“EE in Cyberspace, Why Not?” Teaching, Learning and Researching Tertiary Pre-Service and In-Service Teacher Environmental Education Online

2008 ◽  
Vol 24 ◽  
pp. 11-21 ◽  
Author(s):  
Hilary Whitehouse
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Communication Technologies ◽  
Information Communication ◽  
Tertiary Sector ◽  
Learning Space ◽  
Web Based ◽  
Online Study ◽  
Teaching Learning

AbstractInformation communication technologies (ICTs) have the potential to enable intending and in-service teachers in regional, rural and remote regions greater access to tertiary education. This paper describes how a fourth year environmental education subject has been successfully delivered wholly online for several years and how pre-service and in-service teachers have responded to learning through an online platform. Research indicates the necessity to create a social learning space in cyberspace to support learning; as well as the importance of building flexible learning opportunities and offline assessment tasks to generate meaningful learning experiences related to local places. Teaching environmental education online may initially create the dilemma of how to engage meaningfully with place-based learning through the no-place of cyberspace. However, carefully designed, online learning can and does support positive learning outcomes. While there are limitations to online study, well-conceived, web-based delivery is certainly no barrier to teaching and learning environmental education in the tertiary sector.

THE „CLOUDY“ CLASSROOM

2020 ◽  
Vol 11 (2) ◽  
pp. 347-352
Author(s):  
Atanaska Peneva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Communications ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Web Based ◽  
Modern Approach ◽  
Building Information ◽  
Practical Guidelines ◽  
Information And Communication ◽  
Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

2016 ◽  
Vol 16 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Tom Perks ◽  
Doug Orr ◽  
Elham Al-Omari
Keyword(s):  
Student Satisfaction ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Space ◽  
Effective Learning ◽  
Group Data ◽  
Focus Group Data ◽  
Teaching Learning

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

Network-Based Continuous Education Opportunities

2014 ◽  
pp. 117-134
Author(s):  
Edita Butrimė ◽  
Vaiva Zuzevičiūtė
Keyword(s):  
Teaching And Learning ◽  
Communication Technologies ◽  
Professional Activity ◽  
Information Communication Technologies ◽  
Full Potential ◽  
Information Communication ◽  
Educational Support ◽  
University Teachers ◽  
E Learning ◽  
Almost All

The purpose of this chapter is to analyze and present theoretical and empirical findings about the ways that teachers in Higher Education (HE) interpret the role of ICT for their professional development both as teachers in HE and as medical professionals in some cases. Two research questions were formulated: 1) Why is the employment of technologies fully accepted and promoted in almost all aspects of professional activity, but employment of ICT for teaching and learning at HE is not always used to its full potential? 2) What (if any) educational support is needed for university teachers to use available e-learning opportunities for their own development as teachers to a greater extent? Educational support for university teachers to use contemporary information communication technologies and network provisions more effectively for their competence development are presented.

Game-Changer

Gamification ◽  
2015 ◽  
pp. 807-825
Author(s):  
Roberta Levitt ◽  
Joseph Piro
Keyword(s):  
Teaching And Learning ◽  
Socially Responsible ◽  
Instructional Resources ◽  
Learning Space ◽  
Web Based ◽  
21St Century Education ◽  
Learning Standards ◽  
New Directions ◽  
Information And Communication ◽  
Specific Learning

Technology integration and Information and Communication Technology (ICT)-based education have enhanced the teaching and learning process by introducing a range of web-based instructional resources for classroom practitioners to deepen and extend instruction. One of the most durable of these resources has been the WebQuest. Introduced around the mid-1990s, it involves an inquiry-centered activity in which some or all of the information learners interact with comes from digital artifacts located on the Internet. WebQuests still retain much of their popularity and educational relevance and have shown remarkable staying power. Because of this, recontextualizing the WebQuest and situating it within the modern-day trend of the “gamification” of instructional design is examined, together with how the WebQuest can promote solid academic gain by placing students inside a learning space patterned after a multi-user virtual environment. This structure includes emphasis on teamwork and socially responsible problem-solving, intense task immersion, task game flow and scalability, and reward cycles. The authors also discuss how including an upgraded WebQuest informed by Common Core Grade-Specific Learning Standards in pre-service education curriculum can advance multiple facets of teacher education with candidates who are acquiring, learning, applying, and integrating pedagogical, technological, and content-area skills. Further, the authors offer suggestions for new directions in the use of web-based resources in 21st century education enterprise.

