Moral Education and Technology

2021 ◽  
Author(s):  
Paul Farber ◽  
Dini Metro-Roland
Keyword(s):  
Moral Education ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Modern Society ◽  
Central Component ◽  
Norms And Values ◽  
Practice Teaching ◽  
Instrumental Values ◽  
Technological Developments ◽  
Education And Technology

Moral education and technology seem to represent two fundamentally different kinds of concern and domains of inquiry. But these domains are fused in educational practice. Teaching as a fundamental human endeavor and form of activity has been a central component of human cultural evolution and regeneration from the earliest human social groupings. As a distinctive form of activity, teaching braids together ethical and instrumental norms and values. The modern, global institution of schooling has added layers of institutional support, constraint, and governance on the teaching it structures as well as increased scrutiny of the ethical and instrumental values in play; schooling is in effect a kind of moral technology for advancing certain norms and values in an efficient way. At present, technological developments with modern society make possible new forms of teaching and learning that likewise warrant scrutiny as they impact the ethical and instrumental ends of teaching and instructional practices today.

scholarly journals PENGARUH CONSUMPTION ABROAD DAN PERKEMBANGAN TEKNOLOGI TERHADAP PERUBAHAN KEPEMIMPINAN STRATEGIS PENDIDIKAN TINGGI

2021 ◽  
Vol 4 (1) ◽  
pp. 32
Author(s):  
Teguh Triwiyanto ◽  
Junaidin Junaidin ◽  
Asmaa Abusamra
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Domestic Politics ◽  
Strategic Leadership ◽  
Politics In Education ◽  
Development Direction ◽  
Strategic Role ◽  
Technological Developments ◽  
Education And Technology

Abstract: Consumtion abroad is one of the real impacts of globalization, there is a movement of consumers going abroad and have non-resident status where services are consumed, including higher education. In Indonesia, economic growth is influenced by the level of education and technology, both of which converge in the classroom teaching and learning. Higher education has a strategic role to play in meeting education and technology in the teaching and learning classroom. The factors of knowledge and power, domestic politics, in education have a lot of influence on the development direction of this strategic field. Considered and careful strategic leadership, preserving distinctiveness, and promoting equality among cultures are the long-term commercial interests of higher education, as well as offering individual and social benefits. Key words: Consumption Abroad; technological developments; changes in strategic leadership Abstrak: Consumtion abroad merupakan salah satu dampak globalisasi yang nyata, terjadi arus perpindahan konsumen pergi ke luar negeri dan berstatus bukan penduduk dimana jasa dikonsumsi, termasuk pendidikan tinggi. Di Indonesia, pertumbuhan ekonomi dipengaruhi oleh tingkat pendidikan dan teknologi, keduanya bertemu di dalam kelas pengajaran dan pembelajaran. Pendidikan tinggi memiliki peran strategis terhadap pertemuan pendidikan dan teknologi dalam kelas pengajaran dan pembelajaran tersebut. Faktor-faktor pengetahuan dan kuasa, politik domestik, dalam pendidikan banyak memberikan pengaruh terhadap arah pengembangan bidang strategis tersebut. Kepemimpinan strategis yang dipertimbangkan dan berhati-hati, menjaga kekhasan, dan mempromosikan kesetaraan di antara budaya adalah kepentingan komersial jangka panjang dari pendidikan tinggi, serta menawarkan manfaat individu dan sosial. Kata kunci: Consumption abroad; perkembangan teknologi; perubahan kepemimpinan strategis

scholarly journals OS “PACOTES DIDÁTICOS” NO ENSINO FUNDAMENTAL

2014 ◽  
Vol 17 (24) ◽  
pp. 229-253
Author(s):  
Fernanda Borges de Andrade Dantas ◽  
Célia Maria DE CASTRO ALMEIDA
Keyword(s):  
Elementary School ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Educational Practice ◽  
Structured Interview ◽  
Creative People ◽  
Contemporary World ◽  
Open Questions ◽  
Practice Teaching

