Papers by Oana-Andreea Chisalita
The 10th International Scientific Conference eLearning and software for Education, 2015
The use of Information and Communication Technologies (ICT's) is a mandatory task for all teacher... more The use of Information and Communication Technologies (ICT's) is a mandatory task for all teachers working in Romanian secondary education. Teachers have to use ICT during computer science classes, but also as an instrument to develop other subjects. However, despite the investments oriented towards increasing ICT access and ICT teachers training, the use of technology during the educational activities is not as high as expected. Therefore, analyses focusing on factors that influence the ICT use in education are required. This paper aims to identify the role played by the ICT support on the ICT use in secondary schools. The study involved 282 teachers from lower secondary (N=125) and upper secondary (N=157) schools. The analysis took into account the peers support, school's manager support, school's inspectorate support and ICT coordinator support. The results indicate that the main support structure that enhances the ICT use is the peer support. Romanian secondary teachers who work in schools where teachers use ICT, discuss about ICT and look for new ways of integrating technology during the activities are those who use more ICT's and report about the benefits. The ICT access is no longer a major issue for secondary school teachers but further studies must take a step further and analyze teachers' ICT beliefs, their ICT experiences and other factors which may impact on the ICT use. While discussing about the ICT coordinator' support, the results revealed higher levels of encouragement received from the ICT coordinator.
Lucrarea de față realizează o analiză a unei direcții de cercetare din ce în ce mai importante în... more Lucrarea de față realizează o analiză a unei direcții de cercetare din ce în ce mai importante în domeniul științelor educației: angajabilitatea și inserția absolvenților. În prima parte a acestei lucrări sunt incluse rezultatele cercetărilor științifice care au analizat inserția absolvenților și migrația circulară a forței de muncă. În cea de-a doua parte, sunt incluse
rezultatele unui studiu privind situația pe piața muncii a 496 absolvenți ai specializărilor Științele Educației și Psihologie din cadrul Universității ”Alexandru Ioan Cuza” din Iași. Metodologia acestui studiu a inclus un chestionar cu întrebări închise și deschise și a avut la bază indicatoriiARACIS: statutul pe piața muncii, durata dintre absolvire și prima angajare, angajarea în domeniul studiilor, implicarea în activități de antreprenoriat. Lotul acestui studiu cuprinde 6029 de absolvenți de licență ai promoțiilor 2010 și 2011, din cadrul tuturor facultăților și specializărilor. Dintre aceștia, 8.2% sunt absolvenți ai specializărilor
Facultății de Psihologie și Științele Educației. Concluziile pot fi valorificate pentru dezvoltarea politicilor educaționaledin învățământul superior, fiind utile atât decidenților de politici de la nivelul Ministerului Educației și Cercetării Științifice, cât și mediului universitar românesc din domeniul psihologie și științelor educației.
The use of Information and Communication Technologies (ICT’s) is a mandatory task for all teacher... more The use of Information and Communication Technologies (ICT’s) is a mandatory task for all teachers working in Romanian secondary education. Teachers have to use ICT during computer science classes, but also as an instrument to develop other subjects. However, despite the investments oriented towards increasing ICT access and ICT teachers training, the use of technology during the educational activities is not as high as expected. Therefore, analyses focusing on factors that influence the ICT use in education are required. This paper aims to identify the role played by the ICT support on the ICT use in secondary schools. The study involved 282 teachers from lower secondary (N=125) and upper secondary (N=157) schools. The analysis took into account the peers support, school’s manager support, school’s inspectorate support and ICT coordinator support. The results indicate that the main support structure that enhances the ICT use is the peer support. Romanian secondary teachers who work in schools where teachers use ICT, discuss about ICT and look for new ways of integrating technology during the activities are those who use more ICT’s and report about the benefits. The ICT access is no longer a major issue for secondary school teachers but further studies must take a step further and analyze teachers’ ICT beliefs, their ICT experiences and other factors which may impact on the ICT use. While discussing about the ICT coordinator’ support, the results revealed higher levels of encouragement received from the ICT coordinator.
