Models for the pedagogical integration of information and communication technologies: a literature review
Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the c...
Main Authors: | , |
---|---|
Format: | Article |
Language: | English |
Published: |
Fundação CESGRANRIO
2019-01-01
|
Series: | Ensaio |
Subjects: | |
Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362019000100129&lng=pt&nrm=iso&tlng=en |
id |
doaj-70e5f826db36455789ad12a3cdc17a6f |
---|---|
record_format |
Article |
spelling |
doaj-70e5f826db36455789ad12a3cdc17a6f2020-11-24T20:53:19ZengFundação CESGRANRIOEnsaio0104-40361809-44652019-01-012710212915610.1590/s0104-40362018002701720Models for the pedagogical integration of information and communication technologies: a literature reviewOlga González Sosa0Cristina Hennig Manzuoli1Universidad de La Sabana, Cundinamarca, Colômbia.Universidad de La Sabana, Cundinamarca, Colômbia.Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362019000100129&lng=pt&nrm=iso&tlng=enTeachingEducational modelsPedagogical trendsCurriculumEvaluation |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Olga González Sosa Cristina Hennig Manzuoli |
spellingShingle |
Olga González Sosa Cristina Hennig Manzuoli Models for the pedagogical integration of information and communication technologies: a literature review Ensaio Teaching Educational models Pedagogical trends Curriculum Evaluation |
author_facet |
Olga González Sosa Cristina Hennig Manzuoli |
author_sort |
Olga González Sosa |
title |
Models for the pedagogical integration of information and communication technologies: a literature review |
title_short |
Models for the pedagogical integration of information and communication technologies: a literature review |
title_full |
Models for the pedagogical integration of information and communication technologies: a literature review |
title_fullStr |
Models for the pedagogical integration of information and communication technologies: a literature review |
title_full_unstemmed |
Models for the pedagogical integration of information and communication technologies: a literature review |
title_sort |
models for the pedagogical integration of information and communication technologies: a literature review |
publisher |
Fundação CESGRANRIO |
series |
Ensaio |
issn |
0104-4036 1809-4465 |
publishDate |
2019-01-01 |
description |
Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective. |
topic |
Teaching Educational models Pedagogical trends Curriculum Evaluation |
url |
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362019000100129&lng=pt&nrm=iso&tlng=en |
work_keys_str_mv |
AT olgagonzalezsosa modelsforthepedagogicalintegrationofinformationandcommunicationtechnologiesaliteraturereview AT cristinahennigmanzuoli modelsforthepedagogicalintegrationofinformationandcommunicationtechnologiesaliteraturereview |
_version_ |
1716797425054646272 |