scholarly journals Digital Learning Technologies in Processes of Innovation and Democratic Change? – Reflections and Questions

2019 ◽  
pp. 157-168
Author(s):  
Elsebeth Wejse Korsgaard Sorensen
Keyword(s):  
Teaching And Learning ◽  
New Technology ◽  
Digital Technologies ◽  
Learning Technologies ◽  
Technological Innovations ◽  
Digital Learning ◽  
Global Citizens ◽  
Attitudes Towards Technology ◽  
Democratic Change ◽  
Long Time

Innovation with digital technologies in formal teaching and learning processes with the purpose of educating learners to become global citizens suffers from inertia. In particular, when it comes to innovation with digital technologies within processes of collaboration and dialogue. It seems that digital dialogue in education utilized for democratic change appears a complex challenge to address. However, historically, new technological innovations have often been rejected. It takes a long time to become accustomed to new technology and to realise its advantages, let alone to be actively utilized (Castells, 1998). Regardless of attitudes towards technology in general, the arguments have been strong for preparing learners for a future in a society permeated with digital technologies.

Supporting Teachers in Optimizing Technologies for Open Learning

2013 ◽  
pp. 160-173 ◽  
Author(s):  
Diana Laurillard
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
New Technology ◽  
Digital Technologies ◽  
Design Tools ◽  
Digital Learning ◽  
Formal Representation ◽  
Open Learning ◽  
New Thinking ◽  
Supporting Teachers

Teachers using open learning, who wish to make good use of digital technologies in their teaching and learning designs, have some difficult issues to confront. The chapter begins with the idea that only teachers have the knowledge, experience, and appropriate context for developing digital learning methods. It makes the case for giving teachers sufficient time and professional development to achieve the skills and new thinking needed, and specifically for the idea that teachers should be in the forefront of innovation needed for using new technology. Using a formal representation of what it takes for an organisation to innovate, it outlines the teacher requirements for being able to innovate in learning design. On this basis, it illustrates what we might do, using online design tools, to support teachers in their work as they construct new technology-based forms of teaching and learning for open learning.

scholarly journals Digital Economy: Investing in Digital Learning Technologies

2019 ◽  
Vol 9 (1) ◽  
pp. 6570-6576
Keyword(s):  
Economic Growth ◽  
Vocational Training ◽  
Information Technologies ◽  
Digital Technologies ◽  
Digital Economy ◽  
Learning Technologies ◽  
Digital Learning ◽  
Key Factors ◽  
Foreign Experience ◽  
Digital Training

The current economic terms and conditions stimulate investments in digital transformations. Digital technologies act as drivers, including for education and vocational training. The companies that invest in information technologies for education and HR training realize that investments in HR and the development of skills in education and vocational training are recognized as key factors of the economic growth. This article aims at analyzing the peculiarities of investing in digital learning technologies in the context of the digital economy. In the article the relevance of investing in HR has been substantiated, and the foreign experience of stimulating investments in digital learning technologies has been analyzed. Based on the expert survey, the possibilities of HR digital training have been analyzed, and the peculiarities of various forms of digital training have been defined.

scholarly journals SOCIOLOGY OF KNOWLEDGE SECURITY IN THE DIGITAL EDUCATIONAL SPACE

2020 ◽  
pp. 154-159
Author(s):  
M. Yu. Zakharov ◽  
I. E. Starovoytova ◽  
A. V. Shishkova
Keyword(s):  
Artificial Intelligence ◽  
Teaching Methods ◽  
Sociology Of Knowledge ◽  
Digital Technologies ◽  
Big Data Analysis ◽  
Learning Technologies ◽  
Educational Process ◽  
Digital Learning ◽  
Digital Space ◽  
The Social

The article deals with the spread of digital technologies in education and digital learning as a special stage of digital socialization, changing the social roles of the teacher and student. Artificial intelligence and machine learning technologies, big data analysis, robotics and virtualization have taken their place in the educational process, and traditional offline teaching methods require revision. The problem of knowledge alienation in the digital educational space has been analysed and ways to solve this problem have been proposed. Particular attention has been paid to the problem of the safety of knowledge in the educational space. It has been concluded about the need for such a reorganization of the digital space in which cognitive conditions for the safe functioning of knowledge will be provided.

