Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System

2013 ◽  
pp. 76-93
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
University Education ◽  
University Teaching ◽  
Higher Education System ◽  
Learning And Teaching ◽  
Information And Communication ◽  
University Professor ◽  
European Higher Education ◽  
Technological Skills

This article describes the new requirements of the European Higher Education Area (EHEA) - international and cross-cultural, Information and Communication Technologies (ICTs) that are important in all fields of university studies and take on a central role for learning and teaching. The literature review showed that, despite the considerable attention focused on the technological know-how of university teaching, few studies have examined the characteristics of these actors. The purpose is to focus more on teachers, clearly defining the technological skills necessary to develop the new European System of Higher Education in order to facilitate the development of skills, general learning, disciplinary, and professional digital education. This paper analyzes why this adaptation is necessary, the difficulties encountered, the objectives, and the response of teachers to these changes. On the other hand, university education acts on three fronts: the integration and use of new educational technologies in universities, the European convergence and application of ICT, the innovation and education needed to bridge the gap between universities, and teachers facing reality, both socially and professionally. This study contributes to the debate on the interactions between academic literacy, technological skills, and employment prospects for university teachers.

Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System

2011 ◽  
Vol 2 (2) ◽  
pp. 11-26 ◽  
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
University Education ◽  
University Teaching ◽  
Higher Education System ◽  
Learning And Teaching ◽  
Information And Communication ◽  
University Professor ◽  
European Higher Education ◽  
Technological Skills

This article describes the new requirements of the European Higher Education Area (EHEA) - international and cross-cultural, Information and Communication Technologies (ICTs) that are important in all fields of university studies and take on a central role for learning and teaching. The literature review showed that, despite the considerable attention focused on the technological know-how of university teaching, few studies have examined the characteristics of these actors. The purpose is to focus more on teachers, clearly defining the technological skills necessary to develop the new European System of Higher Education in order to facilitate the development of skills, general learning, disciplinary, and professional digital education. This paper analyzes why this adaptation is necessary, the difficulties encountered, the objectives, and the response of teachers to these changes. On the other hand, university education acts on three fronts: the integration and use of new educational technologies in universities, the European convergence and application of ICT, the innovation and education needed to bridge the gap between universities, and teachers facing reality, both socially and professionally. This study contributes to the debate on the interactions between academic literacy, technological skills, and employment prospects for university teachers.

scholarly journals Modern electronic means of translation in the system of training of future translators

2021 ◽  
pp. 216-226
Author(s):  
L. H. Matviienko ◽  
◽  
O. H. Krasota ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Large Database ◽  
Higher Education System ◽  
Specialized Software ◽  
Translation Tools ◽  
Information And Communication ◽  
Modern Information ◽  
Foreign Text

The article characterizes the need to use modern information and communication technologies in the work of future translators. The analysis of modern software tools that contribute to the automation and simplification of translation operations, the generalization of work with individual words and fragments of foreign text. The article reveals the peculiarities of the use of translation programs and electronic dictionaries in the training of future translators in the higher education system and their role in the thorough formation of translation competence in future professionals. The research reveals a number of advantages of using electronic translation tools in the work of a translator, defined as modern electronic software helps to select the most accurate equivalents of translation and lexical equivalents. Specialized software is a translator's assistant that automates basic actions, helps to structure and systematize translation activities. The main programs-translators are described. They give the opportunity to instantly translate a sentence or a fragment of text into many languages. Online dictionaries contain a large database of words. They are multilingual. But the final translation of a foreign text depends on the translation actions and transformations of a specialist, electronic software only automates general actions.

scholarly journals Priority directions of increasing the adaptivity of universities to the conditions of the digital economy

2021 ◽  
Vol 14 (33) ◽  
pp. e16383
Author(s):  
Nataliia Kholiavko ◽  
Olha Popelo ◽  
Svitlana Tulchynska
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Education System ◽  
Large Scale ◽  
Digital Economy ◽  
Productive Force ◽  
Higher Education System ◽  
Depth Of Response ◽  
Development Trajectory ◽  
Information And Communication

