How to write discussions sections academically (Mid-term exam)

The concept of Information and Communication Technologies (ICT) is of paramount importance. Its relevance is connected with education. Educators should possess the right competences to be able to implement ICT to their classes. In order to teach students the information and communication tools, teachers need to be familiar with them.

Throughout this paper, an article written by Almerich, Suárez, Orellana, Belloch, Bo, and Gastaldo (2005) will be analysed. That article deals with how gender, age and type of educational institution influence teacher’s knowledge about different technological resources. What is more, the discussions sections will be described and analyzed in detail.

According to Pintos and Crimi (2010), the discussions section is written after the results section, and it focuses on interpreting the findings obtained in the results section. In the first paragraph, the authors state that primary and secondary teachers lack basic knowledge to work with information technology.

This section describes what has been found using present tenses, such as “Los resultados obtenidos en el estudio nos muestran que el conocimiento que tiene el prefesorado de los recursos tecnológicos, es un conocimiento limitado…” (Almerich, Suárez, Orellana, Belloch, Bo & Gastaldo, 2005). Present tenses have been used in order to emphasize the fact that this analyse deals with what is actually happening at the time of the research.

The conclusion is written together with the discussions sections. In this particular paper, the authors have asserted that the problem has not been solved. Teachers lack the information tools needed to apply ICT in their classes. Almerich, Suárez, Orellana, Belloch, Bo and Gastaldo (2005) have claimed that “…los esfuerzos formativos llevados a cabo en relación con TIC todavía no son suficientes…”.

Although serious academic writing avoids concluding phrases such as in conclusion, as a conclusion or its equivalents (Pintos & Crimi, 2010), this article does use this kind of signalling. The conclusion is stated as follows: “Para concluir, este estudio nos permite vislumbrar que los esfuerzos formativos llevados a cabo en relación con las TIC todavía no son suficientes…” (Almerich, Suárez, Orellana, Belloch, Bo & Gastaldo, 2005).

What actions are to be done together with the authors’ recommendations are specified at the end of the discussions section. It is assumed that in order to incorporate ICT in the classes, teachers should be taught how to work with these new tools. Educators should undergo appropriate formative actions.

This educational as well as technological paper does provide the researchers reasons for the data patterns turning out the way they did (Pintos & Crimi, 2010). The results section indicates that the analyzed teachers are not computer-literate at all, and the discussions section not interprets only those facts, but it also provides readers with some recommendations to grow as better professionals.






References

Almerich, J., Suárez, J. M., Orellana, N., Belloch, C., Bo, R., & Gastaldo, I. (2005). Diferencias en los conocimientos de los recursos tecnológicos en profesores a partir del género, edad, y tipo de centro. RELIEVE, 11 (2), 127-142. Retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=5750

Pintos, V., & Crimi, Y. (2010). Unit 2: The Research Article: introduction, literature review and method sections. Universidad CAECE: Buenos Aires, Argentina.