Modelo de educación de la inteligencia colectiva

There are a lot of information and communication technology (ICT) tools for education, but the motivation to use those varies from teacher to teacher. In this paper we present results of an international survey on teachers' use of ICT tools in education. The purpose of the survey was to find out what motivates teachers to use ICT tools in the context of teaching. The survey also intended to reveal which tools are used as well as the needs and requirements that are not covered by the existing tools. Most of the 45 respondents suggested that the integration of tools depends on how well they fit into the learning and teaching process and how easy it is to integrate them. The first category of indicated influencing factors comprises human factors like the teachers' skills, attitudes and opinions towards the tools. The second category is about intrinsic values including teachers' satisfaction, level of interest, joy and entertainment. The third category of influencing factors consists of user requirements towards ICT tools such as usability, level of interactivity, adaptability and meeting learning requirements. There are also issues related to limited teacher-student interaction. This study suggests that teachers should be more involved in designing ICT tools for education. It is also indicated that gamified ICT tools could be promising to enhance the intrinsic motivation for teaching and learning processes.

Actuality of the conducted research is practically oriented character. Without the use of information and communication technologies (ICTs) in the field of higher education, it is impossible to carry out qualitative training of specialists in engineering, the results of which are necessary for the implementation of a national strategy for modernizing the economy and forming a progressive state of European type. Formulation of the task - the specificity of the use of ICT in the system of higher education has not been studied sufficiently. ICT form a complex environment, which includes a lot of information objects and the links between them. It can be argued that the structural and functional analysis of the use of ICT in higher education is the basis of the theoretical justification in the formation of technical professionalism of future engineers. ICTs form a complex system, which includes not only technical and software-hardware capabilities, but also psycho-pedagogical, organizational, methodological. Without taking into account all of these components, as well as the needs of the subjects of the educational process, the use of ICT tools (especially centralized) may be accompanied by risks and negatively affect the quality of high education. An analysis of recent research and publications-is actively exploring the experience of using ICT in high school, it is possible to distinguish the work of foreign specialists D. Stevenson, G. Reinhold, E. Wenger, S. Papierta, I. Zakharova, E. Patarakina, A. Khutorskogo, E. Polat The founders of this scientific direction in our country were M. I. Zhaldak, Y. I.Mashbits. The recent significant increase in the number of studies, the subject of which was the use of information and communication technologies in the educational process. Tsitemi in Ukraine is dedicated to the study of such scholars as V. Yu. Bykov, Ya.V. Bulakhova, O.M. Bondarenko, V.F. Zabolotny, G.O. Kozlakova, O. Moiko, O. Naumenko, Yu.Burovitskaya, I. Stavyts'ka, O.P. Pinchuk, O.V. Shestopal and others. Selection of unexplored parts of the general problem. The use of information technologies in the educational process is the foundation of innovative development of the educational system. The rapid development of ICT provides not only significant pace of innovative progress, but also requires the definition (limitation) of information resources that guarantee the quality of learning, the choice of techniques that are in line with the general strategy for the formation of professional competences. Therefore, the problem of choosing an approach to the process of learning with the use of ICTs remains one of the main tasks of education. Research methods. In theory and practice, the study of the application of information and communication technologies (ICT) in high school uses empirical methods of collecting and analyzing information based on the results of the survey of 120 students. Presenting main material. The essence of professionalism of future specialists of the technical direction is revealed. The scientific point of view on the professionalism of the engineer is presented. The peculiarities of formation of the basis of technical professionalism of future engineers in the process of studying at a higher school are theoretically grounded. The quantitative and qualitative analysis of the results of empirical researches of this problem is presented. The practical significance of the research topic is that the innovative approaches to the training of specialists in engineering specialties are differentiated, which differentiate in the educational concepts of teaching in higher educational institutions of European countries

Aim of the Study: This study investigated the utilization and challenges of Information and Communication Technology (ICT) in teaching and learning within business education programs at tertiary institutions in Anambra State, Nigeria. Methodology: The study employed a descriptive survey design to examine ICT use in teaching and learning Business Education at Nwafor Orizu College of Education Nsugbe (NOCEN), Nnamdi Azikiwe University Awka, and the Federal College of Education (Technical), Umunze in Anambra State, Nigeria. With a population of 553 (51 lecturers and 502 students), a sample of 232 was randomly selected. Data were collected through interviews and a validated 39-item questionnaire, with a reliability coefficient of 0.89. Analysis of responses including 99% return rate, involved frequency distribution and mean scores to assess ICT utilization and challenges in these institutions. Findings: The study reveals that while ICT tools such as the internet and email are widely used and considered beneficial for enhancing educational quality, significant challenges persist. These include inadequate infrastructure, funding issues, and inconsistent power supply. Strategies for overcoming these obstacles include improved funding, enhanced ICT literacy, and regular power supply. The findings underscore the need for strategic policy implementation and institutional support to maximize ICT benefits in business education. Conclusion: This study contributes to the understanding of ICT integration in Nigerian tertiary education and provides actionable recommendations for policy makers and educators.

