Academic literature on the topic 'Digital curriculum materials'
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Journal articles on the topic "Digital curriculum materials"
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Fueyo, Vivian, George Roy, and Phillip Vahey. "SunBay Digital Mathematics." Educational Renaissance 1, no. 2 (February 19, 2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.
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By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprising dynamic technologies, curriculum replacement units, and professional development. Through planned professional development, teachers have the technological skills, pedagogical skills and mathematical content knowledge required to engage their students in an interaction between the software, the curriculum materials, and the mathematics. Student learning gains and changes in teacher pedagogical, technological, and mathematical content knowledge provide evidence of the project’s continued success after three years. Concomitant institutional changes in each of the partnering organizations attest to the project’s sustainable impact.
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Kim, Jiyeon J., Judy Chia-Chun Yuan, Cortino Sukotjo, and Stephen D. Campbell. "Survey of Current Predoctoral Removable Partial Denture Curriculum in the United States." Prosthesis 3, no. 2 (May 1, 2021): 119–28. http://dx.doi.org/10.3390/prosthesis3020013.
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The purpose of this survey was to determine removable partial denture (RPD) framework design concepts, new materials, and digital technology that are currently being taught in the predoctoral RPD curriculums in the U.S. dental schools. A questionnaire including RPD framework design concepts, materials, and digital technology was created on Qualtrics. The link to the questionnaire was distributed by email in May 2018 to U.S. dental schools. Thirty-nine of the sixty-six schools responded, yielding a response rate of 59%. Most schools are utilizing textbooks by McCracken and/or Stewart as their primary reference (90%). Only a few schools teach incisal rest (24%) and intra-coronal retainers (8%) in the clinic. The majority of schools teach three or less clasp assembly variations for distal extension RPD scenarios and utilize altered cast impression techniques only for selective patient scenarios. Half of schools currently utilize digital technology in their RPD curriculum. Although twenty-five schools (69%) indicated that implant-assisted RPD (IARPD) is being taught in the curriculum, only nineteen of them teach IARPDs in the clinic. Half of schools are utilizing non-metal clasp denture (NMCD) in their curriculum; most of these school provide this treatment as immediate/interim partials or long-term interim partials. Many U.S. dental schools are simplifying RPD design concepts and principles that are being taught. More schools are introducing new concepts and materials such as IARPD and NMCDs while incorporating digital technology in their predoctoral RPD curriculum.
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Jesse, Dr Samuel Nyaga, Prof John Nyamai Maundu, and Prof Nicholas Wanjala Twoli. "INFLUENCE OF CURRICULUM DIGITAL CONTENT UTILISATION ON LEARNERS’ ASSESSMENT AND ACHIEVEMENT IN BIOLOGY AMONG SECONDARY SCHOOLS IN KENYA." International Journal for Innovation Education and Research 6, no. 7 (July 31, 2018): 121–35. http://dx.doi.org/10.31686/ijier.vol6.iss7.1093.
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The curriculum support materials used in an instructional process may influence assessment and achievement of learners. Curriculum support materials are both print and electronic in nature. One of the main electronic curriculum support materials used in schools is interactive digital content. In recent years, there has been rapid expansion in curriculum digital content access and utilization in Kenyan schools. However, little has been done to establish how utilization of curriculum digital content in the instructional process influences learners’ assessment and achievement. The study reported in this paper therefore investigated the influence of curriculum digital content utilisation on secondary school learners’ assessment and achievement in Biology. It was guided by two specific objectives including to: investigate the influence of the utilisation of Biology digital content on learners’ assessment and examine the influence of the utilisation of Biology digital content on learners’ achievement. A mixed methods approach that employed triangulation design was used in this study. Data was obtained from fifteen Economic Stimulus Programme-ICT phase 1 secondary schools in Nairobi County. Three instruments including Biology teacher questionnaire, learners’ focus group discussion guide and documents analysis sheet were used for data collection. The collected data was analyzed using both descriptive and inferential statistics and presented in form of notes, tables, and graphics. This study found out that most assessment aspects improved with curriculum digital content utilization. In addition, utilisation of curriculum digital content had a positive influence on the achievement of secondary school learners in Biology. The study recommended that all schools, and not only ESP-ICT schools, be provided with proper infrastructure to enable learners and teachers access and utilize curriculum digital content in the instructional process. This would enhance assessment modes and learners achievement in secondary schools in Kenya.
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Abioye, Abiola, James Lowry, and Rosemary Lynch. "Digital Curation Education at the Universities of Ibadan and Liverpool." International Journal of Digital Curation 14, no. 1 (September 11, 2019): 24–61. http://dx.doi.org/10.2218/ijdc.v14i1.556.
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This article presents the findings of the Ibadan/Liverpool Digital Curation Curriculum Review Project, a research project conducted to formally benchmark the teaching of digital curation in the archival education programmes at the University of Liverpool, United Kingdom and the University of Ibadan, Nigeria. It provides background to the history and establishment of both universities and the development of their archives curricula. A matrix was developed using the DigCurV Curriculum Framework to assess whether digital curation skills and knowledge outlined in the framework are being taught, practised and tested in the Master’s programmes. These skills and knowledge were assessed according to the four domains outlined in DigCurV: Knowledge and Intellectual Abilities (KIA), Personal Qualities (PQ), Professional Conduct (PC), and Management and Quality Assurance (MQA), to levels appropriate to practitioners and managers. The exercise identified skill and knowledge areas where teaching materials could be shared between the universities, and areas where new materials are needed.
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Puttick, Gillian, Brian Drayton, and Joan Karp. "Digital Curriculum in the Classroom: Authority, Control, and Teacher Role." International Journal of Emerging Technologies in Learning (iJET) 10, no. 6 (December 16, 2015): 11. http://dx.doi.org/10.3991/ijet.v10i6.4825.
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With greater online access and greater use of computers and tablets, educational materials are increasingly available digitally, and are soon predicted to become the standard for science classrooms. However, researchers have found that institutionalized structures and cultural factors in schools affect teacher uptake and integration of technology. Findings are sparse that detail the complexities of how teachers actually incorporate technology in their teaching as they negotiate the introduction of a new and potentially disruptive innovation. With respect to a digital curriculum in particular, teachers can be unclear about their role vis-a-vis the curriculum, as the "computer" potentially becomes an alternative source of authority in the classroom, and this can mean that the teacher is no longer in control. This paper reports on the implementation of two units of an innovative environmental science program, Biocomplexity and the Habitable Planet, as a digital curriculum. We discuss some of the lessons learned about the mix of challenges, anticipated and unanticipated, that confronted four high school teachers as they implemented the curriculum in their classrooms. We suggest that developers and users of digital curricula pay particular attention to how they envision where the authority for teaching and learning in the classroom should reside.
