scholarly journals Facilitating Online Continuing Professional Development Opportunities in Technology-Enhanced Learning: the TELTA approach

2015 ◽  
Vol 8 (4) ◽  
pp. 39
Author(s):  
Pauline Rooney
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Technology Enhanced Learning ◽  
Dublin Institute ◽  
Information And Communication ◽  
Societal Changes ◽  
Institute Of Technology ◽  
Enhanced Learning

Information and communication technologies are fundamentally changing the way we live our lives. However, despite these huge societal changes, it is widely recognised that the potential of ICTs for enhancing teaching and learning has not yet been capitalised on in higher education, with traditional pedagogical methods still predominating. However it is crucial that educators are receptive to the potential of ICTs and that they have a sound understanding of this potential and how to capitalise on it. TELTA (Technology-Enhanced Learning, Teaching and Assessment) is a fully online eight-week course offered by the Dublin Institute of Technology which aims to address these issues by giving participants the opportunity to immerse themselves in existing and emerging learning technologies. This paper provides a case study of the TELTA approach, exploring key areas including target audience, module goals, underpinning pedagogical framework, assessment methodologies, technologies utilised and future plans for further developing the initiative.

Learning Leadership and Technology Enhanced Learning

2020 ◽  
pp. 1-22
Author(s):  
Celia O'Hagan
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Communication Technologies ◽  
Technology Enhanced Learning ◽  
Mediated Learning ◽  
Technology In The Classroom ◽  
Whole School ◽  
Information And Communication ◽  
Enhanced Learning

The development of technology in the classroom has gone through significant change in the last two decades. Inevitably there is a shift in vision within schools and colleges, requiring educational leaders to advance both tools for information and communication technologies as aids in the classroom and creative multimedia to offer a more comprehensive teaching and learning environment. This is particularly true where a strategy for whole school pertains. Effective leadership in education is also viewed in this light as integral to the advancement of technology enhanced learning both strategically and operationally. This chapter, in keeping with the theme of 'mediated learning', will advance the discussion for readers around the concept of teaching and learning-focused design and offers practical models for consideration both for leaders in education and for teachers in the classroom.

Technology Adoption as a Student-Driven Learning Strategy

2017 ◽  
pp. 104-124 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Information And Communication Technologies ◽  
Learning Strategy ◽  
Communication Technologies ◽  
Technology Enhanced Learning ◽  
Theory Approach ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Information And Communication ◽  
Enhanced Learning ◽  
Grounded Theory Approach

The use of technology for learning and teaching brings optimism and opportunity for education. It liberates both the teacher and the student in the scholarly enterprise by removing traditional boundaries and restrictions to knowledge. However, it also challenges us to consider the best possible uses of that technology for our students and, more fundamentally, our actions as educators. The term technology enhanced learning is used extensively throughout the educational world; it is the latest in an assortment of terms that have been used to describe the application of information and communication technologies (ICT) to learning and teaching. Through exhaustive literature review and grounded theory approach this chapter reflects on the teaching – technology nexus, the use of technology as a student driven learning strategy with focus on augmenting student learning. The findings indicate that there is a strong nexus between teaching and technology in today's world. Further, adopting technology would aid better to put students in the driver's seat.

scholarly journals Adaptation for a Changing Environment: Developing learning and teaching with information and communication technologies

2006 ◽  
Vol 7 (2) ◽  
Author(s):  
Adrian Kirkwood ◽  
Linda Price
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Environmental Changes ◽  
Continuing Professional Development ◽  
Communication Technologies ◽  
Changing Environment ◽  
Learning And Teaching ◽  
Information And Communication

This article examines the relationship between the use of information and communication technologies (ICT) and learning and teaching, particularly in distance education contexts. We argue that environmental changes (societal, educational and technological) make it necessary for Higher Education in general, and distance education in particular, to adapt those systems and practices that are not appropriate for the changing environment. However, the need to adapt is often perceived by academic and support staff to be primarily technology-led and with a requirement for them to develop their technical skills in using ICT. We provide a critique of continuing professional development (CPD) in respect of using ICT for teaching and learning that does not address these wider environmental changes. In particular, we oppose CPD that concentrates on the individual teacher and their use of ICT. Instead, we contend that professional development should focus upon the scholarship of teaching and learning and a concern for understanding the characteristics and needs of learners. Further, CPD should reflect the organisational context within which ICT is managed and produced and so it must involve institutional managers as well as individual academics and associated staff members.

