scholarly journals New Ways with Technology in the Twenty-First Century

2002 ◽  
Vol 3 (2) ◽  
pp. 289-292 ◽  
Author(s):  
Sue Hawthorne
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Early Childhood Teacher ◽  
First Century ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Teachers And Students ◽  
Software And Hardware ◽  
Integration Of Learning ◽  
The Many

In recent years, schools have been presented with the challenge to integrate the use of information and communications technologies (ICTs) in the classroom. This challenge places many demands on schools and classrooms, teachers and students. Teachers develop strategies to enable them to cope with the many changes required of them, both in their thinking about teaching and learning and in their ability to use software and hardware. Schools and teachers often reflect on their practices and consider how best to connect teaching and learning with the use of learning technologies. This colloquium shares the journey of one early childhood teacher and describes the processes related to integration of learning technologies into classroom practices.

scholarly journals Using Drama in EFL Classroom

2019 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Luh Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Learning ◽  
Practical Guideline ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Research Findings ◽  
Potential Benefits ◽  
Efl Classrooms ◽  
The Many

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.

ICT Applications in U.S. Higher Education

2010 ◽  
pp. 47-58 ◽  
Author(s):  
Michelle O. Crosby-Nagy ◽  
John M. Carfora
Keyword(s):  
Higher Education ◽  
Virtual Environments ◽  
Millennial Generation ◽  
Teaching And Learning ◽  
Internationalization Of Higher Education ◽  
Information And Communications Technologies ◽  
Ict Integration ◽  
Approach To Learning ◽  
Communications Technologies ◽  
The Future

This chapter examines applications of information and communications technologies (ICTs) for education, including multi-user virtual environments (MUVEs) and their returns to teaching and learning in U.S. higher education. ICT applications are most valuable when used in the context of courses with a team-based approach to learning or collaboration opportunities. Some drivers of ICT integration are discussed including the internationalization of higher education and the Millennial generation as the new customers of higher education. Recommendations for the fundamentals of positive ICT applications and integration are provided, as well as a discussion about the future of ICT applications such as MUVEs.

scholarly journals A model for evaluating the institutional costs and benefits of ICT initiatives in teaching and learning in higher education

2003 ◽  
Vol 11 (2) ◽  
Author(s):  
David Nicol ◽  
Michael Coen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Costs And Benefits ◽  
Information And Communications Technologies ◽  
Institutional Perspective ◽  
New Information ◽  
Communications Technologies ◽  
Institutional Costs ◽  
Made In

Significant investments are being made in the application of new information and communications technologies (ICT) to teaching and learning in higher education. However, until recently, there has been little progress in devising an integrated costbenefit model that decision-makers can use to appraise ICT investment options from the wider institutional perspective. This paper describes and illustrates a model that has been developed to enable evaluations of the costs and benefits of the use of ICT. The strengths and limitations of the model are highlighted and discussed DOI:10.1080/0968776030110205

scholarly journals Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

2021 ◽  
Vol 13 (17) ◽  
pp. 9564
Author(s):  
Maria José Sá ◽  
Ana Isabel Santos ◽  
Sandro Serpa ◽  
Carlos Miguel Ferreira
Keyword(s):  
Digital Literacy ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Educational Process ◽  
Strong Increase ◽  
Sustainable Society ◽  
Digital Society ◽  
Teachers And Students ◽  
Bibliographic Search ◽  
Software And Hardware

The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.

Flipped University Classrooms

2017 ◽  
pp. 233-246
Author(s):  
Michael Sankey ◽  
Lynne Hunt
Keyword(s):  
Case Studies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
University Teaching ◽  
Instructional Designers ◽  
Support Teams ◽  
University Teachers ◽  
Teachers And Students ◽  
University Classrooms

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

2021 ◽  
pp. 1-20
Author(s):  
Samuel Maredi Mojapelo ◽  
Oluwole O. Durodolu
Keyword(s):  
South Africa ◽  
Rural Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Information Needs ◽  
Basic Education ◽  
Limpopo Province ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Teacher Librarians

Universally, information and communications technologies (ICTs) have revolutionised multiple ways of executing tasks in many sectors. In the education sector, ICTs provide a scaffold to enhance technology-driven teaching and learning information needs of the teachers and learners in a school environment. The aim of the study was to investigate the availability and use of ICTs in library facilities in primary schools in disadvantaged rural communities in Limpopo province, South Africa. The study targeted all 18 primary schools in Lebopo Circuit of Mankweng Cluster. Self-administered questionnaires were used to collect data from teacher-librarians who attended a school library workshop at a local high school. Purposive sampling was employed in the selection of the teacher-librarians and all 18 schools were represented by one teacher-librarian. The findings indicate that there are few ICTs used by the teachers to enhance teaching and learning in different library facilities in disadvantaged rural schools. The study recommends that additional ICTs should be procured by the Department of Basic Education (DBE) for distribution to all schools to mitigate technology-driven information needs of teachers and learners. Furthermore, as vandalism was cited as a challenge in all schools, security needs upgrading to protect the few available ICTs.

