367 results on '"EDUCATIONAL technology planning"'
Search Results
2. When Off-Campus Means Virtual Campus: The Academic Library in Second Life.
- Author
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Ralph, Lynette and Stahr, Beth
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DIGITAL libraries , *SECOND Life (Game) , *LIBRARY 2.0 , *EDUCATIONAL cooperation , *EDUCATIONAL technology planning , *VIRTUAL reality in education , *DISTANCE education students ,SOUTHEASTERN Louisiana University. Sims Memorial Library - Abstract
This article discusses how a library's consistent policy of accessibility and foresight positioned itself to serve its students, faculty and staff in the virtual world of Second Life. Always ahead of the technological curve, this library has been the front-runner in providing services to distance learners via text messaging, 'chat,' e-mail, and telephone services and via its laptop librarian project across the campus. It now is poised and ready to provide service in Second Life. Collaboration between the library and teaching faculty culminated in the creation, development, and furnishing of a library in Second Life, an environment that gives new meaning to 'off-campus' learning. Without marketing, but as a visible presence, the Second Life library was able to attract both off-campus guests and affiliated students and faculty and even participated in campus-wide projects. This experiment has enjoyed the support of both the university and library administration. [ABSTRACT FROM AUTHOR]
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- 2010
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3. Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform.
- Author
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Zhonggen, Yu, Ying, Zhu, Zhichun, Yang, and Wentao, Chen
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MOBILE learning , *EDUCATIONAL outcomes , *COGNITIVE load , *SATISFACTION , *EDUCATIONAL technology planning , *HIGHER education - Abstract
After working with a number of scholars for two years, a university designed a mobile learning platform referred to as 'College English IV,' where learners could have easy access to various kinds of learning resources through installing the program in their smart phones. This study aims to identify whether this platform could significantly improve the proficiency of English as a foreign language (EFL), yield learner satisfaction, and reduce learners' cognitive loads in EFL classes. Randomly selected 340 tertiary students participated in the study. After quantitative multivariate analysis and qualitative interview data analysis, it was concluded that: (1) In EFL classes, participants with the mobile learning platform were more satisfied than those without it; (2) In EFL classes, learning outcomes of participants with the mobile learning platform improved significantly more than those without it; and (3) In EFL classes, cognitive loads of participants with the mobile learning platform were significantly lower than those without it. Interdisciplinary research may be needed in future research. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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4. The "British" voice of educational technology research: 50th birthday reflection.
- Author
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Crook, Charles
- Subjects
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EDUCATIONAL technology , *EDUCATIONAL innovations , *EDUCATIONAL technology planning - Abstract
An introduction to the journal is presented in which the author discuses articles on educational technology research published within the issue.
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- 2019
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5. Creating the golden triangle of evidence‐informed education technology with EDUCATE.
- Author
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Cukurova, Mutlu, Luckin, Rosemary, and Clark‐Wilson, Alison
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EDUCATIONAL technology , *EDUCATIONAL innovations , *ACADEMIC-industrial collaboration , *BUSINESS & education , *EDUCATIONAL technology planning - Abstract
EDUCATE is a London‐based programme that supports the development of research‐informed educational technology (EdTech), allowing entrepreneurs and start‐ups to create their products and services, and simultaneously grow their companies in a more evidence‐informed manner. The programme partners businesses with researchers who mentor, guide and support this research journey, a key aspect of which is the evaluation of the company's EdTech product or service. However, conducting impact evaluations of technology in education is challenging, particularly for early stage technologies, as rapid cycles of innovation and change are part of their essence. Here, we present the pragmatic approach to evidence‐informed education technology design and impact evaluation, as developed and adopted by the EDUCATE programme. The research process is shaped by the core principles of evidence‐informed decision making detailed in the paper. The contributions of the paper are threefold. First, it defines and details an academia‐industry‐education collaboration model centred on a research training programme. Second, it presents emerging impact results of the programme. Third, it provides clear reflections on the challenges encountered during the implementation of the model in the EdTech ecosystem of London, which should be addressed if we are to move towards evidence‐informed EdTech globally. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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6. Using Animation as a Means of Enhancing Learning of Individuals with Special Needs.
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Baglama, Basak, Yucesoy, Yucehan, and Yikmis, Ahmet
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MOBILE learning , *EDUCATIONAL technology , *TEACHING aids , *EDUCATIONAL technology planning , *INSTRUCTIONAL innovations - Abstract
Use of animation in special education has gained great attention recently. Therefore, the use of animation for helping individuals with special needs has become an important research question and this study aims to examine and discuss the role of using animation as a tool to enhance learning of individuals with special needs. This is a qualitative study in which document analysis was used to collect the data. Results revealed the trends in using animation in education and the benefits of animation for enhancing learning of individuals with special needs. This study tried to provide a comprehensive review on the effectiveness of using animation in education and discussed the existing and possible benefits of using animation for individuals with special needs. Results are discussed with relevant literature and recommendations for further research and practices are presented in the study. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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7. Empirical evaluation of different classroom spaces on students' perceptions of the use and effectiveness of 1‐to‐1 technology.
