scholarly journals The Impact of a Technology-Rich Environment

2021 ◽  
pp. 135-139
Author(s):  
Dania B. Meghabghab ◽  
Catherine Price
Keyword(s):  
Technology Implementation ◽  
Teaching And Learning ◽  
Information Access ◽  
State Funding ◽  
Technology Initiative ◽  
Use Of Technology ◽  
Key Issues ◽  
Impact Of Technology ◽  
K 12 ◽  
The Impact

The lottery funding for technology in the state of Georgia has reshaped the directions of K-12 schools and redefined education at all levels. The use of technology has improved information access and provided new means for information retrieval.The impact of technology integration on teaching and learning is evident in many of Georgia’s schools. The discrepancies in the allocation of state funding across school levels and among regions, however, have widened the gap between the “information rich” and the “information poor.” This paper describes the impact of Georgia’s Technology Initiative on information access, teaching, and learning. It will address key issues for creating a technology-rich environment and provides recommendations for technology implementation.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

Technologies, Teaching, and Learning in Higher Education

Education ◽  
2019 ◽  
Author(s):  
Jason M. Lodge
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Grey Literature ◽  
University Teaching ◽  
Technology In Teaching ◽  
Key Issues ◽  
Primary Focus ◽  
Impact Of Technology ◽  
High Level ◽  
The Impact

Among all of the activity and commentary about the impact of technology on higher education, there is, unfortunately, not a high proportion of this work that could be described as rigorous or logically sound. There is a tendency for scholars and commentators to take either an overwhelmingly positive position or a skeptical position on the use of teaching technologies, either seeing them as a silver bullet to solve all educational problems, or as a direct route to a hellish, dystopian future. The focus of this bibliography is the subset of journals, books, and articles that are based on sound evidence, are well argued, and are therefore of high quality and high possible utility. As such, the emphasis is on what is known, rather than on conjectures about the utopian or dystopian versions of the future of higher education. The primary focus is on the role and impact of technologies on teaching and student learning. The bibliography is aimed at providing a high-level overview of teaching technologies in higher education from the perspective of sound, evidence-informed pedagogy. The entries in this bibliography also only include those from peer-reviewed outlets (with one key exception). As grey literature tends toward baseless claims and is based more on opinion and conjecture than sound evidence, it has been left out of this bibliography. Also left out are high-level, sensationalist publications written by former university presidents, consulting firms, or star economists and management professors (again with one exception). As these well-known publications tend to make gross generalizations based on little evidence about how teaching and learning actually work, they are of no real use and have therefore not been included. Looking across all the entries provided here, it is evident that many of the key issues that currently occupy those involved in the conceptualization, research, and implementation of technology in teaching in higher education have been of interest for some time. Many of the seminal articles and topics were published a decade or more ago. While there is probably a case for fresh, systematic reviews and possible reconceptualizations of the role technologies are playing in university teaching, the long-established theories still provide a solid basis for understanding current issues. There has, in fact, possibly been a tendency to ignore these theories in favor of the latest trend or tool. So while it may appear that many of the sources cited in this bibliography are out of date, that is far from the case. It is not the new, shiny technologies that should drive innovation in university teaching, but rather the rigorous and scholarly contributions that have stood the test of time. It is those contributions that make up much of the literature included here.

scholarly journals Technology Transformation and Its Impact on Lecturer’s Performance

2020 ◽  
Vol 9 (1) ◽  
pp. 153
Author(s):  
S. Arifin ◽  
M. Sukmawidjaya
Keyword(s):  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Technology Leadership ◽  
Teaching With Technology ◽  
Learning And Teaching ◽  
Technical Performance ◽  
Use Of Technology ◽  
Impact Of Technology ◽  
Technology Transformation ◽  
The Impact

The interest to do this research is to investigate the impact of technology transformation on the lecturer's performance. The terms technical performance in this research are divided into five (5) indicators: engaging and empowering learning, and teaching with technology, leadership, accommodation (syllabus and lesson scheme), and infrastructure provided by the campus. The findings indicate that many lecturers have a lack of knowledge in technology transformation.  However, all lecturers must have it for the teaching and learning process in the 21st-century. The research methods used were descriptive analysis, observations, quantitative and semi-structured qualitative research, and the questionnaires done using Google Form. There were sixty-four (64) respondents in this research. The result shows that the use of technology proves its significant impact on the lecturer's performance. 

