Integration of Digital Technologies into Education

2020 ◽  
Vol 1 (2) ◽  
pp. 20-33
Author(s):  
Albina Вilyalova
Keyword(s):  
Digital Technology ◽  
Reference Group ◽  
Digital Technologies ◽  
Test Group ◽  
Modern Society ◽  
Living Environment ◽  
Educational Resources ◽  
Modern World ◽  
Digital Learning ◽  
Digital Education

The number of universities using digital technologies is growing year by year. Digital technology in the modern world is not only a tool, but also a living environment that opens up new opportunities: learning at any convenient time, continuing education, etc. This article aims to describe the specificity of digital education, the current state of its implementation, the expected results and concerns in this respect. Having shown the core of the digital education and the state of its implementation in modern society, this type of education must be critically analyzed in terms of advantages and risks with reference to contemporary students and the effectiveness of the teaching – learning process, in which they participate. In the study pros and cons of digital learning are revealed. The current study presents information about advantages of using electronic educational resources in teaching a foreign language based on the experimental work which was done in Naberezhnye Chelny Institute of Kazan Federal University. The success of the experiment presented in this paper is demonstrated by comparing the results of the test group who were taught using electronic educational resources with the reference group who were taught in a common traditional way. The results of the questionnaire suggest that the majority of students believe they have acquired food knowledge using digital technology in education. The statistical analysis shows that the test group students had better achievements compared to the reference group since students from test group have the digital skills.

scholarly journals Teacher Education in Higher Education Systems during Pandemic and the Synergy of Digital Technology

2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Elena Z. Vlasova ◽  
Elizaveta A. Barakhsanova ◽  
Svetlana V. Goncharova ◽  
Tatyana S. Ilina ◽  
Pavel A. Aksyutin
Keyword(s):  
Teacher Education ◽  
Digital Technology ◽  
Technology Development ◽  
Learning Experience ◽  
Digital Technologies ◽  
Decisive Role ◽  
Educational Process ◽  
Modern World ◽  
Digital Development ◽  
E Learning

In the modern world of education, the level of digital technology development plays a decisive role in the competitiveness of educational institutions. The transition to digital education is considered a key driving force for the development of any university. In recent years, pedagogical universities have made tangible progress in many areas of digital development. However, the introduction of digital technologies (DT) in the educational process reached its peak during the pandemic. This study aims to identify the distinctive features in the work of a teacher at a pedagogical university during the pandemic. The study revealed the following: the doubts of the teachers with no e-learning experience; didactically effective digital technologies in the educational process, the combined use of which ensures the synergistic effectiveness of e-learning; students’ attitude towards the quality of the e-learning process during the pandemic. Given the identified problems and positive aspects, the results of the study can be used to further develop a strategy for the digitalization of teacher education. The study proved that effective digitalization of the educational process is possible under the condition of cooperative and systematic work of all participants.

Digital Technology Integration in Different Educational Fields

2020 ◽  
pp. 112-131
Author(s):  
Hridayjit Kalita ◽  
Kaushik Kumar
Keyword(s):  
Technology Integration ◽  
Power Supply ◽  
Digital Technology ◽  
Digital Technologies ◽  
Learning Approach ◽  
Digital Learning ◽  
Digital Competence ◽  
Learning And Teaching ◽  
Current Scenario ◽  
Modern Technologies

The perception of learning and teaching in the educational universities have been affected by digital technology. With the industrial concern over sustainability of resources and efficiency in operation in a digital environment, the need arises to implement digital technologies in the educational setting so that digital competence of the future workforce can be elevated, and better industrial output-based education is provided. In this chapter, an attempt has been made to describe and discuss the current scenario of digital integration in higher educational disciplines. The issues concerning this integration include teacher inability to incorporate digital thinking into student learning, student non-adaptability to modern technologies, unreliability of digital educational resources, and lack of infrastructure/power supply in most of the educational institutes. An active digital learning approach in students and extensive training sessions for digital utilization excellence in teachers and educators are a few ways to solve issues regarding the above-mentioned integration.

Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis

2021 ◽  
pp. 204275302110229
Author(s):  
Neil Selwyn
Keyword(s):  
Educational Technology ◽  
Digital Technology ◽  
Technology Use ◽  
Digital Technologies ◽  
Environmental Issues ◽  
Environmental Crisis ◽  
New Paradigm ◽  
Digital Education ◽  
The One ◽  
Business As Usual

Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ‘greening’ of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ‘abundant’ forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ‘Ed-Tech Within Limits’ might be pursued – outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines.

scholarly journals Sorting Machines: Digital Technology and Categorical Inequality in Education

2021 ◽  
Author(s):  
Matthew H. Rafalow ◽  
Cassidy Puckett
Keyword(s):  
Social Stratification ◽  
Social Reproduction ◽  
Digital Technology ◽  
Technology Use ◽  
Science And Technology Studies ◽  
Digital Technologies ◽  
Educational Resources ◽  
Educational Institutions ◽  
Technological Activity ◽  
Inequality In Education