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Choppin, Jeffrey, and Zenon Borys. "Trends in the design, development, and use of digital curriculum materials." ZDM 49, no. 5 (April 8, 2017): 663–74. http://dx.doi.org/10.1007/s11858-017-0860-x.
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Mubarak Al-Awidi, Hamed, and Fayiz M Aldhafeeri. "Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools." Journal of Information Technology Education: Research 16 (2017): 105–26. http://dx.doi.org/10.28945/3685.
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Aim/Purpose: The goal of this study was to investigate how Kuwaiti teachers perceive their own readiness to implement digital curriculum in public schools, and the factors that affect Kuwaiti teachers’ readiness to implement digital curriculum from their perspectives. Background: In order to shift from the traditional instructional materials to digital and more innovative resources, teachers have to be prepared for the transformational curriculum. Teachers need to acquire all the technical and pedagogical skills that enable them to integrate digital technology effectively and efficiently into the school curriculum. Methodology : Using a mixed-method research methodology, a random sample of 532 teachers participated in an online survey to determine the level of their readiness. In addition, semi-structured interviews were conducted with a sub sample of the participants (21) to explore the factors that affect their readiness. The researchers developed and implemented a technology readiness survey in two domains (technical and pedagogical). Contribution: The study demonstrated that Kuwaiti teachers were not highly ready to im-plement the digital curriculum, and some issues should be considered to ensure the digital curriculum is effectively implemented. Findings Teachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical). Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.
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Saputra, Bachtiar Adi, and Nurdiansyah Nurdiansyah. "Penguatan Literasi Digital melalui Model Pengembangan Kurikulum SMA Islam Berbasis Media Digital di Era 4.0." ISLAMIKA 2, no. 1 (January 31, 2020): 36–45. http://dx.doi.org/10.36088/islamika.v2i1.483.
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This paper aims to describe the strengthening of digital literacy through the development of digital media based Islamic high school curriculum in facing the challenges in 4.0 era. The method used in this study uses a qualitative descriptive approach with data collection techniques through direct observation and interviews. Based on the results of first observations at SMA Muhammadiyah 1 Park, the condition of the school has the potential that has not been maximized, namely the use of digital media in learning. Strengthening digital literacy is done through a model of curriculum development based on digital media in designing objectives, materials, strategies and evaluating learning. The digital literacy component that is the focus of research includes skills in information literacy and media literacy; digital scholarship skills, media literacy, learning skills, ICT literacy through guided assignments using digital media; and communication and collaboration skills through the active participation of students by using their digital media to collaborate and communicate in learning. This research is expected to make a positive contribution in the model of curriculum development in Islamic high schools that is in line with the times, through strengthening digital literacy to face challenges in 4.0 era.
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Remillard, Janine T., Michael Manganello, and Amber Daniel. "A Guide to Analyzing Mathematics Tasks and Their Implementation in Curriculum Resources." Journal for Research in Mathematics Education 49, no. 2 (March 2018): 228–31. http://dx.doi.org/10.5951/jresematheduc.49.2.0228.
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Since the publication of the NCTM Standards in 1989, which was followed by a new generation of curriculum development projects, the field has seen increasing interest in research on curriculum resources, how they are used by teachers and experienced by students, and the outcomes that they produce. Although some studies seek to draw direct lines between particular curriculum materials used and student outcomes, a majority of researchers argue that understanding whether and how teachers are implementing a given written curriculum resource1 with some measure of fidelity is necessary to determining its effects on learning (Stein, Remillard, & Smith, 2007). Over the last 2 decades, research has expanded to consider how teachers interpret, learn from, interact with, and generate curriculum resources. Over a similar timespan, the number and types of curriculum resources available to teachers have also expanded to include print, digital, and blended comprehensive curricula along with a slew of supplemental resources and tools available through the Internet.
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Zaver, F., A. Thomas, S. Shahbaz, A. Helman, E. S. Kwok, B. Thoma, and T. M. Chan. "LO14: The CanadiEM Digital Scholars Program: An innovative international digital collaboration curriculum." CJEM 19, S1 (May 2017): S32. http://dx.doi.org/10.1017/cem.2017.76.
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Introduction/Innovation Concept: Digital media are a new frontier in medical education scholarship. Asynchronous education resources facilitate a multi-modal approach to teaching, and allows residents to personalize their learning to achieve mastery in their own time. The CanadiEM Digital Scholars Program is a nationwide initiative that provides residents with practical experiences in creating digital educational materials under the supervision of experts in the field. The program allows for collaboration and access to mentorship from top digital educators from across North America. Methods: Interested residents accepted into the program spent a period of their PGY4 year completing modules developed in the theory and science behind digital education. Four modules, developed in an iterative process, have been built on the topics of podcasting, blogging, digital identity, and patient communication. Each fellow was supervised members of the CanadiEM team, a faculty member from the resident’s home institution, and digital experts from across North America. Curriculum, Tool, or Material: The first fellow completed all aspects of the designed curriculum. Above this, he also engaged in blog content creation, initiated research on digital scholarship, and managed the editorial section of CanadiEM. The second fellow is currently halfway through his year (and is expected to complete the program within the year) and has co-authored 30 blog posts and 53 podcasts in 6 months. Conclusion: The CanadiEM Digital Scholars Program utilizes a novel approach to foster development of digital educators utilizing experts across North America. We have demonstrated the feasibility and sustainability with our initial pilot years. This program is being scaled next year to include two scholars per year, which will facilitate cross-collaboration between the scholars.
Dissertations / Theses on the topic "Digital curriculum materials"
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Johnson, William. "Development of Peer Instruction Material for a Cybersecurity Curriculum." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2367.
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Cybersecurity classes focus on building practical skills alongside the development of the open mindset that is essential to tackle the dynamic cybersecurity landscape. Unfortunately, traditional lecture-style teaching is insufficient for this task. Peer instruction is a non-traditional, active learning approach that has proven to be effective in computer science courses. The challenge in adopting peer instruction is the development of conceptual questions. This thesis presents a methodology for developing peer instruction questions for cybersecurity courses, consisting of four stages: concept identification, concept trigger, question presentation, and development. The thesis analyzes 279 questions developed over two years for three cybersecurity courses: introduction to computer security, network penetration testing, and introduction to computer forensics. Additionally, it discusses examples of peer instruction questions in terms of the methodology. Finally, it summarizes the usage of a workshop for testing a selection of peer instruction questions as well as gathering data outside of normal courses.
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Tahara, Alexander Klein. "Práticas corporais de aventura : construção coletiva de um material didático digital /." Rio Claro, 2017. http://hdl.handle.net/11449/152377.
