Lifelong Learning and ICTs

Drigas, Athanasios; Tsolaki, Vasiliki

doi:10.3991/ijes.v3i2.4353

Cited by 8 publications

(8 citation statements)

References 25 publications

(26 reference statements)

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“…Teaching any subject, but especially Physics requires lifelong learning and continuous specialization. Lifelong learning includes the compulsory stages of education and involves activities in further and higher education as well as continuous learning and education throughout life [11]. Primary school teachers of students 6-12 teach many curriculum subjects, among which is Physics.…”

Section: Physics Education In Greecementioning

confidence: 99%

“…What is remarkable is that teachers are aware of their shortcomings and actively participate in any training that promotes personal and professional development such as MOOCs (Massive Online Open Courses) and improves knowledge and experimental skills [6]. Continuing professional development is important as the flexible provision of a range of educational opportunities designed to promote lifelong learning [11].…”

Section: Physics Education In Greecementioning

confidence: 99%

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A Physics and Engineering Lab for Primary Teachers at CERN

Nantsou

Kapotis

Tombras

2021

Int. J. Recent Contrib. Eng. Sci. IT

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Major international Research Centers run Continuous Professional Development Courses for Primary Teachers on Science, Technology, Engineering, and Mathematics activities and experiments. The projects and the hands-on workshops inspire teachers through cutting-edge science and technology to influence and spread the research culture to their students in return. The STEM lab in this paper was presented in a CERN program for Greek primary educators teaching Physics and IT. The research focuses on the teachers' electromagnetic lab and was tested by students in the classroom environment for two subsequent years. The results of both labs, of teachers and students, are examined regarding their basic understanding of Physics Laws and scientific research.

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Section: Physics Education In Greecementioning

confidence: 99%

Section: Physics Education In Greecementioning

confidence: 99%

A Physics and Engineering Lab for Primary Teachers at CERN

Nantsou

Kapotis

Tombras

2021

Int. J. Recent Contrib. Eng. Sci. IT

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“…ICT are being integrated in many fields, including industry, business, engineering, agriculture, medicine, and education. ICT integration in education is very important today because educational systems around the world are under increased pressure to use the new ICT to teach students' knowledge and skills they need in the 21st century [18] [19].…”

Section: Integration Of Ict In Training Pre-service Teachersmentioning

confidence: 99%

ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam

Tran

Phan

Le³

et al. 2020

Int. J. Emerg. Technol. Learn.

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Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.

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“…Social media have manifested their vital roles as platforms and tools for learning and allows exchanging ideas and constant interactions between students and instructors. Several studies suggest that elearning can help overcome educational barriers and provide new opportunities for developing countries using the web and visual tools to facilitate social and professional interaction among lifelong learners whenever and wherever they need (Drigas and Tsolaki, 2015). Social media have been used for learning in the developed countries for a long time in contrast to the developing countries in spite of their advantages to counteract the drawbacks of traditional education methods including limitations on time, space, and facilities.…”

Section: Discussionmentioning

confidence: 99%

The Use of Social Media as a Platform in Education: Ramifications of COVID-19 in Iraq

Makki

Bali

2021

Acad. J. Interdiscip. Stud.

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Social media applications have become a vital tool for human daily communication and are widely used in the education process worldwide. Regardless of the use of social media by some instructors as a personal initiative, in Iraq, social media's use for educational purposes has been neglected. The outbreak of the COVID-19 pandemic pushed the world to implement online teaching using varying technology applications including social media as an essential tool in the learning process. This shifted the Iraqi government’s understanding of social media's role in education to the extent that they formally recommended that the educational departments, schools, universities use social media as a formal platform to keep the education going. However, there were concerns about using social media for several factors such as internet services, information and communication technology skills of instructors and students, integrity, and quality insurance of education. This study investigated the teachers' and students’ perceptions regarding these concerns by adopting a survey method through an online questionnaire using 'google forms' (N= 2010) with responses from teachers and students of universities and high schools and parents of students of basic schools. This study revealed that less than half of the respondents were in favor of using social media in the learning process. The findings suggested that the educational level, age, and geographical hierarchies and jobs of respondents are also correlated with using social media and e-learning. Received: 12 September 2020 / Accepted: 11 February 2021 / Published: 10 May 2021

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Lifelong Learning and ICTs

Cited by 8 publications

References 25 publications

A Physics and Engineering Lab for Primary Teachers at CERN

A Physics and Engineering Lab for Primary Teachers at CERN

ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam

The Use of Social Media as a Platform in Education: Ramifications of COVID-19 in Iraq

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