Différences entre versions de « ICT - Interactive learning »
De Didaquest
Aller à la navigationAller à la recherche (Page créée avec « {{Widget:Fiche-Conceptions-Haut}} = {{Widget:Conception : Clarification - Explicitation}} = <!-- ************************* Début ***************************************… ») |
|||
| Ligne 10 : | Ligne 10 : | ||
{{Conceptions canoniques}} | {{Conceptions canoniques}} | ||
| − | * ..... | + | * Interactive learning using ICT emphasizes active engagement, where learners actively participate in the learning process rather than passively receiving information |
| − | + | * ICT supports multimodal learning experiences, incorporating various forms of media such as text, images, videos, and interactive simulations to cater to different learning styles. | |
| − | + | *Interactive ICT tools facilitate collaboration among learners, allowing them to work together on projects, share ideas, and learn from each other. | |
| + | *ICT in interactive learning allows for personalized learning experiences, adapting content and pace to individual learner needs, fostering a more effective learning process. | ||
| + | * Interactive learning with ICT provides real-time feedback to learners, enabling them to monitor their progress and allowing instructors to assess performance more effectively. | ||
| + | * ICT supports problem-based learning approaches, where learners engage in solving real-world problems, applying knowledge and skills in practical scenarios. | ||
| + | *A combination of traditional and online learning methods, known as blended learning, is often considered a canonical approach, leveraging both face-to-face interactions and digital | ||
| + | *Beyond subject-specific knowledge, interactive learning with ICT aims to develop ICT literacy, ensuring that learners are proficient in using technology for communication, information retrieval, and problem-solving. | ||
| + | * ICT tools in interactive learning should be designed to be accessible to all learners, considering diverse needs and ensuring inclusivity. | ||
| + | *Interactive ICT-based learning promotes a culture of lifelong learning, encouraging learners to develop skills for continuous self-improvement in an evolving technological landscape. | ||
{{Conceptions erronées}} | {{Conceptions erronées}} | ||
| − | * ..... | + | * Simply introducing technology will automatically improve learning outcomes. |
| − | + | * A single technology solution can address the diverse needs and learning styles of all students. | |
| − | . | + | * The mere presence of technology guarantees student engagement. |
| − | + | * Technology can entirely replace the role of teachers in the learning process. | |
| + | * Integrating technology into education is always cost-prohibitive. | ||
| + | * Increasing the quantity of technology used will automatically lead to better learning outcomes | ||
| + | * The focus should be primarily on the features of technological tools rather than on pedagogical strategies. | ||
| + | * Students who grew up with technology need minimal guidance in using it for educational purposes. | ||
{{Origines possibles des conceptions}} | {{Origines possibles des conceptions}} | ||
| − | * . | + | * Educational Philosophy:Constructivism: The belief that learners actively construct their knowledge fits well with interactive learning. The idea that learners can engage with technology to build their understanding aligns with the constructivist philosophy. |
| − | + | Connectivism: With the rise of the internet, the idea of learning as a networked and social activity has become more prominent. Interactive learning through ICT can be seen as an embodiment of connectivist principles. | |
| − | . | ||
| + | *Technological Advancements:Emergence of Digital Tools: As digital tools and platforms became more prevalent and sophisticated, educators began exploring their potential for enhancing learning experiences. | ||
| + | Multimedia Capabilities: The evolution of multimedia capabilities in computers and other devices has allowed for the creation of rich and engaging learning materials. | ||
| + | *Globalization and Information Access:Globalization: The interconnected world has necessitated new skills and competencies. Interactive learning through ICT is often seen as a way to prepare students for a globalized and technologically advanced future. | ||
| + | Access to Information: The ease of access to vast amounts of information online has led to a shift in focus from memorization to critical thinking and problem-solving skills | ||
| + | *Research in Educational Technology:Pedagogical Research: Ongoing research in the field of educational technology has provided evidence of the positive impact of interactive learning on student engagement, motivation, and learning outcomes. | ||
| + | Cognitive Science: Insights from cognitive science have informed the design of interactive learning experiences that align with how people learn and retain information. | ||
| + | *Changing Learning Environments:Shift to Blended Learning: The recognition that a blend of traditional and technology-mediated learning can be effective has influenced the conception of ICT in education. | ||
| + | Flexibility and Accessibility: The need for flexible learning options, especially in the context of distance or online education, has driven the exploration of interactive ICT tools. | ||
| + | *Policy Initiatives:Education Technology Policies: Government and institutional policies promoting the use of technology in education have played a role in shaping the conceptions of ICT in interactive learning. | ||
| + | Digital Literacy Initiatives: Efforts to enhance digital literacy have underscored the importance of integrating technology in educational settings. | ||
| + | *Teacher Professional Development:Training and Support: The availability of professional development opportunities for teachers to learn how to effectively integrate technology into their teaching practices has influenced the adoption of ICT in education. | ||
}}<!-- ************************* Fin *****************************************--> | }}<!-- ************************* Fin *****************************************--> | ||
Version du 19 décembre 2023 à 15:08
 Votre Publicité sur le Réseau
|
Conception : Clarification - Explicitation
- Interactive learning using ICT emphasizes active engagement, where learners actively participate in the learning process rather than passively receiving information
- ICT supports multimodal learning experiences, incorporating various forms of media such as text, images, videos, and interactive simulations to cater to different learning styles.