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Título original: Práticas corporais de aventura urbanas na educação física escolar : elaboração, implementação e avaliação de um material didático digital a partir da base nacional comum curricularOrientador: Suraya Cristina Darido
Banca: Sara Quenzer Matthiesen
Banca: Fernanda Moreto Impolcetto
Banca: Osmar Moreira de Souza Júnior
Banca: Laercio Claro Pereira Franco
Resumo: O objetivo geral desta tese foi elaborar, implementar e avaliar um material didático digital de acordo com as habilidades propostas na Base Nacional Comum Curricular, para o ensino das Práticas Corporais de Aventura (PCA) urbanas em aulas de Educação Física do Ensino Fundamental 6º e 7º anos. Para tanto, esta tese de natureza qualitativa, com método do tipo pesquisa-ação, foi estruturada em três etapas distintas. Na primeira etapa, foi realizado um diagnóstico junto a 18 professores de Educação Física da rede municipal e estadual de ensino de Ilhéus/BA, a respeito da abordagem do conteúdo referente às PCA e ao uso do Facebook em aulas. Constatou-que o conteúdo referente às PCA ainda é pouco tratado em aulas de Educação Física nas escolas públicas desta cidade, assim como o uso das tecnologias e especialmente do Facebook em geral não ocorre nestas instituições. Na segunda etapa, o objetivo foi relatar o processo de construção coletiva do material didático digital a respeito das PCA urbanas, elaborado pelo pesquisador e um grupo composto por 6 professores participantes do diagnóstico inicial. Pode-se dizer que o trabalho coletivo desenvolvido foi uma experiência produtiva, no que se relaciona à elaboração de um material didático digital a respeito de uma temática pouco discutida/experimentada em aulas de Educação Física. Na terceira e última etapa, o intuito foi avaliar o processo de implementação deste material didático digital elaborado na etapa anterior da pesquisa. Cinco pr... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The general objective of this thesis was to elaborate, implement and evaluate a digital didactic material according to the abilities proposed in the National Curricular Common Base for the teaching of urban Adventure Body Practices (PCA) in Physical Education classes of Elementary School 6th and 7th years. Therefore, this qualitative thesis was structured in three articles. In article I, a diagnosis was made to 18 teachers of Physical Education of the municipal and state educational network of Ilhéus / BA, regarding the approach of the content related to PCA and the use of Facebook in classes. He found that the content regarding PCA is still little treated in Physical Education classes in public schools in this city, just as the use of technology and especially of Facebook in general does not occur in these institutions. In article II, the objective was to report the process of collective construction of the digital didactic material regarding urban PCA, prepared by the researcher and a group composed of 6 teachers participating in the initial diagnosis. It can be said that the collective work developed was a very productive experience, in which it is related to the elaboration of a didactic material with quality regarding a thematic little discussed / experienced in classes of Physical Education. In article III, the purpose was to evaluate the process of implementation of this digital didactic material elaborated in the previous stage of the research. Five teachers were able... (Complete abstract click electronic access below)
Doutor
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Tahara, Alexander Klein [UNESP]. "Práticas corporais de aventura: construção coletiva de um material didático digital." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152377.
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O objetivo geral desta tese foi elaborar, implementar e avaliar um material didático digital de acordo com as habilidades propostas na Base Nacional Comum Curricular, para o ensino das Práticas Corporais de Aventura (PCA) urbanas em aulas de Educação Física do Ensino Fundamental 6º e 7º anos. Para tanto, esta tese de natureza qualitativa, com método do tipo pesquisa-ação, foi estruturada em três etapas distintas. Na primeira etapa, foi realizado um diagnóstico junto a 18 professores de Educação Física da rede municipal e estadual de ensino de Ilhéus/BA, a respeito da abordagem do conteúdo referente às PCA e ao uso do Facebook em aulas. Constatou-que o conteúdo referente às PCA ainda é pouco tratado em aulas de Educação Física nas escolas públicas desta cidade, assim como o uso das tecnologias e especialmente do Facebook em geral não ocorre nestas instituições. Na segunda etapa, o objetivo foi relatar o processo de construção coletiva do material didático digital a respeito das PCA urbanas, elaborado pelo pesquisador e um grupo composto por 6 professores participantes do diagnóstico inicial. Pode-se dizer que o trabalho coletivo desenvolvido foi uma experiência produtiva, no que se relaciona à elaboração de um material didático digital a respeito de uma temática pouco discutida/experimentada em aulas de Educação Física. Na terceira e última etapa, o intuito foi avaliar o processo de implementação deste material didático digital elaborado na etapa anterior da pesquisa. Cinco professores puderam implementar suas aulas com o conteúdo das PCA urbanas. Mesmo ocorrendo determinadas dificuldades, como as instalações físicas e materiais ruins das escolas, a insuficiência de recursos tecnológicos, entre outros, foi possível verificar que os professores puderam utilizar o material didático produzido, especialmente quando a ênfase era na parte teórica e em sala de aula. Pode-se concluir que esta tese foi atingida, uma vez que em cada uma das três etapas foi possível atingir os objetivos finais, havendo a produção de um material didático digital que pode auxiliar os professores participantes da pesquisa no ensino das PCA urbanas em aulas de Educação Física na escola.
The general objective of this thesis was to elaborate, implement and evaluate a digital didactic material according to the abilities proposed in the National Curricular Common Base for the teaching of urban Adventure Body Practices (PCA) in Physical Education classes of Elementary School 6th and 7th years. Therefore, this qualitative thesis was structured in three articles. In article I, a diagnosis was made to 18 teachers of Physical Education of the municipal and state educational network of Ilhéus / BA, regarding the approach of the content related to PCA and the use of Facebook in classes. He found that the content regarding PCA is still little treated in Physical Education classes in public schools in this city, just as the use of technology and especially of Facebook in general does not occur in these institutions. In article II, the objective was to report the process of collective construction of the digital didactic material regarding urban PCA, prepared by the researcher and a group composed of 6 teachers participating in the initial diagnosis. It can be said that the collective work developed was a very productive experience, in which it is related to the elaboration of a didactic material with quality regarding a thematic little discussed / experienced in classes of Physical Education. In article III, the purpose was to evaluate the process of implementation of this digital didactic material elaborated in the previous stage of the research. Five teachers were able to implement their classes with the content of urban PCA. Even when certain difficulties were encountered, such as poor physical and material facilities of schools, insufficient technological resources, among others, it was possible to verify that teachers could use the didactic material produced, especially when the emphasis was on the theoretical part and classroom of class. It can be concluded that this thesis was reached, since in each of the three articles it was possible to reach the final objectives, with the production of a digital didactic material that can help teachers in the teaching of urban PCA in Physical Education classes at school.
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Silva, Katia Alexandra de Godoi e. "Avaliação de material didático digital na formação continuada de professores do ensino fundamental: uma pesquisa baseada em design." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9742.
