Use of Digital Technologies in Secondary Schools in the City of Nampula - Mozambique

Guedes António Caetano, M. Zaro
{"title":"Use of Digital Technologies in Secondary Schools in the City of Nampula - Mozambique","authors":"Guedes António Caetano, M. Zaro","doi":"10.31757/euer.115","DOIUrl":null,"url":null,"abstract":"The article addresses an exploratory study that took place in May and June of 2017 in the fourteen public secondary schools in Nampula city, north of Mozambique. The study aimed to understand how digital technologies as a whole are used in the teaching and learning process of Nampula city secondary schools. In order to collect data in schools, it was used on-site observation and interviewed fifteen ICT teachers from the respective schools. In order to understand and validate the data, it was used the confrontation of the curricular objectives of the ICT discipline with the data collected in the schools, regarding not only the modality of teaching of the ICT discipline but also about the good practices of the teachers in what is refers to the use of educational software / learning objects in the teaching and learning process of other disciplines. The results indicate that despite the efforts of the Ministry of Education and Human Development to equip secondary schools with computers, interactive whiteboards and the Internet; 12 of 14 schools theoretically teach ICT for lack of computers, and there are even schools that do not teach the discipline. Therefore, the scenario is two groups of students who complete high public school with different amounts of subjects and without any practical knowledge of ICT that compromises the curricular objectives and consequently the quality of the graduated student.","PeriodicalId":307289,"journal":{"name":"The European Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2018-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The European Educational Researcher","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.31757/euer.115","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

The article addresses an exploratory study that took place in May and June of 2017 in the fourteen public secondary schools in Nampula city, north of Mozambique. The study aimed to understand how digital technologies as a whole are used in the teaching and learning process of Nampula city secondary schools. In order to collect data in schools, it was used on-site observation and interviewed fifteen ICT teachers from the respective schools. In order to understand and validate the data, it was used the confrontation of the curricular objectives of the ICT discipline with the data collected in the schools, regarding not only the modality of teaching of the ICT discipline but also about the good practices of the teachers in what is refers to the use of educational software / learning objects in the teaching and learning process of other disciplines. The results indicate that despite the efforts of the Ministry of Education and Human Development to equip secondary schools with computers, interactive whiteboards and the Internet; 12 of 14 schools theoretically teach ICT for lack of computers, and there are even schools that do not teach the discipline. Therefore, the scenario is two groups of students who complete high public school with different amounts of subjects and without any practical knowledge of ICT that compromises the curricular objectives and consequently the quality of the graduated student.
数字技术在莫桑比克南普拉市中学的应用
本文讨论了2017年5月和6月在莫桑比克北部楠普拉市的14所公立中学进行的一项探索性研究。该研究旨在了解数字技术作为一个整体是如何在楠普拉市中学的教学过程中使用的。为了在学校收集数据,我们采用了现场观察的方法,并采访了来自各个学校的15名ICT教师。为了理解和验证数据,我们将ICT学科的课程目标与学校收集的数据进行对比,不仅涉及ICT学科的教学方式,还涉及教师在其他学科的教学过程中使用教育软件/学习对象的良好做法。结果表明,尽管教育和人类发展部努力为中学配备计算机、交互式白板和互联网;由于缺乏计算机,14所学校中有12所理论上教授信息通信技术,甚至有学校不教授这门学科。因此,场景是两组学生完成高中公立学校的不同数量的科目,没有任何ICT的实际知识,妥协的课程目标,从而毕业的学生的质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信