La práctica del docente universitario con herramientas TIC: un nuevo desafío

Technologies of Information and Communication ICT have come to make substantial changes within a new society that increasingly demands highly competent professionals, so that educational institutions are obliged to introduce new ways to educate, therefore, increasing knowledge and demands a high level of current education become a permanent requirement, enabling innovation in classrooms. The aim of this paper is to present some of the results of the research project, "The use of Information Technology and Communication in teaching: Study at the Faculty of Engineering Mochis in the Autonomous University ofSinaloa ". The methodology that was raised for this study, the research method was quantitative, it is important to note that this document only the result of just one of the research questions is shown

Identification Of Differences Between Information Communicated By Text Messaging And Voice Message On Feedback

This study examined the modifying effect of communication via voice or text on a cellular phone as it relates to the effects of feedback on future performance, self-efficacy, and perceived face validity. Previous literature has established an effect of positive feedback enhancing future performance and self-efficacy, and negative feedback decreasing future performance and self-efficacy, but no research currently exists on how this effect can be modified by method of delivery over cellular phone. This study examined the effect of positive and negative feedback by having participants complete self-efficacy, face validity, and performance measures. The participants then received positive or negative feedback via voice or text message on their cellular phones, and then completed a second set of measures. The results of this study did not find the expected base effect of positive and negative feedback, and showed that the forms used by participants had significantly different results. However, using a method to center scores, it was found that receiving feedback by voice significantly increased future performance when feedback was positive, and decreased when feedback was negative, in comparison to receiving the feedback by text. Future research should seek to further validate the results of this study by replicating the findings using equivalent forms. It should also look at demographic factors in relation to this study\u27s findings

La práctica del docente universitario con herramientas TIC: un nuevo desafío

Technologies of Information and Communication ICT have come to make substantial changes within a new society that increasingly demands highly competent professionals, so that educational institutions are obliged to introduce new ways to educate, therefore, increasing knowledge and demands a high level of current education become a permanent requirement, enabling innovation in classrooms. The aim of this paper is to present some of the results of the research project, "The use of Information Technology and Communication in teaching: Study at the Faculty of Engineering Mochis in the Autonomous University ofSinaloa ". The methodology that was raised for this study, the research method was quantitative, it is important to note that this document only the result of just one of the research questions is shown

La práctica del docente universitario con herramientas TIC

Technologies of Information and Communication ICT have come to make substantial changes within a new society that increasingly demands highly competent professionals, so that educational institutions are obliged to introduce new ways to educate, therefore, increasing knowledge and demands a high level of current education become a permanent requirement, enabling innovation in classrooms. The aim of this paper is to present some of the results of the research project, "The use of Information Technology and Communication in teaching: Study at the Faculty of Engineering Mochis in the Autonomous University of Sinaloa ". The methodology that was raised for this study, the research method was quantitative, it is important to note that this document only the result of just one of the research questions is shown

La práctica del docente universitario con herramientas TIC

Technologies of Information and Communication ICT have come to make substantial changes within a new society that increasingly demands highly competent professionals, so that educational institutions are obliged to introduce new ways to educate, therefore, increasing knowledge and demands a high level of current education become a permanent requirement, enabling innovation in classrooms. The aim of this paper is to present some of the results of the research project, "The use of Information Technology and Communication in teaching: Study at the Faculty of Engineering Mochis in the Autonomous University of Sinaloa ". The methodology that was raised for this study, the research method was quantitative, it is important to note that this document only the result of just one of the research questions is shown

The statistical infrastructure of Caribbean countries

Includes bibliographyIntroduction. Scope and methodology results. Conclusion. Recommendations. Annex 1: data series collected. Annex 2: data series to be collected in the next 2 years. Annex 3: publications. Annex 4: future publications. Annex 5: statistical infrastructure survey

