Conditioning Factors in the Integration of Technology in the Teaching of Portuguese Non-Native Language: A Post-COVID 19 Reflection for the Current Training of Teachers

Carvalho, Joana; Casado, Inmaculada SÃ¡nchez; Delgado, Sixto Cubo

doi:10.26803/ijlter.19.9.11

Cited by 6 publications

(6 citation statements)

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“…According to this investigation's results, the ideal teacher profile for Education 4.0 should have both technological competencies and soft skills. Other authors, such as Carvalho et al [3], coincide; they indicate the need to develop digital literacy in teachers to favor educational quality. This is because implementing technology-based educational experiences can positively impact student outcomes [5], provided that it is accompanied by teacher training that allows the development of other skills such as motivation, self-efficacy, responsibility, and the ability to innovate [16].…”

Section: Discussionmentioning

confidence: 87%

“…Through all these changes, the theme of digital literacy is constant. Developing digital competencies will help with better time management, greater confidence, the development of socio-constructive attitudes [3], increased student productivity, time savings for instructors, and better test results, among other things [4]. Technology-based learning experiences promote students' creative design competencies thus, positively impacting students' educational performance and skills development [5].…”

Section: Introductionmentioning

confidence: 99%

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Characterization of the Teaching Profile within the Framework of Education 4.0

et al. 2021

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The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching profile required in new undergraduate programs within the framework of Education 4.0 in order to contribute to decision-making about teacher recruitment, professional training and evaluation, human talent management, and institutional policies interested in connecting competencies with the needs of society. Descriptive and exploratory approaches, where we applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education programs and 313 graduates, were used. We also included interviews with 20 experts in the educational field and five focus groups with 32 chancellors, school principals, university professors, and specialists in the educational area. The data were triangulated, and the results were organized into the categories of (a) processes as facilitators (b), soft skills, (c) human sense, and (d) the use of technologies. The results outlined the profile of a professor as a specialized professional with competencies for innovation, complex problem solving, entrepreneurship, collaboration, international perspective, leadership, and connection with the needs of society. This research study may be of value to administrators, educational and social entrepreneurs, trainers, and policy-makers interested in implementing innovative training programs and in supporting management and policy decisions.

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Section: Discussionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Characterization of the Teaching Profile within the Framework of Education 4.0

et al. 2021

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 87%

“…In all these changes, the theme of digital literacy is constant. Developing digital competencies will help with better time management, greater confidence, development of socio-constructive attitude [3], increased student productivity, time savings for instructors, and better test results, among other things [4]. Technology-based learning experiences promote students' creative design competencies, positively impacting students' educational performance and skills development [5].…”

Section: Introductionmentioning

confidence: 99%

Characterization of the Teaching Profile Within the Framework of Education 4.0

Ramírez-Montoya¹,

Aguirre²,

Zúñiga-Ojeda³

et al. 2021

Preprint

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Education 4.0 postulates the flexible combining of digital literacy, critical thinking, and problem-solving in training environments linked to real-world scenarios. Therefore, teachers are challenged to find or develop new methods and resources to integrate into their curricula to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This article presents a study carried out in a higher education institution in Ecuador. The objective was to identify the teaching profile required in new careers within the framework of Education 4.0. The descriptive, exploratory methodology applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education careers and 313 graduates. It also included interviews with 20 experts in the educational field and five focus groups with 32 rectors, school principals, university professors and specialists in the educational area. The data was triangulated, and the results were categorized in (a) processes as facilitators (b), soft skills, (c) human sense and (d) use of technologies. This article may be of value to administrators, educational and social entrepreneurs, trainers, and decision-makers interested in implementing innovative training programs.

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“…Apart from challenges that were faced by general schooling, a number of reports discussed the impact on the teaching of non-native foreign languages, including English, Malay, Chinese, Portuguese, Russian, etc. [43][44][45][46].…”

Section: Teaching and Learning Experience Of Schools And School Teach...mentioning

confidence: 99%

Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study

Vijayan

2021

Education Sciences

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The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While much of the online teaching pedagogies have been theoretically and practically explored to a limited extent, the scale at which these were deployed was unprecedented. This has led a large number of researchers to share challenges, solutions and knowledge gleaned during this period. The main aim of this work was to thematically model the literature related to teaching and learning during, and about, COVID-19. Abstracts and metadata of literature were extracted from Scopus, and topic modeling was used to identify the key research themes. The research encompassed diverse scientific disciplines, including social sciences, computer science, and life sciences, as well as learnings in support systems, including libraries, information technology, and mental health. The following six key themes were identified: (i) the impact of COVID-19 on higher education institutions, and challenges faced by these institutions; (ii) the use of various tools and teaching strategies employed by these institutions; (iii) the teaching and learning experience of schools and school teachers; (iv) the impact of COVID-19 on the training of healthcare workers; (v) the learnings about COVID-19, and treatment strategies from patients; and (vi) the mental health of students as a result of COVID-19 and e-learning. Regardless of the key themes, what stood out was the inequities in education as a result of the digital divide. This has had a huge impact not only in middle- and low-income nations, but also in several parts of the developed world. Several important lessons have been learned, which, no doubt, will be actively incorporated into teaching and learning practices and teacher training. Nonetheless, the full effect of these unprecedented educational adaptions on basic education, expert training, and mental health of all stakeholders is yet to be fully fathomed.

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Conditioning Factors in the Integration of Technology in the Teaching of Portuguese Non-Native Language: A Post-COVID 19 Reflection for the Current Training of Teachers

Cited by 6 publications

References 30 publications

Characterization of the Teaching Profile within the Framework of Education 4.0

Characterization of the Teaching Profile within the Framework of Education 4.0

Characterization of the Teaching Profile Within the Framework of Education 4.0

Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study

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