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Previous issue date: 2013-09-10Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research analyzes pedagogical interventions in continuing education, in order to promote the choice and evaluation of digital learning materials, aiming to understand the elementary school teachers processes of reflection. The theoretical framework that guides this study comes from the texture of the digital learning material concepts, tools for choosing and assessing these materials, and references that guide the teacher to use ICDT and raise the matter of evaluation of materials in digital format, as well as approaches to teacher training for the use of ICDT in Education. The methodology is focused on four steps of Design-based Research. The first one is about the educational problem. The second lies in the choice of pedagogical artifact. The third is about the interventions in educational context. Finally, the fourth step provides guidelines for building design principles. In order to support the third step, the context and design of educational interventions are described, since it is not possible to understand the pedagogical design alone without taking the context in which it operates into account. The organization and identification of intervention categories was conducted with the aid of webQDA software, and the relational analysis of these interventions in educational context has been performed by using CHIC software, indicating that, in general, teachers participating in the research developed an autonomously reflexive critical posture in the context of choice, use and evaluation of digital learning materials in their teaching
Esta pesquisa analisa as intervenções pedagógicas na formação continuada para favorecer a escolha e a avaliação de materiais didáticos digitais, visando compreender os processos de reflexão dos professores do ensino fundamental. A fundamentação teórica que pauta este estudo provém da tessitura dos conceitos sobre materiais didáticos digitais, dos instrumentos para escolha e avaliação desses materiais e dos referenciais que orientam o professor para a utilização das TDIC e suscitam a questão da avaliação dos materiais no formato digital, assim como as abordagens de formação de professores para a utilização das TDIC na Educação. A metodologia está centrada nas quatro etapas da Pesquisa baseada em Design. A primeira recai sobre o problema educativo. A segunda reside na escolha do artefato pedagógico. A terceira constitui as intervenções em contexto pedagógico. Já a quarta etapa apresenta orientações para a construção de princípios de design. Para dar suporte à terceira etapa, o contexto e o design das intervenções pedagógicas são descritos, já que não é possível compreender apenas o design pedagógico sem levar em conta o contexto em que se insere. A organização e identificação das categorias das intervenções foi realizada com o auxílio do software webQDA, e a análise relacional dessas intervenções em contexto pedagógico foi concretizada por meio do software CHIC, indicando que, de modo geral, os professores participantes da pesquisa desenvolveram uma postura autônoma, crítica e reflexiva no contexto de escolha, utilização e avaliação dos materiais didáticos digitais em suas práticas pedagógicas
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Souza, Marcos Leonel de. "E-book digital acessível para pessoas com deficiência visual: análise das adequações implementadas nos materiais de um curso a distância." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9801.
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Previous issue date: 2014-10-15Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research is part of the Graduate Program in Education: Curriculum of Pontifical Catholic University of São Paulo, in the research line New Technologies in Education. Performed in the context of Network São Paulo Program of Teacher Training - REDEFOR, the research aimed to analyze the accessibility adequacies implemented in teaching materials of an e-learning course for production of e-Book accessible to people with visual disabilities in order to suggest references for the production of other materials in the same format. The theoretical background was based on aspects related to people with visual disabilities, e-learning, accessibility to digital materials, description, audio description, normative references of World Wide Web Consortium (W3C) and accessible e-Book. Adopting a qualitative approach, the procedures for data collection included document analysis, semi-structured interviews with two individuals who were responsible for the description of the REDEFOR course materials, and the researcher inferences as part of the team. Data analysis was performed from three categories: flow and team work, work development, and future suggestions and recommendations. It was observed that the production of an accessible e-Book with regard to the team work, resembles the production and management of e-learning courses, and therefore requires a multidisciplinary team. The survey also showed that it is important to predict during the planning and development of e-learning courses, the suitability of the materials to make them accessible. Finally, references were made for production of digital materials in e-Book format, accessible to people with visual disabilities, such as: perform image description mainly considering the context in which it is inserted and your goal in the material; avoid attributing value judgment about the description carried out; be impartial and succinct in describing, focusing only for what is essential to its understanding; keep the images in the material and have their embedded description via Alt tag , which allows access and recognition by screen readers; for videos should use audio description, subtitles and window for Brazilian Sign Language (LIBRAS); simplify the tables and charts, as far as possible, so that one can describe its contents; and describe symbols only when their use is not merely illustrative or iconic, or in case of show some damage for the material if it was abolished. The recommendations presented emphasize both the implementation of new actions to put the materials in an accessible way for existing e-learning courses, and for disseminating the culture and the habit of producing materials with accessibility, contributing to inclusion of all
A presente pesquisa insere-se no Programa de Pós-Graduação em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, na linha de pesquisa Novas Tecnologias em Educação. Realizada no contexto do Programa Rede São Paulo de Formação Docente REDEFOR, a investigação teve como objetivo analisar as adequações de acessibilidade implementadas em materiais didáticos de um curso a distância para produção de e-book acessível às pessoas com deficiência visual, a fim de sugerir referências para produção de outros materiais neste mesmo formato. O referencial teórico baseou-se em aspectos relacionados à pessoa com deficiência visual, Educação a Distância, acessibilidade em materiais digitais, descrição, audiodescrição, normativas do W3C e e-book acessível. Adotando uma abordagem qualitativa, os procedimentos para coleta de dados incluíram análise documental, entrevista semiestruturada com dois sujeitos responsáveis pela descrição dos materiais dos cursos REDEFOR, e inferências do próprio pesquisador enquanto integrante da equipe. A análise dos dados foi realizada a partir de três categorias: Fluxo e equipe de trabalho, Desenvolvimento do trabalho e Sugestões e recomendações futuras. Observou-se que a produção de um e-book acessível, no que se refere à equipe de trabalho, assemelha-se à produção e gerenciamento de cursos a distância, exigindo, portanto, uma equipe multidisciplinar. A pesquisa apontou ainda que é importante prever, durante o planejamento e elaboração de cursos em EaD, a adequação dos materiais para torná-los acessíveis. Por fim, foram apresentadas referências para produção de materiais digitais em formato de e-book acessível para pessoas com deficiência visual, como por exemplo: realizar a descrição de imagem considerando principalmente o contexto em que ela está inserida bem como seu objetivo no material; evitar atribuir juízo de valor à descrição realizada; ser imparcial e sucinto na descrição, primando somente pelo que é essencial para seu entendimento; manter as imagens no material e ter sua descrição embutida via tag Alt , que permite acesso e reconhecimento por leitores de telas; nos vídeos utilizar audiodescrição, legenda e janela libras; simplificar as tabelas e os gráficos, na medida do possível, para que se possa descrever seu conteúdo; e, descrever símbolos somente quando sua utilização não for meramente ilustrativa ou icônica, ou ainda, se apresentarem algum prejuízo ao material quando suprimidos. As recomendações apresentadas enfatizam a implementação de novas ações tanto para tornar acessíveis materiais já existentes para curso em EaD, quanto para disseminar a cultura e o hábito de produzir materiais com acessibilidade, contribuindo para inclusão de todos
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"Translating Teacher’s Manuals into Digital Presentations: PowerPoint Presentations as Educative Curriculum Materials." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53636.