- Interactive ICT tools facilitate collaboration among learners, allowing them to work together on projects, share ideas, and learn from each other.
- ICT in interactive learning allows for personalized learning experiences, adapting content and pace to individual learner needs, fostering a more effective learning process.
- Interactive learning with ICT provides real-time feedback to learners, enabling them to monitor their progress and allowing instructors to assess performance more effectively.
- ICT supports problem-based learning approaches, where learners engage in solving real-world problems, applying knowledge and skills in practical scenarios.
- A combination of traditional and online learning methods, known as blended learning, is often considered a canonical approach, leveraging both face-to-face interactions and digital
- Beyond subject-specific knowledge, interactive learning with ICT aims to develop ICT literacy, ensuring that learners are proficient in using technology for communication, information retrieval, and problem-solving.
- ICT tools in interactive learning should be designed to be accessible to all learners, considering diverse needs and ensuring inclusivity.
- Interactive ICT-based learning promotes a culture of lifelong learning, encouraging learners to develop skills for continuous self-improvement in an evolving technological landscape.
Conceptions erronées et origines possibles
- Simply introducing technology will automatically improve learning outcomes.
- A single technology solution can address the diverse needs and learning styles of all students.
- The mere presence of technology guarantees student engagement.
- Technology can entirely replace the role of teachers in the learning process.
- Integrating technology into education is always cost-prohibitive.
- Increasing the quantity of technology used will automatically lead to better learning outcomes
- The focus should be primarily on the features of technological tools rather than on pedagogical strategies.
- Students who grew up with technology need minimal guidance in using it for educational purposes.
Conceptions: Origines possibles
- Educational Philosophy:Constructivism: The belief that learners actively construct their knowledge fits well with interactive learning. The idea that learners can engage with technology to build their understanding aligns with the constructivist philosophy.
Connectivism: With the rise of the internet, the idea of learning as a networked and social activity has become more prominent. Interactive learning through ICT can be seen as an embodiment of connectivist principles.
- Technological Advancements:Emergence of Digital Tools: As digital tools and platforms became more prevalent and sophisticated, educators began exploring their potential for enhancing learning experiences.
Multimedia Capabilities: The evolution of multimedia capabilities in computers and other devices has allowed for the creation of rich and engaging learning materials.
- Globalization and Information Access:Globalization: The interconnected world has necessitated new skills and competencies. Interactive learning through ICT is often seen as a way to prepare students for a globalized and technologically advanced future.
Access to Information: The ease of access to vast amounts of information online has led to a shift in focus from memorization to critical thinking and problem-solving skills
- Research in Educational Technology:Pedagogical Research: Ongoing research in the field of educational technology has provided evidence of the positive impact of interactive learning on student engagement, motivation, and learning outcomes.
Cognitive Science: Insights from cognitive science have informed the design of interactive learning experiences that align with how people learn and retain information.
- Changing Learning Environments:Shift to Blended Learning: The recognition that a blend of traditional and technology-mediated learning can be effective has influenced the conception of ICT in education.
Flexibility and Accessibility: The need for flexible learning options, especially in the context of distance or online education, has driven the exploration of interactive ICT tools.
- Policy Initiatives:Education Technology Policies: Government and institutional policies promoting the use of technology in education have played a role in shaping the conceptions of ICT in interactive learning.
Digital Literacy Initiatives: Efforts to enhance digital literacy have underscored the importance of integrating technology in educational settings.
- Teacher Professional Development:Training and Support: The availability of professional development opportunities for teachers to learn how to effectively integrate technology into their teaching practices has influenced the adoption of ICT in education.
Conceptions liées - Typologie
Concepts ou notions associés
| |||
|---|---|---|---|
|
Sur le Portail Questions / Réponses |
Sur Portail de Formation Gratuite |
Sur des sites de Formation |
Sur DidaQuest |
| ICT - Interactive learning sur : Wikipedia / Wikiwand / Universalis / Larousse encyclopédie / Khan Académie | |||
| Sur Wikiwand : | |||
| Sur Wikipédia : | |||
| Sur Wikiversity : | |||
| Sur Universalis : | |||
| Sur Khan Académie : | |||
Éléments graphique
Titre de Votre Image 1
Titre de Votre Image 2
Titre de Votre Image 3
{{{AutresMedias}}}
Stratégie de changement conceptuel
Questions possibles
Bibliographie
Pour citer cette page: (- Interactive learning)
ABROUGUI, M & al, 2023. ICT - Interactive learning. In Didaquest [en ligne]. <http:www.didaquest.org/wiki/ICT_-_Interactive_learning>, consulté le 21, novembre, 2024
- ..................
- ..................
- ..................
- ..................
| Votre Publicité sur le Réseau
|
