ITM Web Conf.
Volume 35, 2020International Forum “IT-Technologies for Engineering Education: New Trends and Implementing Experience” (ITEE-2019)
|Number of page(s)
|International Integration in the Field of Digital Engineering Education
|09 December 2020
Implementation of ICT in Engineering Education in Brazil: Drivers and Barriers
Bauman Moscow State Technical University, 2nd Baumanskaya str., 5/1, 105005, Moscow, Russia
* Corresponding author: firstname.lastname@example.org
The purpose of this paper was to provide information on encouraging the use of ICT (Information and Communication Technologies) in engineering education in Brazil developing the traditional method of science education due to the technological advances. After a brief outline and the definition of terms used, each assumption is placed in the context of the current. The paper will examine the driving forces and barriers to implement ICT in high education system This article has selected a comparison between traditional system students and distance students who have tried the virtual editions. Subsequently, it will be delivered arguments which explain why teachers have a strong impact on the integration of ICT into education but that they encountered many barriers to it. Among the barriers faced by teachers and students analysed in this article, the lack of accessibility, ICT resources including software and hardware, effective professional development, sufficient time, and technical support appear prominently. It is seen that no component alone is sufficient to provide the best education but the combination of these components. This research was funded by RFBR, project number 20-010-00571 “The Impact of Digital Transformation on Improving the Quality and Innovation of Services”.
© The Authors, published by EDP Sciences, 2020
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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