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abstract: This action research study primarily examined how educative curriculum materials (i.e., curriculum materials that include supports for teacher learning) can improve a teacher’s knowledge base and ability to succeed in the classroom. The focus was on the impact of one type of educative curriculum material: PowerPoint presentations. Specifically, the study investigated if translating teacher’s manuals into digital presentations was valued by general education teachers responsible for teaching Engage NY math in kindergarten, first, second, and third grades. The study asked teacher participants to describe the impact (if any) of adding a digital presentation component to their lessons and investigated if they self-reported increased Pedagogical Content Knowledge (PCK), which is a teacher’s understanding of how to help students understand specific subject matter. Using questionnaires, interviews, and field notes, the following research questions were examined: 1) How do teachers describe the impact that pre-made digital slide share presentations (i.e., PowerPoint presentations) have on lesson planning, preparation, and pacing and 2) What impact does translating teacher’s manuals into digital slide share presentations (i.e., PowerPoint presentations) have on teacher’s pedagogical content knowledge? Results indicate that teacher participants found the presentations to be helpful and positively impacted their lesson planning, preparation, and pacing, and improved their perception of their own abilities when presenting Engage NY math content.Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2019
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Lee, Chia-hsuan, and 李家萱. "Design, Development and Evaluation of Digital Teaching Materials for High-school Biology Laboratory Curriculum." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/15986520884406720537.
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碩士國立高雄師範大學
教育學系
102
Laboratory curriculum is an important part of the teaching of biology in high school. It can not only deliver knowledge to student, but also enhance their scientific insight and arouse their interests in science. Practically, however, time, resources, student quality and other factors posed limitations to the running of laboratory curriculum. Thus, a variety of supporting materials for laboratory curriculum came into being. Among them, digital teaching materials are becoming a trend because of the popularization of information technology. However currently existing digital teaching materials, though of good quality, often do not meet the requirement of teaching, and it is very difficult for biology teacher who want to use these material to modify them. This study attempted to develop digital teaching materials from biology teachers' point of view using ADDIE model. Two labs of the high school biology laboratory curriculum were used as examples, which are: "observation of external morphology and internal structure of a frog" and "the crude extraction of DNA". The purposes of the study include the following four points: (1) to design and develop digital teaching materials of biological experiments curriculum which is consistent with the needs of teaching and learning; (2) the designed teaching materials should be able to enhance students’ learning motivation and facilitate their self-learning; (3) to apply the ADDIE model on creating biology digital teaching material, which make easy for biology teachers to create their own teaching materials that line with individual demand, under the limited funding and resources. In compliance with the ADDIE model, this study was divided into five phases, including analysis, design, development, implement and evaluation. In the analysis phase, teachers’ and students’ demand of digital teaching materials were obtained through the "teaching needs analysis" and "learner analysis". The teaching materials were determined based on the results of "objectives analysis" and "content analysis". After the "analysis of environmental, software and hardware", we decided to use Microsoft Office PowerPoint 2003/2007 and Adobe Presenter Version 6.0 (beta) as development tools. In the design phase, we designed the processes, scripts and interfaces of teaching. In the development phase, after collecting components, we created the powerpoint files, recorded them and exported them into digital teaching materials. During the implementation phase, we invited 10 voluntary students and 4 experts to read the materials. Besides, we also applied these materials in the field of teaching. After implementation, we conducted evaluation of the digital teaching materials. Evaluation was divided into two stages. In the first stage, we conducted formative evaluation (including expert evaluation and learner evaluation), and then we modified the content of the teaching materials based on our analysis of evaluation and feedback. In the second stage, we then conducted a second formative evaluation (including expert evaluation and learner evaluation). In secondary expert formative evaluation, the three categories, including "content and structure of teaching materials", "design of teaching materials" and "design of media and interface", received positive feedbacks, with the average score of all indicators in a whole category above 4 points. In secondary learners formative evaluation, the three categories, including "learning interest", "understanding of experimental content", and "willingness of self-learning and overall evaluation", received positive feedbacks with their average scores of all the descriptions within the category above 3.5. These results suggested that these digital materials were of high quality, no matter served as supportive materials for teachers or as self-learning materials for students. . We found in this study that: (1) our design and development of digital teaching materials for biological laboratory curriculum met both the learning needs of students and teaching needs of teachers; (2) the digital teaching materials could really improve students' motivation to learn, but whether a student learning actively or not is more related to individual’s potential motivation; (3) applying the ADDIE model did help biology teachers with limited funds and resources to quickly create digital teaching materials that meet the individual demand; (4) in order to get the maximum effect, we should pay attention to the timing, manner, and students’ learning attitude when using digital teaching materials in biological laboratory curriculum.
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Oskarsson, Evelina, and Emma Utterström. "Digitala läromedel i matematik : En innehållsanalys av digitala läromedel i matematik för årskurs 4 med fokus på kommunikation och interaktion." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84915.
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Saphire, Joseph E. Jr. "Navigating the Interim." 2015. https://scholarworks.umass.edu/masters_theses_2/250.
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Navigating the Interim attempts to build a framework for the ways in which visual art, media studies, and forms of social practice might intermingle within a career in the arts, as well as within a thorough art education curriculum. From broad theoretical analysis to the specificity of technical exercises and prompts, this paper serves as a roadmap for the ways in which production, teaching, and organizing might begin to merge into a single holistic practice. The author’s projects provide an anchor from which to analyze the various conceptual trajectories of art that have stemmed from modernism throughout the 20th century, as well as to challenge the anti-aesthetic phenomenon that has emerged out of this evolution, which has influenced paradigms within art education and leads to an analysis of the author’s own creative impulses, such as media activism, noise-based and appropriative tactics, and concerns about Debordian Spectacle. These self-analyses and reflections are situated within various binary oppositions: object-action, opacity-transparency, deconstruction-enstrangement, replacement-extension, and static-progressive.
Books on the topic "Digital curriculum materials"
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Petri, Gail. The American Memory collection from A-Z: Primary resource guide and reproducible activities across the curriculum : grades 4-6. Worthington, Ohio: Linworth Learning, 2003.
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From Gutenberg to the global information infrastructure: Access to information in the networked world. Cambridge, Massachusetts: MIT Press, 2000.
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Borgman, Christine L. Gutenbergitsʻ minchʻev teghekatvakan hamashkharhayin entʻakaṛutsʻvatskʻner. Erevan: Hanragitaran-Armenika, 2007.