Teaching, Learning and Multimedia

2005 ◽  
pp. 60-72 ◽  
Author(s):  
Loreen M. Butcher-Powell
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Streaming Video ◽  
Internet Research ◽  
The Internet ◽  
Student Centered ◽  
Web Based ◽  
Teaching Learning ◽  
Almost All

“We must not forget that almost all teaching is Multimedia” (Schramm, p.37). Today, the magnetism of multimedia is clearly oblivious via the use of streaming video, audio clips, and the Internet. Research has shown that the use of multimedia can aid in the comprehension and retention of student learning (Cronin & Myers, 1997; Large Behesti, Breulex & Renaud, 1996; Tennenbaum, 1998). As a result, more educators are utilizing Web-based multimedia materials to augment instruction online and in the classroom. This chapter provides a theoretical framework for transforming Student Centered Discussion (SCD), a traditional based pedagogy strategy, to a new multimedia pedagogy SCD strategy. The new multimedia SCD pedagogy represents a new way of teaching and learning. As a result, positive responses and feedback have been collected from students in their ability to interpret facts, compare and contract material, and make inferences based on recall of information previously presented or assigned in article readings.

Academics’ ICT Capabilities in a New Educational Paradigm in Developing Countries

2013 ◽  
pp. 18-32
Author(s):  
Agnes Chigona ◽  
Rabelani Dagada
Keyword(s):  
Developing Countries ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Tertiary Institutions ◽  
Educational Paradigm ◽  
Effective Use ◽  
New Education

Tertiary institutions in the developing countries are investing a lot in equipping their institutions with Information Communication Technologies (ICT) for teaching and learning. However, there is still a low adoption rate in the use of the new technologies among many academics in these countries. This chapter aims at analysing the factors that impact on the academics’ effective use of ICTs for teaching and learning in the new education paradigm. Sen’s Capability Approach was used as a conceptual lens to examine the academics’ phenomena. Data was collected through in-depth interviews. The analysis of the findings has shown that individual, social, and environmental factors are preventing some academics from realising their potential capabilities from using the new technologies. It is recommended, therefore, that institutions in the developing countries should look into, and deal with accordingly, the conversion factors that are impacting on the academics’ capabilities when utilising the new technologies.

IoT in the Education Sector

2021 ◽  
pp. 192-205
Author(s):  
Brijendra Singh ◽  
Anbarasi Masilamani
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Education Sector ◽  
Infrastructure Development ◽  
Information Communication ◽  
Innovative Teaching ◽  
Efficient Resource ◽  
Multiple Sensor ◽  
Smart Education

Smart education derived from information communication technologies (ICT) has attracted various academicians towards it. The growth of multiple sensor devices and wireless networks has brought drastic changes in IoT in the education sector. Applications of IoT in the education sector can improve academicians' and learners' considerable skills. Therefore, this chapter analyses various applications, advantages, and challenges of IoT in the education sector. The multiple applications of IoT in the education sector are identified in terms of smart classroom management, student tracking and monitoring, campus energy management, and intelligent learning. IoT in education's significant advantages are an innovative teaching and learning process, cost reduction, and smart infrastructure development. Various challenges in developing IoT-based applications identify as designing a secure learning environment, efficient resource tracking, efficient access to information, and intellectual plan development.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

2008 ◽  
pp. 1193-1215
Author(s):  
Shivanand Balram ◽  
Suzana Dragicevic
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Systems ◽  
Collaborative Systems ◽  
Student Background ◽  
Systems Model ◽  
Multimedia Cartography ◽  
Information And Communication ◽  
Teaching Learning

Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

2008 ◽  
pp. 1254-1269
Author(s):  
Shivanand Balram ◽  
Suzana Dragicevic
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Systems ◽  
Collaborative Systems ◽  
Student Background ◽  
Systems Model ◽  
Multimedia Cartography ◽  
Information And Communication ◽  
Teaching Learning

Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.

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