scholarly journals Research and Practice on the Information and Communication Technology Personnel Training Mode based on CDIO Pedagogics

2015 ◽  
Author(s):  
Wenzhun Huang ◽  
Shanwen Zhang
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Personnel Training ◽  
Research And Practice ◽  
Training Mode ◽  
Information And Communication

The Dance of Clark and Kozma

2020 ◽  
pp. 218-229
Author(s):  
Selcan Kilis ◽  
Seher Balbay
Keyword(s):  
Instructional Technology ◽  
New Media ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Instructional Designers ◽  
State University ◽  
Research And Practice ◽  
Learning And Teaching ◽  
Information And Communication ◽  
Convenience Sampling

The influence of media and method and their recent dramatic impact on learning have been discussed by many researchers in the instructional technology field and spurred the Clark-Kozma debate. This chapter explores the standpoints of preservice information and communication technology teachers attending a state university in Turkey. The findings are presented as a guide to educators and instructional designers, especially in their preservice research and practice. Participants were selected by convenience sampling, and their opinions were obtained following a debate on the topic. A questionnaire was administered for this purpose that had been prepared by the researchers. The results of the survey were augmented by detailed observations of the debate. Most of the participants agree that new media provides and facilitates the emergence of new methods or changes in existing methods, and learning and teaching benefit from approaches that combine the two.

scholarly journals Repenser la définition des aides techniques en éducation / Rethinking the definition of assistive technology in education

2012 ◽  
Vol 38 (3) ◽  
Author(s):  
Hajer Chalghoumi
Keyword(s):  
Students With Disabilities ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Assistive Technologies ◽  
Technology In Education ◽  
Research And Practice ◽  
Distinct Concept ◽  
Information And Communication ◽  
Definition Of ◽  
Aides Techniques

En éducation, un nombre croissant d’élèves avec incapacités ont recours aux aides techniques. Parallèlement, une littérature récente mais de plus en plus abondante étudie ce concept. En dépit de cet intérêt grandissant tant au niveau de la recherche que de la pratique liée à ces technologies, plusieurs indices soulignent la difficulté de distinguer entre ce concept et celui de technologies de l’information et de la communication (TIC) notamment en éducation. Les aides techniques sont-elles un concept distinct ou une variante des TIC? Quelles sont les conséquences d’une telle confusion conceptuelle ? Comment peut-on différencier ces deux concepts ? L’objectif du présent article est d’apporter des éléments de réponse à ces questions. In education, an increasing number of students with disabilities make use of assistive technologies (AT). Meanwhile, a recent but growing literature studies this concept. Despite this interest both in research and practice related to these technologies, several clues point to the difficulty of distinguishing it from and the information and communication technology (ICT), particularly in education. Are AT a distinct concept or a variation of ICT? What are the consequences of such a confusion? How can we differentiate these two concepts? The purpose of this article is to provide some answers to these questions.

scholarly journals Computer Science is not Enough

2011 ◽  
Vol 9 (2) ◽  
pp. 624-631
Author(s):  
John Bennett ◽  
Revi Sterling
Keyword(s):  
Computer Science ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Science Research ◽  
Project Design ◽  
Research And Practice ◽  
Computer Science Research ◽  
Information And Communication ◽  
And Gender ◽  
Political Economic

Despite huge investment, and the best of intentions, most development projects fail. This is particularly true of Information and Communication Technology for Development (ICTD) projects. We contend that a significant contributor to this failure is the lack of breadth in project design and implementation, and in the training of project implementers. Successful ICTD interventions, in addition to being based on the best computer science research has to offer, must be guided by the relevant social, cultural, political, economic and gender factors that underlie the interaction of the technology with the community into which it is being placed. We therefore argue that efforts to distance computer science from the broader context of ICTD scholarship and practice are misguided. ICTD should be recognized as a truly interdisciplinary area of research and practice. We further argue that ICTD as a discipline has a particular need for academic practitioners. We close with a compilation of current known ICTD academic efforts worldwide.

scholarly journals Computer Science is not Enough

2011 ◽  
Vol 9 (2) ◽  
pp. 624-631
Author(s):  
John Bennett ◽  
Revi Sterling
Keyword(s):  
Computer Science ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Science Research ◽  
Project Design ◽  
Research And Practice ◽  
Computer Science Research ◽  
Information And Communication ◽  
And Gender ◽  
Political Economic

Despite huge investment, and the best of intentions, most development projects fail. This is particularly true of Information and Communication Technology for Development (ICTD) projects. We contend that a significant contributor to this failure is the lack of breadth in project design and implementation, and in the training of project implementers. Successful ICTD interventions, in addition to being based on the best computer science research has to offer, must be guided by the relevant social, cultural, political, economic and gender factors that underlie the interaction of the technology with the community into which it is being placed. We therefore argue that efforts to distance computer science from the broader context of ICTD scholarship and practice are misguided. ICTD should be recognized as a truly interdisciplinary area of research and practice. We further argue that ICTD as a discipline has a particular need for academic practitioners. We close with a compilation of current known ICTD academic efforts worldwide.

Information and Communication Technology and Cultural Change

2012 ◽  
Vol 43 (4) ◽  
pp. 222-231 ◽  
Author(s):  
Nina Hansen ◽  
Tom Postmes ◽  
Nikita van der Vinne ◽  
Wendy van Thiel
Keyword(s):  
Cultural Values ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Cultural Change ◽  
Control Group ◽  
Self Construal ◽  
Information And Communication ◽  
The Impact ◽  
Ict For Development ◽  
Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.

Manajemen Stratejik Pemanfaatan Teknologi Informasi dan Komunikasi untuk Peningkatan Mutu Pembelajaran SMK Ciledug Al Musaddadiyah dan SMKN 1 Garut

2020 ◽  
Vol 3 (2) ◽  
pp. 109-119
Author(s):  
Partono Partono
Keyword(s):  
High School ◽  
Strategic Management ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
General Description ◽  
Vocational High School ◽  
Information And Communication ◽  
School Learning

So far, in implementing school strategies, they tend not to utilize Information and Communication Technology (ICT), despite the availability of ICT resources available. Stages of strategic management are needed to generate the vision, mission, objectives, policy, program, budget, and procedures as well as control and evaluation process as an effort to utilize ICT to improve school quality. Based on the interpretation and the results of the study, it is concluded that schools have organized stages in strategic management that enable schools to have a quality profile. The impact of effective utilization of ICTs for schools is the achievement of effective school management, as per the National Education Standards, which is characterized by effective planning, implementation, control, and evaluation of school ICTs.The purpose of this study is to get a general description, describe, and reveal the Strategic Management of Information and Communication Technology Utilization to Improve the Quality of School Learning in Ciledug Al Musaddadiyah Vocational High School and Garut 1 Vocational High School, both on environmental analysis, strategic formulation, implementation and strategic evaluation. The research method used in this research is the case study method, because the problems studied occur in the place and situation of Ciledug Al Musaddadiyah Vocational School and Vocational High School 1 Garut. The use of case study models in this study is based on the consideration that to provide an overview of the strategic management activities of the use of ICTs carried out at vocational high schools with the ultimate goal of being able to improve the quality of school learning. Based on observations in the field of SMK 1 Garut and SMK Al Musaddadiyah Ciledug Garut is one of the public schools and private schools that have these advantages.

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