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Bell, Ann. Creating Digital Video in Your School: How to Shoot, Edit, Produce, Distribute, and Incorporate Digital Media Into the Curriculum. Tandem Library, 2005.
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Bell, Ann. Creating Digital Video In Your School: How To Shoot, Edit, Produce, Distribute And Incorporate Digital Media Into The Curriculum. Linworth Publishing, 2005.
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Travis, Jennifer, and Jessica DeSpain. Teaching with Digital Humanities. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042232.001.0001.
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This book offers theoretical perspectives and case studies for teaching American literature of the long nineteenth century using the tools and methods of the digital humanities (DH). The essays highlight best methods for integrating the building of digital tools and projects in the nineteenth-century American literature classroom and strategies for incorporating into the curriculum already established digital materials. By emphasizing a discipline-specific approach, the collection invites conversations among scholars of other disciplines about how digital pedagogies can deepen their objectives for student learning. The collection is organized into five keywords, or tags: Make, Read, Recover, Archive, and Act. The essays in Make illustrate the pedagogical value of project-based, collaborative learning. The essays in Read describe assignments in which students engage in multiple reading practices, from close to collaborative and computational. In Recover, contributors show how DH approaches aid in the scholarly consideration of marginalized texts. The essays in Archive encourage students to select and organize artifacts with an ethics of care, often in communities beyond the classroom. The final section, Act, advocates for an activist approach, demonstrating how DH can bring new insights to debates central to the study of the long nineteenth century, particularly concerning difference. As they engage digital humanities practices and pedagogies, the essays in the collection model inventive strategies and rethink what is possible in the American literature classroom.
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Schrock, Kathy, and Gail G. Petri. The American Memory Collections From A to Z: Primary Resource Guide and Reproductible Activities Across the Curriculum Grades 4-6. Linworth Publishing, 2003.
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Shakespeare, William. King Lear (Audiofy Digital Audiobook Chips). Audiofy/Naxos, 2006.
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From Gutenberg to the Global Information Infrastructure: Access to Information in the Networked World (Digital Libraries and Electronic Publishing). The MIT Press, 2003.
Find full textBook chapters on the topic "Digital curriculum materials"
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van den Berg, Ellen, Peter Blijleven, and Leanne Jansen. "Digital Learning Materials: Classification and Implications for the Curriculum." In Curriculum Landscapes and Trends, 237–54. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1205-7_14.
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Kiliç, Ayșe, and Ìsmail Yilmaz Taptik. "Outcome-Based Curriculum Design for New-Generation Engineers." In Engineering Education Trends in the Digital Era, 1–25. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2562-3.ch001.
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In this study, the stages of change in the curriculum of ITU Metallurgical and Materials Engineering Department (MME) during the ABET accreditation process are summarized and evaluated in terms of both course contents and assessment-evaluation procedures. Improvements in the curriculum design have been carried out within the framework of continuous development, which is one of the essential criteria of today, and then assessment and evaluation methods have been developed, expecting the students become more equipped in their professional life. First of all, a discussion on the characteristics of the Information Age and ABET EAC Student Outcomes (SOs) is provided, followed by the presentation of ITU MME curriculum, conveying the changes in a chronological order. Subsequently, the continuous improvement cycle of ITU MME and the measurement and assessment stages for each outcome are explained. In conclusion, the new ABET EAC SOs are given with a comparison and a final evaluation.
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Edson, Alden J., and Amanda Thomas. "Transforming Preservice Mathematics Teacher Knowledge for and with the Enacted Curriculum." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 215–40. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch009.
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In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.
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Statti, Aubrey. "Learner-Active, Technology-Infused Classroom." In Handbook of Research on Digital Learning, 38–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9304-1.ch003.
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This chapter seeks to present an example of technologically-advanced curriculum through LATIC (learner-active, technology-infused classrooms). This study aimed to explore the specific application of LATIC curriculum in a 3rd grade Title 1 classroom in Southwest Florida. The research focused on 1) the intended and achieved learning outcomes of the curriculum, 2) student engagement with their peers, teacher, and technology, and 3) experienced successes as well as any challenges faced during the LATIC implementation process. Further, the purpose of this research was to experience the day to day functions of a LATIC in order to evaluate its appropriateness for learners of varying educational levels and backgrounds. Through the case study methodology, the researcher utilized classroom observations, interviews with the teacher, and an analysis of classroom documents and visual materials as a means to understand both the role of the students and of the teacher in a LATIC environment.
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Edson, Alden J., and Amanda Thomas. "Transforming Preservice Mathematics Teacher Knowledge for and With the Enacted Curriculum." In TPACK, 96–121. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch005.
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In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.
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Cressey, James. "Universal Design for Learning." In Advancing Next-Generation Teacher Education through Digital Tools and Applications, 38–59. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0965-3.ch003.
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Universal Design for Learning (UDL) is a framework for curriculum and instructional planning through which educators can maximize accessibility and minimize barriers that are often experienced by learners. Teacher educators are in a unique position to introduce UDL to future elementary teachers and support them in developing inclusive pedagogical methods early on in their careers. While Common Core State Standards can guide educators in what to teach, UDL provides a framework for how to teach. Education technology tools are used extensively within UDL to make curriculum materials more accessible and engaging. In this chapter, the UDL framework will be described along with many specific applications within elementary teacher education.
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Cressey, James. "Universal Design for Learning." In Next Generation Digital Tools and Applications for Teaching and Learning Enhancement, 137–58. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1770-3.ch008.
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Universal Design for Learning (UDL) is a framework for curriculum and instructional planning through which educators can maximize accessibility and minimize barriers that are often experienced by learners. Culturally responsive practices strengthen and complement UDL by framing accessibility as an equity goal and prompting educators to examine ableism, racism, and other structural inequities. Teacher educators are in a unique position to introduce UDL to future elementary teachers and support them in developing inclusive pedagogical methods early on in their careers. Education technology tools are used within UDL to make curriculum materials more accessible and engaging. In this chapter, the UDL framework will be described along with culturally responsive applications within elementary teacher education.
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Flores, Alfinio, Jungeun Park, and Stephen A. Bernhardt. "Learning Mathematics and Technology through Inquiry, Cooperation, and Communication." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 324–52. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch013.
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This chapter describes an empirical study aimed to design, implement, and refine a learning trajectory for developing future mathematics teachers' Technological Pedagogical Content Knowledge (TPACK). The learning trajectory is set in an instructional context where mathematics and technology are learned through inquiry, cooperation, communication, and modeling early in the teacher preparation program with the intent to establish a classroom model of instruction. The chapter focuses on preservice teachers' learning in two dimensions of TPACK. One dimension is the extension of preservice teachers knowledge to each one of the four principal components of TPACK: Overarching conceptions, Students understanding and thinking, Curriculum and curricular materials, and Instructional strategies and representations for teaching. The second dimension is along preservice teachers' progression in the five levels of adoption of technology: Recognizing, Accepting, Adapting, Exploring, and Extending. The learning trajectory is based on research and theory for learning mathematics in a meaningful way.