scholarly journals Assessing the Impact of Technology Adoption on Human Touch Aspects in Healthcare Settings in Mauritius

2018 ◽  
Vol 13 (2) ◽  
pp. 164-178
Author(s):  
Catriona Planel Ratna ◽  
Roubina Juwaheer ◽  
Sharmila Pudaruth
Keyword(s):  
Technology Adoption ◽  
Service Delivery ◽  
Technology Implementation ◽  
Healthcare Services ◽  
Healthcare Settings ◽  
Use Of Technology ◽  
Human Touch ◽  
Two Phases ◽  
Impact Of Technology ◽  
The Impact

AbstractThis paper investigates the impact of technology adoption on human touch aspects in healthcare settings in Mauritius. Unstructured interviews, focus group discussions and overt observations were carried out in two phases with 27 healthcare professionals and 42 healthcare customers in the private sector over a period of five months as part of an exploratory study, followed by a pilot study where a survey was carried out among 31 participants who have also been exposed to private healthcare services in Mauritius. Survey findings have depicted that technology implementation in healthcare settings can represent a direct threat to human touch aspects. Although the outcome of service remains very important, the delivery of same service in terms of how, when and by whom it was delivered has been seen to be as important. Healthcare customers are normally in a vulnerable state requiring appropriate human touch in the service delivery. Moreover, they also expect fast, efficient and effective services which eventually create a pressing need for consequent use of technology. Therefore, the balance between technology and human touch aspects was found to be a determinant of service quality enforcement and customer satisfaction for healthcare customers. This paper demonstrates that implementing technology in healthcare nowadays is inevitable for proper service delivery, however, it is imperative to preserve human touch aspects at all times during health service encounters. This pioneer study also acts as a guide for health care practitioners to derive the best strategies to maintain a good equilibrium between technology adoption and human touch aspects in all healthcare services in the context of developing state such as Mauritius.

scholarly journals How Will the Use of Technology in Translation and Testing Affect Language Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 22 ◽  
Author(s):  
David Michael Bourne
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Educational Institutions ◽  
Human Element ◽  
Use Of Technology ◽  
The One ◽  
Impact Of Technology ◽  
Age Range ◽  
The Impact

Technology has an ever increasing impact on how we work and live. Article adressed the issue of the impact of technology in two key areas of language learning. On the one side learners increasingly used technology to translate. Given this trend, was there any real need to learn a language. On the other side, educational institutions increasingly used technology to rate language proficiency. Given this trend, would the work of the teacher become less and less important. The survey was conducted by using quantitative method. The respondents’ age range was 18-25. There were 53 respondents, 35% were male and 65% were female. The instrument was a questionaire having 9 questions describing the students’ reliance on computer in translation. It can be concluded that learners of English indicate that they accept and welcome the role of technology in language learning, but there is a doubt that the role and participation of humans in the learning process will be completely replaced. The human element remains an important ingredient. (EE)

scholarly journals Competencies, Culture, and Change: A Model for Digital Transformation in K-12 Educational Contexts

2021 ◽  
pp. 203-218
Author(s):  
Angela Elkordy ◽  
Jessica Iovinelli
Keyword(s):  
Technology Implementation ◽  
Teaching And Learning ◽  
Organizational Context ◽  
Digital Transformation ◽  
Interconnected Systems ◽  
Learning Goals ◽  
The People ◽  
Order Change ◽  
Second Order Change ◽  
K 12

AbstractOn the surface, adopting technology presents itself as a technical issue. Yet, the real challenge of digital transformation in educational contexts necessitates a second-order change to disrupt and realign interconnected systems. A significant component of digital transformation in K-12 schools is an understanding of the unique affordances of digital tools and technologies and how these can be leveraged to align with learning goals and targets to impact teaching and learning in new ways. While there are several models for innovation diffusion and technology adoption in K-12 contexts, they fall short, particularly in describing the nature and interactions of these interconnected systems. These aspects of technology implementation remain a mystery. As a result, efforts to enact change in K-12 organizations often fall short due to a lack of understanding of context, inadequate goal-setting, insufficient professional development and personalized supports to build capacity, and a failure to evaluate progress. In K-12 educational settings, the people, the competencies, and the culture, alongside the strong leadership, resources, and organizational context, are all essential to effect sustainable change. We propose a model for digital transformation that considers all of these factors and interconnected systems.

