Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses?

2005 ◽  
Vol 30 (3) ◽  
pp. 257-274 ◽  
Author(s):  
Adrian Kirkwood ◽  
Linda Price
2004 ◽  
Vol 37 (4) ◽  
pp. 1066-1068
Author(s):  
David Mutimer

Cyber-Diplomacy: Managing Foreign Policy in the Twenty-First Century, Evan H. Potter, ed., Montreal & Kingston: McGill-Queen's University Press, 2002, xii, 208.We are repeatedly told that we live in a revolutionary age, a time in which dramatic new developments in information and communication technologies (ICTs) will fundamentally transform the ways in which we live and work. Even the collapse of the dot.com bubble in 2000 has not much dampened the spirits of the techno-utopians. Given these often-exaggerated claims, I approached Cyber-Diplomacy with some trepidation, as the editor cites Marshall McLuhan's ‘global village’ in the first line of his introduction, and speaks of an information revolution in his second paragraph. However, as I pressed on in the text I was very pleasantly surprised to find that the editor and authors of this short volume are well aware of the dangers of overstatement in relation to ICTs, and work very hard throughout to avoid techno-utopianism. Instead, the authors attempt to take a fairly sober look at “how diplomacy is adapting to the new global information order” (7).


2011 ◽  
Vol 93 (884) ◽  
pp. 1239-1263 ◽  
Author(s):  
Patrick Meier

AbstractNew information and communication technologies are impacting the humanitarian sector in profound ways. Both crisis-affected communities and global volunteer networks are becoming increasingly digital. This means that the former are increasingly the source of relevant crisis information, while the latter are becoming more adept at managing and visualizing this information on live crisis maps. This article introduces the field of crisis mapping and provides key examples from Haiti, Russia, Libya, and Somalia to demonstrate how digitally empowered affected communities and volunteer networks are reshaping humanitarian response in the twenty-first century.


2011 ◽  
Vol 5 (2) ◽  
pp. 67-82
Author(s):  
Olimpia Figueras

Los cambios en la práctica docente de los profesores subrayan la utilización de las Tecnologías de la Información y la Comunicación (TIC) en la clase de matemáticas. La concepción de la escuela, la forma en que la enseñanza tiene lugar en el aula, las actividades y tareas propuestas a los estudiantes y las competencias que los estudiantes deben desarrollar son algunos de los cambios que deben tenerse en mente. El maestro de matemáticas del siglo XXI debe desarrollar competencias diferentes a las incluidas en los objetivos de su formación inicial. En este escenario, surge la siguiente pregunta: ¿Podrá el profesor alcanzar el paso de aquellos expertos que introducen en el currículo de la educación matemática el uso de TIC en el aula? Catched in the Explosion of the Use of Information and Communication Technologies Changes in teachers’ practices underlie the use of Information and Communication Technologies (ICT) within mathematics classrooms. The school’s conception, the way that teaching is carried out in the classroom, activities and tasks proposed to the students, and competencies students must develop, are some of the changes that have to be taken into consideration. The mathematics teacher of the twenty first century must develop competencies that were not expected in his/her initial teacher training. Within this scenario, a question can be raised: Can mathematics teachers keep pace with the experts who introduce ICT in the classroom?Handle: http://hdl.handle.net/10481/6722Nº de citas en WOS (2017): 1 (Citas de 2º orden, 1)


In the face of the advance of new technologies that has been occurring and reaching all sectors of society, this article presents a discussion guided by scholars about the changes that are occurring in education. It is important to think of how you can use so many resources available today while providing power changes in the teaching-learning process which until then was seen as something static and conservative. The task of the teacher in the twenty-first century is no longer ready to take the knowledge to the student, but rather has the role of acting as a mediator and facilitator in the process of knowledge construction. The changes that are taking place have led educators to seek knowledge and expertise so that they can perform satisfactorily their role in society.