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Byers, Terry, Hartnell‐Young, Elizabeth, and Imms, Wesley
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CLASSROOM design & construction , *DIGITAL technology , *HIGH school student attitudes , *EDUCATIONAL technology planning , *CLASSROOM environment , *SECONDARY education - Abstract
Abstract: This study explored the effect of different classroom spatial layouts on student perceptions of digital technology in a secondary schooling environment. A quasi‐experimental approach facilitated by a Single Subject research design (SSRD) isolated the impact of two learning spaces—traditional' classrooms, and ‘new generation learning spaces’ (NGLS), on students' perceived effectiveness, use and value of one‐to‐one technology as a learning tool. Results from quantitative analyses over the period of a school year indicated that different spatial configurations had a measurable effect on how students' perceived the effectiveness of the affordances of digital technology, with improvements often linked to NGLS. However, the evidence suggests that a change in learning space alone will not increase learning. A change in space supports those teachers who are able and willing to integrate the affordances of technology into their practice. Building on the collective methodologies of earlier work this analysis has reinforced the credibility of this unique methodological approach, arguing this evaluative strategy offers the capacity to generate much needed robust empirical data on evaluation of learning environments in a secondary school setting. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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8. A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework.
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Shiang-Kwei Wang and Hui-Yin Hsu
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SCIENCE teacher training ,INFORMATION technology education ,MIDDLE school education ,EDUCATIONAL technology planning ,CONSTRUCTIVISM (Education) ,CLASSROOM learning centers ,PROFESSIONAL education ,CLASSROOM activities ,GOVERNMENT policy - Abstract
Technology integration in K-12 classrooms is usually teacher-centered and has insufficient impact on students' learning. The puipose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the project. The results revealed teachers' positive changes in their classroom practices and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described. [ABSTRACT FROM AUTHOR]
- Published
- 2017
9. Technology integration in EFL classrooms: A study of Qatari independent schools.
- Author
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Chaaban, Youmen and Ellili-Cherif, Maha
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ENGLISH as a foreign language ,EDUCATIONAL technology ,EDUCATIONAL technology planning ,ATTITUDES toward technology ,ACCESS to computers ,SELF-efficacy in teachers ,PRIVATE schools - Abstract
The purpose of this study was to examine the impact of teachers' individual characteristics and perceptions of environmental factors on the extent of technology integration into EFL (English as a Foreign Language) classrooms. To this end, a national survey examining EFL teachers' perceptions was conducted at Qatari Independent Schools. A total of 263 teachers responded to the survey, which investigated technology availability and support, teachers' value and self-efficacy beliefs, obstacles to technology integration, and formal technology preparation. The analysis of the data included descriptive statistics and multiple linear regression analysis determining the relationship among these factors. Teachers revealed consistent perceptions about obstacles to integration, high levels of confidence in using technology, and consistent beliefs about the importance of using technology as a learning tool. The extent of technology integration was predicted by technology availability, perceived importance, and formal training. The findings can assist with the technology advancement and development efforts in reform communities, similar to the Qatari context, by indicating the areas of strength and areas where additional efforts are needed. The results will lay the foundation for policymakers, teacher educators and professional development providers about current aspects and pending issues determining technology integration, thus enabling them to make better-informed decisions. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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10. Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system.
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Piper, Benjamin, Oyanga, Arbogast, Mejia, Jessica, and Pouezevara, Sarah
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EDUCATIONAL technology planning ,ACADEMIC achievement ,PRIMARY education - Abstract
Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya's education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs. [ABSTRACT FROM AUTHOR]
- Published
- 2017
11. Cultivating Disciplinary Futures in a School-Based Digital Atelier.
- Author
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Phillips, Nathan C., Woodard, Rebecca, Lund, Virginia Killian, Manderino, Michael, and Castek, Jill
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TECHNOLOGICAL literacy , *EDUCATIONAL technology equipment , *ADULT education workshops , *EDUCATIONAL technology planning , *COLLEGE curriculum - Abstract
This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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12. What’s used and what’s useful? Exploring digital technology use(s) among taught postgraduate students.
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Henderson, Michael, Finger, Glenn, and Selwyn, Neil
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DIGITAL technology , *EDUCATIONAL technology , *EDUCATIONAL technology planning , *GRADUATE students , *GRADUATE education , *ADULTS , *PROFESSIONAL education - Abstract
This article explores the digital technologies that taught postgraduate students engage with during their studies, what these technologies are used for and how useful they are perceived to be. The article draws upon data gathered from a survey of 253 masters and postgraduate diploma/certificate students across two universities in Australia. Analysis of these data contrasts the varied use(fulness) of ‘official’ university technologies such as learning management systems and library resources against ‘unofficial’ technologies such as Wikipedia, Twitter, Facebook and free/open education resources. In particular, the data highlight notable differences between students by subject area, domicile, mode of study and academic performance. The data also highlight the perceived benefits of this technology use – with students primarily finding digital technology useful in terms of supporting the logistics of university study rather than matters of learning per se. The article concludes by considering what is missing from these current forms of technological engagement, particularly in comparison with wider discourses about the educational potential of recent digital technologies. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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13. Entrepreneurship as a Matter of Practice.
- Author
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City, Elizabeth
- Subjects
ENTREPRENEURSHIP education ,EDUCATIONAL change ,EDUCATIONAL innovations ,EDUCATIONAL quality ,CURRICULUM planning ,EDUCATIONAL technology planning - Abstract
The article looks into the role of entrepreneurship as a school reform strategy in the U.S. Topics discussed include the need for educators to adopt educational innovations, the concerns about educational equity and information on how educational organizations can develop entrepreneurs and entrepreneurial behavior.
- Published
- 2015
14. An Operationalized Understanding of Personalized Learning.
- Author
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Basham, James D., Hall, Tracey E., Carter Jr., Richard A., and Stahl, William M.
