Network-Based Continuous Education Opportunities

Professional Activity ◽

Full Potential ◽

Educational Support ◽

University Teachers ◽

E Learning ◽

Almost All

The purpose of this chapter is to analyze and present theoretical and empirical findings about the ways that teachers in Higher Education (HE) interpret the role of ICT for their professional development both as teachers in HE and as medical professionals in some cases. Two research questions were formulated: 1) Why is the employment of technologies fully accepted and promoted in almost all aspects of professional activity, but employment of ICT for teaching and learning at HE is not always used to its full potential? 2) What (if any) educational support is needed for university teachers to use available e-learning opportunities for their own development as teachers to a greater extent? Educational support for university teachers to use contemporary information communication technologies and network provisions more effectively for their competence development are presented.

Network-Based Continuous Education Opportunities

Web Design and Development ◽

10.4018/978-1-4666-8619-9.ch050 ◽

2016 ◽

pp. 1111-1128

Author(s):

Edita Butrimė ◽

Vaiva Zuzevičiūtė

Keyword(s):

Teaching And Learning ◽

Professional Activity ◽

Full Potential ◽

Educational Support ◽

University Teachers ◽

E Learning ◽

Almost All

The purpose of this chapter is to analyze and present theoretical and empirical findings about the ways that teachers in Higher Education (HE) interpret the role of ICT for their professional development both as teachers in HE and as medical professionals in some cases. Two research questions were formulated: 1) Why is the employment of technologies fully accepted and promoted in almost all aspects of professional activity, but employment of ICT for teaching and learning at HE is not always used to its full potential? 2) What (if any) educational support is needed for university teachers to use available e-learning opportunities for their own development as teachers to a greater extent? Educational support for university teachers to use contemporary information communication technologies and network provisions more effectively for their competence development are presented.

Implementation of E-Learning Innovative Technologies in The Process of Studying Foreign Languages by Students of Agrarian Universities

Engineering and Educational Technologies ◽

10.30929/2307-9770.2020.08.01.06 ◽

2020 ◽

Vol 8 (1) ◽

pp. 75-84

Author(s):

Marina Anatoliivna Bilotserkovets ◽

◽

Oksana Yuriivna Gubina ◽

Oleksandr Mykolaiovych Kobzhev ◽

◽

...

Keyword(s):

Distance Learning ◽

Educational Environment ◽

Educational Process ◽

Foreign Languages ◽

Educational Materials ◽

Study Results ◽

E Learning

The article reveals the implementation of innovative e-learning technologies in the process of mastering the discipline “Foreign language in the professional direction” by students of agricultural universities. Actual approaches to teaching humanities require the use of information-communication technologies (ICT) for educational purposes, that allows increasing the volume of educational materials and modernizing it with the help of multimedia presentation tools. The application of information-communication technologies contributes to the students’ mastering of foreign languages knowledge as a tool of communication in a global society and the development of their information competencies. Particular attention is paid to the characteristics of the content, structure and objectives of the electronic training course on learning English, German, Ukrainian and Russian as foreign languages for students of the distance learning form of Sumy National Agrarian University. The presented distance learning course is an innovative development exemplar, that provides learners’ study of educational textual, audio and video materials in the mode of independent work with a computer and facilitates regulating the order of interaction of students with a computer. Such interaction contributes to the improvement of the efficiency of the educational process through the introduction of new methods and means of teaching educational materials; stimulates students’ interest in the study of foreign languages through the use of innovative information-communication technologies; responsiveness of the feedback and the possibility of direct consultation with the teacher in the educational environment of the Moodle platform. The analysis of the experimental study results showed predominantly sufficient and high levels of humanitarian knowledge in experimental groups that were trained on the basis of the electronic course in the educational environment of Moodle platform; in contrast to the low and initial levels in the control groups.

Academics’ ICT Capabilities in a New Educational Paradigm in Developing Countries

Enterprise Resource Planning Models for the Education Sector ◽

10.4018/978-1-4666-2193-0.ch002 ◽

2013 ◽

pp. 18-32

Author(s):

Agnes Chigona ◽

Rabelani Dagada

Keyword(s):

Developing Countries ◽

Teaching And Learning ◽

New Technologies ◽

Tertiary Institutions ◽

Educational Paradigm ◽

Effective Use ◽

New Education

Tertiary institutions in the developing countries are investing a lot in equipping their institutions with Information Communication Technologies (ICT) for teaching and learning. However, there is still a low adoption rate in the use of the new technologies among many academics in these countries. This chapter aims at analysing the factors that impact on the academics’ effective use of ICTs for teaching and learning in the new education paradigm. Sen’s Capability Approach was used as a conceptual lens to examine the academics’ phenomena. Data was collected through in-depth interviews. The analysis of the findings has shown that individual, social, and environmental factors are preventing some academics from realising their potential capabilities from using the new technologies. It is recommended, therefore, that institutions in the developing countries should look into, and deal with accordingly, the conversion factors that are impacting on the academics’ capabilities when utilising the new technologies.

