of School , in which Paulo Freire and Seymour Papert argued about. In practice, we did a discourse analysis based on the theory of Norman Fairclough (2001), which considers the discourse in three dimensions: text, discursive practice and social practice. The analysis discussed and reflected about textual and social aspects insert in the discourse of Paulo Freire and Seymour Papert, which can imply (or not) changes in social and discursive practice of educators and professionals of education. The thesis presented here upheld is that discursive analysis can contribute to extend our comprehension about the influence of Paulo Freire and Seymour Papert discourses to educative practice of education professionals related to the uses of digital information and communication technologies.
Nosso trabalho nasce da preocupação em discutir e refletir sobre o discurso de Paulo Freire e Seymour Papert em relação ao uso das tecnologias digitais de informação e comunicação nas práticas educativas, buscando analisar as implicações desses discursos para as mudanças nas práticas discursivas e nas práticas sociais nas quais esses discursos estão inseridos, bem como sua importância para a educação. Partindo da bibliografia pesquisada, buscou-se mapear e explicitar alguns conceitos defendidos na teoria de cada autor, assim como destacar os conceitos de ideologia, linguagem e currículo, que são fundamentais na compreensão desta pesquisa. A metodologia utilizada neste trabalho procurou relacionar os conceitos citados acima com a análise de discurso textualmente orientada do diálogo gravado intitulado O futuro da escola , em que Paulo Freire e Seymour Papert debatem sobre o assunto. Na prática, fizemos uma análise do discurso baseada na teoria de Norman Fairclough (2001), que considera o discurso em três dimensões: texto, prática discursiva e prática social. A análise propriamente dita procurou discutir e refletir sobre os aspectos textuais e sociais inseridos no discurso de Paulo Freire e Seymour Papert, que poderão implicar (ou não) em mudanças nas práticas discursivas e sociais de educadores e profissionais da educação. A tese apresentada defende que a análise discursiva pode contribuir para ampliarmos nossa compreensão sobre a influência dos discursos de Paulo Freire e Seymour Papert para a prática educativa dos profissionais da educação, em relação às tecnologias digitais de informação e comunicação.
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Vargas, Sánchez Ana Dolores. "Educación para la convivencia y la cultura de paz a través de las TAC: un estudio multicasos en el contexto bogotano." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667377.

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La presente investigación tuvo como propósito explorar las experiencias de aula mediadas por Tecnologías para Aprendizaje y el Conocimiento (TAC), como apoyo a los procesos relacionados con la Educación para la Convivencia y la Cultura de Paz en seis colegios distritales en la ciudad de Bogotá Colombia. La relevancia de este tema y la escasez de investigaciones al respecto, tanto a nivel internacional como nacional, orientaron el estudio desde los siguientes objetivos: i) analizar experiencias de aula mediadas por TAC, planteadas en el marco de la Maestría en Proyectos Educativos mediados por TIC, para la Educación para la Convivencia y la Cultura de Paz; ii) comprender las relaciones generadas en el aula a través de las Tecnologías para el Aprendizaje y el Conocimiento, al apoyar la Educación para la Convivencia y la Cultura de Paz; y, iii) proponer orientaciones sobre el desarrollo de buenas prácticas o actividades innovadoras mediadas por TAC, para promover la Educación para la Convivencia y la Cultura de Paz. La revisión de literatura permitió refinar conceptos, perspectivas y comprender el estado sobre la Educación para la Convivencia y la Cultura de Paz mediada por las TIC. El trabajo de campo se planteó bajo el diseño de un estudio de casos múltiples, mediante instrumentos de recolección de datos cualitativos para recabar la opinión de docentes y estudiantes de los centros estudiados. Los resultados obtenidos han señalado tres aspectos relevantes: la TAC como un camino que acerca a la realidad que rodea la convivencia y cultura de paz en el ambiente escolar, la escasez de formación y experiencia del profesorado sobre este campo afecta el desarrollo de la Educación para la Convivencia y la Cultura de Paz apoyada en TAC, y se reconoce que las tecnologías promueven la comprensión, participación y el diálogo de los estudiantes al tratar temas de Convivencia y Cultura de Paz. No obstante, al relacionarlo con la intencionalidad tecnopedagógica se ha comprobado que sus efectos en las prácticas dependen de factores externos que influyen, tales como tiempo, espacios, conectividad y formación. Con los resultados obtenidos, es posible beneficiar la educación del país y generar espacios de reflexión para promover cambios en las políticas y prácticas educativas, Educación para la Convivencia y la Cultura de Paz la mediada o no por la tecnología.
The purpose of this research was to explore the classroom experiences mediated by Technologies for Learning and Knowledge (TAC), as support for the processes related to Education for Coexistence and Culture of Peace in six district schools in Bogotá city, Colombia. The relevance of this topic and the scarcity of research in this regard, both internationally and nationally, guided the study from the following objectives: i) analyze classroom experiences mediated by TAC, raised within the framework of the Master's Degree in Educational Projects mediated by ICT, for Education for Coexistence and the Culture of Peace; ii) understand the relationships generated in the classroom through the Technologies for Learning and Knowledge, by supporting Education for Coexistence and the Culture of Peace; and, iii) propose guidelines on the development of good practices or innovative activities mediated by TAC, to promote Education for Coexistence and Culture of Peace. The literature review allowed to refine concepts, perspectives and understand the state on Education for Coexistence and Culture of Peace mediated by ICT. The fieldwork was proposed under the design of a multiple case study, through qualitative data collection instruments to gather the opinion of teachers and students from the centers studied. The results obtained have pointed out three relevant aspects: the TAC as a way that brings closer to the reality that surrounds the coexistence and culture of peace in the school environment, the scarcity of training and experience of the teaching staff in this field affects the development of Education for Coexistence and Culture of Peace supported by TAC, and it is recognized that technologies promote understanding, participation and dialogue among students when dealing with issues of Coexistence and Culture of Peace. However, when relating it to techno-pedagogical intentionality, it has been found that its effects on practices depend on external influencing factors, such as time, space, connectivity and training. With the results obtained, it is possible to benefit the education of the country and generate reflection spaces to promote changes in educational policies and practices, Education for Coexistence and Culture of Peace mediated or not by technology.
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Roberts, Heidi E. "Technology in education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000robertsh.pdf.