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LEARNING ,EVERY Student Succeeds Act of 2015 (United States) ,EDUCATIONAL technology planning ,EDUCATION of students with disabilities ,UNITED States education system - Abstract
As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, personalized learning is the new focus in many K-12 learning environments. Nonetheless, few people understand what personalized learning really means and even fewer can design and implement a personalized learning environment appropriate for all learners, especially learners with disabilities. This 18-month descriptive research study focused on identifying the design characteristics of personalized learning environments and the initial results of these environments. Findings indicate that personalized learning environments require more than technology, that the technology itself is simply a tool to support implementation. These personalized learning environments were highly learner self-regulated, had transparent and actionable near-real-time data, provided various structures for student voice and feedback, and integrated purposeful supports for embedding the principles of Universal Design for Learning at the cornerstone of practice. Personalized learning requires a shift in instructional practice on behalf of both the teacher and the learners. Implications for further research and practice are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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15. Cloud computing adoption by higher education institutions in Saudi Arabia: an exploratory study.
- Author
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Tashkandi, AlAlaa and Al-Jabri, Ibrahim
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CLOUD computing , *HIGHER education , *EDUCATIONAL technology , *EDUCATIONAL technology planning , *EXPLORATORY factor analysis - Abstract
Academic study of cloud computing is an emerging research field in Saudi Arabia. Saudi Arabia represents the largest economy in the Arab Gulf region, which makes it a potential market of cloud computing technologies. This cross-sectional exploratory empirical research is based on technology-organization-environment (TOE) framework, targeting higher education institutions. In this study, the factors that affect the cloud adoption by higher education institutions were identified and tested using SmartPLS software, a powerful statistical analysis tool for structural equation modeling. Three factors were found significant in this context. Relative advantage, complexity and data concern were the most significant factors. The model explained 47.9 % of the total adoption variance. The findings offer education institutions and cloud computing service providers with better understanding of factors affecting the adoption of cloud computing. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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16. PD Your Way: 10 teacher-sourced ways to do professional development--anywhere, anytime.
- Author
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Schlesinger, Emily
- Subjects
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CAREER development , *PROFESSIONAL education , *EDUCATIONAL technology , *EDUCATIONAL resources , *EDUCATIONAL technology planning - Abstract
The article explores ways to professional development of teachers. Topics discussed include strategic use of technology; use of formative assessments; going in field trips; restructuring the staff meetings; establishing a book club; and use of concept map that are deceptively simple graphic organizer.
- Published
- 2017
17. MY Favorite LESSON: By seven State Teachers of the Year.
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Bonis, Chris
- Subjects
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EDUCATIONAL technology , *EDUCATIONAL resources , *EDUCATIONAL technology planning , *HIGH technology & education , *INSTRUCTIONAL systems - Abstract
The article discusses how strategic use of technology can take teachers-students formative assessments to the next level and help students in improving they performance. Topics discussed include use of formative assessments to gauge students' understanding; Middle school teachers Janine Marie Vogel and Lauren Cierski's students cycle through highly engaging simulations; and use of concept map that are deceptively simple graphic organizer.
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- 2017
18. Assess With Tech: The strategic use of technology can take your formative assessments to the next level.
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COHEN, PARI DESHPANDE
- Subjects
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EDUCATIONAL technology , *EDUCATIONAL resources , *EDUCATIONAL technology planning , *HIGH technology & education , *INSTRUCTIONAL systems - Abstract
The article discusses how strategic use of technology can take teachers-students formative assessments to the next level. Topics discussed include use of formative assessments to gauge students' understanding; Middle school teachers Janine Marie Vogel and Lauren Cierski's students cycle through highly engaging simulations; and use of concept map that are deceptively simple graphic organizer.
- Published
- 2017
19. Tech Rising.
- Author
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Barack, Lauren
- Subjects
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EDUCATIONAL technology planning , *EDUCATIONAL technology , *VIRTUAL reality in education , *EDUCATIONAL technology -- Management , *ECONOMICS - Abstract
The article discusses the increase in digital tools and challenges faced by librarians to provide updated technological system. Topics include increase in technology budget, librarian's role in decision making on providing updated technologies, use of smartphones and introduction of virtual reality and 360-degree videos. Comments by librarians Lisa Wright, Kathleen Gocksch and Jennifer Wenzel.
- Published
- 2017
20. Measuring ICT use and contributing conditions in primary schools.
- Author
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Vanderlinde, Ruben, Aesaert, Koen, and van Braak, Johan
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- *
INFORMATION & communication technologies , *EDUCATIONAL technology planning , *EDUCATIONAL technology , *COMPUTERS in education , *COMPUTER managed instruction , *SCHOOL children , *PRIMARY education - Abstract
Information and communication technology ( ICT) use became of major importance for primary schools across the world as ICT has the potential to foster teaching and learning processes. ICT use is therefore a central measurement concept (dependent variable) in many ICT integration studies. This data paper presents two datasets (2008 and 2011) that contain measurements on ICT use in primary schools on the one hand and contributing conditions on the other hand. In both datasets, ICT use refers to different types of use: basic ICT use, ICT as a learning tool and ICT as an information tool. The influencing conditions refer to variables situated on the individual teacher level (eg, ICT competences, ICT professional development, etc) and the school organization level (eg, ICT school vision, ICT leadership, etc) that support or hinder the use of ICT for teaching and learning. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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21. Reviewing institutional policies for electronic management of assessment.