The study assessed the use of information and communication technologies (ICTs) in agricultural extension services delivery among farmers in Yobe state, Nigeria. The specific objectives of the study were to identify the ICTs available to the farmers in the study area, ascertain the level of access to ICTs among the farmers in the study area and identify, determine the use of ICTs among the farmers in the study area, identify the constraints to the use of ICTs among the farmers in the study area. A multistage sampling procedure was used to select 130 respondents for the study. The target populations were obtained from the sampling frame of all contact farmers in the state Agricultural Zones. Both Primary and secondary data were used in the study. Primary data were collected using a well-structured questionnaire and interview schedule, while secondary data were obtained from records of YOSADP, articles, and publications. Data were analyzed using frequency counts, percentages, mean, and Likert scale. The analysis results revealed that mobile phones, radio, internet, and television were the most available and accessible ICT tools used by the sampled respondents in the study area. The severity of the constraints to the use of ICT facilities among the respondents shows lack of electricity supply as the 1st ranked impediment among others (WMS of 3.6), followed by lack of funds and high illiteracy level (WMS of 3.2) each and inadequate access to ICT gadgets (WMS of 3.1). In conclusion, there was low usage of ICT facilities in the study area, and the respondents had low knowledge of useful information, as imposed by some constraining factors. Overcoming these challenges would ensure increased use of ICTs for agricultural activities in the study area. Recommendations such as awareness/sensitization on the use of ICT facilities such as the internet and computer to enable farmers utilize the tools effectively for agricultural information transfer and retrieval, dissemination of agricultural-related information through radio and television programs, as well as mobile phones, would be recommended for agricultural development, the use of renewable energy such as solar panels in the utilization of ICT tools particularly in rural areas and enactment of new government policy for the incorporation of ICT gadgets in extension services delivery to farmers to increase their confidence, competence and skills in using ICTs.

This study aims to analyze the use of Information and Communication Technologies (ICT) in higher education, focusing on the Instituto Superior Politécnico Privado do Uíge (ISPPU), in Angola. Given the growing digitalization of education and the challenges brought by the pandemic context, higher education institutions face the need to effectively integrate ICT into the teaching-learning process. The research adopted a quantitative and descriptive approach, applying a structured questionnaire to 54 faculty members, covering topics such as respondent profile, ICT competencies, usage frequency, tools used, and perceptions about impact and challenges. The findings show that most teachers have intermediate or advanced ICT knowledge and regularly apply these technologies in their academic practices, especially for lesson planning, student communication, and assessment. However, challenges persist, particularly regarding inadequate infrastructure, unstable internet connection, lack of digital equipment, and the need for continuous training. The overall perception of the impact of ICT on teaching is positive, yet its full adoption still depends on institutional support policies, technical assistance, and investments in connectivity and professional development. It is concluded that ICT represents a strategic opportunity for the modernization of teaching at ISPPU. Overcoming technical and pedagogical barriers is essential for the successful integration of these technologies. The study recommends expanding training initiatives, improving digital infrastructure, and strengthening institutional digital culture. Future research should include the perspectives of students and academic managers to achieve a broader understanding of the digital transformation in higher education within the Angolan context.

Seventeen degree programmes of Biomedical Laboratory Science (BLS) in all Nordic countries collaborate in BioNord under NordPlus. For some years, BioNord focused on the use of information and communication technology (ICT) in the biomedical laboratory science education. The purpose of the study was to explore the use of ICT among teachers and students within the biomedical laboratory science studies in the countries collaborating in the NordPlus program, in the Nordic countries. The electronic questionnaire was sent by e-mail to 142 students and 43 teachers in all Biomedical Laboratory Science Programmes in Denmark, Estonia, Finland, Iceland, Norway and Sweden. The data were collected in spring 2016. The questionnaire respondent rate for students was 27.5% and for teachers 51.2%. For communication, teachers mostly used Skype (90.5%) and students used Facebook (94.7%). For collaboration students (68.4%) and teachers (42.9%) used mostly Google Docs. Teachers mostly used YouTube Links (71.4%), E-books (47.6%) and Demo-videos/tutorials (47.6%) as learning tools, and students used mostly YouTube links (81.6%) and E-books (50.0%). Students expected guidance in the use of ICT programs as well as peer support. In the future, teachers would like to use more diverse types of tools to support learning. The focus was on virtual learning environments where students can be more active and use tools that support regular and prompt possibilities for feedback and interactive discussions. Students and teachers need support to learn how to use ICT tools in education to improve learning and learning outcomes.