The Control of Continuing Education Based on the Digital Economy

2018 ◽  
pp. 153-171 ◽  
Author(s):  
Tatyana Olegovna Tolstykh ◽  
Sergey Mikhailovich Vasin ◽  
Leyla Ayvarovna Gamidullaeva ◽  
Sergey Nedelko ◽  
Ekaterina Eremina ◽  
...  
Keyword(s):  
Continuing Education ◽  
System Analysis ◽  
Digital Technologies ◽  
Educational Environment ◽  
Digital Economy ◽  
Learning Technologies ◽  
Digital Learning ◽  
Creative Potential ◽  
Educational Models ◽  
Continuous Education

The chapter deals with the methodology of creating a unified information educational environment, providing the implementation of continuing education, the development and implementation of educational models, programs, environments, implemented with the use of digital technologies. The concept of “open educational system” was determined. The necessity of system analysis at the macro and micro levels with views of subsystems, which are its elements, was sufficiently justified. The notion of “system of continuous education” was determined. The related problems were analyzed and the solutions for the management of system of continuous education in the market economy and in terms of accession to the digital economy, were proposed. Were classified digital learning technologies in order to implement them in the open education systems. The paper shows that shaping of creative potential of future specialists can be performed through the introduction of digital technologies on the basis of educational technology and information and telecommunication technologies.

Challenges Facing E-Learning

2017 ◽  
pp. 271-288
Author(s):  
Vannie Naidoo
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
New Technology ◽  
Support Service ◽  
Learning Technologies ◽  
Learning System ◽  
Technological Advancement ◽  
Stakeholder Groups ◽  
Service Staff ◽  
E Learning

The rapid advancement in technology has set the stage to change teaching dynamics worldwide. Today's learners are very techno savvy. To enhance teaching and learning outcomes it is important to focus on using this new technology to engage with learners. E-learning is part of the new technological advancement taking place in teaching. Khan (2005, pp. 6-7) argues that the success of an e-learning system involves a systematic process of planning, designing, evaluating and implementing online learning environments where learning is actively fostered and supported. An e-learning system should be meaningful to all stakeholder groups including instructors, support service staff, and the institution. E-learning introduces learners to a new environment. In this system, learners are independent and must be self-motivated and committed to their learning. E-learners need to know how to use and manipulate software. According to Jones (2003), e-learning technologies bring as much change to instructors as they do to students, again requiring a new set of skills for success.

scholarly journals Teaching Using Digital Technologies: Transmission or Participation?

2019 ◽  
Vol 9 (3) ◽  
pp. 226
Author(s):  
Maria Cutajar
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Development ◽  
Digital Technologies ◽  
Learning Technologies ◽  
Models Of Teaching ◽  
Technological Developments ◽  
Research Findings ◽  
Teaching Orientations

Digital technologies are becoming seamlessly incorporated in all we do, no less in teaching and learning. As technological developments and interdependent social change steer us deeper into a postdigital existence, higher education institutions are observed increasing the availability of learning technologies and related academic development initiatives. Alongside these developments, models of teaching as transmission are popularly criticized and set in contrast to models of teaching as participation, which are commended and avowed as more suited for the present day digital university. This paper presents the research findings of a qualitative study, which was specifically taken up in response to observed developments. The findings derive from phenomenographic analysis mapping variation in the accounts of 27 academics describing their experiences using digital technologies for teaching. These results represent a wide-ranging description confirming previous research findings and add new detail. They reaffirm teaching orientations of transmission and participation as important and significant facets of teaching moreover existing claims based on logical argumentation. These research results potentially serve professional development constructively supporting academics seeking to incorporate contemporary digital technologies in their teaching practices.

scholarly journals Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ usage

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
David A. Sprenger ◽  
Adrian Schwaninger
Keyword(s):  
Virtual Reality ◽  
Technology Acceptance ◽  
Behavioral Intention ◽  
Digital Technologies ◽  
Learning Technologies ◽  
Perceived Usefulness ◽  
Digital Learning ◽  
Classroom Response System ◽  
Response System ◽  
Classroom Response

AbstractDigital technologies have gained much popularity in education thanks to the cost efficiency they gain through scalability. While the acceptance of some of these new digital technologies has been investigated, there are few direct comparisons. The most established model for measuring acceptance is the technology acceptance model, which can predict the behavioral intention to use the technology. We compared four digital learning technologies (e-lectures, classroom response system, classroom chat, and mobile virtual reality) in terms of their technology acceptance. The classroom response system had the highest level of acceptance. It was closely followed by e-lectures, then the classroom chat and then mobile virtual reality. The students evaluated all tools favorably before and after usage, except for mobile virtual reality, which saw a substantial drop in perceived usefulness and behavioral intention after 3 months’ usage.