- Author
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Voce, Julie
- Subjects
- *
COMPUTER file sharing , *EDUCATIONAL technology , *EDUCATIONAL technology planning , *ELECTRONIC records management , *COLLEGE student records , *ADULTS , *HIGHER education , *UNIVERSITIES & colleges , *UNIVERSITY & college administration - Abstract
Electronic assignment submission (e-submission) tools, such as those within course management systems (e.g. Blackboard), or systems such as Turnitin, which enable students to submit coursework online are now one of the main centrally supported institutional tools in Higher Education (HE) in the United Kingdom (UK), however the development of institutional policies for the electronic management of assessment (EMA) has not kept up with the implementation of the technology. This study takes a critical discourse analysis approach to review a selection of EMA policies from UK HE institutions. The results find that the policies are often unclear about the main actors involved in the EMA process and fail to clarify who is responsible for actions. In addition, whilst students feature most frequently in the policies, their role is often back-grounded such that students are not given control of the actions relating to them. The study concludes with guidance aimed at anyone writing their own institutional EMA policy and asserts that policies should be clear about the participants involved and their responsibilities. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
22. Let's Talk about Digital Learners in the Digital Era.
- Author
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Gallardo-Echenique, Eliana Esther, Marqués-Molías, Luis, Bullen, Mark, and Strijbos, Jan-Willem
- Subjects
LITERATURE reviews ,EDUCATIONAL technology ,EDUCATIONAL innovations ,EDUCATIONAL technology planning ,DIGITAL technology - Abstract
This paper reports on a literature review of the concept of "Digital Natives" and related terms. More specifically, it reports on the idea of a homogeneous generation of prolific and skilled users of digital technology born between 1980 and 1994. In all, 127 articles published between 1991 and 2014 were reviewed. On the basis of the findings, there appears to be no commonly-accepted definition of a "Digital Native". The concept varies among individuals, societies, regions and nations, and also over time. Moreover, there are a number of variables other than age that may help us understand the nature of students' use of digital technologies. The so-called "Digital Native" literature demonstrates that despite students' high digital confidence and digital skills, their digital competence may be much lower than those of their "digital teachers". Given the confusion surrounding "Digital Native" and its affiliates, we propose to unify them under the concept "digital learners". [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
23. Conceptualising the role of information and communication technologies in the design of higher education teaching models used in the UK.
- Author
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Caird, Sally and Lane, Andy
- Subjects
- *
INFORMATION & communication technologies , *TEACHING models , *EDUCATIONAL technology , *CURRICULUM planning (Higher education) , *EDUCATIONAL technology planning , *YOUNG adults , *HIGHER education , *UNIVERSITIES & colleges - Abstract
Despite the widespread availability of information and communication technologies ( ICTs) and some research into specific pedagogical practices using them, there has been little research on the role of these technologies in shaping broader pedagogical approaches in higher education ( HE). Increased experimentation in using ICTs raises questions about their pedagogical role in teaching, learning and assessment provision, and in creating innovative pedagogies. An accepted approach is needed to compare the different ways ICTs and rich media are used in HE teaching models. Within the SusTEACH HE sustainability research project this was needed to support the carbon-based environmental assessment of HE courses using ICTs. Building on a review of learning design theories and models, and ICTs used for pedagogical purposes, this paper considers several approaches to conceptualising the role of ICTs in HE courses, leading to the development of the Teaching Models Rating Tool designed to examine the role of ICTs in course provision. This tool characterises courses as using Face-to-Face Teaching Models, Distance Teaching Models, ICT-Enhanced Blended Teaching Models or Online Teaching Models. Whilst this tool was designed to support research on sustainable HE teaching models in the UK, it has wider applications to support comparative assessments of pedagogical and economic impacts. Further developments will be informed by the complex and evolving role of ICTs in HE teaching models. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
24. iPads in higher education-Hype and hope.
- Author
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Lemai Nguyen, Siew Mee Barton, and Linh Thuy Nguyen
- Subjects
- *
TABLET computers in education , *LITERATURE reviews , *EDUCATIONAL technology , *IPADS , *CONTENT analysis , *EDUCATIONAL technology planning , *TRENDS , *YOUNG adults , *HIGHER education , *UNIVERSITIES & colleges - Abstract
This paper systematically reviews current research on using iPads in the higher education sector. Since the release of iPads by Apple in 2010, this new technology has been quickly adopted everywhere, especially by the younger generation and professionals. We were motivated to find out how iPads have been adopted for use in the higher education sector. We searched for and collected all the peer-reviewed publications in conference proceedings and scholarly journals in EBSCOhost, Scopus, Informit A+ Education, Pro Quest Academic Research Library and Google Scholar, and conducted a content analysis of the full-text papers collected. The results show that the reported studies are at an early exploratory stage from both the student and staff perspectives. From the student perspective, the iPad was found to enhance the learning experience but not necessarily lead to better learning outcomes. From the staff perspective, the iPad was found to offer benefits associated with electronic information dissemination, academic administration and professional development support. A finding common to both perspectives is that while the iPad has the potential to offer benefits to the academics and students who were found to be eager adopters of this technology, it is not clear how best to align and integrate it within the academic programmes and workflows, and how best to manage it as a resource within a university's organisational setting. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
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25. The future of our field.