This special issue of seminar.net is the result of a collaboration between teachers at the two master programmes, “Communication, Design and Learning” at the University of Oslo and “ICT Supported Learning” at the Oslo and Akershus University College of Applied Sciences. For 2013-2015, we received a grant from Norgesuniversitetet to develop partnership, flexible teaching and study methods, and to increase learning outcomes among students. The four papers represent the first research results from our project. We are grateful to Norgesuniversitetet for its support.Per HetlandGeneral editorThe first paper, by Per Hetland and Anders I. Mørch, both from the University of Oslo has a title called “Ethnography for Investigating the Internet”. They describe the field by giving an overview of the competing concepts, and argue for their chosen path. They point at important crossing roads and selections that needs to be taken for future research.Jan Erik Dahl, also of The University of Oslo, presents the paper “Supporting learning through epistemic scaffolds embedded in a highlighter tool”. It explores how the use of the tool was used to support students’ readings and discussions of research articles. He argues that the use of annotation technologies in education is increasing, and that annotations can play a wide variety of epistemic roles; e.g., they can facilitate a deeper level of engagement, support critical thinking, develop cognitive and metacognitive skills and introduce practices that can support knowledge building and independent learning. Dahl criticises some of the underlying assumption of present research in the field and suggest that one needs to look for the active co-construction that students do in collaboration with others.Monica Johannesen and Leikny Øgrim, of the Oslo and Akershus University College of Applied Sciences, has collaborated with Ole Smørdal of the University of Oslo on the paper “Facebook as an actor - a case of students negotiating their social presence in an online course”. Their paperreports on a study of a higher education online course based on asynchronous communication. In the selection of technology for online discussions they aimed at creating a sense of togetherness among the teachers and the students. Their choice proved to be a insightful experience of how the differences of agency of a virtual learning environment (VLE) are compared to social media when it comes to social presence.Anders I. Mørch of the University of Oslo has collaborated with Louise Mifsud and Bård Kjetil Engen, of Oslo and Akershus University College of Applied Sciences on the fourth paper, called “Problem-Based Learning in Synchronous Networked Environments: Comparing Adobe Connect and Second Life”. Their approach was to compare experiences from using two networked learning environments: Adobe Connect (AC) and Second Life (SL) for supporting teaching and learning in distance education courses. Data were collected from two separate case studies: one in Norway (AC) and the other in the United States (SL), using different but comparable methods of data analysis. They focus on problem-based learning (PBL), using four application characteristics of PBL (learner activity, collaborative learning, feedback, and valuation of previous knowledge).General sectionIn addition to the four papers in the special issue of Seminar.net, we also contribute with two more papers.David Hallberg, representing both The Swedish Red Cross University College and the Stockholm University, has written a paper with Henrik Hansson and Anders G.Nilsson, also from Stockholm University called: “Immigrant Women's Reasoning and Use of Information and Communications Technology in Lifelong Learning”. The paper explores the reasoning and use of information and communications technology (ICT) in lifelong learning by immigrant women. The researchers collected data from semi-structured and unstructured interviews. The study was carried out primarily in a school environment, which also made it possible to draw conclusions about the connection between learning in and outside school environments.Trine Fossland, of University of Tromsø UiT The Arctic University of Norway, presents the last paper in this issue. Her paper, “Stories of technology-enhancement in higher education – a critical approach”, continues a critical stance of educational technology, suggesting that even if there is a large body of research on technology-enhanced learning, questions related to the educational effectiveness of technology use still needs to be questioned. She argues that “digital innovators’” stories about technology enhancement may constitute a rich source for understanding this complex educational phenomenon both in relation to teachers’ daily practices and the implementation of ICT in higher education at large. Her paper relies on biographical interviews with “digital innovators”. Her findings suggest that technology-enhancement is linked to nine key characteristics: different educational models, authenticity, pedagogical added values, meaningful student activities, changing approaches to feedback, assessment and connection with the outside world, as well as holistic planning, supportive leaders and strong micro-cultures. This paper proposes a more nuanced understanding of the term technology enhanced learning and suggests strategies for educational development and further investigations related to this phenomenon in higher education. Yngve Nordkvelle