Interdisciplinary Pedagogies in Higher Education

2017 ◽  
Author(s):  
Debora DeZure
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
Online Tools ◽  
Interdisciplinary Problem Solving ◽  
The Many ◽  
Impact Of Technology ◽  
The Impact

“Interdisciplinary Pedagogies in Higher Education” explores the increasing integration of goals for interdisciplinary learning in American higher education. The chapter begins with working definitions of interdisciplinary learning and the many factors that have led to its proliferation. It then reviews the elaboration of new methods to teach and to assess interdisciplinary learning, emerging models of interdisciplinary problem-solving, and practice-oriented resources and online tools to assist undergraduate, graduate, and professional students and their instructors with interdisciplinary problem-solving and communications in cross-disciplinary and interprofessional contexts. The chapter concludes with the impact of technology, for example, e-portfolios and other digital and technology-enabled tools, and evidence of an emerging body of scholarship of teaching and learning focused on interdisciplinary learning.

Technology Shaping Education in Rural Communities

2018 ◽  
pp. 184-204
Author(s):  
Jillian R. Powers ◽  
Ann T. Musgrove ◽  
Jessica A. Lowe
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Teachers ◽  
Post Secondary ◽  
Face To Face ◽  
Grade Levels ◽  
Teachers And Students ◽  
Impact Of Technology ◽  
The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

Socrates and Descartes Meet the E*Trade Baby

2011 ◽  
pp. 1-20
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Teaching And Learning ◽  
Personal Epistemology ◽  
Generation Gap ◽  
Information Communication ◽  
Media Technology ◽  
Learning And Development ◽  
Potential Benefits ◽  
Teachers And Parents ◽  
Impact Of Technology ◽  
The Impact

Personal Epistemology is the study of an individual’s beliefs about the nature of knowledge and the process of knowing (Hofer & Pintrich, 1997). The study of epistemology has been debated for centuries from Socrates to Descartes; it was later revived in the field of educational psychology by William Perry (1970). Technology plays a significant role in all aspects of children’s life today, and this role will only increase in the future. The potential benefits of technology for young children’s learning and development are well documented (Wright & Shade 1994). Therefore, parents and teachers of young children have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children. When it comes to technology the generation gap is undeniable; what does this gap mean for teaching and learning in early childhood? Further, what does it mean for teachers and parents while our youngest learners tip the scale as their worlds are enmeshed with information, communication, and media technology? Does the E*Trade baby represent our future children?

Current and future impact of technology on physiology education.

1998 ◽  
Vol 275 (6) ◽  
pp. S8 ◽  
Author(s):  
R G Carroll
Keyword(s):  
Cognitive Processes ◽  
Word Processing ◽  
Teaching And Learning ◽  
Item Analysis ◽  
Multiple Choice Questions ◽  
The World ◽  
Teaching Learning ◽  
Impact Of Technology ◽  
The Impact

There are at least three areas in which technology can impact education: teaching, learning, and assessment. Teaching, when viewed as communication of information, has been transformed by the technology revolution. Word processing, multimedia, distance learning, and access to the World Wide Web are some prominent examples. The impact of technology on learning, defined as knowledge or skill acquired by instruction or study, has been less dramatic, in part because of our limited understanding of cognitive processes. Some forms of assessment, the collection of evidence of learning, have benefited from technology, such as item analysis of multiple-choice questions. To be effective, the focus on instruction must start with the learner and, from there, consider what should be done to enhance learning. An emphasis on what is technologically appropriate, rather than what is technologically possible, will improve the quality of both teaching and learning.

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