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

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 secondar...

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Autores principales:	Guedes António Caetano, Milton Zaro
Formato:	article
Lenguaje:	EN
Publicado:	Foxton Books 2018
Materias:	Digital technologies Educational software Learning objects Teaching quality Education L
Acceso en línea:	https://doaj.org/article/8b72fec183b74a15aa391f0c78dc45bb
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id	oai:doaj.org-article:8b72fec183b74a15aa391f0c78dc45bb
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spelling	oai:doaj.org-article:8b72fec183b74a15aa391f0c78dc45bb2021-12-02T19:17:58ZUse of Digital Technologies in Secondary Schools in the City of Nampula - Mozambique10.31757/euer.1152517-6323https://doaj.org/article/8b72fec183b74a15aa391f0c78dc45bb2018-06-01T00:00:00Zhttp://www.eu-er.com/wp-content/uploads/2018/07/EUERV1-1-10-_CAETANO.pdfhttps://doaj.org/toc/2517-6323The 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.Guedes António CaetanoMilton Zaro Foxton BooksarticleDigital technologiesEducational softwareLearning objectsTeaching qualityEducationLENThe European Educational Researcher, Vol 1, Iss 1, Pp 57-75 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Digital technologies Educational software Learning objects Teaching quality Education L
spellingShingle	Digital technologies Educational software Learning objects Teaching quality Education L Guedes António Caetano Milton Zaro Use of Digital Technologies in Secondary Schools in the City of Nampula - Mozambique
description	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.
format	article
author	Guedes António Caetano Milton Zaro
author_facet	Guedes António Caetano Milton Zaro
author_sort	Guedes António Caetano
title	Use of Digital Technologies in Secondary Schools in the City of Nampula - Mozambique
title_short	Use of Digital Technologies in Secondary Schools in the City of Nampula - Mozambique
title_full	Use of Digital Technologies in Secondary Schools in the City of Nampula - Mozambique
title_fullStr	Use of Digital Technologies in Secondary Schools in the City of Nampula - Mozambique
title_full_unstemmed	Use of Digital Technologies in Secondary Schools in the City of Nampula - Mozambique
title_sort	use of digital technologies in secondary schools in the city of nampula - mozambique
publisher	Foxton Books
publishDate	2018
url	https://doaj.org/article/8b72fec183b74a15aa391f0c78dc45bb
work_keys_str_mv	AT guedesantoniocaetano useofdigitaltechnologiesinsecondaryschoolsinthecityofnampulamozambique AT miltonzaro useofdigitaltechnologiesinsecondaryschoolsinthecityofnampulamozambique
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Use of Digital Technologies in Secondary Schools in the City of Nampula - Mozambique

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