ABSTRACTThe need for the education system to teach twenty-first century skills produces an emphasis on the teaching of first language (L1) writing on the assimilation into the teaching process of information and communications technology (ICT) tools that promote writing. The purposes of this study are to examine general aspects of the integration of ICT tools into teaching-learning-evaluation processes and the unique aspects of ICT tools relevant to teaching L1 writing. A research questionnaire was developed to examine the disciplinary aspect of teaching L1 writing alongside general aspects of integrating ICT into teaching. The research tool tested on 391 L1 secondary school teachers. The findings show that e teachers perceive themselves as having achieved some mastery of the ICT tools examined and that they agree with positive statements about the value of using ICT tools in L1 teaching. Although they sometimes-to-often use ICT tools to assess their students' writing, they make limited use of them to teach L1 writing. We suggest that there may be a disciplinary barrier to ICT tool use in teaching in the form of a lack of teacher appreciation that ICT tools can greatly promote the teaching of L1 writing.

The study assessed socio-economic variables influencing the use of information and communication technologies (ICTs) in agricultural extension service delivery among farmers in Yobe state, Nigeria. The specific objectives of the study were to: describe the socio-economic characteristics of the farmers in the study area; examine the use of ICTs among the farmers in the study area; and determine the relationship between selected socio-economic characteristics of the farmers and the use of ICTs in the study area. A multi-stage sampling procedure was employed. Data were obtained primarily from 130 respondents through structured questionnaire. Data collected were analyzed using frequency counts, percentages, mean, and multiple regressions. The results on socio-economic characteristics revealed that majority (67.7%) of the respondents were male, married and within the active age group of 26-40 years (54.6%). Majority (49.2%) had no formal education with a mean household size of 5.35 indicating over dependency on family labor. The respondents (34.6%) had 11-20 years of farming experience but lack ICT proficiency training and were not members of any cooperatives while (57.7%) cultivates between 2-4 hectares in which (47.7%) earns between ₦100, 001-₦300, 000 per annum. Mobile phone, internet and radio were the most frequently used ICT tools by farmers in the study area. The results of multiple regression analysis revealed a high coefficient of multiple determinations (R2) of 0.711. This indicates that 71.1% of the total variables were caused by changes in the independent variables. Educational level, farming experience, computer literacy, and annual income are statistically significant at p≤0.01 level of significance. The study concludes that farmers utilize a limited number of ICTs, although these tools are moderately available and accessible. The study recommended that awareness on the use of ICTs such as the internet and computer for agricultural information transfer and retrieval should be encouraged, dissemination of agricultural information through radio and television programs as well as mobile phone would be recommended for greater agricultural production.

Advances in the use of information and communication technologies (ICT) in history teaching and an increase in the deployment of ICT for history teaching and learning have been reflected in all European countries, albeit with varying degrees of success. Developments in the university and school sectors are characterized by a growing integration of specific ICT facilities and tools. The growing importance of ICT in history teaching and learning has been fostered by national government investment and a variety of cross-Europe support initiatives; however, research indicates that its potential has yet to be fully realized. Research into the impact of ICT on teaching and learning in Scottish schools shows a similarly patchy picture to that in other European countries; however, the evaluation of a series of CD-ROMs confirms the arguments of history educators that effective history software must problematize the past, so helping pupils develop their research and thinking skills.

The objective of this study is to investigate the use of Information and Communication Technology (ICT) in the operations of Village Community Banks (VICOBA) in Southern Tanzania, particularly in Songea urban in the Ruvuma region. For the past few years, VICOBA in the Ruvuma region has been using ICT in its operations; however, there is no documented research on this. This study sheds light on the matter, aiming to uncover the dynamics of its integration and utilization. The study was anchored with the Technology Acceptance Model (TAM) and the Technology Adoption and Diffusion of Innovations Theory (TADIT). Using a case study from Songea Urban in Southern Tanzania, the study employed an explanatory and analytical research design with a population of 40 respondents working in the VICOBA business. Both qualitative and quantitative data were collected using questionnaires, observations, and interviews. The collected data were examined and analyzed using the Statistical Package for the Social Sciences (SPSS) to identify patterns, trends, and correlations related to ICT usage in VICOBA. The study results revealed a diverse spectrum of ICT usage among VICOBA business operations; several ICT tools such as MKOBA, smartphones, laptops, projectors, etc. are widely used; 60% of the majority are satisfied with the use of ICT tools in various VICOBA activities; ICT within the VICOBA is primarily used for communication purposes (55%), and only 12.5% are using it for financial transactions and record keeping. The study also revealed several challenges in the use of ICT, including a lack of digital literacy, poor internet connectivity, security concerns, the high cost of technology, and others. However, the majority of VICOBA member groups perceive ICT's usefulness, suggesting that VICOBA recognizes ICT's potential to improve the efficiency and transparency of financial operations. These findings contribute to the existing knowledge by providing a detailed understanding of the intricate relationship between ICT and grassroots financial entities. The outcomes of this study are particularly relevant to policymakers and stakeholders involved in initiatives to foster financial inclusion and sustainable development in rural communities. In addition, these findings will help researchers and VICOBA groups.