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Sands, Aaron D. "Technology education teacher perceptions about learning activity module for technology education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000sandsa.pdf.

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Paniagua, Debbie A. "Student perspectives on technology and technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999paniaguad.pdf.

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Books on the topic "Technology educative"

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Rita, Richey, ed. Instructional technology: The definition and domains of the field. Washington, D.C: Association for Educational Communications and Technology, 1994.

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Bocca, Giorgio. Oltre Gutenberg: Prospettive educative dell'istruzione a distanza. Milano: Vita e pensiero, 2000.

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Recesso, Arthur. Integrating technology into teaching: The technology and learning continuum. Boston, MA: Houghton Mifflin, 2007.

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Recesso, Arthur. Integrating technology into teaching: The technology and learning continuum. Boston, MA: Houghton Mifflin, 2007.

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Recesso, Arthur. Integrating technology into teaching: The technology and learning continuum. Boston, MA: Houghton Mifflin, 2007.

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ERIC Clearinghouse on Higher Education., Association for the Study of Higher Education., and George Washington University. Graduate School of Education and Human Development., eds. Digital dilemma: Issues of access, cost, and quality in media-enhanced and distance education. San Francisco: Jossey-Bass, 2000.

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ERIC Clearinghouse on Higher Education and Association for the Study of Higher Education, eds. The virtual campus: Technology and reform in higher education. Washington, D.C: The George Washington University, Graduate School of Education and Human Development, 1997.

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Henry, Ellington, ed. Handbook of educational technology. 2nd ed. London: Kogan Page, 1988.

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Italia, Didaforum. Le nuove tecnologie educative nel processo di formazione: Una guida di riferimento : edizione 1995. Milano: FTI, Forum per la tecnologia della informazione, 1995.

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Quality management for educational technology services: A guide to application of the Deming management method for district, university, and regional media & technology centers. Washington, DC: Association for Educational Communications and Technology, 1994.

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Book chapters on the topic "Technology educative"

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Griol, David, and José Manuel Molina. "Using Virtual Worlds and Sloodle to Develop Educative Applications." In International Workshop on Evidence-Based Technology Enhanced Learning, 99–106. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28801-2_12.

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Martínez-Prieto, Miguel A., Pablo de la Fuente, Jesús Vegas, and Joaquín Adiego. "Covering Heterogeneous Educative Environments with Integrated Editions in the Electronic Work." In Research and Advanced Technology for Digital Libraries, 425–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-87599-4_53.

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Parikka, Matti, Aki Rasinen, and Arto Ojala. "Technology Education." In Positioning Technology Education in the Curriculum, 133–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_11.

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Elshof, Leo. "Technology Education." In Positioning Technology Education in the Curriculum, 145–62. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_12.

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Watson, Molly. "Technology and Technology Education." In New Frontiers in Technological Literacy, 47–55. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137394750_4.

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Davis, Brent, Krista Francis, and Sharon Friesen. "Technology." In STEM Education by Design, 53–70. New York: Routledge, 2019 |: Routledge, 2019. http://dx.doi.org/10.4324/9780429025143-4.

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Loveland, Thomas. "Educational Technology and Technology Education." In Technology Education for Teachers, 115–36. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_6.

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Vong, John, and Insu Song. "Technology in Education." In Emerging Technologies for Emerging Markets, 147–54. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-347-7_11.

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Ritz, John. "Technology Teacher Education." In Encyclopedia of Earth Sciences Series, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38889-2_72-1.

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Thomson, Iain. "Technology, Ontotheology, Education." In Heidegger on Technology, 174–93. 1 [edition]. | New York : Taylor & Francis, 2018. | Series: Routledge studies in twentieth-century philosophy ; 44: Routledge, 2018. http://dx.doi.org/10.4324/9781315561226-10.

