Developing Creativity and Learning Design by Information and Communication Technology (ICT) in Developing Contexts

Zhou, Chunfang; Purushothaman, Aparna

doi:10.4018/978-1-5225-2255-3.ch362

Cited by 4 publications

(3 citation statements)

References 15 publications

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“…Information and communication technology provides an impact on information systems development [3], [4]. Several methods that can develop information systems are ERP and RAD.…”

Section: Introductionmentioning

confidence: 99%

Information System Development Based-on ERP and RAD Methods: Application For Activities Information Broadcasting

et al. 2020

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As technology develops, information systems become very important in institutions. Information systems support the delivery of information quickly and accurately. The system is a reference at the Persada Islamic Boarding School Ahmad Dahlan University to develop an information delivery system using applications integrated. Manual systems cause the information to be less relevant, requiring an integrated and comprehensive system that can effectively and efficiently deliver information to students. The application developed using Enterprise Resource Planning (ERP) and Rapid Application Development (RAD) methods. The application of these methods requires two main steps, including determining ERP and RAD for implementation. The process for obtaining an ERP method requires steps such as Material Requirement Planning, Close-Loop, and Manufacturing Resource Planning, and Enterprise Resource Planning. The RAD method requires steps such as Requirement Planning, RAD Design Workshop, and Implementation. Application testing used black-box and alpha testing. Each of these tests obtained an accuracy of 95% and 97.7%. Thus, this application can be implemented in Persada very well on mobile and desktop platforms. Besides, the app used information broadcasting to users in real-time for any information in Persada.

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“…Information and communication technology provides an impact on information systems development [3], [4]. Several methods that can develop information systems are ERP and RAD.…”

Section: Introductionmentioning

confidence: 99%

Information System Development Based-on ERP and RAD Methods: Application For Activities Information Broadcasting

et al. 2020

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“…In contrast, many studies demonstrate that the use of information technologies (IT) in education is effective and helps to improve the academic level of students (Keengwe & Bhargava, ; Laurillard, ; Sotiriou, Riviou, Cherouvis, Chelioti, & Bogner, ). Moreover, the use of IT resources favours academic retention and stimulates students in values such as autonomy, responsibility, and curiosity, among others (Su & Cheng, ; Ting, ; Zhou & Purushothaman, ).…”

Section: Introductionmentioning

confidence: 99%

Virtual Algebra Tiles: A pedagogical tool to teach and learn algebra through geometry

Garzón¹,

Bautista²

2018

Computer Assisted Learning

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Learning and teaching algebra concepts are frequent problems for both students and teachers alike. Students struggle to learn algebra, and teachers struggle to identify the best way to teach algebra. It is recurrent that teachers use instructional methods that promote memorization, and, consequently, the learning process may prove unsatisfactory. This paper introduces Virtual Algebra Tiles, an open educational resource whose purpose is to enable students to use algebra tiles from a computer to enhance their knowledge of algebra concepts. To evaluate the effectiveness of the system, we designed a case study. The participants were 40 students of engineering degrees who were randomly assigned to experimental or control groups. Results indicate that the system has a large effect size (ES = 0.83, p < 0.001) on learning effectiveness and a promising long-term knowledge retention (ES = 0.79, p < 0.001). Students concluded that this version of algebra tiles is more motivating than other versions, because it is presented in a format that stands natural to them. Students feel more comfortable in virtual environments, and therefore, the learning process becomes a more pleasant task.

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“…Aun siendo un hecho cuanto menos sorprendente, otros autores (Palvia, Baqir & Nemati, 2018;Ziemba, 2019;Zhou & Purushothaman, 2019;Castells, 2000) consideran que las nuevas tecnologías de la información y la comunicación (TIC) forman parte de la cultura actual, y por ende, podríamos considerar que se han de integrar en cualquier área educativa de una manera transversal, ya que mejoran tanto el proceso de enseñanza-aprendizaje como el rendimiento académico del alumnado (Guillén-Gámez, Álvarez-García & Rodríguez, 2018). Lo que parece claro es que la competencia debe adquirirse por todo el alumnado a través de un aprendizaje continuo, y desde la educación superior se debe formar al futuro profesorado para que posibilite estos aprendizajes en su futuro como docentes.…”

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Análisis Univariante de la Competencia Digital en Educación Física: un estudio empírico (Univariate Analysis of Digital Competence in Physical Education: an empirical study)

