scholarly journals Teaching, technology, and the modern classroom

2004 ◽  
Vol 1 (1) ◽  
pp. 33-38
Author(s):  
Tim Walters ◽  
Steve Lydiatt
Keyword(s):  
United Arab Emirates ◽  
Technology Use ◽  
Educational Environment ◽  
Modern Technology ◽  
Advanced Technology ◽  
Laptop Computer ◽  
Learning Research ◽  
Pencil And Paper ◽  
Teaching Learning ◽  
The University

One of Zayed University’s publicly articulated missions is to lead higher education in the United Arab Emirates through teaching, learning, research, and outreach and to achieve this leadership in a technologically advanced environment. In fulfilling this goal, the university actively promotes laptop computer use among faculty, staff, and students; delivery (and completion) of lessons though advanced technology; use of sophisticated software; and information gathering via the Internet. (See Moore, Moore, Bodwen, Coasdale, 2003.) Though the hope is that information technology can add a powerful punch to the modern educational environment, many educators in the United Arab Emirates have found that it is the proper use of available modern technology rather than the presence of that technology that advances learning. Even longtime favorites pencil and paper and the overhead projector still have a place in the well-rounded modern classroom. Whether old or new, each technology has unique qualities (or “affordances”) of which advantage can be taken.

scholarly journals Reflexões sobre a cibercultura no ensino superior: um olhar sobre os cursos de licenciatura

2018 ◽  
Vol 9 (18) ◽  
pp. 32
Author(s):  
Elisabete Cerutti ◽  
Marcia Dalla Nora
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Learning Process ◽  
Digital Natives ◽  
Educational Environment ◽  
Academic Field ◽  
Teaching Learning ◽  
The University

O presente ensaio apresenta reflexões acerca da pesquisa sobre a cibercultura e as tecnologias no âmbito acadêmico. Como objetivo, busca refletir sobre o processo de ensino-aprendizagem através de recursos tecnológicos nos cursos de licenciatura e como os discentes desse curso percebem sua preparação para a futura docência com o uso dos artefatos digitais. A metodologia utilizada foi a qualitativa, com revisão bibliográfica e análise de dados a partir do questionário aplicado com os discentes dos cinco cursos investigados. Tendo como principais teóricos os autores Cerutti e Giraffa (2015), Kesnki (2003), Pretto e Pinto (2006) e Prensky (2016), que elucidam sobre a utilização das tecnologias no ambiente educacional, o texto apresenta o referencial teórico e a análise de dados. Como conclusão, percebemos que a aprendizagem sobre as tecnologias precisam ser suas vivências na própria Universidade, uma vez que mesmo nativos digitais, os acadêmicos não se percebem fazendo uso das mesmas em seus futuros espaços de docência. Palavras-chave: Cibercultura. Ensino Superior. Educação e tecnologias. Reflections on cyberculture in higher education: a look at undergraduate coursesThis essay presents reflections about research on cyberculture and technologies in the academic field. The objective is to reflect on the teaching-learning process through technological resources in undergraduate courses and how the students of this course perceive their preparation for future teaching with the use of digital artifacts. The methodology used was qualitative with bibliographic review and data analysis from the questionnaire applied with the students of the five courses investigated. The main authors are Cerutti and Giraffa (2015), Kesnki (2003), Pretto and Pinto (2006) and Prensky (2001), who elucidate the use of technologies in the educational environment, the text presents the theoretical reference and analysis of data. As a conclusion, we realize that learning about technologies must be their experiences in the University itself, since even digital natives, academics do not perceive making use of them in their future spaces of teaching.Keywords: Cyberculture. Higher education. Education and Technologies.