The digital economy forms a set of new challenges to the higher education system, namely: accelerating the pace of socio-economic transformations; transformation of information into a commodity and a productive force; large-scale digitalization of economic entities; virtualization of workplaces; active introduction of information and communication technologies; creation of a global information field; exacerbation of cybersecurity problems. In such conditions, the system of higher education and the activities of universities need to be adequately changed in order to ensure their competitiveness in the modern market of educational services. The article substantiates the need to increase the level of adaptability of higher education institutions to exogenous challenges. Under the category of adaptability, it is proposed to understand the desired property of the higher education system, which determines its ability to absorb shocks, adapt or reorganize in accordance with the challenges posed by the development of the digital economy. The main parameters of the adaptability of the higher education system to the digital economy are the degree of its resistance to external disturbances, the depth of response to them, the speed of recovery after crises, the degree of structural and functional reorganization, the possibility of continuing pre-board development trajectory. The purpose of the article is to formulate scientifically sound proposals to increase the level of adaptability of universities to the challenges of the digital economy. The authors of the set of such proposals are structured according to the selected types of adaptability: introversion and extraversion.

scholarly journals Digital Technology Education and its Impact on Traditional Academic Roles and Practice

2010 ◽  
Vol 7 (1) ◽  
pp. 24-41
Author(s):  
Jennifer Sappey ◽  
◽  
Stephen Relf ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Traditional Teaching ◽  
Work Identity ◽  
Learning And Teaching ◽  
Labour Process ◽  
Information And Communication ◽  
The Impact

This paper explores the interface between digital technologies and the teaching labour process in Australian higher education. We develop an adaptation of the seminal Clark (1983, 1994, 2001) and Kozma (1991, 1994) debate about whether technology merely delivers educational content unchanged – technology as the ‘delivery truck’ – or whether education is changed as a result of using different technologies – education as ‘groceries’. Our adaptation is an extension of this metaphor to include the academic teacher as the driver of the grocery truck. With the implementation of new educational technologies, the human resource management aspects of job design, motivation, skilling and work identity are often overlooked, with critical debate about the impact on the teaching labour process seldom considered. In this argument, we will unpack the Clark-Kozma dichotomy of the education/technology interface by looking beyond the embedding of Information and Communication Technologies (ICT) in Australian higher education to examine more broadly the changes to the traditional academic role as the creator, developer and delivery agent of the educational groceries. This has been reinforced by the marketisation of the sector and the concomitant reconfiguration of the traditional teaching process. All this has led to changes in the sense of work identity for academics (McShane, 2006). While we embrace ICT as a potential benefit for both students and academic teachers, we seek to ensure that the ‘truck driver’s’ evolving role is acknowledged in scholarly debates and included in models of learning and teaching if long-term sustainable work practices are to be achieved. One such model is offered.

scholarly journals Adaptación de los estudios de magisterio al EEES: las TIC en los nuevos planes de estudio

2011 ◽  
pp. a169
Author(s):  
Rosario Isabel Herrada Valverde ◽  
Gabriel Herrada Valverde
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Preservice Teacher ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Adaptation Process ◽  
European Higher Education Area ◽  
Information And Communication ◽  
European Higher Education ◽  
The University

Este artículo analiza el proceso de adaptación de los antiguos títulos de Maestro a los nuevos Grados adaptados al Espacio Europeo de Educación Superior en las universidades públicas españolas y, en particular, la presencia de asignaturas relacionadas con las Tecnologías de la Información y la Comunicación. El análisis de los datos recopilados muestra como este proceso ha dado lugar a una dispersión de la presencia de estas asignaturas  dependiendo de cada universidad y especialidad.Adaptation of teacher training degrees to the EHEA: ICT in the new study plansAbstractThis paper analyzes the adaptation process of the old preservice teacher degrees to the new ones adapted to the European Higher Education Area, in particular, about the presence of subjects related with Information and Communication Technologies. The analysis of the collected data shows that this process has involved dispersion in the presence of these subjects according to the university and speciality. 

