Between Tradition and Innovation in ICT and Teaching

2011 ◽  
pp. 187-193 ◽  
Author(s):  
Antonio Cartelli
Keyword(s):  
Learning Strategies ◽  
School Environment ◽  
Knowledge Society ◽  
Transformation Process ◽  
Learning Processes ◽  
Industrial Society ◽  
Learning Problems ◽  
Special Role ◽  
Proximal Development ◽  
Whole School

During the past few decades, the expanded use of PCs and the Internet introduced many changes in human activities and cooperated in the transformation process leading from the industrial society to the knowledge society. Among other things, the above instruments played a special role in education, and two main phases can be easily recognized: the former one where computing and ICT were mostly used to enhance individuals’ learning features (i.e., teachers mainly had the role of educational worker: planning, controlling and evaluating students’ learning processes); the latter one, more recent and centered on ICT use, where teachers had to adopt situated and collaborative learning strategies, build communities of learners (CoLs), organize students’ work for enhancing problem finding and solving, while helping the development of their ZPDs (zones of proximal development, meaning individuals’ cognitive areas marked by the distance between the subject’s knowledge/experience in a given field and the same knowledge/experience in the best skilled individuals in the community). The above transformation modified not only teachers’ functions, but also the whole school environment and the students’ role within it. The same ICT will help teachers and professors in finding solutions to learning problems by giving them new instruments for the analysis and continuous monitoring of students’ learning processes.

Between Tradition and Innovation in ICT and Teaching

2008 ◽  
pp. 456-463
Author(s):  
Antonio Cartelli
Keyword(s):  
Human Activities ◽  
Knowledge Society ◽  
Transformation Process ◽  
Industrial Society ◽  
The Internet ◽  
The Past

During the past few decades, the expanded use of PCs and the Internet introduced many changes in human activities and cooperated in the transformation process leading from the industrial society to the knowledge society.

Between Tradition and Innovation in ICT and Teaching

2011 ◽  
pp. 159-165
Author(s):  
Antonio Cartelli
Keyword(s):  
Human Activities ◽  
Knowledge Society ◽  
Transformation Process ◽  
Industrial Society ◽  
The Internet ◽  
The Past

During the past few decades, the expanded use of PCs and the Internet introduced many changes in human activities and cooperated in the transformation process leading from the industrial society to the knowledge society.

The Introduction Of SDN 3 Lukluk Environment Using Augmented Reality Application

2020 ◽  
Vol 9 (2) ◽  
pp. 191
Author(s):  
Ida Bhujangga Bagus Dili Putra ◽  
I Gede Arta Wibawa
Keyword(s):  
Augmented Reality ◽  
School Environment ◽  
Whole School ◽  
Augmented Reality Application ◽  
New Students

Every year a lot of new students enter school. To introduce new students to the school environment, the school holds an event to introduce the school environment to make them know their school environment better. However, there are still students who do not know their school environment very well. In the school environment there are many buildings with different names and to remember all of them correctly is not easy and takes a lot of time to look at all of them. To Remember all the location of the buildings and its names, it would be better if there was a application that can visualize the buildings very well. Technologies that can provide visualization and is easy to use is Augmented Reality. Augmented Reality can display the whole school environment, making it easier to see all the buildings with their names in the school environment. AR can be easily used, user only need to install AR on their smartphone device. This AR application is marker-based so that user only need to scan the marker provided with the camera and the school environment and information can be displayed.

scholarly journals Students’, parents’ and teachers’ views about the resources required by school nurses in Perth, Western Australia

2018 ◽  
Vol 24 (7) ◽  
pp. 515-526
Author(s):  
Alison McCluskey ◽  
Garth Kendall ◽  
Sharyn Burns
Keyword(s):  
Western Australia ◽  
School Environment ◽  
School Nurse ◽  
School Community ◽  
School Nurses ◽  
Whole School ◽  
School Counsellors ◽  
Nurse Role ◽  
Group Data ◽  
Focus Group Data

