Social Media, Mobile Technology, and New Learning Opportunities

Urban Youth ◽

Teaching And Learning ◽

Learning Experience ◽

Knowledge Exchange ◽

Engaged Learning ◽

Learning Context ◽

Information And Communication

Engaging youth in meaningful social and educational spaces is one of several goals related to urban education (Obiakor & Beachum, 2005). With the advances of Web 2.0 technology tools and information and communication technologies, access to educational and social spaces have become open and ubiquitous (Bonk, 2009). Harnessing the power of these tools may help facilitate a knowledge exchange within these environments. To that extent social media has been shown to provide relevant engagement and collaboration to an educational and social learning process for urban youth (Greenhow, Robelia, & Hughes, 2009). Exploration into the uses of social media within creative formal and informal spaces by urban youth may provide insights into how these tools may be used within a broader teaching and learning context to facilitate a more engaged learning experience that involves technology and ultimately social justice. Engaging youth in meaningful social and educational spaces is one of several goals related to urban education. With the advances of Web 2.0 technology tools and information and communication technologies, access to educational and social spaces have become open and ubiquitous. Harnessing the power of these tools may help facilitate a knowledge exchange within these environments. To that extent social media has been shown to provide relevant engagement and collaboration to an educational and social learning process for urban youth. Exploration into the uses of social media within creative formal and informal spaces by urban youth may provide insights into how these tools may be used within a broader teaching and learning context to facilitate a more engaged learning experience that involves technology and ultimately social justice.

Outlooks and Opportunities in Blended and Distance Learning - Advances in Mobile and Distance Learning ◽

Acknowledging the Distance Learner

10.4018/978-1-4666-4205-8.ch017 ◽

2013 ◽

pp. 242-254

Author(s):

Trish Andrews

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

Learning Experience ◽

Effective Learning ◽

Distance Learner ◽

E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

New Skills and Ways of Working

Making the Transition to E-Learning ◽

10.4018/978-1-59140-950-2.ch008 ◽

2011 ◽

pp. 121-138 ◽

Cited By ~ 2

Author(s):

Gail Wilson

Keyword(s):

Faculty Development ◽

Diffusion Of Innovation ◽

Teaching And Learning ◽

Critical Mass ◽

Skills Acquisition ◽

Learning Context ◽

E Learning

This chapter analyzes approaches to faculty development for e-learning in post-compulsory institutions. Everett Rogers’ (2003) diffusion of innovation theory provides the framework for a review of faculty development strategies adopted by institutions to foster the adoption of information and communication technologies (ICTs) by mainstream faculty into everyday teaching and learning practices. Using examples as illustration, the chapter reviews different approaches to faculty development aimed at achieving a critical mass of staff who are competent working in the e-learning context. These strategies include focusing on the characteristics of innovation; adopting a staged approach to skills acquisition; embedding skills and processes associated with teaching and learning in the e-learning context in formal, accredited courses; fostering peer learning; framing faculty development as project-based learning; and using the online environment to deliver faculty development. The chapter concludes with practical advice concerning faculty development for e-learning practice across institutions.

Handbook of Research on Teaching and Learning in K-20 Education - Advances in Educational Marketing, Administration, and Leadership ◽

Computer-Aided Engineering Education

10.4018/978-1-4666-4249-2.ch019 ◽

2013 ◽

pp. 317-340

Author(s):

Chen Kang Lee ◽

Manjit Singh Sidhu

Keyword(s):

Engineering Education ◽

Paradigm Shift ◽

Teaching And Learning ◽

Learning Experience ◽

Knowledge Society ◽

Learning Approaches ◽

Computer Aided ◽

Information And Communication

The paradigm shift in engineering education in response to the revolution of the knowledge society has created new challenges for education practitioners. The utilization of Information and Communication Technologies (ICT) to facilitate the teaching and learning in engineering has increasingly raised the interest of the education practitioners throughout the world. In this chapter, the authors discuss the trends and paradigm shift in engineering education followed by the importance and current usage of ICT to support the teaching and learning in engineering. Additionally, the new learning approaches and emerging technologies that have great potential to enhance the learning experience in engineering are recommended. Finally, the authors propose a conceptual framework for the creation of a computer-aided learning environment for engineering education, particularly mechanical engineering.