2016 ◽  
Vol 14 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Michael B. Spring

The history of modern standards development provides support for the argument that the process of standardization has evolved in response to crises and opportunities. In the information and communication technologies (ICT) sector, many new groups have become involved in standards setting. In a period of rapid change, standards development in these areas has focused primarily on the provision of functionality. That is, there are few overarching roadmaps for development and issues such as security and interoperability are of less concern for many of the new standards developers. In addition, new oversight structures have emerged that appear to be more responsive to the particular needs of developers in the ICT arena. It may be important for nation states to consider assisting in roadmap development in the ICT arena to insure security and privacy issues are addressed such that these increasingly essential systems are less vulnerable.


2003 ◽  
Vol 2 (4) ◽  
pp. 381-420 ◽  
Author(s):  
Royal Colle ◽  
Raul Roman

AbstractInformation and communication technologies (ICT) have become important features on the social and geographical landscapes of Africa and Asia in the early twenty-first century. This article discusses the various institutions and forces that play roles in applying these technologies to the challenges of community development. Case studies punctuate the text to provide concrete examples of the ideas and potential flowing out of the ICT environment, especially manifested by telecenters. The discussion highlights the low visibility of universities among the major actors and argues that they should build their capacities to be partners in the ICTs for Development movement.


Author(s):  
Florian Schneider

China’s Digital Nationalism explores online networks and their nationalist discourses in digital China. It asks what happens to national community sentiments when they go digital. Nationalism, in China as much as elsewhere, is today shared through digital information and communication technologies. It is adopted, filtered, transformed, enhanced, and accelerated through digital networks, and it interacts in complicated ways with nationalism ‘on the ground’. Understanding these processes is crucial if we hope to make sense of the social and political complexities that shape the twenty-first century. In China’s Digital Nationalism, Florian Schneider analyses digital China first-hand, by empirically examining what search engines, online encyclopaedias, websites, hyperlink networks, and social media accounts can tell us about the way that different actors construct and manage a crucial topic in contemporary Chinese politics: the protracted historical relationship with neighbouring Japan. Using two cases, the infamous Nanjing Massacre of 1937 and the ongoing disputes over islands in the East China Sea, Schneider shows how various stake-holders in China construct networks and deploy power to shape nationalist discourses for their own ends. These dynamics in an emerging great power, this book argues, provide crucial lessons on how nation states adapt to the shifting terrain of the digital age.


2020 ◽  
Vol 13 (1) ◽  
pp. 282
Author(s):  
José-Antonio García-Martínez ◽  
Eduardo-José Fuentes-Abeledo ◽  
Eduardo-Rafael Rodríguez-Machado

Information and communication technologies (ICT) are being used more and more as part of teaching processes in both formal and informal settings. In this regard, it is important to understand university students’ attitudes towards using ICT as they will shortly form part of the productive sector of society. The aim of this study was to analyze student attitudes during their final years pursuing various degrees at a university in Costa Rica. We used a non-experimental transactional design and probabilistic sampling that involved 1187 students. We used a questionnaire containing a Likert-type scales to measure attitudes, which was structured according to affective, cognitive, and behavioral components. The results showed positive attitudes in general, with higher scores in the cognitive and behavioral components, and moderate scores in the affective component. In addition, we found differences in attitudes according to sex, prior training in technology, and academic performance.


Author(s):  
Carmen-Rocio Fernandez-Diaz

This chapter focuses on the relevance of information and communication technologies (hereinafter, ICTs) as an essential part of the day-to-day life of all societies nowadays. Nevertheless, a means that continue to be behind this reality is the penitentiary area regarding inmates' rights. Introducing ICTs within prison could improve the social reinsertion of persons serving a prison sentence. Deprivation of liberty entails normal contact with the prison subculture and the harmful effects of it, causing in cases of long-term sentences the so-called phenomenon of “prisonization.” This negative effect of imprisonment could be reduced if ICTs were used inside prisons in the different areas where they can have an impact, and which are treated in this research, as (1) access to information and culture, (2) basic and advanced training, (3) employment, (4) communication with the outside world, (5) treatment, or (6) leisure and entertainment. The value that new technologies would add to these areas in prison constitutes a way of humanization of prisons in the twenty-first century.


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