Background Nurses play a significant role in promoting health in schools; however, they are often poorly resourced to do so. Aims The aim of the study was to identify the perceptions of students, parents and teachers regarding the resources school nurses require in order to practise effectively in the secondary school environment in Perth, Western Australia. Methods One-on-one interviews were conducted with parents, teachers, nurses, school principals and school counsellors. Focus groups were conducted at three schools with students in years 10, 11 and 12, parents and teachers. Interviews and focus group data were analysed using thematic analysis. Results It was acknowledged that nurses in all schools were under-resourced, with large student numbers contributing to high workloads. The importance of privacy during a visit to the school nurse was highlighted by students. All stakeholders discussed the advantages of nurses completing extra qualifications, in addition to an undergraduate degree. Appropriate support and supervision were also highlighted. Conclusions School nurses need to thoroughly document and describe the work that they do and collaborate within the school community to advocate for increased resources. There is a great need for further research regarding the school nurse role involving the whole school community, and most importantly the students.

scholarly journals Incremento de la participación mediante la gamificación en la asignatura Dirección de Operaciones del Grado en Administración y Dirección de Empresas

2021 ◽  
Vol 2 (3) ◽  
pp. 4791-4806
Author(s):  
Miguel Ángel Montañés Del Río ◽  
Vanessa María Rodríguez Cornejo ◽  
Margarita Ruiz Rodríguez ◽  
Jaime Sánchez Ortiz
Keyword(s):  
Mobile Devices ◽  
Operations Management ◽  
Knowledge Society ◽  
Learning Processes ◽  
Learning Models ◽  
Determining Factors ◽  
New Learning ◽  
Training Methodologies ◽  
Teaching Learning ◽  
The University

RESUMEN En la actual sociedad de la información y del conocimiento se observa cómo la proliferación y el auge de los dispositivos móviles, hacen surgir nuevos modelos de aprendizaje que reformulan las metodologías didácticas, organizativas, y de formación de los currículos, para innovar en educación (Moreno Martínez, Leiva Olivencia, & Matas Terrón, 2016). Los estudios que identifican las tecnologías emergentes que podrían impactar en el aprendizaje, la enseñanza y la investigación, prevén el aumento del uso y la incorporación de dispositivos y aplicaciones móviles en las aulas (Reig, 2013; Reig & Vílchez, 2013). Destaca el aprendizaje basado en juegos o gamificación, que permite desarrollar procesos de enseñanza-aprendizaje que facilitan la cohesión, la integración y la motivación, potenciando la creatividad del alumnado. Crear juegos entretenidos motivará al alumnado para que participe de forma activa en clase, fomentará una sana competencia entre los jugadores, y hará del aprendizaje algo más divertido (Aleksić-Maslać, Rašić, & Vranešić, 2018). Utilizando Kahoot en dispositivos móviles como soporte para las clases de Dirección de Operaciones del Grado en Administración y Dirección de Empresas de la Universidad de Cádiz, se consiguió motivar al alumnado y, aun existiendo otros factores determinantes, mejorar sus resultados de evaluación.   ABSTRACT In today's information and knowledge society, the proliferation and rise of mobile devices has led to the emergence of new learning models that reformulate didactic, organizational and curricular training methodologies in order to innovate in education (Moreno Martínez, Leiva Olivencia, & Matas Terrón, 2016). Studies that identify emerging technologies that could impact learning, teaching and research, foresee increased use and incorporation of mobile devices and applications in classrooms (Reig, 2013; Reig & Vílchez, 2013). Learning based on games or gamification stands out, which allows the development of teaching-learning processes that facilitate cohesion, integration and motivation, boosting students' creativity. Creating entertaining games will motivate students to participate actively in class, encourage healthy competition between players, and make learning more fun (Aleksić-Maslać, Rašić, & Vranešić, 2018). Using Kahootin mobile devices as support for the classes of Operations Management of the Degree in Business Administration and Management of the University of Cadiz, it was possible to motivate the students and, although there are other determining factors, to improve their evaluation results.    

