Graphics Programs Reference
In-Depth Information
INTRODUCTION
tional institutions can use it to access information,
as a form of collaboration and communication
with teachers, as a tool for conveying educational
contents, and as a mean of online teaching. To
use this technology there are details that must be
addressed, namely specific instructional resources
and a framework that facilitates both the different
interactions (teacher-learner, learner-learner and
learner-content) and the inherent comprehension
(Gomes & Caldeira, 2004). A communication
platform allows participates to exchange in-
formation about specific domains, interact and
learn in a cooperative way and it encourages the
continuous sharing of materials, plans, problem
solving, presentations and continuous reflection
on the different dimensions of team network. So
an aspect that must be improved is preparing di-
dactical materials to support the teaching activity
in an ICT platform.
Concerning the educational task, the interaction
allowed by three-dimensional geometric models
(3D) could make an end to passive attitudes of
learners as an opposition to traditional teaching
systems. In addition, virtual reality technology
(VR) could be applied as a complement to 3D
modeling, leading to a better communication
between the various stakeholders in the process,
whether in training, in education or in profes-
sional practice. This task is particularly relevant
to the presentation of processes which are defined
through sequential stages as generally is the case
in the learning of new curricular subjects.
Besides this constant updating of training in
the new graphic resources available to engineer-
ing/architecture professions, and in widespread
and frequent use, the school should also adapt its
teaching activities to the new tools of visual com-
munication. In fact, several software engineering is
used today in practical discipline, which requires
that future engineers have the competencies and
knowledge to develop economical and feasible
solutions. Undergraduate students must be edu-
cated and trained to perform the roles required for
software development in order to create effective
Since its development and initiation, informa-
tion and communication technologies (ICT) has
changed every facet of human existence and es-
tablished itself as a part of the social and economic
enterprises, as well as in entertainment, education,
culture, etc. The educational sector has recognized
these potentials and incorporated networks and
multimedia as important tools for enhancement
and upgrade of learning process. At present
times, the educational process includes many ICT
based methods for teaching and learning. So, the
relevance of the use of ICT in education is quite
evident nowadays. In particular, the use of ICT in
teacher training has been considerably analyzed,
especially in relation to learn how to use ICT as
a teaching tool. Exposing teachers in training to
the technologies and experiences that will be im-
portant to their professional future can contribute
to the development of a range of indispensable
abilities for their teaching activities which are not
available in a model of traditional training. It is
a fact that advanced computer and information
network technology has revolutionized our teach-
ing and learning approaches and methods and this
also changes the learning environment. Thus, by
means of the use of the technologies teachers were
able to integrate different aspects that are novel in
relation to traditional education, like the change
and renovation in the didactic process, besides the
use of new recourses, educational infrastructures
and practices. Furthermore the ICT suppose a
modification in the strategies and methodologies
that harness the continuous learning of student,
and have become an important instrument of
support in the educational innovation in the last
years, allowing the personalization of the learn-
ing process, centering now more in the learning
of the student.
In fact, communication technology provides a
mean to connect people and to share information
and expertise, enabling the growth of both indi-
vidual and collective knowledge and skills. Educa-
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