- Author
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Asino, Tutaleni
- Subjects
- *
EDUCATIONAL technology , *EDUCATIONAL forecasting , *EDUCATIONAL innovations , *EDUCATIONAL technology planning , *TECHNOLOGY - Abstract
The article discusses the possible future scenarios for educational technology. Topics discussed include the areas that require more focus to develop and grow the field of educational technology, the factors expected to influence the future status of educational technology and predictions that the field will experience higher demand in the future. Also discussed are the interdisciplinary applications of educational technology and the trends that enhance the acceptance of educational technology.
- Published
- 2015
- Full Text
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26. The hybrid shift: Evidencing a student-driven restructuring of the college classroom.
- Author
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Biddix, J. Patrick, Chung, Chung Joo, and Park, Han Woo
- Subjects
- *
EDUCATIONAL technology research , *BRING your own device policies , *COMPUTER assisted instruction , *EDUCATIONAL resources , *EDUCATIONAL technology planning , *HIGH technology & education , *AUDIOVISUAL aids in higher education , *EDUCATIONAL technology - Abstract
College students progressively come to campus with mobile devices and increasingly use them for academic work. We propose that student appropriation of mobile technology transforms classrooms, regardless of structural format, into online environments where students engage, network, and re-structure in-class learning. Such activities may be facilitated by faculty and intentional interventions, but is principally driven and organically defined by students. This study represents a first step in identifying and understanding this trend, we refer to as a hybrid shift, in which student use of mobile technology restructures traditional face-to-face classes by adding a vibrant, and organic, supplemental learning component. Data informing this research were drawn from qualitative responses from 620 students in Korea and the U.S. Findings from textual analysis evidence student appropriation of technology for academic purposes, their desire for more supportive structures and instructional practices, as well as teaching and learning implications stemming from this practice. While further research into this occurrence is needed, this study was intended as a preliminary step at identifying the phenomenon to frame and guide continued work. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
27. Information Communication Technology planning in developing countries.
- Author
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Malapile, Sandy and Keengwe, Jared
- Subjects
INFORMATION & communication technologies for development ,EDUCATIONAL technology planning ,EDUCATION in developing countries ,SCHOOL district management ,DIFFUSION of innovations - Abstract
This article explores major issues related to Information Communication Technology (ICT) in education and technology planning. Using the diffusion of innovation theory, the authors examine technology planning opportunities and challenges in Developing countries (DCs,) technology planning trends in schools, and existing technology planning models in schools districts in Dcs. Ideally, this article is intended to advance the discussion grounded on the premise that teaching is not effective without the appropriate use of information and communication technologies resources to facilitate student learning. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
28. Mobile learning and integration of mobile technologies in education.
- Author
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Keengwe, Jared and Bhargava, Malini
- Subjects
MOBILE learning ,EDUCATIONAL technology planning ,EDUCATION in developing countries ,EDUCATIONAL innovations ,MOBILE computing ,INSTANT messaging ,POCKET computers - Abstract
Mobile technologies have a huge potential to transform education provided these technologies are designed and implemented in such a way that they are relevant to the social and cultural context of learning. Clearly, the application, implementation, and design of mobile technology in the global educational context pose technological and socio-cultural challenges. Specifically, technology tools and applications that are familiar in developed nations may pose unique challenges in developing countries, so 'one size fits all' or 'one technology for all contexts' does not practically work. Therefore, the authors provide case studies focusing on the pedagogical benefits of mobile technologies when used as educational tools. Ideally, this article is intended to stimulate reflections on the subject of m-learning as well as the integration of mobile technologies in education. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
29. Factors influencing technology planning in developing countries: A literature review.
- Author
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Keengwe, Jared and Malapile, Sandy
- Subjects
LITERATURE reviews ,EDUCATIONAL technology planning ,EDUCATION in developing countries ,INFORMATION & communication technologies ,SCHOOL district management ,CLASSROOM environment - Abstract
This article is a literature review concerning the factors that play an important role in the development of educational technology plans in the educational system of developing countries (DCs). Largely, the technology plans are influenced by factors that emanates from within the country (internal) and those outside of their borders (external). Internal factors include the high prices and low effectiveness of services provided by technology-related multinational corporations in DCs, the philosophical perspectives and priorities of organizations, foundations and development agencies promoting the implementation of ICTs in DCs, pilot programs without sustainability, uncoordinated pilot projects, selling of refurbished computers for use at a large scale, and dominance of the English language in the software. External factors include international summits and conferences, global partnerships and establishment of international organizations, and technology-related multinational corporations. To this end, this article is intended to stimulate reflections on the different factors that play an important role in the development and implementation of educational technology plans in Dcs. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
30. A STUDY OF STUDENTS OPINIONS AND EXPERIENCES ON THE USE OF COMPUTERS AND LAPTOPS IN CLASSROOMS IN DUBAI.
- Author
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Awan, Ruqiyabi Naz
- Subjects
COMPUTERS in education ,EDUCATIONAL technology ,EDUCATIONAL innovations ,EDUCATIONAL technology planning ,COMPUTER adaptive testing ,VIRTUAL classrooms ,INTERNET in education - Abstract
Computer and laptop use in classrooms is now the perceived and desired educational norm. In order to assess the affect of computers/laptops on the dynamics of the teaching and learning environment a questionnaire was circulated to students in Dubai in order to gather their opinions and experiences regarding the use of computers/laptop in their classrooms. Results revealed that students did not use laptops/computers a great deal in educational settings but used them extensively outside of the educational setting for educational, social and information driven activities. The students were able to identify the advantages and disadvantages to the use of technology in their classrooms. Concerns regarding pedagogically driven teaching strategies are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2012