Media technology, covert action, and the politics of exposure

2017 ◽  
Vol 55 (3) ◽  
pp. 320-335 ◽  
Author(s):  
Michael F Joseph ◽  
Michael Poznansky
Keyword(s):  
Cold War ◽  
Political Violence ◽  
Critical Factor ◽  
Information And Communications Technologies ◽  
Media Technology ◽  
Covert Action ◽  
Media Technologies ◽  
Communications Technologies ◽  
Covert Operations ◽  
The Many

States wishing to use force in the modern era frequently face strong incentives to exploit secrecy. Successful covert operations can reduce the likelihood of unwanted escalation with powerful rivals and help leaders conceal unpopular actions from domestic and foreign audiences alike. The many benefits of secrecy, however, can only be realized if covert operations remain covert. We argue that access to information and communications technologies (ICTs) is a critical factor that increases the chances that a covert mission will be exposed. As a result, leaders are much less likely to reach for the quiet option when a potential target has dense ICT networks. We illustrate our mechanism through US national security archival vignettes. We test our argument using a dataset of declassified US military and electoral interventions intended to subvert incumbent regimes throughout the Cold War. The core finding, that leaders are less likely to pursue covert action relative to alternative options when the chances of exposure are high, holds across five distinct measures of ICT networks as well as different model specifications and placebo tests. Our findings suggest that Cold War-style covert operations may well be a thing of the past in an age where communication and media technologies have proliferated to the far corners of the globe. We advance debates on communications technologies, covert action, and political violence.

scholarly journals Diseño del arte visual y animación digital de la plataforma educativa interactiva

2021 ◽  
Vol 2 (2) ◽  
pp. 58-71
Author(s):  
F.B. Rodríguez Alanís ◽  
L.A. Dena Caldera ◽  
L.R. Garza Moya
Keyword(s):  
Teaching And Learning ◽  
Information And Communications Technologies ◽  
Community Centers ◽  
Common People ◽  
Digital Animation ◽  
Digital Community ◽  
The People ◽  
Communications Technologies ◽  
Subsequent Conversion ◽  
Improving Teaching And Learning

En el siguiente documento se presenta el diseño de una plataforma educativa de herramientas y temas de salud para el ciudadano, realizado por la filial mexicana de la empresa Compax, la cual trabaja en proyectos de centros comunitarios digitales, para su conversión posterior en ciberescuelas. Con el objetivo de ser un elemento transformador de la sociedad ante un entorno cambiante, donde la aplicación de Tecnologías de la Información y la Comunicación (TIC) en la Educación, se presenta como una oportunidad para promover el aprendizaje y mejorar la enseñanza en el marco del desarrollo de comunidades de aprendizaje virtuales. En este contexto la animación digital juega un papel muy importante, al tener el poder de atrapar la atención de una persona, ayudando a generar interés en temas poco atractivos –como la prevención en la salud- así como ayudándole a entender ideas complejas más fácilmente. The present document thus presents the design of an educational platform of tools and issues relating to the importance of health care to the common people, undertaken in the Mexican company Compax, which develops digital community centers projects, for the subsequent conversion into e-Schools. This for the purpose of being an active element in society, facing a rapidly changing environment where implementation of information and communications technologies in education presents itself as an opportunity for improving teaching and learning within the framework of virtual learning communities. In this context, Digital Animation plays a key role to catch the attention of the people, helping to generate interest on topics considered particularly neither attractive nor unattractive –such as public health prevention- therefore helping to understand ideas that are far more complex.

scholarly journals E-learning and m-learning as tools for enhancing teaching and learning in higher education: a case study of Russia

2021 ◽  
Vol 110 ◽  
pp. 03007
Author(s):  
Oksana Marunevich ◽  
Valentina Kolmakova ◽  
Irina Odaruyk ◽  
Denis Shalkov
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Activities ◽  
Learning Tools ◽  
Teachers And Students ◽  
E Learning ◽  
Russian Universities ◽  
Vital Factor

In the world of online education, teachers are constantly looking for ways to interact with students both synchronously and asynchronously. The next decade is likely to witness a considerable rise in the development of more advanced e-learning and m-learning tools since they have become a vital factor for education due to the global shutdown of learning activities forced by the COVID-19 pandemic. This paper is a preliminary attempt to analyze the use of e-learning and m-learning technologies by Russian universities. E-learning and m-learning mean sharing knowledge and skills by using web- or mobile-based technology, respectively. The most commonly employed learning tools are social networks, LMS, and video conferencing which due to their accessibility, immediacy, interactivity, and context-awareness benefit both teachers and students in a number of ways.

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