Cutaneous Manifestations of Modern Technology Use

2011 ◽  
Vol 15 (6) ◽  
pp. 347-353 ◽  
Author(s):  
Kayi Li ◽  
Benjamin Barankin
Keyword(s):  
Technology Use ◽  
Early Recognition ◽  
Modern Technology ◽  
Cellular Phones ◽  
Laptop Computer ◽  
Cutaneous Manifestations ◽  
Modern Age ◽  
Erythema Ab Igne ◽  
Repetitive Strain ◽  
Allergic Contact

Background: Modern-age technology is increasingly implicated in traditional dermatologic conditions. Objective: This review provides a concise overview of the cutaneous manifestations from modern technology use. Methods: We describe a case of laptop computer–induced erythema ab igne and provide a review of the literature pertaining to the etiology, clinical features, diagnosis, and management of reported cases of dermatoses resulting from the use of modern technology. Results: Sources of modern technology implicated in the reported cases include video games, laptop computers, personal computers and accessories, and smart and cellular phones. These presentations have primarily been localized to the extremities, particularly the hands and face. Diagnoses were associated with trauma or repetitive strain, irritant contact dermatitis, or allergic contact sensitivities. Removal of the offending agent was most often described as effective in symptom resolution. Conclusion: It is important to consider modern-age sources as part of the index of suspicion for diagnosing traditional dermatologic conditions. These manifestations will likely increase over time with the pervasive popularity and use of modern technology. Early recognition of the offending agent will be beneficial in differentiating the etiology for effective management.

Modern university as an economic growth driver: Models & missions

2017 ◽  
pp. 58-76 ◽  
Author(s):  
A. Karpov
Keyword(s):  
Economic Growth ◽  
Education Research ◽  
Advanced Technology ◽  
Global Competitiveness ◽  
Technology Markets ◽  
Fast Growing ◽  
Business Ecosystem ◽  
Cost Efficient ◽  
National Economies ◽  
The University

The paper considers the modern university as an economic growth driver within the University 3.0 concept (education, research, and commercialization of knowledge). It demonstrates how the University 3.0 is becoming the basis for global competitiveness of national economies and international alliances, and how its business ecosystem generates new fast-growing industries, advanced technology markets and cost-efficient administrative territories.

UNIVERSITY DEVELOPMENT STRATEGIES: COMMERCIALIZATION AND RESPONSES TO NEW CHALLENGES

2020 ◽  
Vol 1 (10) ◽  
pp. 155-162
Author(s):  
Z. F. MAMEDOV ◽  
◽  
Kh. BAYRAMOVA ◽  
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Educational Institution ◽  
Educational Environment ◽  
Global Market ◽  
Educational Process ◽  
Social Progress ◽  
State University ◽  
The University ◽  
Education Science

Education like others spheres of life of modern society is in the state of dynamic changes. New formats of universities as well as their missions and roles in the social and economic development are actively discussed by professional environment. A number of external and internal factors that determine the depth and scale of transformation have effects on the development of the system of higher education. The system of higher education is under the influence of the system and institutional dynamics, which dictate the need for changes. The activity of universities as centers of education, science and culture is one of the most important bases of social progress. This role becomes especially important in XXI century, which is based on new knowledge and principles of technological development. First of all a university takes new features in the current conditions of globalization. The fundamental task that needs to be solved in order to achieve the goals of a modern University is the change of meanings, goals and content of education by active participation in the internationalization processes of the system of higher education and by introducing reforms in educational process. Of course new economic conditions (global market and information technologies) require modifications. It was stated that the commercialization of University innovations in Azerbaijan is a relatively new direction, since the country is just adopts the path of an innovative economy. In this regard the transformation of a scientific idea to a product or a service faces a number of difficulties. It was investigated the problem of commercialization of the results of scientific activities of higher educational institutions in Azerbaijan. For the first time Azerbaijan State University of Economics has implemented its rebranding in the educational system of the country in order to strengthen the market position of the educational institution and realization of innovative marketing strategies. The University’s strategic goals were defined under the UNEC brand, and the brand development was successfully continued with the support of the scientific and expert community. An integrative educational environment is created in Azerbaijan State University of Economics and such environment ensures the unity of the “education – science – innovation – commercialization – production system”. It is important to note that UNEC strategy also provides for clustering of economical education and so that it provides for increasing the integration pace of the University into the world scientific and educational space. The article presents the innovative infrastructure of Azerbaijan State University of Economics connected with its integration into the global scientific and educational environment. The paper studies the matters of the international cooperation issues of the University with universities of such countries as USA, EU, Russia, Turkey, which expands the academic potential of the University and increases its competitiveness. The article substantiates the conclusion that the globalization of higher education increases the importance of commercialization of higher education institutions in the field of education and science. The article reveals the successful experience of UNEC University in the creation and implementation of joint educational programs, expanding academic mobility, attracting foreign applicants, conducting joint researches and international scientific events in partnership with universities in the EU, Russia and Turkey.

