(Re-)embodied Digital Education Practices: Empirical Vignettes About Teaching and Learning in ‘Tele-co-presences’

2021 ◽  
pp. 183-196
Author(s):  
Wendelin Küpers
Keyword(s):  
Teaching And Learning ◽  
Digital Education

scholarly journals BRIDGING THE DIGITAL DIVIDE IN EDUCATION: POLICIES AND STRATEGIES IN MALAYSIA

2021 ◽  
Vol 6 (25) ◽  
pp. 157-170
Author(s):  
Noor Hadzlida Ayob ◽  
Intan Suria Hamzah ◽  
Mohd Amar Aziz
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Future Research ◽  
Education Policies ◽  
Digital Education ◽  
Digital Development ◽  
Education Policy Implementation ◽  
The Internet Of Things

Digital education is now one of the main drivers of the country's economic development. Mastery in digital skills is becoming increasingly important in the era of the industrial revolution 4.0, the internet of things as well as technology-based teaching and learning processes. However, all these agenda towards digital development is seen as a mere rhetorical statement if the digital divide is still wide in the country. Thus, this article takes the initiative to dismantle the digital education policy implementation in the country and also attempts to see how strategies will be applied to reduce the digital divide in education. Success in ensuring the reduction of the digital divide is important to further increase the rate of digital literacy and at the same time fostering the process of innovation in society. The emphasis on digital education is also seen in line with the 4th sustainable development goal which is to access quality education and the 10th goal which is to reduce inequality. The discussion from this concept paper then produces some recommendations for future research to studies on the aspects of policy and strategies improvement needed in bridging the digital divide in the country.

scholarly journals The 'go digital' Bristol experience

2021 ◽  
pp. 57-62
Author(s):  
Gloria Visintini
Keyword(s):  
Teaching And Learning ◽  
Assessment Practices ◽  
Digital Education ◽  
The Arts ◽  
Difficult Conversations ◽  
Education Agenda ◽  
University Of Bristol ◽  
The University ◽  
Work Done ◽  
Academic Year

This article describes the move to digital teaching and learning for the language team in the School of Modern Languages (SML) at the University of Bristol as a consequence of COVID-19 in March 2020. Topics discussed here include the educational guidelines the university put in place; how these were followed and implemented by colleagues in Modern Languages; the new digital teaching and assessment practices; how decisions were reached across languages; technologies that people used and the support available; challenges in delivering teaching; and, lastly, the opportunities created for staff and students. In describing our practice during the pandemic, I will also offer my personal take and observations as the person responsible for digital education in the Arts Faculty who assisted the language team in this transition. I will reflect on how this pandemic has accelerated our digital education agenda and how having a background in language teaching has helped and informed some of the – sometimes difficult – conversations I had with my language colleagues during these fast-moving and uncertain times. The article will end with a brief description of some of our remaining challenges and lessons learnt while the university has announced that next academic year will be delivered largely digitally. The work done so far will inform our planning.

Facilitating Inclusive Teaching and Learning Spaces Through Digital Education Technology

2019 ◽  
pp. 43-64
Author(s):  
Tsediso Michael Michael Makoelle ◽  
Michelle Irene Somerton
Keyword(s):  
Teaching And Learning ◽  
School Context ◽  
Education Technology ◽  
Digital Technologies ◽  
Faculty Members ◽  
Learning Spaces ◽  
Family Responsibilities ◽  
Postgraduate Students ◽  
Professional Career ◽  
Digital Education

As more universities move towards a distance mode of teaching and learning, there are increasing opportunities to enroll students from a greater diversity of backgrounds. Often students have commitments that include family responsibilities and/or professional career engagements that make it difficult to physically attend classes. This chapter accounts for how digital technologies have been instrumental in supporting learning for postgraduate students in a Kazakhstani university school context. The authors present a qualitative account of research framed around Bourdieu's notion of habitus, where data was collected through unstructured interviews with purposefully selected faculty members and postgraduate students in one of the blended teaching and learning courses.

The Intercultural Communicative Competence and Digital Education

2017 ◽  
Vol 45 (4) ◽  
pp. 520-545 ◽  
Author(s):  
Abdellah Elboubekri
Keyword(s):  
Social Media ◽  
Critical Pedagogy ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Learners ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Learning And Teaching ◽  
Digital Education