scholarly journals Una experiencia de aprendizaje en en nuevo contexto del EEES : el caso del Webinar de SICODINET sobre modelización con hoja de cálculo para la información de gestión empresarial

2007 ◽  
pp. 81
Author(s):  
Begoña González Pérez ◽  
Enrique López González ◽  
Cristina Mendaña Cuervo
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
European Higher Education Area ◽  
Face To Face ◽  
New Information ◽  
Information And Communication ◽  
European Higher Education ◽  
Teaching Learning

Los cambios en la educación universitaria que propicia el Espacio Europeo de Educación Superior implican nuevas adaptaciones en el proceso de enseñanza-aprendizaje ya que el objetivo primordial pasa a ser"aprender a aprender. En este contexto, se necesitan nuevos medios que faciliten el desarrollo de tales cambios, que permitan realizar actividades adicionales a la enseñanza presencial. Así, las nuevas Tecnologías de la Información y la Comunicación constituyen herramientas que posibilitan tales transformaciones. En este sentido, tos Espacios Virtuales de Aprendizaje (EVA) posibilitan la creación de comunidades sociales donde se intercambian conocimientos. Este trabajo se centra en el EVA SICODINET que se ha diseñado en torno a las asignaturas del perfil de Contabilidad de Costes y de Gestión de la Universidad de León. Concretamente se profundiza en la experiencia del seminario en línea (Webinar) sobre hoja electrónica de cálculo celebrado durante tres años, sus características, la metodología seguida, los resultados obtenidos y las lecciones aprendidas con esta iniciativa.<br /><br />The European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this senseThe European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this sense the creation of social communities where knowledge is exchanged. This paper analyzes the VLS SICODINET which has been designed around Cost and Management Accounting subjects in the University of León. Specifically the Web-based seminar (Webinar) about spreadsheet is studied in depth: it has been held for three years and its characteristics, the followed methodology, its results and the lessons learnt from this initiative are explained.

A Critical Perspective on the Challenges for Blended Learning and Teaching in Africa’s Higher Education

2014 ◽  
pp. 1043-1066
Author(s):  
Alfred T. Kisubi
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
International Development ◽  
Information And Communication Technologies ◽  
Structural Adjustment ◽  
Development Aid ◽  
Policy Makers ◽  
Learning And Teaching ◽  
Information And Communication ◽  
Education Administrators

This chapter challenges the readers’ thinking forward in some essential areas of educational change driven by the international imperative for Information and Communication technologies (ICT). It grapples realistically but also hopefully and creatively with many of the seemingly intractable difficulties that people involved in African change encounter, especially during this ICT age: Government policy makers and their usually politically handpicked higher-education administrators who see education reform as a national security priority, but, nevertheless, cede the responsibility of not only financing, but also implementing reform to international donors, who seldom serve Africa’s interests, but push their own agendas disguised as global development “aid.” These international “development” agencies inadvertently subvert equity oriented change efforts and substitute them with those of a comprador team of global and local state elite gainers, who push the responsibility of development through the state’s means of coercion down to the local, scarcely funded entities, such as the African higher education institutions (HEI). This wanton, undemocratic devolution or “structural adjustment,” results in the African HEIs, and governments’ extensive and deep-seated failings that make any hope of improvement appear to be far beyond reach. This chapter illustrates how and why that happens and makes suggestions for solutions.

scholarly journals La formación musical del profesorado especialista en educación infantil en la era digital

2010 ◽  
pp. a141
Author(s):  
Mónica Sánchez ◽  
Nerea Muruamendiaraz
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Musical Training ◽  
Communication Technologies ◽  
University Education ◽  
New Information ◽  
Nuevas Tecnologías ◽  
Information And Communication