AUTOMATION OF THE DEAN'S OFFICE FUNCTIONS IN ELECTRONIC INFORMATION-EDUCATIONAL ENVIRONMENT OF THE SOUTHWEST STATE UNIVERSITY

2017 ◽  
Vol 21 (6) ◽  
pp. 44-50 ◽  
Author(s):  
E. I. Anikina ◽  
A. S. Babkov ◽  
A. V. Malyshev
Keyword(s):  
Educational Environment ◽  
Federal State ◽  
Educational Standards ◽  
State University ◽  
Web Portal ◽  
Training Process ◽  
Electronic Information ◽  
State Educational ◽  
The University ◽  
And Training

Russian Federal State Educational Standards of 3+ generation impose serious requirements to resource support of educational and training process, including electronic information-educational environment of the University. In the Southwest State University (SWSU), a unified multimedia information and educational environment based on Internet-broadband access technologies was created; it successfully operates and keeps developing. The main concept of this environment construction is the idea of integrating data, applications, and business processes. SWSU Electronic information-educational environment (EIEE) is designed to provide information transparency of the University activities in accordance with the requirements of the current legislation of the Russian Federation in the sphere of education, to organize educational activities of the University and to ensure access of students and research and academic-staff of the University to information and educational resources. The main components of SWSU EIEE are: the actors of the education and training process (teachers, students, etc.), external digital library systems, internal automated information library system, “SWSU academic courses” subsystem, “Southwest State University Web portal” subsystem, and the official web site of the Southwest State University. “Southwest State University Web portal" subsystem makes it possible to automate traditional basic functions of Dean's office of the University, such as managing student conduct systems for students of Bachelor and Master Degree Programs of full-time and correspondence forms of training; recording and statistical processing of the data on students’ progress; recording students’ achievements; managing Dean's office workflow. As prescribed in Federal State Educational Standards of 3+ generation, Portal Modules are used to record the results of formative and summative assessment of students in accordance with SWSU current score rating system for learning outcomes.

Advanced Technology Programs for Small Turboshaft Engines: Past, Present, Future

1991 ◽  
Vol 113 (1) ◽  
pp. 33-39 ◽  
Author(s):  
E. T. Johnson ◽  
H. Lindsay
Keyword(s):  
United States Army ◽  
High Performance ◽  
The United States ◽  
Modern Technology ◽  
Advanced Technology ◽  
Gas Generator ◽  
Turbine Engine ◽  
Technology Programs ◽  
Aircraft Propulsion System ◽  
Year 2000

This paper addresses approximately 15 years of advanced technology programs sponsored by the United States Army Aviation Applied Technology Directorate and its predecessor organizations and conducted by GE Aircraft Engines (GEAE). Included in these programs is the accomplishment of (1) the 1500 shp demonstrator (GE12), which led to the 1700, and (2) the 5000 shp Modern Technology Demonstrator Engine (MTDE/GE27). Also included are several advanced technology component programs that have been completed or are ongoing through the early 1990s. The goals for the next generation of tri-service small advanced gas generator demonstration programs are shown. A prediction is thus made of the advancements required to fulfill the aircraft propulsion system established by the DoD/NASA Integrated High-Performance Turbine Engine Technology (IHPTET) initiative through the year 2000.

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

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