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Ovtšarenko, Olga, Elena Safiulina, Daiva Makuteniene, and Edgaras Timinskas. "Use of Digital Objects for Improving the Learning Process." In Developing Technology Mediation in Learning Environments, 283–302. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1591-4.ch016.
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Effective integration of virtual technologies is aimed at improving the quality of education. It is very important to form trends of study at the initial stage of education. This document presents the first steps in the project “Development of a Virtual Learning Environment in Technical Higher Education,” jointly funded by the Erasmus program, which includes institutions from four countries: Estonia, Lithuania, Turkey, and Poland, for 24 months. It aims to create a digital house simulator and a set of training materials for construction specialties freshmen. The tasks of this simulator are to give a learner the opportunity to independently obtain knowledge about the details of the structure through the internet without special equipment. Learning through the virtual house model will help students develop spatial thinking, which is necessary for success in graphics and engineering in general. This, in turn, will increase their professional competence, since spatial visualization refers to the curriculum for all industrial technologies and engineering programs.
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Grant, Gittel T. "From the Classroom to the Startup Playground." In Business Community Engagement for Educational Initiatives, 63–77. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6951-0.ch004.
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The goal of the author's curriculum is to create a foundational understanding of engineering. Creating this program was a long and bumpy road. The methodology was important. The author has long been a fan of inquiry-based science, and her classes were very often hands-on and discovery aligned. It took a few years, but eventually she ironed out the social setting, the real-world connections, and the hands-on open-ended challenges that allowed students to apply their science information. Originally, the author only intended to use the materials in her own classroom, but when she felt it would be a huge benefit to other educators who were grappling with similar challenges, she began to seek publishers. She went through quite a few false starts—scams, lazy publishers, and rejections—until she decided to self-publish. The author discussed, marketed, strategized, and partnered, and now the curriculum is approved for government funding and will be live in January on global digital platform. For every success, there are a dozen failed attempts. However, she had a great support system that was always ready to help her to the next opportunity. This chapter explores that journey.
Conference papers on the topic "Digital curriculum materials"
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Weech, Terry. "Multidisciplinarity in Education for Digital Librarianship." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3061.
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As information resources of all types and disciplines are being stored and retrieved in digital form, libraries are responding to the demands for more effective retrieval of such documents and to provide even more digital access to scholarly and recreational library materials. This has led schools of library and information science to develop special programs, degrees, and certificates in digital librarianship. These programs vary from one school to another, but they all demonstrate the multidisciplinarity of education for librarians who will work specifically with digital librarianship. Library and Information Science education has always had a multidiscipline orientation, with traditional faculty consisting of those with degrees in the fields of sociology, communications, history, public administration, education, engineering, and computer science, as well as advanced degrees in library and information science. But with the advent of special programs in digital librarianship, the curriculum has begun to switch to a multidiscipline curriculum content which may be evolving into a sub-specialization in the field. These trends are examined in this paper and recommendations are made regarding future research needed to determine the advisability and sustainability of this trend.
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Tannous, Samar, Samantha Wolf, David Hershkowitz, and Denise Estafan. "PARADIGM SHIFT IN DENTAL SCHOOL CURRICULUM. A DIFFERENT APPROACH TO RESTORATIVE DENTISTRY: DIGITAL TECHNOLOGY AND PROPER MATERIALS SELECTION USING CAD/CAM." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1681.
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Chepaitis, Elia. "The Changing Ecology of IT Management: Cross Disciplinary Explorations of Context and Content." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2460.
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In the past decade, the context of Information Technology (IT) management changed in seminal areas: the circle of players, the tools, the emergence of Internet technologies, the evolution of information societies and digital economies, and critical questions of ethics and equity. These seismic changes can be captured if corresponding shifts occur in the content and context of IT education. A shift in context alters courses, methods, and materials but also the curriculum itself. The author identifies a variety of projects that immerse students in the altered ecologies of IT management and of IT education. The paper describes one of these projects--a student-authored proposal for a textbook on international information systems.
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Berge, Ola, and James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.
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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.
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Tavares, Tainã Ellwanger, Samanta Ghisleni Marques, and Marcia Kniphoff da Cruz. "Plugando o Desplugado para Ensino de Computação na Escola Durante a Pandemia do Sars-CoV-2." In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/educomp.2021.14493.
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Este trabalho relata a experiência da necessidade encontrada pelo projeto UNISC Inclusão Digital para adequar materiais didáticos de Computação Desplugada em materiais didático-digitais-computacionais (Computação Plugada), devido à pandemia causada pelo vírus Sars-CoV-2. O método adotado envolveu consulta à Base Nacional Comum Curricular (BNCC), ao currículo do Centro de Inovação da Educação Brasileira (CIEB) e diretrizes da Sociedade Brasileira de Computação (SBC) para a Educação Básica e produção de animações computacionais. Foram desenvolvidas seis animações e duas delas foram utilizadas com estudantes do 5º ano para coleta de dados. Os resultados apontam que as animações computacionais representaram um excelente meio de introduzir conceitos de Computação na escola, uma vez que, dos 28 estudantes participantes, 100% apresentou capacidade de indicar situações em que Algoritmos são empregados para a resolução de desafios, e ainda, 82% demonstrou ter assimilado o conceito de PC.
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Patrício, José Victor, Dafny Haidos Borges da Rocha, Leonardo Maquiné Hermont, Thaís Inês Uchôa Marques, and Vitória de Souza Ximenes. "EDUCAÇÃO MÉDICA EM TEMPOS DE PANDEMIA: NOVAS PERSPECTIVAS DE SAÚDE DIGITAL." In I Congresso Brasileiro de Educação a Distância On-line. Revista Multidisciplinar de Educação e Meio Ambiente, 2021. http://dx.doi.org/10.51189/rema/883.