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Conference papers on the topic "Technology educative"

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Suarnaya, I. Putu. "Powerpoint as Educative Media to Optimize Internalization of Hindu Education." In Proceedings of the International Conference on Education and Technology (ICET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icet-18.2018.40.

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Armijos Carrión, Jorge Luis, Yenni Esquivel Rivero, Marlon Cordova Aguilar, Yara María Portela Leiva, Alfonso Asisclo Avila Carvajal, and Mónica Loaiza Loayza. "EDUCATIVE GAMIFICATION: AN ALTERNATIVE TO THE COLLABORATIVE LEARNING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2309.

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Ammar, Brika, and Nader Fahima. "Creation of educative content on the web." In 2014 9th International Conference for Internet Technology and Secured Transactions (ICITST). IEEE, 2014. http://dx.doi.org/10.1109/icitst.2014.7038790.

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Iyer, Sridari, and Dhananjay R. Kalbande. "Research on educative games for autistic children." In 2014 International Conference on Circuits, Systems, Communication and Information Technology Applications (CSCITA). IEEE, 2014. http://dx.doi.org/10.1109/cscita.2014.6839296.

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Yalvema Miaz, Yalvema, Yalvema Miaz, Ary Kiswanto Kenedi, Syafda Wachyunaldi Monfajri, and Yullys Helsa. "Educative Learning Media for Elementary School Students." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.173.

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Santos, Zélia Maria de Sousa Araújo, Paula Dayanna Sousa dos Santos, Maria Helena de Agrela Gonçalves Jardim, José Manuel Peixoto Caldas, July Grassiely de Oliveira Branco, Mirna Albuquerque Frota, Karla Maria Carneiro Rolim, et al. "Application of an Educative Health Technology in the Training of the Caregiver Family." In 11th International Conference on Health Informatics. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006573603950401.

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Bryceson, Kim. "Disruptive Technologies supporting Agricultural Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8957.

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This paper looks at a number of different technologies that are being used currently in agricultural education at the University of Queensland (UQ), Australia through the lens of ‘disruption’ as a positive force. The paper will describe a number of tools and systems that have been developed, tested and implemented to engage students and provide an interesting, educative interactive experience at UQ. These tools include Internet of Things multisensory mesh networks and associated Data Dashboard developments for biophysical monitoring, Drone technology design and build for agricultural management and Augmented Reality simulations. These tools have all added engagement of, and value to, students.
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Marin, Paula Andrea Rodriguez, Alejandra Ospina Herran, and Nestor Dario Duque Mendez. "Rules based system to educative personalized strategy recommendation according to the CHAEA test." In 2016 XI Latin American Conference on Learning Objects and Technology (LACLO). IEEE, 2016. http://dx.doi.org/10.1109/laclo.2016.7751792.

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Masruroh, Masruroh, Fedela L. Maliki, Sawitri R. Hadiati, and Tuti Budirahayu. "Android Technology-Based Educative Games for Children with Intellectual Disability: A Case Study at Yayasan Peduli Kasih Anak Berkebutuhan Khusus." In 2014 International Conference on Advances in Education Technology. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icaet-14.2014.25.

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Chuyko, O. I. "Development of an Information System for Organizing and Monitoring the Educative Process of Students on the Basis of Cloud Technologies." In 2019 International Science and Technology Conference "EastConf". IEEE, 2019. http://dx.doi.org/10.1109/eastconf.2019.8725342.

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Reports on the topic "Technology educative"

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Jeffrey Hodgson and David Irick. Graduate Automotive Technology Education (GATE) Center. Office of Scientific and Technical Information (OSTI), September 2005. http://dx.doi.org/10.2172/946135.

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Escueta, Maya, Vincent Quan, Andre Joshua Nickow, and Philip Oreopoulos. Education Technology: An Evidence-Based Review. Cambridge, MA: National Bureau of Economic Research, August 2017. http://dx.doi.org/10.3386/w23744.

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Autor, David, Claudia Goldin, and Lawrence Katz. Extending the Race between Education and Technology. Cambridge, MA: National Bureau of Economic Research, January 2020. http://dx.doi.org/10.3386/w26705.

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Lundy, Sarah. Leveraging Digital Technology in Social Studies Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1742.

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Marcum, Deanna, Christine Mulhern, and Clara Samayoa. Technology-Enhanced Education at Public Flagship Universities. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22957.

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Author, Not Given. Partnership for Environmental Technology Education: Tribal Colleges Initiative in Science and Environmental Education. Office of Scientific and Technical Information (OSTI), January 1999. http://dx.doi.org/10.2172/307851.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Technology in Higher Education: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306629.

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Bulman, George, and Robert Fairlie. Technology and Education: Computers, Software, and the Internet. Cambridge, MA: National Bureau of Economic Research, May 2016. http://dx.doi.org/10.3386/w22237.

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Mitchell, Greig W. Application of Distance Learning Technology to Strategic Education. Fort Belvoir, VA: Defense Technical Information Center, February 1996. http://dx.doi.org/10.21236/ada308992.

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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, July 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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