OS “PACOTES DIDÁTICOS” NO ENSINO FUNDAMENTAL     RESUMO   Este artigo discorre sobre a contradição entre as exigências de uma sociedade que clama por uma educação voltada à formação de pessoas autônomas, críticas e criativas, capazes de aprender continuamente para poder acompanhar as rápidas transformações científicas, tecnológicas, econômicas, políticas e socioculturais do mundo contemporâneo, e, por outro lado, o ensino apostilado, cuja característica principal é a homogeneização do processo ensino e aprendizagem. A adoção desse modelo padronizado no ensino fundamental é o foco de uma pesquisa realizada em quatro escolas particulares de Uberaba/MG. Na pesquisa as informações foram recolhidas mediante observação participante, entrevista semi-estruturada e questionário com questões abertas. Com exceção de três das doze educadoras sujeitos da pesquisa, observamos entre as mesmas um posicionamento acrítico em relação ao modelo de ensino adotado nas escolas estudadas, manifesto na admiração pelo material apostilado que, segundo elas, é inovador, facilita o trabalho do professor, e pode garantir o sucesso da aprendizagem   Palavras-chave: Ensino apostilado. Prática educativa. Autonomia docente. Formação de professores. Educação básica. THE “DIDACTIC PACKAGES” IN ELEMENTARY SCHOOL   ABSTRACT This article discusses about the contradiction between the demands of a society that complains for an education turned to formation of autonomous, critical and creative people, able to learn continuously to keep up with rapid changes in scientific, technological, economic, social, political and cultural context of the contemporary world, and the booklet learnship system which its main characteristic is the homogenization of teaching and learning. The adoption of this standardized teaching in some Brazilian schools is the focus of a survey held in four private schools. The data was collected through participant observation, semi-structured interview and questionnaire with open questions. Except for three of the twelve educators who were focused on, the rest of them had an uncritical positioning regarding to the teaching model adopted in the schools studied, manifest in admiration for the booklet learnship material that, according to them, is innovative; facilitates the work, and can ensure successful learning.   Keywords: Booklet learnship. Educational practice. Teaching autonomy. Teacher training. Elementary school.    

scholarly journals ROLE AND PLACE OF STUDY ON SYSTEMATIZATION IN SCIENTIFIC PEDAGOGICAL THEORY AND EDUCATIONAL PRACTICE

2020 ◽  
pp. 26-36
Author(s):  
Anatolii Pavlenko
Keyword(s):  
Teaching And Learning ◽  
Educational Practice ◽  
Scientific Activity ◽  
Pedagogical Knowledge ◽  
Educational Process ◽  
Educational Activity ◽  
Practice Teaching ◽  
Biographical Approach ◽  
Predominant Orientation ◽  
Scientific Pedagogical

The article deals with the doctrine of systematization of scientific and pedagogical knowledge, determines its role and place in the theory and methodology of pedagogy as well as educational practice. The author establishes the connection between the influence of the development of the methodological doctrine of systematization in pedagogy on overcoming the modern methodological and information crisis of scientific and pedagogical knowledge. It is the crisis in the systematization of already accumulated scientific and pedagogical knowledge and the predominant orientation of researchers to obtain non-systemic pedagogical knowledge that determines the relevance of methodological awareness of the role and place of the doctrine of systematization. The doctrine of systematization is a relevant and important component of modern methodology of pedagogy; it has systemic features and its structure comprizes knowledge of individual and similar forms of systematization (classification and typology, taxonomy) of scientific pedagogical knowledge having complex and not always unambiguous relationships which need to be further researched. The article considers the role and place of the doctrine of systematization in the methodology of pedagogy; it also deals with the plurality and multifaceted definitions of the concept of systematization in scientific theory and educational practice, which can claim the role of a universal dialectical method. The results of the application of the historical-biographical approach in the study of Mendelieiev’s biography testify not only to the similarity, but also to the unifying commonality of systematization for scientific activity of scientists and practical educational activity of teachers. This makes it possible to justify the need to actualize the use of adapted to the educational process forms of systematization as scientific methods of cognition in educational practice, teaching and learning.