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Introdução: Com a pandemia do Novo Coronavírus, medidas restritivas foram implementadas na educação médica. O ensino a distância como medida de adequação trouxe à tona uma intempérie quanto a aplicação e uso de novas tecnologias na grade curricular médica. Objetivo: Identificar e analisar a produção científica relacionada à implementação de recursos digitais de saúde na educação médica. Material e métodos: O presente estudo trata-se de uma revisão sistemática com artigos em inglês, francês e português indexados nas bases de dados MedLine, SciELO e LILACS nos últimos cinco anos. Esses foram orientados pela pergunta: “Quais inovações na saúde são pertinentes de implementação na educação médica frente ao isolamento social e avanços tecnológicos?” Resultados: A busca resultou na identificação de 96 artigos. Após a aplicação de critérios inclusivos e leitura dos resumos, 16 artigos foram incluídos e revisados. Averiguou-se a implementação exponencial de plataformas digitais e novas tecnologias, mudança executada antes da pandemia em detrimento da era digital em países, como Alemanha, França e Estados Unidos, analisados na revisão. O curso de Medicina se mobilizou à transformação com aulas em plataformas de vídeo, realização de webinars e palestras em plataformas de streaming, além de novos meios de ensino-aprendizagem (podcasts, gamificação e simulações clínicas virtuais). Uma reformulação da prática médica é apontada, onde a telemedicina destaca-se como essencial para adentrar no currículo acadêmico. Aponta-se, também, dificuldades ao incluir essa nova perspectiva, permeado pela ausência de conhecimento prévio dos docentes e más condições de acesso às tecnologias. Conclusão: No cenário pandêmico e com a implementação digital, estabeleceu-se uma nova iniciativa de estudo e execução médica pautada no digital, refletindo em atualizações do currículo acadêmico. Assim, a transformação da saúde no meio educacional e no exercício da profissão é valorizada, mas, precisa ser acompanhada pelo melhor acesso ao digital nos países menos desenvolvidos.
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Lynch, Kathy. "Readiness to Communicate in a Digital World." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2985.
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Communicating with friends, family, peers and colleagues has always underpinned work and social behaviour. However, the devices that act as conduits to this communication have changed over time, and differ across the globe. People in industralised corners of the world are more and more frequently using advances in information and communication technologies (ICTs) to assist both the senders and receivers to have more timely, synchronous and value-added communiques. Well, that is what the promotional material is telling us. The primary role of undergraduate education is to best prepare graduates for the workforce that they are being primed. To this end, educators need to be knowledgeable in what students already know, do, and their perceptions of what is required and is of value in assisting them to communicate with colleagues or peers. This paper presents a study that aimed to identify directions for undergraduate IT curriculum in developing the information and communication technology (ICT) readiness of beginning IT (in particular Information Systems) professionals to work in a collaborative team. Three hundred undergraduate Information Systems (IS) students were invited to participate in the study, one-hundred and sixty responded. The results indicate that there is a definitive relationship between frequency of use and the perceived value of an information and communication technology, and that the use of an ICT as a communication device in a social situation does not guarantee its use or even its perceived value as a communication device in a work situation: Visa versa is also true. Findings from the research could be used to influence IS curriculum developers in preparing undergraduate students’ readiness for communicating (and collaborating) in the digital workforce of today.
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de Souza, João Paulo Silva, Julie Catherine Siqueira Santana, Silane Mattos Peres, and Paula Barros de Oliveira Soares. "MÉTODO PSI EM INSTITUIÇÃO PRIVADA DE ENSINO SUPERIOR COMO METODOLOGIA DE ENSINO À DISTÂNCIA." In I Congresso Brasileiro de Educação a Distância On-line. Revista Multidisciplinar de Educação e Meio Ambiente, 2021. http://dx.doi.org/10.51189/rema/870.
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Introdução: O PSI, Sistema de ensino personalizado (personal system of instruction) é uma metodologia de ensino embasada em princípios fundamentais da Análise do Comportamento. A flexibilidade do método é uma qualidade, e possibilita o uso de uma diversidade de recursos educacionais, síncronos e assíncronos, para compor um curso no formato do PSI. O papel do professor no PSI diferencia-se de seu papel no ensino tradicional. A função principal deixa de ser a de transmitir conhecimento e passa a ser a de acompanhar, aprimorar, treinar e gerenciar. Objetivo: Aplica-se o método PSI em alunos que foram reprovados por nota em disciplinas teórico-cognitivas presentes na matriz curricular do curso de Engenharia Civil e Engenharia Mecânica até o momento. Utilizando-o, o aluno poderá dar continuidade em sua grade curricular e cumprir duas dependências. Material e métodos: Utilizamos o método PSI, onde o discente tem como ferramenta plataformas digitais gratuitas, como o Google Classroom, para disponibilização e mediação do processo de ensino aprendizagem. Resultados: Até a presente data, aplicou-se o método nas disciplinas de Cálculo diferencial e Integral, Fenômenos de Transportes, Teoria das Estruturas, Resistência dos materiais e Saneamento básico, apresentando grande aceitação dos docentes devido a nova possibilidade de ensino. Qualitativamente os discentes obtiveram índices de aprovação acima de 80%. Quantitativamente o número de inscritos no programa progride, sendo 15% do público acadêmico no curso de Engenharia da instituição. Conclusão: O PSI proporciona ao aluno o cumprimento integral de sua matriz curricular, diminui o índice de evasão, além de estimular no docente e na instituição, a ruptura do modelo tradicional de ensino e inserção de ferramentas digitais, e no aluno a capacidade de autogestão de tempo e conhecimento, disciplina e proatividade, características imprescindíveis na formação geral do profissional.
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Hess Norris, Debra. "All you need is love." In SOIMA 2015: Unlocking Sound and Image Heritage. International Centre for the Study of the Preservation and Restoration of Cultural Property, 2017. http://dx.doi.org/10.18146/soima2015.3.13.
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Preservation of photographic materials, both physical and digital, presents numerous challenges, and photographic collections are at risk world-wide. In response to this danger, regional partners have worked with international organizations to forge global training initiatives and platforms centred on experiential learning and designed with curricula tailored to speci c climates, geographies, needs and outcomes. paper highlights three forward-thinking e orts. The Middle East Photograph Preservation Initiative (MEPPI) has provided training to collections in 16 countries. Préservation du Patrimoine Photographique Africain (3PA) has connected and empowered talented African archivists, artists and collections care professionals. Training efforts by APOYO have sought to build a regional network to preserve collections in Latin America. By using problem-based learning, advocacy and community engagement, these programmes offer new paths for collaboration in an effort to protect a critical piece of our world heritage.
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Pimentel, Juliana Rangel de, Raimundo Vasconcelos, and Veruska Machado. "Letramentos Digitais e Desenvolvimento do profissional da Área de Vestuário." In Workshop de Informática na Escola. Sociedade Brasileira de Computação, 2019. http://dx.doi.org/10.5753/cbie.wie.2019.1389.
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O crescente uso educativo de softwares no ensino em geral bem como o enfoque educacional de tecnologias digitais tem se mostrado positivo na sala de aula. Neste sentido, este artigo tem por objetivo relatar a experiência da adoção do software AMCAP que permite o desenvolvimento da competência cognitiva relacionada ao reconhecimento das estruturas têxteis no processo de ensino-aprendizagem dos estudantes no componente curricular Materiais Têxteis e Produtos, do Curso Técnico em Vestuário localizado na cidade satélite de Taguatinga, em Brasília. Como resultados, verificou-se que o uso das TDICs impactou positivamente para resolução de problemas por parte dos estudantes.