Presentamos una experiencia de innovación e investigación contextualizada en la enseñanza universitaria que pretende describir la influencia de las Nuevas Tecnologías de Información y Comunicación (NTIC) en la formación musical de los estudiantes de Magisterio. La experiencia se ha desarrollado en torno a la creación de un cuaderno de bitácora (blog), utilizando las técnicas del cuestionario y sondeos realizados al alumnado, al objeto de reflexionar sobre el papel creciente que las NTIC adquirirán en el EEES.The musical training of nursery teachers at the digital ageAbstractThis article presents an experience of innovation and research in higher education which seeks to elucidate the influence of New Information and Communication Technologies (NICTs) in the musical training of student teachers. By creating an experience of a logbook (blog) and through questionnaires and surveys to students sought to reflect on the growing role of ICTs in university education and the role they must spend to play both faculty and students.

scholarly journals Competitiveness of the contemporary small university in Europe

2017 ◽  
Vol 11 (3) ◽  
pp. 26-37
Author(s):  
Ольга Бурукина ◽  
Olga Burukina ◽  
Наталия Караулова ◽  
Nataliya Karaulova
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Education System ◽  
Bologna Process ◽  
Global Market ◽  
Competitive Strategies ◽  
Higher Education System ◽  
Education Environment ◽  
European Higher Education ◽  
The One

nfluenced by the deepening globalization processes on the one hand and by the intensively developing information and communication technologies on the other, the contemporary European higher education system has been obtaining new traits which distinguish it from the previous development paradigms (1.0 and 2.0). The new higher education system 3.0 formed within the European Higher Education Area (EHEA) is developing under the conditions of harsh competition both within the national higher education systems and in the global higher education environment. These factors are taken into consideration by supporters of the Bologna Process, trying to strengthen the competitiveness of the European higher education system with all possible means. The authors have researched the phenomenon of the small university and conducted sociological surveys aimed at investigating competitive strategies of European small universities, elaborated to ensure their competitiveness and sustainability in EHEA and on the global market of educational services. The undertaken research has resulted in a preliminary conclusion that the complicated problems of small universities’ competitiveness cannot be effectively solved without both cognitive and procedural changes at every level – that of small universities’ administration, employers and students. The research has also resulted in identified advantages and effective strategies aimed at increasing competitiveness of small universities in Finland and France. The authors have analyzed the good practices and successful experience of increasing competitiveness of Finnish and French small universities and generalised them as recommendations intended for small universities’ administration and other stakeholders.

scholarly journals Higher Education Globalization in the Context of American Guidelines

2016 ◽  
Vol 6 (4) ◽  
pp. 7-14 ◽  
Author(s):  
Natalya Bidyuk
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Positive Influence ◽  
Higher Education System ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The Usa ◽  
Information And Communication

Abstract The article deals with the problem of globalization impact on higher education system in the United Stated of America. It has been concluded that globalization as a phenomenon has been acquiring much significance in all the spheres, especially in higher education. Different views on the essence of globalization, especially in the context of higher education, have been presented. It has been indicated that many scholars have studied the essence of globalization within higher education systems of different countries and identified that globalization encompasses important aspects of HEIs’ activities, namely, economic, social and cultural. The concept of globalization has been defined in the article. It has been pointed out that main issues within the changing landscape of higher education still remain: the increasing significance of both knowledge-based economy and society; innovations connected with the latest information and communication technologies (ICTs); the emphasized role of the market and the market economy. Therefore, it has been suggested that educators and higher education institutions should develop different approaches to fulfill all the educational needs of the growing community of students, especially international students. The activities of American organizations promoting the positive impact of globalization in higher education have been analyzed. Сore challenges for higher education institutions in the context of increasing globalization have been outlined and characterized in detail. Critical responses considered as components to the above-mentioned challenges have been clarified. Key principles needed to meet both the challenges and responses have been presented. It has been concluded that the USA has been enhancing the positive influence of globalization on the system of higher education and thus inspired other countries to follow such an example.

Sign in / Sign up

Export Citation Format

Share Document