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

Improving learning evidence and outcomes for those most in need in developing countries is at the heart of the United Nations’ Sustainable Development Goal on Education (SDG4). This timely volume brings together contributions on current empirical research and analysis of emerging trends that focus on improving the quality of education through better policy and practice, particularly for those who need improved 'learning at the bottom of the pyramid' (LBOP). This volume brings together academic research experts, government officials and field-based practitioners. National and global experts present multiple broad thematic papers – ranging from the effects of migration and improving teaching to the potential of educational technologies, and better metrics for understanding and financing education. In addition, local experts, practitioners and policymakers describe their own work on LBOP issues being undertaken in Kenya, India, Mexico and Ivory Coast. The contributors argue persuasively that learning equity is a moral imperative, but also one that will have educational, economic and social impacts. They further outline how achieving SDG4 will take renewed and persistent effort by stakeholders to use better measurement tools to promote learning achievement among poor and marginalized children. This volume builds on the second international conference on Learning at the Bottom of the Pyramid (LBOP2).* It will be an indispensable resource for policymakers, researchers and government thinktanks, and local experts, as well as any readers interested in the implementation of learning equity across the globe

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

Improving learning evidence and outcomes for those most in need in developing countries is at the heart of the United Nations’ Sustainable Development Goal on Education (SDG4). This timely volume brings together contributions on current empirical research and analysis of emerging trends that focus on improving the quality of education through better policy and practice, particularly for those who need improved 'learning at the bottom of the pyramid' (LBOP). This volume brings together academic research experts, government officials and field-based practitioners. National and global experts present multiple broad thematic papers – ranging from the effects of migration and improving teaching to the potential of educational technologies, and better metrics for understanding and financing education. In addition, local experts, practitioners and policymakers describe their own work on LBOP issues being undertaken in Kenya, India, Mexico and Ivory Coast. The contributors argue persuasively that learning equity is a moral imperative, but also one that will have educational, economic and social impacts. They further outline how achieving SDG4 will take renewed and persistent effort by stakeholders to use better measurement tools to promote learning achievement among poor and marginalized children. This volume builds on the second international conference on Learning at the Bottom of the Pyramid (LBOP2).* It will be an indispensable resource for policymakers, researchers and government thinktanks, and local experts, as well as any readers interested in the implementation of learning equity across the globe

Teaching at the Bottom of the Pyramid: Teacher Education in Poor and Marginalised Communities

Achieving SDG4—inclusive and quality education for all—requires every child to have access to quality teachers. However, in many lowincome countries (LICs) and lower-middle-income countries (LMICs) large numbers of children, especially in poor and marginalized communities, lack access to well-trained teachers (UNESCO, 2013/14). As a result, many of these disadvantaged children fail to meet the expected minimum learning outcomes for their grade, causing many to drop out of school in the early years. UNESCO Institute of Statistics (UIS), for example, estimates that six out of 10, or 617 million, children and adolescents in LICs and LMICs are not achieving minimum proficiency levels in reading and mathematics (UIS, 2017). The crisis is more acute in sub-Saharan Africa, where about 85 percent of children are not reaching minimum proficiency levels despite being in school (Luschei & Fagioli, 2016; Luschei & Carnoy, 2010; World Development Report, 2018). However, the crisis is not simply about the inadequate number of teachers, but also about the fact that few trained teachers know how to meet the learning needs of poor and marginalized children. These children are in school but not learning—described as the “silently excluded” (Lewin, 2011). For many of these children, the schools they have access to are so low quality that any hope of education providing a route out of poverty is unrealistic (Lewin, 2011). As Dyer (2013) points out, “the schooling available to the poorest is itself often so poor that it is likely to perpetuate cycles of deprivation as it is to interrupt them” (p.221). Ultimately, this learning crisis points to a lack of programs that can help teachers meet the needs of children at the bottom of the learning pyramid. However, some promising research shows the possibilities of effective classroom practices and teacher education reform, some of which are discussed in this chapter. The chapter is organized into three sections. First, it discusses the teacher training and supply crisis, outlining the factors that impact teachers’ abilities to meet the learning needs of children who are being left behind. The second section presents case studies of inclusive pedagogies that report positive impact on learning for children who have dropped out of school. The third and final section concludes with a discussion of the implications for reforms that can improve teacher education and close the learning achievement gap between advantaged and disadvantaged children