scholarly journals An Investigation of the Social and Academic Uses of Digital Technology by University Students

2014 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Eliana Gallardo Echenique
Keyword(s):  
University Students ◽  
Digital Technology ◽  
Teaching And Learning ◽  
First Generation ◽  
New Technology ◽  
Empirical Support ◽  
Digital Technologies ◽  
Developed Countries ◽  
Net Generation ◽  
The Social

In most developed countries university students use digital technologies and the Internet in all facets of their daily life. These students represent the first generation to grow up with this new technology and have been given various names that emphasize its affinity and tendency to use digital technology such as digital natives, Net generation and Millennials. Given the lack of empirical support for the notion of a “digital generation”, this study presents a different perspective of what these learners think about their use of digital technologies for academic and social purposes and how they feel about the “Digital Native Generation” phenomenon. This study examines this issue in depth to gain an understanding of what the growing use of new digital technologies means for teaching and learning in higher education.

scholarly journals Assessment of the professional competencies formation in students in the course of implementing online digital learning technologies

2021 ◽  
Vol 103 ◽  
pp. 02006
Author(s):  
Svetlana G. Zakharova ◽  
Sergey N. Yashin ◽  
Lyudmila F. Sukhodoeva ◽  
Natalia S. Somenkova ◽  
Sergey V. Tumanov
Keyword(s):  
Digital Technologies ◽  
Learning Technologies ◽  
Learning System ◽  
Professional Competencies ◽  
Graphical Form ◽  
Digital Learning ◽  
Flipped Learning ◽  
Sociological Study ◽  
Web 3.0 ◽  
Online Technologies

The article substantiates the relevance of research on the assessment of students’ professional competencies in the course of implementing online digital learning technologies at universities, as well as unpacks the features of the flipped learning system as a means of determining the assimilation of competencies by students in the studied disciplines. The authors consider the flipped learning implementation methods, such as information collection, analysis, systematization, understanding, application, and competencies. It is shown that digital technologies in education, being a complicated multifunctional complex of influence on the quality of education, have a very ambiguous effect on the formation of professional competencies. Revealed specifics of using high-quality resources when creating digital technologies include special illustrations, a large number of diagrams, animations, audio fragments, web-3.0, video fragments, interactive tasks, animated presentation forms, maps, analytical tables, digital content designed according to the rules of digital communications, its presence in social networks, and much more. The sociological study was conducted involving groups of intramural students of one of the leading universities of the Russian Federation. The professional competencies that students receive in the context of the implementation of online technologies have been assessed. The results of sociological study on students’ readiness for flipped learning have been presented in graphical form. The authors have analyzed the effectiveness of different forms of classes, such as lectures, practical classes, and control, as well as have systematized the trends of educational processes digitalization, and their role in the development of economic processes.

scholarly journals DIGITAL TECHNOLOGIES USED IN THE CLASSROOM AS SUPPORTING INSTRUMENTS IN THE EARLY YEARS OF BASIC EDUCATION

2020 ◽  
Vol 4 (7) ◽  
pp. 854-868
Author(s):  
Francisco Carlos da Silva Caetano
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
New Technologies ◽  
Digital Technologies ◽  
Early Years ◽  
Technological Innovations ◽  
Access To Information ◽  
The World ◽  
Teaching Learning ◽  
Different Content

We live in a time surrounded by innumerable technological innovations that have impacted this generation significantly, since very early people already make use of some electronic gadget, navigating a universe rich in entertainment features, allowing access to different content whether close or even far. Such technological innovations promote relevant transformations in all sectors of society, contributing to the formation of more active and participative subjects in issues of interest around themselves and the world, favoring the dissemination of popular culture and its enrichment. New technologies favor changes in thinking, acting, teaching and learning, as they have significantly contributed to the advancement of communication and access to information in real time. It is noticed that children are increasingly getting access to these technological tools and master them very skillfully, being able to teach the most advanced in age the use of these novelties. Thinking about the way the child is positioned in the technological society, this work sought to investigate the importance of using new digital technologies in the classroom to enhance the teaching-learning process in the early years of basic education.

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