scholarly journals Sustainable Higher Education and Technology-Enhanced Learning (TEL)

2018 ◽  
Vol 10 (11) ◽  
pp. 3883 ◽  
Author(s):  
Linda Daniela ◽  
Anna Visvizi ◽  
Calixto Gutiérrez-Braojos ◽  
Miltiadis Lytras
Keyword(s):  
Higher Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Initial Point ◽  
Value Added ◽  
Technology Enhanced Learning ◽  
Information And Communication ◽  
Enhanced Learning ◽  
Point Of Departure

The field of education is not immune to advances in sophisticated information and communication technology (ICT). Going beyond the ICT-hype, the objective of this paper is to examine to what extent and how technology-enhanced teaching and learning (TEL) can enhance teaching and learning and, hence, turn them into levers of sustainable socio-economic growth and development. To address these questions, a multidimensional survey was developed and distributed internationally to lecturers/professors active in the field of higher education. The initial point of departure for this study was consistent with the well-referenced in the literature thesis that TEL has profound value added in view of enhancing the teaching and learning process. Yet, as the outcomes of the survey underpinning the discussion in this paper suggest, there is much more is at stake than that. Indeed, it is argued that several conditions need to be fulfilled if technology is to serve as a benefit, and not an obstacle to teaching and learning, and thus boost the delivery of quality education. This paper outlines them.

scholarly journals Using E-Learning Technologies in Teaching and Learning Process

2020 ◽  
Vol 1 (1) ◽  
pp. 15-23
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Technologies ◽  
Extensive Literature ◽  
Information And Communication ◽  
Processing Information ◽  
E Learning ◽  
Learning Platforms ◽  
The Government

The Information and Communication Technologies (ICTs) use has become a major driving force in transforming education worldwide. Similarly, in the last ten years, the usage of Information and Communication Technologies and e-learning approach in Iraq has increased. Whereas, the latest educational policy of the Government of Iraq has focused on using Information and Communication Technologies and e-learning in schools and universities. The national professional standards for teachers have also suggested teachers to integrate Information and Communication Technologies in their classrooms and develop e-Learning Platforms for teaching and learning processes. However, in this study the effectiveness of Information and Communication and e-learning Technologies integration in teaching and learning has been assessed. The context selected for this research study is University of Baghdad Iraq. The research gap, which has been founded through the extensive literature review indicated that most of the students are not able to utilize Information and Communication Technologies effectively. The first objective of this study is to enable students to gain wider range of knowledge and make them enable to access internet for developing a global outlook. Moreover, the second objective of this study is to develop students’ capabilities of processing information more effectively and efficiently for teaching and learning.

scholarly journals Evaluating learning and teaching technologies in further education

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Ann Jones ◽  
Jane Barnard ◽  
Judith Calder ◽  
Eileen Scanlon ◽  
Julie Thompson
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Compulsory Education ◽  
Communication Technologies ◽  
Further Education ◽  
Learning Technologies ◽  
Learning And Teaching ◽  
Information And Communication ◽  
The Government ◽  
New Britain

There is currently an unprecedented interest in the use of technologies for supporting teaching and learning. In post-compulsory education, the current Government's commitment to increasing access to Lifelong Learning is expressed through a number of initiatives that also affect the further education (FE) sector. For example, in The Learning Age: A Renaissance for a New Britain (Stationery Office, 1998) the government outlines its proposal to expand the scale, scope and nature of both further and higher education. The Learning Age follows a number of such government papers that emphasize the importance of Information and Communication Technologies (ICTs) or Information and Learning Technologies (ILTs) in FE and HE.DOI:10.1080/0968776000080307 

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

THE „CLOUDY“ CLASSROOM

2020 ◽  
Vol 11 (2) ◽  
pp. 347-352
Author(s):  
Atanaska Peneva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Communications ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Web Based ◽  
Modern Approach ◽  
Building Information ◽  
Practical Guidelines ◽  
Information And Communication ◽  
Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

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