scholarly journals The rise of new knowledge types and their trailblazers, and the management of value chains

2007 ◽  
pp. 40-51
Author(s):  
Marcel Hoogenboom ◽  
Willem Trommel ◽  
Duco Bannink
Keyword(s):  
Information Technologies ◽  
Knowledge Society ◽  
Division Of Labour ◽  
Cultural Knowledge ◽  
Industrial Society ◽  
Value Chains ◽  
Technical Knowledge ◽  
New Professionals ◽  
Types Of Knowledge ◽  
Group Identities

In this article, the authors argue that there is no such thing as the knowledge society. Like many others authors, they claim that the fundamental transformations of our time can be typified as the end of the national ‘industrial society’ and the move towards some kind of global society dominated by the production and use of knowledge. They argue, however, that these transformations not necessarily produce a convergence of national and regional socio-economic structures. In industrial society two types of knowledge were dominant: ‘technical knowledge’ and ‘social knowledge’. In our time, the growing diverseness of individual and group identities produced by reflexivisation, globalisation and the advancement of information technologies calls for the development and application of a new type of knowledge: ‘cultural knowledge’. They analyse the consequences of the increased significance of cultural knowledge in the economic sphere in terms of the division of labour, and subsequently conceptualise three different types of knowledge societies: ‘the techno-cultural’, ‘the socio-cultural’ and the ‘socio-technical knowledge society’. Finally, they will portray three ‘categories’ of trailblazers of the knowledge societies, new professionals that perform ‘meta business functions’. These trailblazers directly or indirectly create new value chains by linking or destroying existing ones, and breaking up others in to pieces in order to create new combinations. These professionals, in other words, actively manage value chains.

scholarly journals A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education

2019 ◽  
Author(s):  
Naeem Afzal
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Learning Problems ◽  
Future Research ◽  
Level Of Education ◽  
New Words ◽  
English Majors ◽  
University Level ◽  
The University

Proficiency in English language depends on the knowledge of its vocabulary possessed by the second and foreign language learners and even the native speakers. Though developing the vocabulary is vital, it poses several problems, especially, to non-native students of English. Students with a low vocabulary knowledge show weak academic performance in different courses related to the language skills, linguistics, literature, and translation at the university level of education. This study, in particular, aims to investigate the problems faced by English majors in learning the vocabulary at Prince Stattam bin Abdulaziz University (PSAU) in Saudi Arabia. It also puts forward some vocabulary-learning strategies to minimize the potential problems. The data consist of the responses of 100 student-participants (undergraduates) randomly picked up from five different levels (four, five, six, seven, and eight) of 4-Year BA English Program at PSAU. This quantitative study uses an online questionnaire, as an instrument, to collect the data. The results reveal that the English majors at PSAU face several problems in learning the vocabulary such as knowing the meanings of new words, pronouncing new words, using new words correctly, memorizing and spelling new vocabulary and so on. To its contribution, this study emphasizes the importance of learning the English vocabulary, draws students’ attention towards it, highlights the problems encountered by students, and raises their awareness of the vocabulary. Future research may explore teachers’ perspectives on students’ vocabulary-learning problems and instructional methods implemented to teach the vocabulary in English language classrooms.

scholarly journals Environmental Citizenship in a Nordic Civic and Citizenship Education Context

2019 ◽  
Vol 3 (1) ◽  
pp. 88-104 ◽  
Author(s):  
Saiki Lucy Cheah ◽  
Lihong Huang
Keyword(s):  
Citizenship Education ◽  
School Environment ◽  
Student Attitudes ◽  
Educational Goals ◽  
School Conditions ◽  
Attitudes And Behaviors ◽  
Environmental Citizenship ◽  
Whole School ◽  
And Behaviors ◽  
Students Attitudes

