Technology-Enhanced Learning

2013 ◽  
pp. 963-978
Author(s):  
Adrian F. Ashman
Keyword(s):  
Rural Communities ◽  
Educational Software ◽  
Universal Design For Learning ◽  
Technology Enhanced Learning ◽  
Special Schools ◽  
Use Of Technology ◽  
Design For Learning ◽  
Teachers And Students ◽  
Information And Communication ◽  
Enhanced Learning

Small, modestly funded and resourced schools can be disadvantaged by limited access to information and communication technology (ICT). This chapter outlines a two-year project conducted in six small special schools located in metropolitan and rural communities. The project was designed to increase the participating schools’ ICT capabilities and promote the use of technology to deliver the curriculum in efficient and appealing ways to their students with a diversity of intellectual and behavioral difficulties. An ICT specialist supported the schools over the course of the project and promoted the introduction of Universal Design for Learning. At the conclusion of the project all schools had made notable gains in acquiring state-of-the-art technology. Teachers and students had become capable and enthusiastic users of hardware and a range of operating and educational software.

Technology-Enhanced Learning

2012 ◽  
pp. 27-41
Author(s):  
Adrian F. Ashman
Keyword(s):  
Rural Communities ◽  
Educational Software ◽  
Universal Design For Learning ◽  
Technology Enhanced Learning ◽  
Special Schools ◽  
Use Of Technology ◽  
Design For Learning ◽  
Teachers And Students ◽  
Information And Communication ◽  
Enhanced Learning

Small, modestly funded and resourced schools can be disadvantaged by limited access to information and communication technology (ICT). This chapter outlines a two-year project conducted in six small special schools located in metropolitan and rural communities. The project was designed to increase the participating schools’ ICT capabilities and promote the use of technology to deliver the curriculum in efficient and appealing ways to their students with a diversity of intellectual and behavioral difficulties. An ICT specialist supported the schools over the course of the project and promoted the introduction of Universal Design for Learning. At the conclusion of the project all schools had made notable gains in acquiring state-of-the-art technology. Teachers and students had become capable and enthusiastic users of hardware and a range of operating and educational software.

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 A Cloud-Based Mobile System to Improve Project Management Skills in Software Engineering Capstone Courses

2018 ◽  
Vol 2018 ◽  
pp. 1-16
Author(s):  
Andres Neyem ◽  
Juan Diaz-Mosquera ◽  
Jose I. Benedetto
Keyword(s):  
Project Management ◽  
Software Engineering ◽  
Technology Enhanced Learning ◽  
Mobile System ◽  
Management Skills ◽  
Software Artifacts ◽  
Capstone Courses ◽  
Use Of Technology ◽  
Course Outcomes ◽  
Enhanced Learning

Capstone project-based courses offer a favorable environment for the development of student skills through an approach incorporating theoretical and practical components. However, it is often difficult to successfully coordinate between students, stakeholders, and the academic team. The absence of suitable tools for addressing this issue, along with time constraints, often prevents students from attaining the expected course outcomes. This raises the question “How can we improve project management skills in computing majors through the use of technology-enhanced learning environments?” This paper presents a Cloud-based mobile system for supporting project management under a framework of best practices in software engineering capstone courses. The Kanban approach was used as a core of the proposed system. Kanban boards are very popular in the software industry today. It has been empirically shown that they provide increased motivation and project activity control due to their inherent simplicity. This helps the students and academic team be aware of the project context as it aids in preventing ambiguities, flaws, or uncertainties in the development of software artifacts.

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

scholarly journals THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING

2015 ◽  
Vol 3 (1) ◽  
pp. 111-114
Author(s):  
Lazar Stošić
Keyword(s):  
Educational Technology ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Information And Communication

Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

“Every little thing that could possibly be provided helps”: Analysis of online first-year chemistry resources using the Universal Design for Learning framework

2021 ◽  
Author(s):  
Charisse Tongson Reyes ◽  
Gwendolyn Angela Lawrie ◽  
Christopher D. Thompson ◽  
Sara Kyne
Keyword(s):  
Information And Communication Technologies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Communication Technologies ◽  
First Year ◽  
Pedagogical Strategies ◽  
Learning Framework ◽  
Design For Learning ◽  
Information And Communication

Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed "one-size-fits-all". The translation of print-based...

scholarly journals Support to address barriers to learning for learners who are deaf

2018 ◽  
Vol 7 ◽  
Author(s):  
Peter Mapepa ◽  
Meahabo D. Magano
Keyword(s):  
South Africa ◽  
Support Services ◽  
Teaching And Learning ◽  
Research Policy ◽  
Universal Design For Learning ◽  
Qualitative Content Analysis ◽  
Barriers To Learning ◽  
Policy And Practice ◽  
Special Schools ◽  
Design For Learning

Background: There is great importance in support services for successfully addressing the barriers to learning optimally or learners who are deaf. The study, though conducted in South Africa, has national and international appeal.Objectives: The aim of the study was to identify educator reflections on support services needed for them to address barriers to learning of learners who are deaf.Method: The study used a qualitative design for collecting data in natural settings. A sample size of 11 educators of learners who are deaf was purposively selected from two provinces of South Africa. The study used an open ended individual interview questionnaire.Results: Data was analysed using qualitative content analysis considering the context of the schools in which the study was carried out. Results showed that there was: limited curriculum support in special schools; lack of support and inadequate teaching and learning materials; overcrowding in one school and; limited support of multidisciplinary professionals in most schools.Conclusion: The study provided a framework for support services important for research, policy and practice. Of significance was the relevance of the Universal Design for Learning (UDL) theoretical framework in implementing support services programmes in schools.

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.

Challenging Education's Inflexible Model

2022 ◽  
pp. 65-82
Author(s):  
Emily Art ◽  
Tasia A. Chatman ◽  
Lauren LeBental
Keyword(s):  
Effective Teachers ◽  
Professional Growth ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Social Emotional Development ◽  
Learning Framework ◽  
Design For Learning ◽  
Teachers And Students ◽  
The One ◽  
Exceptional Learners

Structural conditions in schools limit diverse exceptional learners' academic and social-emotional development and inhibit the professional growth of their teachers. Teachers and students are restricted by the current instructional model, which suggests that effective teachers lead all students through a uniform set of instructional experiences in service of objective mastery. This model assumes that diverse exceptional learners' success depends on access to the teacher-designed, one-right-way approach to the learning objective. This inflexible model prevents both the teacher and the student from co-constructing learning experiences that leverage their mutual strengths and support their mutual development. In this chapter, the authors argue that the Universal Design for Learning framework challenges the one-right-way approach, empowering teachers and students to leverage their strengths in the learning process. The authors recommend training teachers to use the Universal Design for Learning framework to design flexible instruction for diverse exceptional learners.

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2017 ◽  
Vol 9 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

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