31. RESEARCH OF INNOVATIVE LOGISTICS AND TELEMATICS EDUCATION IN THE BALTIC REGION.
- Author
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Kabashkin, Igor and Misnevs, Boriss
- Subjects
- *
MANAGEMENT science , *EDUCATIONAL technology , *EDUCATIONAL innovations , *HIGH technology & education , *EDUCATIONAL technology planning , *PROBLEM solving - Abstract
The creation of a united European transport market without restrictions or barriers to access, based on harmonised conditions of competition, is becoming one of the principal objectives of common transport policy in Europe. Transport is quickly being acknowledged as an important human activity that will require extensive academic training and disciplinary research. Transport and Telecommunication Institute (TTI) in 2000-2004 years successfully participated in a set of regional projects directed to investigate target groups involved in the sphere of transport education about positive experience, problems and new technologies of education in Baltic countries. The paper gives an overview of the TTI experience in innovative logistics and telematics education. [ABSTRACT FROM AUTHOR]
- Published
- 2005
32. New consortium seeks to level procurement field.
- Author
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Sterling, Scott
- Subjects
- *
EDUCATIONAL technology , *EDUCATIONAL technology planning , *TEACHERS , *SCHOOL principals - Abstract
The article offers suggestions by Hal Friedlander, chief executive officer (CEO) of non profit group Technology for Education Consortium (TEC), to effectively select the educational technology products. Topics discussed include conducting a satisfaction survey of relevant district employees if a district is buying a product from a vendor; participating teachers and principals in choosing product intended to be used in a classroom; and trying performance criteria.
- Published
- 2016
33. 6 MAJOR BARRIERS IMPEDING TECHNOLOGY ADOPTION IN EDUCATION.
- Author
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Nagel, David
- Subjects
EDUCATIONAL technology ,COMPUTER literacy ,EDUCATIONAL technology planning - Abstract
The article presents six difficulties causing delay in adoption of technology in education, including solvable challenges by providing digital literacy, challenges of change in educational models, and balancing between technology and society.
- Published
- 2016
34. The role of ICT coordinator. Priority and time dedicated to professional functions.
- Author
-
Rodríguez-Miranda, Francisco P., Pozuelos-Estrada, Francisco J., and León-Jariego, José C.
- Subjects
- *
SCHOOL technology coordinators , *INFORMATION & communication technologies , *SCHOOL administration , *EDUCATIONAL technology planning , *PRIMARY education - Abstract
This research analyses the ICT coordinator's role in primary schools in Andalusia, Spain. 101 coordinators filled in an online questionnaire that included a question regarding preferences about priority given and time dedicated to the eight professional functions assigned by the Educational Administration. The difference between the importance given and time dedicated to the different functions showed a high role adjustment of the ICT coordinators. Guiding teachers to work out and use digital contents in the classroom was the most prioritized function. On the contrary, school web management was considered the least important function. Managing digital tools was prioritized mostly by the youngest ICT coordinators females who were selected by the school board and did not hold any other school position. Multidimensional Scaling of a preferences question suggests that ICT coordinators prioritize their functions according to their complexity and the setting where they take place (classroom vs. school). The most relevant functions are the ones which favor ICT implementation in the classroom, and these functions result in being less complex since they adjust to the teacher's traditional role. These findings are discussed in order to fortify coordinators leadership in the change that ICT implementation in schools brings about. [Copyright &y& Elsevier]
- Published
- 2014
- Full Text
- View/download PDF
35. Certification evaluation: A look at the ROI of sending your team to edtech training programs.
- Author
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Crist, Carolyn
- Subjects
- *
EDUCATIONAL technology planning , *EDUCATIONAL outcomes , *CURRICULUM , *EDUCATION equipment , *EDUCATIONAL programs - Abstract
The article discusses the importance of certifications in educational technology programs. Topics discussed include availability of several education tools and applications and training courses, role of the National education technology organizations, and mentions benefits of improving student outcomes.
- Published
- 2018
36. catalyzing innovation.
- Author
-
Nachbar, Michael
- Subjects
- *
EDUCATIONAL innovations , *EDUCATIONAL technology planning , *COMPUTERS in education , *PRIVATE school administration , *PRIVATE school teaching , *CONSORTIA - Abstract
The article focuses on online learning, with an emphasis on catalyzing innovation and its opportunities and threats to independent schools. Particular focus is given to the role of independent school leaders in implementing innovative models that will work best for teaching and learning. It also discusses the benefits of the community of independent schools from collaborative research and development efforts as well as offers information on the consortium Global Online Academy.
- Published
- 2015
37. The Trailblazers.
- Author
-
Evans, Cathy, Hand, Dorcas, Martin, Robyn, and Wee, David
- Subjects
- *
ELECTRONIC information resources , *LIBRARIANS , *PRIVATE schools , *EDUCATIONAL innovations , *HIGH technology & education , *EDUCATIONAL technology planning - Abstract
The article looks at the significance of the Internet in helping necessitate a change in the role of librarians and libraries and the challenge of filtering and synthesizing digital information in independent schools. Particular focus is given to the role of curation by students as a critical process for acquiring and sharing understanding. The pedagogical strength of the curation process is discussed.
- Published
- 2015
38. GAME CREATION & DIFFERENTIATED LEARNING.
- Author
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Thacher, Rob
- Subjects
- *
EDUCATIONAL games , *ACTIVITY programs in education , *VIDEO game development , *EDUCATIONAL innovations , *HIGH technology & education , *EDUCATIONAL technology planning - Abstract
The article shares the author's account about the power of cocreating games with his students, wherein he presented a workshop on game design and development in the classroom. The process of creating, developing, and refining a game to reinforce on the author's teaching is illustrated. Also tackled is the value of game development and the benefits of students from creating game materials in a classroom, particularly in producing course content.
