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首页> 外文期刊>Revista Eletrnica em Gesto, Educao e Tecnologia Ambiental >Integration and convergence of communication and information technologies as a motto in the learning-teaching process in the discipline of agricultural botany
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Integration and convergence of communication and information technologies as a motto in the learning-teaching process in the discipline of agricultural botany

机译：通信和信息技术的融合与融合是农业植物学学科教学过程中的座右铭

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http://dx.doi.org/10.5902/2236117010328 In recent years we have noticed a loss of motivation on the part of students in the undergraduate classroom, reflecting on the teaching staff and negatively discouraging in the teaching/learning process, increasing the number of Deprecations in the disciplines and/or abandonment of the courses in which they are inserted. Thus, the work aimed to Investigate the contribution of conventional Allied pedagogical practices to information and communication technology resources as mediators and motivating in this process to students of undergraduate degree in agronomy from UFSM. The study was carried out in the first half of 2012, in school discipline BLG 1035-Agricultural Botany, with two repetitions (classes 11 and 12), with 21 students each. In the first quarter, the two classes were given the programmatic content of the discipline at the pedagogic project of the course, as well as the evaluations in the conventional way (100% attendance). In the second quarter, the content has been developed as an integrated distance mode in person, mediated by Moodle (Modular Object-Oriented Dynamic Learning Environment) and content assessments had consisted of in-person and virtual activities, with equal weights (50% each). In addition, at the end of the semester, were developed three other forms of evaluations: 1 evaluation of the questionnaire) and student teaching, in order to identify the level of use of the communication and information technologies (ICTs) via Moodle as motivational mediator in the teaching-learning process; 2 evaluation questionnaire) students, in order to evaluate the influence of the use of technology as a mediator motivational in teaching-learning process and compare to the conventional use of teaching contents by lecturer. In addition, identify the advantages and the difficulties encountered by them in using the virtual environment in the teaching-learning process; 3) student achievement considering the evaluations in face-to-face and distance mode. The two classes had averages above 7.0 on the level of competence and skill of the use of information and communication technology applied to education. As for the use of ICTs as motivating in the teaching-learning process we observed differences in views between the two groups, with the notes awarded by class 11 below 7.0, as opposed to class 12, with grades above 8.0. For class 11, the use of technologies mediated by Moodle in the presentation of the discipline has not contributed to the improvement in the teaching-learning process. These differences between the classes 11 and 12 were also highlighted in the evaluations of content and activities in presential and distance modalities, throughout the semester, with the smallest observed notes in class 11, contributing to the disapproval of six students in this class. There was no Deprecations in class 12.
机译：http://dx.doi.org/10.5902/2236117010328近年来，我们注意到本科生课堂上的学生失去动力，这反映了教学人员，并且在教学过程中产生了消极的劝阻，增加了学科中弃用的数量和/或放弃插入的课程。因此，这项工作旨在调查传统的盟军教学方法对信息和通信技术资源作为媒介的贡献，并在这一过程中激励UFSM向农学本科学位的学生提供帮助。该研究于2012年上半年在学校BLG 1035-农业植物学学科中进行，进行了两次重复（11和12级），每人21名学生。在第一季度中，在课程的教学项目上为这两个课程提供了该课程的课程内容，并以常规方式进行了评估（100％出席率）。在第二季度，内容已开发为一种由Moodle（模块化面向对象的动态学习环境）介导的人身集成距离模式，内容评估包括亲自和虚拟活动，权重相等（各占50％） ）。此外，在学期末，还开发了三种其他形式的评估：1问卷调查评估和学生教学，以便确定通过Moodle作为激励媒介的通信和信息技术（ICT）的使用水平在教学过程中; 2个评估问卷）学生，以评估技术作为动机的调解者在教学过程中的影响，并与讲师对教学内容的常规使用进行比较。另外，确定他们在教学过程中使用虚拟环境的优势和遇到的困难; 3）考虑面对面和距离模式下的评估的学生成绩。在将信息和通信技术用于教育方面的能力和技能水平上，两个班的平均水平均高于7.0。至于在教学过程中使用信息通信技术的动机，我们观察到两组之间的观点存在差异，第11级的笔记低于7.0，而第12级的笔记高于8.0。对于第11课，在课程介绍中使用Moodle调解的技术并没有改善教学过程。在整个学期的演讲和距离模式的内容和活动评估中，也突出了11和12年级之间的这些差异，而在11年级中观察到的音符最小，这导致该班中有6名学生被拒登。第12类没有弃用规定。

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