This paper aims to analyze the level of the Information and Communication Technologies (ICT) inte... more This paper aims to analyze the level of the Information and Communication Technologies (ICT) integration and use during the initial teacher training programs for primary and pre-primary teachers. The study involved 166 students enrolled in the first (N=45) and second year of study (N=121). Among them, 65.1% are enrolled at the Stefan cel Mare University of Suceava (NUSV=108) and 34.9% are enrolled at the Alexandru Ioan Cuza University of Iasi (NUAIC=58). When developing this study, we used a mixed approach which included both the documentary analysis, and a questionnaire survey. The results indicate that both universities invested in developing the ICT infrastructure and students can access the equipment in the class, at the library and in the computer laboratory. However, despite the increased access, there are still no regulations which can enhance the ICT use during the teaching activities. Our results indicate that the ICT use is only a matter of the teacher’s choice. Aware of the increasing role played by the technology, the students involved in the study indicate a positive attitude regarding the ICT use. Furthermore, this attitude is influenced by the university where students are enrolled.
Analyzing students' answers in the ICT Familiarity Questionnaire, this paper highlights that ther... more Analyzing students' answers in the ICT Familiarity Questionnaire, this paper highlights that there continues to exist an important gap regarding the access at the technology. The lack of access affects students' ICT attitudes. Moreover, students from countries with a low level of ICT access in school tend to start developing ICT competences later than the students from ICT front-runners countries. The lack of competences influences the students' activities either as a stand-alone game player, or a team member during collaborative games. However, when analyzing the internet use at the school and outside the school, whether it is used in order to communicate via the email or the social networks, these differences tend to fade away. Thus, since more than 50% of all students, regardless of the country of origin, access daily the social networks. Regarding the ICT attitudes, PISA 2012 results indicate that European students see the computer as a very important tool which supports their school learning and transform their homework. Moreover, two out of three European students use the internet to gather information in order to do their homework. Despite the positive attitudes mentioned above, an increased level of negative attitudes was noticed among the students from those countries with low level of ICT access.
This paper systematizes the impact of the Information and Communication Technology (ICT) in schoo... more This paper systematizes the impact of the Information and Communication Technology (ICT) in school education. The analysis is taking into account the results of ICT studies developed by international organizations (European Union, European Commission, OECD), case studies developed in schools (ImpaCT2, PILOT) and studies developed at regional level (NORDIC 2006). The results can be considered arguments to sustain and promote ICT initiatives at school, regional and national level. Moreover, they can be a point of reflection for the ICT skeptics and a starting point for discussions focusing on how school should start its trip toward the innovation.
Technology changes the way we use to do things. It already changed the way we learn, we talk, we ... more Technology changes the way we use to do things. It already changed the way we learn, we talk, we play and we work. While in the first years, technological knowledge was the aim of those professionals working on the engineering field, nowadays, no matter of the work activity, you do need to possess the knowledge and the specific competences to work on a computer, to use a scanner or a printer, to search the information and to work with it and through it in order to create new knowledge results. In this study we aim to analyze all this changes at the level of the specific knowledge and competences. Therefore, we will focus on the technological literacy, information literacy and digital literacy. While technological literacy becomes more important due to the rapid spread of the ICT use in most of the activity fields and generates a constant pressure towards the involvement of all members of the society, regardless of age or cultural background, the information literacy is the result of the internet access and use. Students have access to a great extent of information and if they learn how to look for reliable information sources, they become more responsible on how they'll use it. In a world where schools aim is to prepare students in order to get integrated in the society, we do need to train them on how to use the instruments of this technological world to find a good answer to their needs by identifying the proper ICT tools and, therefore, developing their digital literacy.