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

JIKE Jurnal Ilmu Komunikasi Efek ◽

10.32534/jike.v1i2.156 ◽

2018 ◽

Vol 1 (2) ◽

pp. 156-165 ◽

Cited By ~ 1

Author(s):

Linda Linda ◽

Ida Ri'aeni

Keyword(s):

Teaching And Learning ◽

First Grade ◽

English Department ◽

Instructional Media ◽

Mobile Media ◽

Efl Writing ◽

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 studentsâ€™ 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 studentsâ€™ 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 studentsâ€™ 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).

Technologies Disability and Inclusion

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess1-2018oa6064 ◽

2018 ◽

Cited By ~ 1

Author(s):

Tomas Brusell

Keyword(s):

Social Media ◽

Augmented Reality ◽

Future Development ◽

Smart Cities ◽

Modern Technology ◽

The Social ◽

The Disabled ◽

Information And Communication

When modern technology permeates every corner of life, there are ignited more and more hopes among the disabled to be compensated for the loss of mobility and participation in normal life, and with Information and Communication Technologies (ICT), Exoskeleton Technologies and truly hands free technologies (HMI), it's possible for the disabled to be included in the social and pedagogic spheres, especially via computers and smartphones with social media apps and digital instruments for Augmented Reality (AR) .In this paper a nouvel HMI technology is presented with relevance for the inclusion of disabled in every day life with specific focus on the future development of "smart cities" and "smart homes".

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

Tạp chí Nghiên cứu dân tộc ◽

10.25073/0866-773x/153 ◽

2018 ◽

Author(s):

Pham Van Truong

Keyword(s):

Secondary Schools ◽

Teaching And Learning ◽

Software Management ◽

Active Teaching ◽

Application Management ◽

Local Practices ◽

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

Education and Technologies Journal ◽

10.26883/2010.202.2362 ◽

2020 ◽

Vol 11 (2) ◽

pp. 347-352

Author(s):

Atanaska Peneva ◽

Keyword(s):

Mobile Communications ◽

Teaching And Learning ◽

Web Based ◽

Modern Approach ◽

Building Information ◽

Practical Guidelines ◽

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 ◽

Teaching And Learning ◽

Driving Forces ◽

Higher Education Institutions ◽

Revolutionary Change ◽

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.

Students' perceptions regarding the use of ICT in learning

10.31219/osf.io/7fvps ◽

2019 ◽

Author(s):

Ana Elisa Carreta de Sousa

Keyword(s):

Labor Market ◽

Public Schools ◽

Questionnaire Survey ◽

Teaching And Learning ◽

Good Practices ◽

Private And Public ◽

Vocational Courses

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

CREATIVE APPROACHES TO THE TEACHING SOCIOHUMANITARIAN DISCIPLINES, IN THE TRAINING OF GENERATION “Z” REPRESENTATIVES

The Educational Discourse a collection of scientific papers ◽

10.33930/ed.2019.5007.20(2)-5 ◽

2020 ◽

pp. 55-67

Author(s):

Tatiana Kadlubovich ◽

Darina Chernyak

Keyword(s):

Teaching And Learning ◽

Cognitive Activity ◽

Value Orientations ◽

Educational Process ◽

Generation Z ◽

Everyday Reality ◽

Independent Work

The article deals with the value orientations, attitudes, life views of modern students - representatives of Generation “Z”, for whom digital technologies are an everyday reality. The experience of working with students during class and independent work is given. The authors, based on the latest research, prove that the modern generation with its peculiarities needs new creative methods and teaching methods that will take into account the specifics of cognitive activity of modern youth, its values, needs, psychological characteristics and technical skills. It is necessary to change not only teaching and learning methods, but also the style of communication between the subjects of the educational process, the form of presentation of information, knowledge, preparation of a new type of educational and methodical literature, active use of information and communication technologies.