- Published
- 2015
39. CREATING THE FUTURE OF GAMES & LEARNING.
- Author
-
Squire, Kurt
- Subjects
- *
EDUCATIONAL games , *ACTIVITY programs in education , *EDUCATIONAL innovations , *EDUCATIONAL technology planning , *HIGH technology & education - Abstract
The article looks at the state of games for learning in mainstream education. Particular focus is given to the factors that are driving such movement, including digital distribution through cloud computing services, proliferation of digital devices, and social and cultural saturation of gamification. The drive behind the adoption of digital games and the criteria for an effective game are discussed.
- Published
- 2015
40. TIME TO REFLECT E-PORTFOLIOS AND THE DEVELOPMENT OF GROWTH MINDSETS.
- Author
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d'Erizans, Roberto and Bibbo, Tamatha
- Subjects
- *
ELECTRONIC portfolios in education , *STUDENT portfolios , *CRITICAL thinking , *EDUCATIONAL innovations , *EDUCATIONAL technology planning - Abstract
The article discusses the benefits of the creation and use of e-portfolio systems in schools. Particular focus is given to the metacognitive nature of portfolios in supporting student development of a growth mindset. It highlights how e-portfolios facilitate opportunities for students to account and reflect on their social, emotional, and intellectual development as well as looks at the role of reflection and metacognitive strategies in the learning process. INSETS: LOWER SCHOOL E-PORTFOLIOS;MIDDLE SCHOOL E-PORTFOLIOS;UPPER SCHOOL E-PORTFOLIOS.
- Published
- 2015
41. ROBOTICS.
- Author
-
Fagen, Matt
- Subjects
- *
ROBOTICS in education , *STUDY & teaching of robotics , *PRIVATE schools , *EDUCATIONAL innovations , *EDUCATIONAL technology planning - Abstract
The article offers the author's thoughts about the use of robotics programs in independent schools. He recounts his own experience in teaching robotic and high-end learning, emphasizing the value of well-structured programs with high-end technology in encouraging deep learning. The projected rise of computer-related fields are noted, along with the experiences students gain in their robotics studies. The importance of teachers leveraging student failure in classes is tackled.
- Published
- 2015
42. A NEW CULTURE OF CODING.
- Author
-
Gow, Peter
- Subjects
- *
CODING theory , *COMPUTER programming education , *PRIVATE schools , *EDUCATIONAL innovations , *EDUCATIONAL technology planning , *EDUCATION - Abstract
The article looks at the emerging culture of teaching computer programming in independent schools. Topics discussed include the approach to teaching computer coding, development of interest in programming, and response of schools to perceived pressure to add coding to the curriculum. Insights and perspectives from several individuals involve in shaping the concept of coding in independent schools are also offered.
- Published
- 2015
43. THE CHALLENGES OF DIGITAL LEADERSHIP.
- Author
-
McLeod, Scott
- Subjects
- *
EDUCATIONAL leadership , *EDUCATIONAL technology planning , *COMPUTERS in education , *HIGH technology & education , *EDUCATIONAL innovations , *PRIVATE school administration - Abstract
The article offers the author's views on the challenges faced by school leaders in integrating digital learning tools into independent schools. Some of the most prevalent issues concerning technology integration and implementation are the lack of a collective vision for the use of digital learning tools to improve learning and fear of change and digital learning tools. The importance of the leadership approach in the integration of digital learning tools is discussed.
- Published
- 2015
44. GADGETS GO TO SCHOOL: The Benefits and Risks of BYOD (Bring Your Own Device).
- Author
-
BRUDER, PATRICIA
- Subjects
- *
BRING your own device policies , *EDUCATIONAL technology planning , *EDUCATIONAL technology costs , *EDUCATIONAL technology -- Management , *SCHOOL rules & regulations , *COMPUTER network security , *CURRICULUM planning - Abstract
The article, reprinted and condensed from the December 2013 issue of the periodical "NJEA Review," presents an examination into the benefits and risks of school technology policies which allow students to chose from school-issued or personally-supplied devices such as tablet computers or cell phones. A brief overview of the bring your own device (BYOD) framework is given, highlighting issues of network security, funding, and implications for curriculum planning.
