Suchergebnisse

Recent government initiatives have required universities to include specific literacy and numeracy targets for the students. The authors – both members of the English discipline at Charles Sturt University – were invited to develop and run a two-semester program for all students studying to become early childhood, primary, and secondary teachers. This article outlines the nature of the two subjects which comprise the program: the first focused on reading and comprehension, the second on writing and composition. These subjects were conceived from collegial dialogues between academics in education and the humanities, and then developed from these different assumptions and starting points. Over the last five years, the shared experiences of teaching these prospective teachers has grown into a strongly coherent first year of study. This article seeks the describe the experiences of teaching literacy to first-year education students, and it is by turns hypothesising and speculative, reflective and qualitative, in its approach. In the process, this article offers colleagues across the country a reflection on the hypotheses of literacy education, some new ideas for teaching literacy, and some optimism for the future of the teaching profession, and the dignity of those who aspire to be a part of it.

В настоящее время информационно-коммуникационные технологии стали частью образовательного процесса. Ни одна сфера человеческой деятельности не растет и не развивается в таких масштабах, как компьютерная. Перед системой образования стоит задача применения инновационных информационно-коммуникационных технологий для формирования необходимых навыков. Одним из таких способов развития образовательного пространства является геймификация образования. В образовательном контексте геймификация используется для качественного улучшения образовательного процесса, т. е. для повышения вовлеченности студентов и усиления мотивации к отличным результатам. Игровые механизмы, как показывает практика, положительно влияют на качество обучения, показатель остаточных знаний. В настоящее время существует множество образовательных технологий, таких как традиционная подача материала, задание домашней работы, применение учебной литературы, презентаций, а также инновационные информационно-коммуникационные технологии. Под понятием «геймификация» понимается процесс, позволяющий раскрыть творческие способности человека и мотивировать его на успех. В данной статье рассматривается применение технологии геймификации как использование игрового подхода и игровых элементов в образовательных целях. В работе выявлены основные приемы геймификации. В ходе исследования был проведен педагогический эксперимент со студентами направления подготовки 09.03.03 Прикладная информатика. Авторами на основе полученных экспериментальных данных доказана эффективность использования элементов геймификации в учебном процессе.
Currently, information and communication technologies have become part of the educational process. Not a single sphere of human activity grows or develops on such a scale as the computer one. In the educational system there is a task of applying innovative information and communication technologies to develop the necessary skills. One of these ways of developing the educational space is the gamification of education. In an educational context, gamification is used to qualitatively improve the educational process, that is, to increase student engagement and increase motivation for excellent results. Game mechanisms, as practice shows, have a positive effect on the quality of education, an indicator of residual knowledge. Currently, there are many educational technologies, including the traditional presentation of material, homework assignments, the use of educational literature, presentations, and innovative information and communication technologies. The concept of "gamification" is understood as a process that allows you to reveal a person's creative abilities and motivate for success. This article examines the use of gamification technology as the use of a game approach and game elements for educational purposes. The paper identifies the basic techniques of gamification. The pedagogical experiment was carried out with students of the direction of training programmme 09.03.03 Applied Informatics which revealed the efficiency of using the elements of gamification in the educational process.

The study examines the lecturers' attitude towards integration of ICTs in teaching University students in Yobe State, Nigeria. Descriptive research design of ex-post facto type was used with 125 participants drawn for the study. The respondents were measure with standardize instrument with reliability coefficient of 0.75 using Cronbach Alpha and the data collected was analysed using mean, standard deviation (SD) and t-test 0.05 level of confidence. The finding revealed that attitude of lecturers towards integration of ICTs in teaching undergraduate students was negative; level of lecturers' competency in the use of ICT facilities was low and there was statistically significant difference between male and female lecturers attitude in favour of male lecturers. The study recommends the following based on the findings of study: There is a need for the Government, National University Commission (NUC) and other Education stakeholders to respond positively and provide enough ICT infrastructures in all University across the country so as to encourage lecturers to utilize them in their teaching.