Existing scholarship suggests that schools do the work of social stratification by functioning as “sorting machines,” or institutions that determine which populations of students are provided educational resources needed to help them get ahead. We build on this theory of social reproduction by extending it to better understand how digital technology use is implicated in this process of unequal resource allocation in schools. We contend that educational resources, like digital technologies, are also sorted by schools. Drawing on scholarship from both educational research and science and technology studies, we show how educational institutions have long played a role in constructing the value of technologies to different ends, by constructing hierarchies of technological activity, like "vocational" and "academic" computer use, even when strikingly similar. We then apply this lens to three areas of inquiry in education research: the use of digital technologies for instruction, school use of student data, and college admissions. Each illustrates how education scholars can view technologies as part of school sorting processes and with implications for inequality within and beyond the classroom.

scholarly journals Sorting Machines: Digital Technology and Categorical Inequality in Education

2022 ◽  
pp. 0013189X2110708
Author(s):  
Matthew H. Rafalow ◽  
Cassidy Puckett
Keyword(s):  
Education Research ◽  
Social Stratification ◽  
Social Reproduction ◽  
Digital Technology ◽  
Technology Use ◽  
Science And Technology Studies ◽  
Digital Technologies ◽  
Educational Resources ◽  
Educational Institutions ◽  
Inequality In Education

Existing scholarship suggests that schools do the work of social stratification by functioning as “sorting machines,” or institutions that determine which populations of students are provided educational resources needed to help them get ahead. We build on this theory of social reproduction by extending it to better understand how digital technology use is implicated in this process of unequal resource allocation in schools. We contend that educational resources, like digital technologies, are also sorted by schools. Drawing on scholarship from both education research and science and technology studies, we show how educational institutions have long played a role in constructing the value of technologies to different ends, by constructing hierarchies of technological activity, like “vocational” and “academic” computer use, even when strikingly similar. We then apply this lens to three areas of inquiry in education research: the use of digital technologies for instruction, school use of student data, and college admissions. Each illustrates how education scholars can view technologies as part of school sorting processes and with implications for inequality within and beyond the classroom.

scholarly journals DESIGNING DIGITAL EDUCATIONAL RESOURCES WITH THE DIGITAL TECHNOLOGIES TOOLS

2018 ◽  
pp. 58-62
Author(s):  
V. HRYNKO
Keyword(s):  
Educational Technology ◽  
Primary School ◽  
Digital Technology ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Resources ◽  
Professional Activity ◽  
Educational Resource ◽  
School Teachers ◽  
Primary School Teachers

Designing digital educational resources with the digital technologies tools while training future primary school teachers is considered by the author as one of the ways of solving the problem of insufficient level of implementing digital educational resources in the educational process of educational institutions.The author clarifies the essence of the concept of “digital educational technology” and its interconnection with the notion of “digital educational resources” and notes that the term “digital technology” is used to describe the technology of creating, transmitting and storing information messages, which envisages coding their contents with figures, and the term “digital resource” is used to describe information carriers created by using digital technologies.If the use of digital technology and digital resources is carried out for the implementation of educational tasks, the author advises to use such categories as “digital educational technology” and “digital educational resource”. It is noted that the design of digital educational resources is the important task of using digital educational technologies.The process of using digital technologies for designing a digital educational resource on the example of the digital educational resource “Interactive poster” is considered. Eight stages have been identified, during which the following functions of digital technology are implemented: visual, operational and creative, correctional, communication, collaborative, demonstrative and presentational.It is noted that designing digital educational resources with the digital technologies tools while training future primary school teachers provides for the organization of activities aimed at improving the ability to use digital technologies to create effective cognitive and active educational process, which is attractive for students, to critically evaluate digital educational resources in the aspect of expediency of their application in professional activity, as well as the capacity for lifelong learning to use technological innovation.

scholarly journals Using digital technologies in inclusive education for preschool children

2021 ◽  
Vol 106 ◽  
pp. 03009
Author(s):  
Indira Ismailova
Keyword(s):  
Preschool Children ◽  
Inclusive Education ◽  
Digital Technology ◽  
Digital Technologies ◽  
Educational Organizations ◽  
Educational Organization ◽  
Digital Education ◽  
Role Of Parents ◽  
Teachers And Parents

The article reveals the features and conditions of digital technologies in the inclusive education of preschool children with different nosologies. The very concepts used by modern teachers of preschool educational organizations are disclosed. Data on the role of parents in the digital education space and the peculiarities of working with them on the use of these technologies in a distance form are presented. Joint actions of teachers and parents in the preschool educational organization and separate parents’ actions only on the organization of work on this or that digital platform and their application in the education of preschool children are shown. The tools and technologies used in preschool educational organizations by different professionals are reflected. The requirements for the organization of the child’s workplace during the use of digital technology in preschool educational organizations and at home are disclosed in detail.