The evolution of the Information and Communication Technologies (ICT) and their integration in th... more The evolution of the Information and Communication Technologies (ICT) and their integration in the education lead to specific changes both in the pre-service and in-service teachers' training programs curricula developed during the last decades in Romanian universities. ICT in education is seen both as a necessity, since universities need to have well trained graduates integrated in the society and on the job market, and as an opportunity because it gives students access to significant resources at very low costs of time and money. Initial teacher training for Romanian primary teachers is nowadays accomplished by a three years program at the university. Starting with an analyze of the ICT student teacher training policies developed during the last two decades in several European countries, this article will discuss the main measures taken by the Romanian universities in order to integrate information and communication technologies in education and will present the results of a study which aimed to analyze student teachers' attitude regarding ICT use in education and their opinion regarding ICT access at resources in the faculty where they are enrolled. Involving 128 students from the Pedagogy of Preschool and Primary School from two Romanian universities, "Alexandru Ioan Cuza" University of Iasi (UAIC) and "Stefan cel Mare" University of Suceava (USV), our study also captures the main difficulties encountered by students when using ICT. In the end, we will discuss several implications of the results of this study on the specific information and communication technologies teacher training policies and strategies developed in the Romanian universities.
This paper presents the first phase of a study aiming to identify main implementation' policies o... more This paper presents the first phase of a study aiming to identify main implementation' policies of information and communication technologies (ICT's) in Romanian schools. This phase's aim was to identify how is ICT integrated in 75 primary and pre-primary schools from the county of Suceava. The analysis focuses on the teachers' experience of using ICT in their daily activities. Are they using ICT in the class? If they do is there any change in their method and the content they teach? Are teacher interested to participate in ICT Teacher Training Programs? This are the main questions that lead to these research and finding of this analyze are indicating several interesting conclusions.
Uploads
Papers by Oana-Andreea Chisalita
rezultatele unui studiu privind situația pe piața muncii a 496 absolvenți ai specializărilor Științele Educației și Psihologie din cadrul Universității ”Alexandru Ioan Cuza” din Iași. Metodologia acestui studiu a inclus un chestionar cu întrebări închise și deschise și a avut la bază indicatoriiARACIS: statutul pe piața muncii, durata dintre absolvire și prima angajare, angajarea în domeniul studiilor, implicarea în activități de antreprenoriat. Lotul acestui studiu cuprinde 6029 de absolvenți de licență ai promoțiilor 2010 și 2011, din cadrul tuturor facultăților și specializărilor. Dintre aceștia, 8.2% sunt absolvenți ai specializărilor
Facultății de Psihologie și Științele Educației. Concluziile pot fi valorificate pentru dezvoltarea politicilor educaționaledin învățământul superior, fiind utile atât decidenților de politici de la nivelul Ministerului Educației și Cercetării Științifice, cât și mediului universitar românesc din domeniul psihologie și științelor educației.
rezultatele unui studiu privind situația pe piața muncii a 496 absolvenți ai specializărilor Științele Educației și Psihologie din cadrul Universității ”Alexandru Ioan Cuza” din Iași. Metodologia acestui studiu a inclus un chestionar cu întrebări închise și deschise și a avut la bază indicatoriiARACIS: statutul pe piața muncii, durata dintre absolvire și prima angajare, angajarea în domeniul studiilor, implicarea în activități de antreprenoriat. Lotul acestui studiu cuprinde 6029 de absolvenți de licență ai promoțiilor 2010 și 2011, din cadrul tuturor facultăților și specializărilor. Dintre aceștia, 8.2% sunt absolvenți ai specializărilor
Facultății de Psihologie și Științele Educației. Concluziile pot fi valorificate pentru dezvoltarea politicilor educaționaledin învățământul superior, fiind utile atât decidenților de politici de la nivelul Ministerului Educației și Cercetării Științifice, cât și mediului universitar românesc din domeniul psihologie și științelor educației.