- Published
- 2014
45. Technology and education: ICT in Ugandan secondary schools.
- Author
-
Newby, Landon, Hite, Julie, Hite, Steven, and Mugimu, Christopher
- Subjects
EDUCATION ,EDUCATIONAL technology ,INFORMATION & communication technologies ,EDUCATIONAL technology planning ,TEENAGERS ,SECONDARY education ,DEVELOPING countries - Abstract
Information Communication Technologies (ICTs) could, if adopted and implemented appropriately, support learning and teaching in developing countries to provide young people with skills they need to participate effectively in the global economy. However, a significant digital divide still persists between developed and developing countries in terms of both physical resources and the capabilities of teachers to effectively utilize limited ICT resources. A very real challenge for schools is to acquire and effectively utilize ICT given the reality of an environment of scarce and limited resources. This study examines ICT infrastructure and use in 11 secondary schools in Mukono, Uganda using qualitative case study methods including an ICT infrastructure assessment, observations, and interviews. Stratified random sampling was used to identify 7 schools initially; 4 additional schools were also purposefully sampled based on their high levels of ICT. Findings indicate that despite limited resources, schools are investing heavily into ICT. Researchers found that teacher ICT usage at school could be grouped into three categories: administrative (86%), entertainment (45%) and pedagogical (45%). Administrators at some schools reported using ICT primarily to attract students and increase revenue. Implications of this study will assist school administrators to make informed decisions concerning further investment in ICT, efficient use of limited technology resources, and improvement of educational opportunities for students. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
46. A social gamification framework for a K-6 learning platform
- Author
-
Simões, Jorge, Redondo, Rebeca Díaz, and Vilas, Ana Fernández
- Subjects
- *
EDUCATIONAL games , *VIDEO games in education , *GAMIFICATION , *EDUCATIONAL technology research , *EDUCATIONAL technology planning , *ACADEMIC motivation , *EDUCATION , *GAMES , *LEARNING strategies , *VIDEO games - Abstract
Abstract: As video games, particularly, social games are growing in popularity and number of users, there has been an increasing interest in its potential as innovative teaching tools. Gamification is a new concept intending to use elements from video games in non-game applications. Education is an area with high potential for application of this concept since it seeks to promote people’s motivation and engagement. The research in progress will try to find how to apply social gamification in education, testing and validating the results of that application. To fulfil these objectives, this paper presents the guidelines and main features of a social gamification framework to be applied in an existent K-6 social learning environment. [Copyright &y& Elsevier]
- Published
- 2013
- Full Text
- View/download PDF
47. Technology Mapping: An Approach for Developing Technological Pedagogical Content Knowledge.
- Author
-
Angeli, Charoula and Valanides, Nicos
- Subjects
EDUCATIONAL technology planning ,PEDAGOGICAL content knowledge research ,HIGH technology & education ,ELEMENTARY school teachers ,TRAINING - Abstract
Technology mapping ™ is proposed as an approach for developing technological pedagogical content knowledge (TPCK). The study discusses in detail instructional design guidelines in relation to the enactment of TM, and reports on empirical findings from a study with 72 pre-service primary teachers within the context of teaching them how to teach with Excel. Repeated Measures MANOVA findings showed that TM was effective and efficient in developing TPCK competencies; however, development of TPCK competencies was directly related to the complexity of the design task, as this was determined by the educational affordances of Excel. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
48. Digital game-based curriculum? My child doesn't play computer games.
- Author
-
Hannaford, Jeanette
- Subjects
DIGITAL technology ,EDUCATIONAL technology -- Social aspects ,EDUCATIONAL innovations ,STUDENT attitudes ,INTERNATIONAL schools ,PARENT attitudes ,EDUCATIONAL technology planning ,PARENT-teacher relationships ,COOPERATION - Abstract
The article discusses the integration of digital technology in education. It explores the observations from a study on the digital lives of pre-adolescent children from an international school. It also presents the different attitudes of the families of such children in connection to the use of the digital technology. It suggests the need for schools to recognize the positions of the parents on the technology and digital culture. It also mentions the importance of the collaboration between parents and teachers in preparing their children for their future digital lives.
- Published
- 2012
49. Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence
- Author
-
Tondeur, Jo, van Braak, Johan, Sang, Guoyuan, Voogt, Joke, Fisser, Petra, and Ottenbreit-Leftwich, Anne
- Subjects
- *
TRAINING of student teachers , *EDUCATIONAL technology planning , *TEACHER educators , *MENTORING in education , *TEACHER development , *TEACHER education - Abstract
This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of these studies. Based on an extensive search in the Web of Science, 19 articles were included in this synthesis. The results were divided into two parts: (1) key themes explicitly related to the preparation of pre-service teachers (e.g., using teacher educators as role models, learning technology by design, scaffolding authentic technology experiences), and (2) conditions necessary at the institutional level (e.g., technology planning and leadership, co-operation within and between institutions, training staff). To present how these key themes related to each other, an overarching model was developed. By interpreting the results of the review, recommendations were discussed for pre-service teacher technology training and future research. [Copyright &y& Elsevier]
- Published
- 2012
- Full Text
- View/download PDF
50. Invisible success: Problems with the grand technological innovation in higher education
- Author
-
Whitworth, Andrew
- Subjects
- *
HIGHER education , *EDUCATIONAL technology planning , *EDUCATIONAL innovations , *SCHOOL environment , *COMPUTERS in education , *RISK aversion - Abstract
This paper investigates a ‘grand’ educational technology innovation through theoretical lenses inspired by work. Through taking this approach it is possible to show how ideas about the form of the innovation and perceptions of its ultimate ‘success’ or ‘failure’, varied between stakeholder groups. The project was pedagogically effective and popular with students, but was difficult to ‘sell’ to academics, had no senior management sponsor, and was unable to bring about cultural change in the institution despite the capital funding designed to do just that. Although many pedagogical lessons were learned, and have since been applied in other learning spaces around the host campus and elsewhere, these successful disseminations of changed practice were not in accordance with the objectives of key stakeholders. Therefore, they went unconsidered when decisions were taken about the project’s sustainability: hence the notion of ‘invisible success’. The project’s ‘failure’ is only apparent when viewed from certain perspectives; nevertheless, these perspectives are those of the powerful (or in terms, those possessing capital and academic power) and are the consequence of deeply-rooted structural features in HE, which include funding models, risk-averseness, and fragmented responsibilities. [Copyright &y& Elsevier]
- Published
- 2012
- Full Text
- View/download PDF
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