Guillén‐Gámez

Peña

2019

Retos

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La integración de las nuevas tecnologías de la información y la comunicación (TIC) en la comunidad educativa universitaria ha cambiado la manera de enseñar y comunicarse con el alumnado, propiciando la adquisición de competencias digitales. Uno de los factores clave en la integración de las TIC en contextos educativos es la formación en competencia digital del profesorado y alumnado (Castañeda, Esteve & Adell, 2018). Sin embargo, la integración didáctica (actitud, conocimiento tecnológico y uso didáctico) de estos recursos en el proceso de enseñanza y aprendizaje en contextos universitarios no se lleva a cabo de la misma forma en todos los grados educativos ya que, en parte, depende de las especificaciones legislativas en cuanto a la utilización de las TIC en la enseñanza universitaria, especialmente en el grado en Ciencias de la Actividad Física y del Deporte (CAFYD). Por ello, los objetivos de esta investigación son: (1) conocer descriptivamente el nivel de competencia digital del alumnado universitario que estudia el grado en CAFYD; (2) conocer si existen diferencias significativas entre el conocimiento adquirido en el alumnado sobre herramientas y recursos TIC en comparación con el uso didáctico que hacen de las mismas en su enseñanza universitaria; (3) conocer si existen diferencias en el nivel de competencia digital en función del género y curso del grado educativo. Para tal fin, se ha utilizado un diseño cuantitativo no experimental por encuestas, con una muestra de 217 estudiantes del grado en CAFYD de la Universidad Pontificia de Salamanca (UPSA). Los resultados mostraron que el nivel general en competencia digital del alumnado es medio. Específicamente, las dimensiones conocimiento tecnológico y uso didáctico son percibidas con niveles medio-bajo, mientras que sus actitudes hacia las TIC sí son muy favorables. Respecto al género no fueron encontradas diferencias significativas en el nivel de competencia digital del alumnado en ninguno de los cursos del grado educativo. El nivel obtenido por los estudiantes del grado que forma a los futuros docentes de Educación Física en la etapa de enseñanza secundaria, pone entre interrogantes si estos niveles son suficientes para atender las demandas curriculares que plantea el actual sistema educativo español respaldado por la LOMCE o si, por el contrario, son niveles similares a los que puede poseer la población en general, los cuales no han recibido una formación académica y digital específica.Abstract: The integration of the new information and communication technologies (ICT) in the university educational community has changed the way of teaching and communicating with students, promoting the acquisition of digital skills. One of the key factors in the integration of ICT in educational contexts is teachers’ and students’ training in digital competence (Castañeda, Esteve & Adell, 2018). However, the didactic integration (attitude, technological knowledge, and didactic use) of these resources in the teaching and learning process in university contexts is not carried out in the same way at all educational degrees since, in part, it depends on Legislative specifications regarding the use of ICT in tertiary education, especially in the degree in Physical Activity and Sports Sciences (CAFYD). Therefore, the objectives of this research are: (1) to study descriptively the level of digital competence of university students enrolled in the bachelor of CAFYD; (2) to assess if there are significant differences between students’ acquired knowledge about ICT tools and the didactic use they make of them in their university education; (3) to assess if there are differences in the level of digital competence according to gender and educational grade course. For this purpose, a non-experimental quantitative survey-based design was employed, with a sample of 217 students from the bachelor in CAFYD at the Pontifical University of Salamanca (UPSA). The results showed that students’ general level of digital competence is average. Specifically, the dimensions of technological knowledge and didactic use are perceived at average-low levels, while students’ attitudes towards ICT are very favorable. Regarding gender, no significant differences were found in students’ level of digital competence in any of the courses of the program. The levels obtained by CAFYD students leads to an inquiry on whether these levels are sufficient to meet the curricular demands posed by the current Spanish education system supported by the LOMCE or on the contrary they are similar to those that the overall population, who has not received specific academic and digital training, may possess.

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Developing Creativity and Learning Design by Information and Communication Technology (ICT) in Developing Contexts

Cited by 4 publications

References 15 publications

Information System Development Based-on ERP and RAD Methods: Application For Activities Information Broadcasting

Information System Development Based-on ERP and RAD Methods: Application For Activities Information Broadcasting

Virtual Algebra Tiles: A pedagogical tool to teach and learn algebra through geometry

Análisis Univariante de la Competencia Digital en Educación Física: un estudio empírico (Univariate Analysis of Digital Competence in Physical Education: an empirical study)

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