This study uses data from the International Civic and Citizenship Education Study 2016 (ICCS 2016) conducted in four Nordic countries: Denmark, Finland, Norway, and Sweden (students, N=18,962; teachers, N=6,119; school principals, N=630). We look at students’ attitudes, awareness, and behavior in relation to the educational goals and pedagogical means of teachers and school leaders working toward environmental citizenship. Drawing on the pragmatic framework of John Dewey and the contemporary experiential learning model, we identify some key school conditions and pedagogical approaches to education for environmental citizenship education. Based on the whole-school approach to environmental education, we seek to understand in what ways school environment and educational practices may positively affect student attitudes and behaviors that promote environmental citizenship. The objective is to identify the extent to which the school environment and citizenship educational activities are efficacious in fostering environmental citizenship attitudes and behaviors in students.

Attention to Education in the Post-Industrial Society

2019 ◽  
pp. 135-152
Author(s):  
Christoffer Green-Pedersen
Keyword(s):  
Primary Schools ◽  
Party System ◽  
Knowledge Society ◽  
Industrial Society ◽  
Incentive Model ◽  
Key Factor ◽  
The Uk ◽  
Post Industrial ◽  
Policy Problems

This chapter provides an analysis of party system attention to education based on the issue incentive model. The analysis shows that large, mainstream parties’ incentives are the key factor in explaining the dynamics of party system attention to education. However, compared to the three issues analysed before, problem characteristics rather than coalition considerations and issue ownership shape the incentives of large, mainstream parties. The fact that education is an obtrusive valence issue relevant to more or less the whole population implies that it is an issue that large, mainstream parties cannot ignore if public debates about policy problems emerge. The increased focus on education and human capital in the knowledge society has thus led to an increased focus on education. This focus has clearly been most pronounced in countries where it has materialized in a debate about the quality of primary schools. In Denmark, and later on also in Sweden, this debate came as a reaction to what was seen as disappointing PISA scores. In the UK, the PISA scores played a limited role in the debate about primary schools.

Artificial Intelligence and Education

2011 ◽  
pp. 138-143
Author(s):  
Eduardo Sánchez ◽  
Manuel Lama
Keyword(s):  
Artificial Intelligence ◽  
Work Environment ◽  
Learning Strategies ◽  
Learning Processes ◽  
Educational Systems ◽  
Graduate Degrees ◽  
Life Long Learning ◽  
Key Factor ◽  
State Of Art ◽  
Educational Costs

Governments and institutions are facing the new demands of a rapidly changing society. Among many significant trends, some facts should be considered (Silverstein, 2006): (1) the increment of number and type of students; and (2) the limitations imposed by educational costs and course schedules. About the former, the need of a continuous update of knowledge and competences in an evolving work environment requires life-long learning solutions. An increasing number of young adults are returning to classrooms in order to finish their graduate degrees or attend postgraduate programs to achieve an specialization on a certain domain. About the later, due to the emergence of new types of students, budget constraints and schedule conflicts appear. Workers and immigrants, for instance, are relevant groups for which educational costs and job incompatible schedules could be the key factor to register into a course or to give up a program after investing time and effort on it. In order to solve the needs derived from this social context, new educational approaches should be proposed: (1) to improve and extend the online learning courses, which would reduce student costs and allows to cover the educational needs of a higher number of students, and (2) to automate learning processes, then reducing teacher costs and providing a more personalized educational experience anytime, anywhere. As a result of this context, in the last decade an increasing interest on applying computer technologies in the field of Education has been observed. On this regard, the paradigms of the Artificial Intelligence (AI) field are attracting an special attention to solve the issues derived from the introduction of computers as supporting resources of different learning strategies. In this paper we review the state-of-art of the application of Artificial Intelligence techniques in the field of Education, focusing on (1) the most popular educational tools based on AI, and (2) the most relevant AI techniques applied on the development of intelligent educational systems.

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