Effects of Digital Technologies on Zimbabwean Adolescent Lives During the COVID-19 Era

2022 ◽  
pp. 198-208
Author(s):  
Wilfreda I. Chawarura ◽  
Munyaradzi Zhou ◽  
Cyncia Matsika ◽  
Tinashe Gwendolyn Zhou
Keyword(s):  
Rural Areas ◽  
Digital Technology ◽  
Primary Schools ◽  
Digital Technologies ◽  
The Self ◽  
Digital Learning ◽  
Self Discovery ◽  
Urban And Rural Areas ◽  
Device Use ◽  
Effective Use

The chapter focuses on the effects of using digital technology amongst Zimbabwean adolescents. The research was necessitated by the fact that adolescents are a vulnerable group still in the self-discovery age. COVID-19 pandemic resulted in the widespread use of digital learning to facilitate learning, communication, and social interaction among adolescents. Focus groups and interviews were used to gather data in primary schools. There is a disparity in technological device use and access to the internet between urban and rural areas dwellers. Ninety percent of students in rural areas did not have access to technological devices, and during the pandemic, they hardly used them for learning purposes but mostly used them for communicating with relatives. In Zimbabwe, digital technology devices have not yet replaced social relationships as most adolescents are restricted to 2-3 hours on their devices. A model for effective use of digital technologies in adolescents can be developed and implemented.

scholarly journals Digital technology and the arts: Investigating the integration of digital technologies in the elementary art curriculum

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Lyndsey Sutley
Keyword(s):  
Digital Technology ◽  
Teaching Practice ◽  
Negative Impact ◽  
Digital Technologies ◽  
Modern World ◽  
Art Curriculum ◽  
Negative Effects ◽  
The Arts ◽  
Elementary Art ◽  
Fellow Teacher

Art is a wonderful way for students to express their creativity and engage in their learning in a new and interesting way. In today’s modern world, the integration of digital technologies has the capability to enhance lessons and provide unique opportunities for students to experience the curriculum. Through the surveying of my fellow teacher candidates, family, friends and an e-mail interview with a subject matter expert, I asked specific questions about the potential positive and negative effects of the integration of digital technology in the elementary art curriculum. In addition, I explored five added sources to supplement my research. As a result of this investigation, I discovered that a balance of new and old technologies is fundamental to the art experience in the elementary art curriculum. It is imperative that technology is not the sole focus and that other traditional art mediums are included in the curriculum. This research project allowed for the exploration of the positive and negative impact of integrating digital technologies in the arts for my future teaching practice. Ultimately, the potential benefits of the integration of digital technologies far outweigh any of the negatives and the opportunities they present are endless.

scholarly journals Open Resources in the Process Management of an Educational Organization in the Context of Integration and Inclusion

2021 ◽  
Vol 4 (4) ◽  
pp. 47-52
Author(s):  
Alica Vančová ◽  
Terézia Harčaríková ◽  
Ildan G. Idiyatullin ◽  
Mongush N. Chochagay
Keyword(s):  
Inclusive Education ◽  
Information Technologies ◽  
Large Scale ◽  
Organisational Change ◽  
Educational Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Modern World ◽  
Open Educational Resource ◽  
Digital Education

The formation of a digital education space is an important moment for the development of the education system in the modern world. The article analyzes the problems of ensuring the security of information technologies in the management of the educational process of organizations, the risks and threats of open Internet resources in the context of integration and inclusion. It is proposed to identify the process of forming digital mentors in a pandemic Covid time as a safe expert space that can reduce risks and threats. Materials and Methods. Using the method of descriptive analysis of datasets voluntarily made publicly available on the Internet by educational organisations allowed the authors to investigate examples of large-scale projects of virtual schools in the formats of exchange models for information subscribers and system integrators. The issues of ensuring the safety of underage users, legal shortcomings of access and protection of Internet consumers of open educational resources were discussed. Results. The study has shown that the evidence from innovative processes of developing and producing open educational resources is complex, context-specific and difficult to generalise. Such initiatives require significant organisational change, including external partners of educational organisations and stakeholders with different cultures and educational practices. The authors highlight the use of benchmarking technology as a tool for the quality of intellectual integrations and the effectiveness of educational activities as a whole as an important condition for the success of the processes taking place. In the context of the research, the authors raise the issue of computer addiction among pupils and students and their safe interaction with multifaceted information online, drawing attention to the need for legal and educational measures for online safety, which should be planned and implemented in the educational organisation on a regular basis. Open educational resource OER initiatives are related to institutional change and require appropriate pedagogical and psychological approaches and legal support to help all actors in the educational space adapt to changes in the IT culture. The materials of this article will be useful to specialists and educational managers, including inclusive education, in developing prospective strategies for digital education and models for the development, production and maintenance of open educational resources.

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