Developing an intercultural competence, where language is seen as a cultural construct, seems to be consensually advocated by contemporary theories in teaching and learning English as a foreign language. Given its grounding on cultural studies, intercultural education focuses its pedagogical orientation and strategies on popular cultures that are not included within the recognized canons. It also adopts the critical pedagogy that feeds on comparative and reflective practices for the sake of fostering cultural awareness of the world. Apparently, digital education and the ample opportunities initiated by social media and the various forms of Information Communication Technology (ICT) allow for connecting English learners with speakers of English from other cultures, a possibility that is absent in the ordinary reality experienced in English as Foreign Language (EFL) classrooms. Based on these premises, the present research article argues for enhancing intercultural competence among Moroccan university students of English as a viable strategy to overcome the remarkable low achievement in exam scores and language proficiency. It posits that students’ expectation vis-à-vis the learning and teaching materials are not adequately met. Furthermore, it both predicts and confirms that students have a strong predilection for cultural integration in their English studies. As students have positive attitudes of ICTs, especially social media, the article proposes blending the traditional classroom mode of teaching with the cooperative and collaborative online learning practices. To face the inevitable challenges to this suggestion, it is recommended that the teachers should be engaged in preservice and in-service training in the content and the methodology of such blended learning that targets intercultural competence improvement.

scholarly journals DESIGN FOR ONLINE TEACHING AND LEARNING IN TNE CONTEXT OF DIGITAL EDUCATION

2021 ◽  
Author(s):  
Serghei Sirghi ◽  
◽  
Angela Sirghi ◽  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Learning Activities ◽  
Teaching Staff ◽  
Online Teaching And Learning ◽  
Digital Education ◽  
New Methods ◽  
The World

We live in the XXI century, the century of new technologies. ICT has had a huge positive affect upon the way in which education has evolved and become far easier for the world to access. Education cannot continue any more to work by old methods based on class-lesson system, where the teacher stands before the class and presents the material the students are to learn. To improve the process of teaching and learning new methods based on ICT should be used. The importance of using online learning in the context of digital education for the development of knowledge, skills and competences in the contemporary educational process is reported in the article. Great attention is focused on the basic concepts of distance learning and mixed learning. It is proposed a model of planning online teaching and learning activities and recommendations at the level of the teaching staff.

scholarly journals Digital Integration into the Nigerian Educational System: Challenges and Prospects

2021 ◽  
pp. 17-23
Author(s):  
Abigail Olubukola Irele
Keyword(s):  
Educational System ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Information Communication ◽  
Digital Education ◽  
Knowledge Based ◽  
Traditional Mode ◽  
Teaching Learning ◽  
Future Of Education ◽  
Globalized World

In the last ten years, there have been conscious attempts by every nation to integrate digital tools into their educational system especially at the tertiary level. Nigeria is no exception. The policymakers in Nigeria at the federal and state levels have felt the need to integrate Information Communication Technology (ICT) in their educational policies. It is felt that in this globalized world the country must embrace digital technology to enhance support teaching and learning environment. It is the belief that in the present globalized world every nation should embrace digital technology to be competitive and also have knowledge-based society as well as information society or as Castells, (1996) has put it “Network Society” and also Perevozchikova, et.al. (2020). The COVID-19 pandemic has also made it imperative that countries should advance towards e-learning. The future of education is therefore intertwined with Information Communication Technologies (ICTs). The Nigerian government has realized that the new normal or post-COVID-19 pandemic environment has made the traditional method of teaching and learning outmoded. It is therefore in this regard that most policymakers in Nigeria are advocating an advance towards ICT hence there is what we can call paradigm-shift in terms of teaching and learning in Nigeria now. This paper discusses the Nigerian guidelines on digital education highlighting the challenges and the prospects of digital education. It concludes that digital education must be embraced because the post-COVID-19 pandemic has made it impossible to continue with the traditional mode of teaching/learning.

scholarly journals TEACHERS BEHAVIOR TOWARD DIGITAL EDUCATION

2019 ◽  
pp. 32-47
Author(s):  
Siti Nur Aqila Anuar ◽  
Noor Fadhiha Mokhtar ◽  
Kalsitinoor Set
Keyword(s):  
Education System ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Peninsular Malaysia ◽  
Literacy Skills ◽  
Internet Technology ◽  
School Teachers ◽  
Education Development ◽  
Digital Education ◽  
And Performance