Apart from the fundamental function of teaching and learning, schools also ensure the realisation of the institutions' aims and vision. This is possible through use of Information and Communication Technology (ICT) which has been identified as an essential global phenomenon for efficient and effective schools. Hence, the purpose of this study was to examine usage of ICT in school management in Hwange District. A qualitative approach driven by the interpretivism paradigm was adopted. A case study design focusing on selected schools was employed. Thematically analysed data were collected through semi-structured interviews and document analysis. Findings indicated that the selected school heads mainly used ICT platforms such as WhatsApp, emails and printed documents for communication. Parents, through School Development Committee, provided internet connectivity for easy communication while the school heads used their personal smart phones. The study found that school heads faced various hurdles in using ICT in their management duties. These challenges included lack of resources, inadequate knowledge and skills to use ICT tools, work overload, inadequate funds to acquire ICT hardware and software equipment, lack of appropriate ICT infrastructure, limited internet access and sporadic power supplies. Despite the difficulties encountered, the study concluded that there were visible pockets of good practices in the use of ICT by selected school heads. The study recommended that the Ministry of Primary and Secondary Education should capacitate school heads through ICT training. This will result in efficiency and effectiveness of school heads in execution of their management functions.

The students nowadays are more friendly with tech devices. So, to make it less boring need to start innovative ways that involve technology. Teaching via ICT tools have the potential to make a change in the academic sector. It is a dynamic learning method. It provides more benefits as compared to the traditional blackboard and chalks learning. The whole process of education can sometimes feel tedious for students. In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. Hence studying the issues and challenges related to ICT use in teaching and learning can assist teachers in overcoming the obstacles and become successful technology users. With the advent of Information and Communications Technologies (ICT) in education, teachers form their own beliefs about the role of ICT as a teaching tool, the value of ICT for student learning outcomes and their own personal confidence and competency. Barriers exist in integrating ICT in teaching and learning. The barriers are extrinsic to the teacher and include lack of resources, time, access and technical support.

The rapid integration of information and communication technologies (ICT) in higher education has brought about transformative changes to traditional teaching and learning practices. This chapter examines the multifaceted impacts of ICT in the higher education sector. Over the past two decades, ICT has revolutionized the way educational institutions operate, impacting teaching methodologies, student engagement, and administrative processes. In the realm of pedagogy, ICT has facilitated the shift towards student-centered learning, empowering learners with access to diverse digital resources and interactive learning platforms. Moreover, administrative tasks within higher education have been streamlined through the adoption of ICT, resulting in enhanced efficiency in enrollment, record-keeping, and communication between stakeholders. This optimization allows educators to focus more on instructional design and student support, fostering a conducive learning environment.

Aims: This study sought to determine selected demographic characteristics, the extent of Information and Communication Technology (ICT) tools’ usage, opportunities in ICT, challenges in the use, strategies to improve the use, and the correlation between the selected demographic factors and ICT tools’ usage among peasants who produce cassava in Rangwe Sub-County, Kenya. Study Design: A correlation research design was used in this study conducted at Rangwe Sub-County, Kenya from 8th December 2021 to 14th January 2022.
 Methodology: The study gathered data with the aid of pretested structured questionnaire from 106 Cassava Peasants (CPs) who used or not used ICT tools in agricultural extension.
 Results: The response rate achieved was 100%. The majority of the CPs were female (62%), middle-aged (36-50 years), attained primary education (52%), and earned the lowest average annual income (X ≤ KES160, 000). The majority of ICT tools users in extension were males, elite, higher-income earners, and youths. The largest percentage of ICT tools users mentioned, ICT tools availability as one of the opportunities in ICT, expensiveness as the main challenge in the use, ICT services subsidies as one of the improvement strategies. Spearman’s correlation analysis showed that a correlation between the selected demographic factors and ICT tools’ usage was statistically significant at a 1% level of significance (P=.000).
 Conclusion: Adoption of ICT tools in agricultural extension services is directly proportional to income, gender equality, and education, while it is inversely proportional to age. The provision of supporting policies for the selected demographic factors, availability of training centers, and subsidized credit interest rate would increase ICT tools usage in extension.