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11 search results for 'Creation' 'Word Processing' 'Tips' : Skills in ICT Profile (11)

Skills in ICT Profile (11)

Skill

Present Information

Many academic assignments require activities where students are asked to present information: they share their research results, their projects’ progress, their creations or results of their work, using a variety of tools that are both pertinent and stimulating.

This task supports students in completing their assignment. This proposed approach is generic and is presented in four steps: planning the presentation, carrying out its production, highlighting and transmission of the information. This applies to all types of presentations, whether an assignment done with a word processor, a slide show, a video or audio clip, an online publication or image or any other type of presentation, the steps are the same for all.

Skill

Process Information

We complain when students copy information word for word into their work. We can see that they find it difficult to integrate their material and to understand complex or abstract concepts. In the researching-processing-presenting process, the way the information is processed is often biased or neglected. This is the difference between a surface and an in-depth analysis. The act of processing the information permits the search to be refined. In addition, the result of processing information this way is what forms the first step in preparing an adequate presentation of the results of the completed work.

This skill is essential for students as it allows them to deal with all of the information available to them and to learn intellectual rigour. Students who know how to process information can better identify relevant information, use in-depth analysis and visualize data, ideas and concepts important for the work to accomplish. It is therefore one way of exploring a subject more deeply, of understanding content and of supporting a rigorous intellectual process. Processing information is in fact the pivot of a problem-resolution process.

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Real Life Stories

Published August 24, 2014

Meeting Students Where They’re At!

Becki George Teacher, Northland College
Kelly La Venture Teacher, Bemidji State University

Kelly La Venture and Becki George of Northland College Wisconsin presented a workshop on hybrid instruction at the recent Canadian International Conference on Education (CICE) at Cape Breton University in Sydney, Nova Scotia from June 16-19, 2014. After their workshop, in conversation with Profweb’s Norm Spatz, they elaborated on their motivation for creating and teaching hybrid classes. Kelly’s and Becki’s remarks are testimonials that providing flexible learning approaches builds contentment among students – helping Quebec college students master ICT profile skills.

Multidisciplinary

Real Life Stories

Published November 30, 2017

Google Classroom to Support Sustainable Learning in the Dental Prosthesis Program

Julie Jacob Teacher, Cégep Édouard-Montpetit

I teach in the Dental Prosthesis Program. During the winter session, I give the course Conception et confection de pièces squelettiques II to students in their 4th semester in the program. This course allows them to finish acquiring the skills essential for them to succeed the integration activity. However, the students do not have the opportunity to practice these skills between their 4th and 6th semester of studies. This means that 3rd year students sometimes have difficulty finding theoretical or practical notions from the year before. For this reason, I set out to find both, a way to ensure the safekeeping of course contents and a means of making the content easily accessible to the students.

Dental Technology

Articles

Published November 3, 2015

Teachers’ Use of ICTs: What Do Students Think?

Laura King Teacher, Cégep André-Laurendeau

In the context of a research project funded by the “Fonds de Recherche du Québec sur la société et la culture” (FRQRSC), 311 students from Dawson College and Cégep André-Laurendeau were surveyed online, in French or English, about their teachers’ practices in the use of ICTs and cyber-learning. This survey allowed the researchers to collect data on the teachers’ use of technology as well as the students’ level of satisfaction regarding this use.

Multidisciplinary

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