The education system in Malaysia has increased with the use of computers as a teaching tool. Technological amenities such as Internet technology are created as a successful teaching and learning branch. Terms of Digital education is one of the educational transformation efforts undertaken by Ministry of Education Malaysia (MOE) under the Malaysian Education Development Plan (PPPM) 2013-2025 which focus more on digital and Internet materials at schools and known as a 21st Century Learning (PAK-21). Although the MOE introduced this digital education system for the convenience of teachers, the teacher's desire to use computers was limited, and there were some constraints faced by teachers in implementing digital classroom teaching. Computer literacy skills became a significant constraint among teachers. Incomplete teachers handle computers; have low confidence in using computers in the school and vice versa (Gilakjani, Mei & Ismail, 2013). This study aims to analyze the intention of Digital Education behavior among Malaysian school teachers and to explore individual skills as an advanced component of the extended Theory of Planned Behavior (TPB). Also, this study aims to examine the role of Attitude, Subjective Normative and Perceived Behavioral as intermediaries on the relationship between individual skills and intentions to use the Internet among school teachers in Malaysia and to develop an extended TPB model including Individual Skills. To achieve this objective, this study examines the behavioral intention of secondary school teachers in Peninsular Malaysia towards this digital education based on the framework of the TPB. A structured questionnaire has been provided to 91 teachers based from table Green (1991) as the sample size for this research and the teachers some from government secondary schools in Malaysia and to obtain information about the characteristics and performance of their management. A descriptive and inferential analysis was conducted using the Smart PLS 3.0 statistics package. This study provides strong empirical evidence to demonstrate that to increase the use of digital education among teachers in Malaysia there is a need to improve the interest and skills to be exposed to teachers and to use this digital education well and not misused. This can be achieved through the development of policy and effective government creation and providing greater awareness of digital education programs is easier to use than traditional learning methods.

Experiences of Educators in Imparting Digital Education and 21st Century Skills to Modern Students

2021 ◽  
pp. 383-398
Author(s):  
Sriya Chakravarti ◽  
Rosalind Rice Stevenson
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Experience ◽  
Technology In Education ◽  
Digital Education ◽  
Teaching Tools ◽  
Young Learners

As technology influences societies worldwide and invents new opportunities and challenges, its role in education has become increasingly relevant. As the learning environment adapts and incorporates new e-teaching tools, it becomes imperative to find the role, place of technology in education, and examine the voices of educators that work with various technologies in teaching and learning to train young learners. Therefore, this research aims to examine if educators believe that they can inculcate the 21st century skills into the modern student in an online teaching environment. Furthermore, the research attempts to find the obstacles on part of the educators and students that inhibit delivery of a seamless online educational experience and teaching of the 21st century competencies.

scholarly journals Mapping and review of audiovisual editors and streaming platforms based on collaborative technologies in real time

2018 ◽  
Author(s):  
Brett Stalbaum ◽  
Cicero I. Da Silva ◽  
Jane De Almeida ◽  
Maria Amelia Eliseo ◽  
Vic Von Poser
Keyword(s):  
High Resolution ◽  
Real Time ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Learning Processes ◽  
Digital Education ◽  
Collaborative Technologies ◽  
Distribution Features ◽  
Data Content ◽  
And Storage

The main goal of this article is to map and review real time video streaming collaborative softwares, in order to analyze platforms that are also able to edit films. Real time high resolution film transmission (4k, 8k or above) results in the excess of data generated and, consequently, in a high value for investment in editing, storage and content distribution features. The retrieval and storage of the data (content) becomes complex and expensive. This article aims to design a software review for the use of systems that are applicable to the needs directly related to the digital education field, considering that nowadays the video is an important tool to support teaching and learning processes and needs a better structuring from the educational managers of communication and information technologies.

scholarly journals Effectiveness of Digital Technology in Education During COVID-19 Pandemic. A Bibliometric Analysis

2021 ◽  
Vol 15 (08) ◽  
pp. 136
Author(s):  
Ishamuddin Mustapha ◽  
Nguyen Thuy Van ◽  
Masoumeh Shahverdi ◽  
Muhammad Imran Qureshi ◽  
Nohman Khan
Keyword(s):  
Bibliometric Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Exclusion Process ◽  
Digital Technologies ◽  
Digital Innovation ◽  
Digital Education ◽  
Home Learning ◽  
Prisma Statement ◽  
Published Research

Digital technologies are viewing as a gateway to solve many of the problems arising from the crisis. How can we provide efficient education in COVID-19? To extend classroom learning to the home is a challenging task for the nations and the COVID-19 outbreak put the world in a situation from home learning. This study will analyze the overall resources and digital technologies available for education from home. For this purpose, Scopus and web of science databases are used to find the literature. The final 82 articles are select for the SLR (systematic literature review).  The data inclusion and exclusion process are used in the PRISMA statement 2015 for quality assessment of data. The bibliometric analysis will conduct for text frequency co-occurrence and collaborations between the authors in countries. The vital step of data classification will process according to the author's segmentation and published research settings. In the last findings of the study, reports will explain past literature and recent outbreak. We are applying bibliometric analysis, showing that reviews are classified into 04 main clusters for analysis and discussion. These are 1) Digital Education Quick Shift Online Teaching and Learning for during Covid19 Pandemic 2) Digital Education during Pandemic and Rethinking for Sustainable Community; 3) Digital education for medical education and healthcare in hospital; 4) Digital Education and Digital innovation development during Covid19 pandemic. These findings are expected to benefit stakeholders studying and working relevant in digital education during and resilient post-Covid-19 pandemic.

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