scholarly journals ‘Two Up’: a case study exploring new Information and Communications Technology teachers' experiences of their second year of teaching

2002 ◽  
Vol 6 (2) ◽  
pp. 225-243 ◽  
Author(s):  
Michael Hammond
Keyword(s):  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology Teachers ◽  
New Information ◽  
Teachers Experiences ◽  
Second Year

Online Leaders Increase Three Types of Capital

2018 ◽  
pp. 99-117
Author(s):  
Ditte Kolbaek
Keyword(s):  
Common Ground ◽  
Document Analysis ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Stock Valuation ◽  
Memory Work ◽  
Online Leadership ◽  
Working Practices ◽  
Critical Competencies

This chapter explores 10 years of development in online leadership by asking, How may information and communications technology (ICT) increase the economic, cultural, or social capital of online leaders in a global information-technology company classified as big business? Drawing on practice theory, this chapter is aimed at investigating online leaders' approach to their role seen “from inside,” particularly in regards to three types of capital (social, cultural, and economic capital). This qualitative case study employs the methods of memory work and document analysis covering the development of ICT by Oracle, a global IT company from 2002 to 2012. The analysis provides insights into four themes: first, establishment of common ground for cooperation; second, working practices; third, critical competencies; and fourth, stock valuation trends. The findings indicate that ICT supports the enhancement of all three types of capital.

scholarly journals To the Dissertation and Beyond: Independent Study in the New Undergraduate Curriculum

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Patrick Ainley
Keyword(s):  
Higher Education ◽  
Undergraduate Curriculum ◽  
Independent Study ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Social Changes ◽  
The Past ◽  
Fields Of Study ◽  
New Information ◽  
New Knowledge

Over the past 30 years social changes have taken place which makes the dialogue of teachers with students as the essential preserve of the higher educational community difficult. This is not only the case for the new universities that have made the most efforts to widen participation. With the decline of industry and the expansion of services, a reformation of social class has re-designated many jobs in what has become the ‘working-middle’ of society as professional occupations requiring higher qualifications. Partly in response to this pressure for certification, many young people are leaving school and college later with supposedly higher standards but often trained rather than educated, or “over schooled but undereducated” (A. Ainley, and Allen 2010). Training to meet externally verified competences is also extending into higher education. Paradoxically, considering the hopes invested in it, new information and communications technology has not necessarily helped. While ICT allows access to a mass of information, it has also facilitated a culture of plagiarism and undermined existing expertise by multiplying the possibly verifiable criteria for new knowledge. On top of all this, academics have also often not helped themselves by designing courses which make a virtue of student choice from a range of options that may even deny the possibility of students constructing coherent conceptual totalities related to their fields of study.

scholarly journals Objetos de aprendizagem no contexto escolar

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Daniel Ventura Damaceno ◽  
Rosimeire Martins Régis Dos Santos
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
School Context ◽  
Learning Objects ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
New Information ◽  
Technological Resource ◽  
Information And Communication ◽  
Classroom Education

Resumo: Na procura de novas alternativas para o processo de ensino e aprendizagem mais atrativo e inovador e diante de um novo perfil de alunos, será proposto o uso de objetos de aprendizagem no contexto escolar.  Esse recurso tecnológico, que pode ser usado várias vezes, assumindo diferentes objetivos, é muito conhecido na educação a distância, sendo indicado também na educação presencial. A escola de hoje está vivendo uma nova realidade: a inserção das novas tecnologias da informação e comunicação (TIC). Nesse sentido, os educadores também devem estar atualizados perante esse novo cenário.  E, em conformidade com autores da área, em um levantamento bibliográfico, indicar-se-á o que é esse recurso tecnológico, suas principais características e onde poderá ser localizado. Palavras-chave: Objetos de aprendizagem. Tecnologia Educacional. Metodologia de Ensino e Aprendizagem. Repositórios. Tecnologia da Informação e Comunicação. LEARNING OBJECTS IN THE SCHOOL CONTEXT Abstract: In the search of new alternatives to the teaching and learning process more attractive and innovative in face of a new profile of students, we present the possibility of the use of learning objects in the school context. This technological resource that can be used several times, assuming different goals, well known in distance learning and also it is indicated to classroom education. Nowadays, the school has a new reality, the insertion of new ICT (information and communications technology). In this sense, the educators must also be updated on this new reality. In according to the authors of this area, in a literature review, we point out the results of the search that the learning objects can assist the process of teaching and learning, serving as an aid to educators who seek to be “tuned” to this new information and communication society. Keywords: Learning Objects. Educational technology. Teaching and Learning Methods. Repository. Information and Communications Technology. .

Information literacy education in primary schools: A case study

2020 ◽  
pp. 096100062093813
Author(s):  
Sigal Ben Amram ◽  
Noa Aharony ◽  
Judit Bar Ilan
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology Program ◽  
Teachers Perceptions ◽  
Teachers Perspectives ◽  
National Information ◽  
Academic Year

This study focuses on teachers’ perspectives concerning information literacy teaching in two primary schools in Israel—one school that joined the national information and communications technology program and a second school that did not. The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school’s curriculum. A significant gap was discovered in both schools between the teachers’ perceptions—who understood the importance of teaching information literacy and its actual implementation.

scholarly journals Introducing a New Teaching Information System through Workshop: Experiences of Participants

2019 ◽  
Vol 8 (2S9) ◽  
pp. 770-773 ◽  
Keyword(s):  
Information System ◽  
Information Systems ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Education Systems ◽  
New Information ◽  
Questionnaire Form ◽  
New System ◽  
Teaching Information

As the information and communications technology becomes more advanced, various new information and education systems are implemented in universities. Hence, universities often conduct workshops to introduce on how to use the new systems. In this respect, one challenge might be faced by universities is how a workshop can be conducted effectively to ensure that participants master the new teaching information systems. Thus, this paper aims to share (i) the ways of an instructor introducing a new system, and (ii) the experiences of participants to learn a new system in the workshop. A total of 13 participants attended the workshop, but only 9 of them voluntarily filled in the questionnaire form. The result shows that participants agreed that the workshop content is useful for them and they learned how to use the new system.

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