Challenges Facing the Semantic Web and Social Software as Communication Technology Agents in E-Learning Environments

International Journal of Virtual and Personal Learning Environments ◽

10.4018/jvple.2010100102 ◽

2010 ◽

Vol 1 (4) ◽

pp. 18-30 ◽

Cited By ~ 9

Author(s):

Bolanle A. Olaniran

Keyword(s):

Semantic Web ◽

Information Acquisition ◽

Global Economy ◽

Social Software ◽

Cultural Issues ◽

E Learning ◽

Efficient Information

The semantic web describes the process whereby information content is made available for machine consumption. With increased reliance on information communication technologies, the semantic web promises effective and efficient information acquisition and dissemination of products and services in the global economy, in particular, e-learning. Despite the semantic web’s promises, certain challenges face the realization of these goals. In this paper, the author addresses key challenges, including technological and socio-cultural issues, in addition to discussing specific implications relating to the direction of the semantic web.

Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies2013 2 Victor C.X. Wang et al. Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies Hershey, PA IGI Global/Information Science Reference 2012 242 pp. 9781609607913 US$196.00 hard cover

Online Information Review ◽

10.1108/oir-06-2013-0152 ◽

2013 ◽

Vol 37 (6) ◽

pp. 986-987

Keyword(s):

Teaching And Learning ◽

Information Science ◽

Global Information ◽

Hard Cover

Teaching and Learning Foreign Languages with ICT

Scientific Bulletin ◽

10.1515/bsaft-2016-0032 ◽

2016 ◽

Vol 21 (1) ◽

pp. 21-27

Author(s):

Alina Negoescu ◽

Simona Boştină-Bratu

Keyword(s):

Information And Communication Technologies ◽

Teaching And Learning ◽

Foreign Languages ◽

Learning And Teaching ◽

Language Class ◽

Information And Communication

Abstract The use of information and communication technologies (ICT) in teaching and learning foreign languages has risen sharply among the educational community. Teachers access and implement innovations without always realizing their full implications for them and their students. However, this is not necessarily a negative thing, because if no one used innovations, little progresses would be made and there would be nothing to evaluate. The article presents certain features of ICT that can be used to good advantage in a rich learning environment, and the use of video as an ICT tool in the foreign language class. The paper also discusses the role of the teacher in implementing technologies and we argue that it is the teacher, not the technology who determines the quality of the learning and teaching. There are people who are afraid that the teacher’s role would be compromised if we integrate information communication technologies in education; however we militate for a ‘techno-humanistic’ system, in which teachers, learners and technology would form a lasting meaningful alliance.

Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies

10.4018/978-1-60960-791-3 ◽

2012 ◽

Cited By ~ 2

Author(s):

Victor X. Wang ◽

Lesley Farmer ◽

Judith Parker ◽

Pamela M. Golubski

Keyword(s):

Teaching And Learning ◽

Information Communication

Examining the Roles of Teachers and Students in Mastering New Technologies - Advances in Educational Technologies and Instructional Design ◽

CLIL Approach and Educational Technologies

10.4018/978-1-7998-2104-5.ch011 ◽

2020 ◽

pp. 224-239

Author(s):

Assunta Tavernise

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

Educational Technologies ◽

Educational Approach ◽

Innovative Methodology ◽

Italian Context

CLIL (content and language integrated learning) is an educational approach in which a foreign language is used for the teaching and learning of content and language. The Council of Europe has fostered it as an innovative methodology for promoting plurilingualism and raising the quality of school curricula. Furthermore, in European Commission's reports, the use of educational technologies in CLIL approach has been recommended for improving the effectiveness of language learning. In this work, a study on the integration of different activities in CLIL settings as ClassLabs is presented, underlining the significant link between CLIL and information communication technologies in the Italian context. In particular, in the promoted technology-enhanced environments, the combination of videos, online exercises, and the production of multimedia artifacts is proposed in order to make enjoyable the acquisition of cross skills. CLIL teacher profile is also introduced, specifying the different skills and competences a teacher must develop in order to be fully qualified in a CLIL ClassLab.

Research on influence of ICT application for teaching and learning mathematics in 4th form on School learners’ achievements

Lietuvos matematikos rinkinys ◽

10.15388/lmr.b.2012.30 ◽

2012 ◽

Vol 53 ◽

Author(s):

Vilma Gesevičienė ◽

Edmundas Mazėtis

Keyword(s):

Learning Environments ◽

Teaching And Learning ◽

School Students ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Achievements In Mathematics

Striving for identification of links between application of information communication technologies (ICT) in educational and learning environments and achievements in mathematics, a research on influence of application of these technologies for teaching and learning mathematics in 4th form on school students’ achievements was conducted. The article presents the main results of this research.