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

scholarly journals Virtual Environments in Higher Education – Immersion as a Key Construct for Learning 4.0

2016 ◽  
Vol 9 (2) ◽  
pp. 20 ◽  
Author(s):  
Daniela Janssen ◽  
Christian Tummel ◽  
Anja Richert ◽  
Ingrid Isenhardt
Keyword(s):  
Higher Education ◽  
Virtual Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
User Study ◽  
Working Life ◽  
Practical Experience ◽  
Immersive Virtual Environments ◽  
Technological Developments

<p class="Abstract"><span lang="EN-US">In light of the increasing technological developments, working life and education is changing and becoming more complex, interconnected and digital. These changed circumstances require new and modified competences of future employees. Education has to respond to the changing requirements in working life. To prepare for this, a technological-oriented teaching and learning process as well as gaining practical experience is crucial for students. In this context, Virtual Reality (VR) technologies provide new opportunities for practical experience in higher education, where they can further intensify the students learning experiences to a more immersive and engaging involvement in the learning process. To evaluate the potential of immersive virtual learning environments (VLE) for higher education and to understand more deeply which kind of experiences students gain while learning in immersive virtual environments (VE) an experimental research study is carried out. The paper describes education in light of industry 4.0 first and gives an overall view of immersive learning and the role of VR Technologies. Then the user study to measure user experience (UX) in immersive VLE is presented. Preliminary results are outlined and discussed with a view of further research.</span></p>

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals Verification Of Independent Study Assessment Using Blockchain Technology

2020 ◽  
Vol 2 (11) ◽  
pp. 15-21
Author(s):  
Ria Dwi I’zzaty
Keyword(s):  
Teaching And Learning ◽  
Independent Study ◽  
Assessment System ◽  
Learning System ◽  
Assessment Process ◽  
Decentralized System ◽  
Blockchain Technology ◽  
Technological Developments ◽  
Verification Process ◽  
Student Grades

Current technological developments greatly impact the assessment verification system. To find out the student benchmarks in the results of teaching and learning activities during the learning system assessment process is very important in the scope of higher education. With the existence of blockchain technology widely applied in the world of Education, having the advantage of a decentralized system and strong cryptography can help universities in building infrastructure. Universitas Raharja is one of the educational institutions that has implemented an online assessment system (PEN +), which will use blockchain technology to verify the assessment of independent studies. which provides services to Raharja University lecturers in verifying student grades that can be accessed anywhere and at any time. However, currently the verification process for the independent study assessment that has been carried out is still done manually which results in verification not with very strong security. The existence of an independent study assessment verification uses blockchain technology to produce strong data security that did not occur before. In the PEN + lecturer assessment system for the independent study assessment verification process, it cannot yet enter the value of Independent study (IS) in real time. Therefore, there is a need for development in this blockchain technology for the verification process of independent study assessment. In this study there were 10 (ten) literary studies on verification of valuation. Thus there are several benefits that lecturers need not hesitate to verify the assessment, the process by using blockchain technology produces very strong security.

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

scholarly journals Responsible leadership in management education: A design-based research study

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Saskia Raatz ◽  
Dieter Euler
Keyword(s):  
Ethical Issues ◽  
Management Education ◽  
Educational Practice ◽  
Modern Society ◽  
Research Process ◽  
Structured Learning ◽  
Responsible Leadership ◽  
Mba Programs ◽  
Starting Point ◽  
Executive Mba

In recent years, the quality of management education in general, and particularly of MBA and Executive MBA programs, has been called into question. There are serious doubts about universities’ ability to give students the competencies they need to deal with complex problems in modern society. One part of the discussion focuses on ethical issues and the process through which students develop values and attitudes. In line with the economic crisis, there has been increasing interest in the development of learners’ attitudes to responsibility. We report the results of a study that starts with an ambitious and yet ill-structured learning goal in a demanding educational practice area: How can pedagogical interventions in management education be designed to promote learners' attitudes to responsible leadership? As a starting point, there are neither consensual definitions of responsible leadership nor substantial theories available to design promising interventions. De-sign-based research (DBR) provides a structured process to deal with research problems, starting with innovative but imprecisely defined objectives and unknown ways to reach them. We introduce the DBR design and describe the research process and results from a project conducted at St.Gallen University’s Executive MBA program. In close collaboration with practitioners, interventions evolved through multiple cycles of development, testing and refinement with the pursuit of theory-building and practical innovation.

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