Learning Leadership and Technology Enhanced Learning

Teaching And Learning ◽

Educational Leaders ◽

Technology Enhanced Learning ◽

Mediated Learning ◽

Technology In The Classroom ◽

Whole School ◽

Enhanced Learning

The development of technology in the classroom has gone through significant change in the last two decades. Inevitably there is a shift in vision within schools and colleges, requiring educational leaders to advance both tools for information and communication technologies as aids in the classroom and creative multimedia to offer a more comprehensive teaching and learning environment. This is particularly true where a strategy for whole school pertains. Effective leadership in education is also viewed in this light as integral to the advancement of technology enhanced learning both strategically and operationally. This chapter, in keeping with the theme of 'mediated learning', will advance the discussion for readers around the concept of teaching and learning-focused design and offers practical models for consideration both for leaders in education and for teachers in the classroom.

Facilitating Online Continuing Professional Development Opportunities in Technology-Enhanced Learning: the TELTA approach

International Journal of Advanced Corporate Learning (iJAC) ◽

10.3991/ijac.v8i4.5308 ◽

2015 ◽

Vol 8 (4) ◽

pp. 39

Author(s):

Pauline Rooney

Keyword(s):

Teaching And Learning ◽

Continuing Professional Development ◽

Learning Technologies ◽

Technology Enhanced Learning ◽

Dublin Institute ◽

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.

Student-Driven Learning Strategies for the 21st Century Classroom - Advances in Educational Technologies and Instructional Design ◽

Technology Adoption as a Student-Driven Learning Strategy

10.4018/978-1-5225-1689-7.ch008 ◽

2017 ◽

pp. 104-124 ◽

Cited By ~ 1

Author(s):

Neeta Baporikar

Keyword(s):

Learning Strategy ◽

Technology Enhanced Learning ◽

Theory Approach ◽

Learning And Teaching ◽

Use Of Technology ◽

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.

Distance Education and ICT-Supported Learning in Lesotho

Cases on Technology Enhanced Learning through Collaborative Opportunities ◽

10.4018/978-1-61520-751-0.ch010 ◽

2010 ◽

pp. 181-195

Author(s):

Angelina Khoro

Keyword(s):

Distance Education ◽

Teaching And Learning ◽

Education Programme ◽

Mediated Learning ◽

Policy Makers ◽

Human Resource Capacity ◽

Computer Mediated ◽

Information And Communication

Information and Communication Technologies (ICT) are regarded as a major contributor to the transforming of distance learning. The researcher assumed that education practitioners in developing countries like Lesotho, have limited, or no access at all to ICT for supporting instruction, since they still rely heavily on print and tutor/learner meetings as their distance mode of course delivery. The study assessed the feasibility of introducing ICT-mediated education for tutors and learners on a Distance Education Programme in Lesotho. The paper specifically focused on issues relating to the place of ICT in teaching and learning at a distance, ICT policy initiatives and challenges of infrastructure, human resource capacity, and cost as they affect provision of, and access to computer-mediated learning. Interventions critical to alleviating the situation are also discussed. Policy-makers and distance education practitioners require this type of feedback to be able to effect meaningful improvements in ODL programmes.

Distance Education and ICT-Supported Learning in Lesotho

Cases on Assessment and Evaluation in Education ◽

10.4018/978-1-4666-2621-8.ch023 ◽

2012 ◽

pp. 568-587

Author(s):

Angelina Khoro

Keyword(s):

Distance Education ◽

Teaching And Learning ◽

Education Programme ◽

Mediated Learning ◽

Policy Makers ◽

Human Resource Capacity ◽

Computer Mediated ◽

Information And Communication

Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use

Journal of New Approaches in Educational Research ◽

10.7821/naer.2019.1.327 ◽

2019 ◽

Vol 8 (1) ◽

pp. 25-33 ◽

Cited By ~ 7

Author(s):

Julio Cabero-Almenara ◽

María Luisa Arancibia ◽

Annachiara Del Prete

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Technology In The Classroom ◽

Student Autonomy ◽

Integration Of Technology ◽

Didactic Knowledge

Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.

Computer-Mediated Learning

Handbook of Research on Practices and Outcomes in E-Learning ◽

10.4018/978-1-60566-788-1.ch001 ◽

2010 ◽

pp. 1-18

Author(s):

Chien Yu ◽

Wei-Chieh Wayne Yu ◽

Chun Fu Lin

Keyword(s):

Teaching And Learning ◽

Mediated Learning ◽

Attitudes Toward Learning ◽

Perceptions And Attitudes ◽

Computer Mediated ◽

E Learning ◽

Instruction And Learning

Dramatic changes in information and communication technologies (ICTs) provide a powerful force forthe growth of e-learning. E-learning has become the undeniable trend for both secondary and higher education. This chapter provides readers with an overview of e-learning computer technologies within the teaching and learning, an examination of current research studies in related areas, and a discussion of the paradigm shift as well as on the trends and issues pertinent to the development of computer-mediated instruction/learning and e-learning. Furthermore, this chapter will explore how students perceived the effectiveness of computer-mediated instruction and learning and their perceptions and attitudes toward learning using computer technology.

Policy Processes for Technological Change

Case Studies on Information Technology in Higher Education ◽

10.4018/978-1-878289-74-2.ch003 ◽

2011 ◽

pp. 34-42 ◽

Cited By ~ 1

Author(s):

Richard Smith ◽

Brian Lewis ◽

Christine Massey

Keyword(s):

Teaching And Learning ◽

Social Institutions ◽

Educational Institutions ◽

Mediated Learning ◽

Universities And Colleges ◽

Institutions Of Higher Learning ◽

The University

Universities, among the oldest social institutions, are facing enormous pressures to change. There have always been debates about the university, its purpose, its pedagogical program, and its relationship to other social and political structures. Today, these debates have been given renewed vigor and urgency by the availability of advanced information and communication technologies for teaching and learning. These include computers and computer networks, along with the software and telecommunications networks that link them together. When these technologies are used to connect learners at a distance, they are called “telelearning technologies.” When referring to their use more generally, to include local as well as remote teaching innovations, they are sometimes called “technology mediated learning” (TML). Despite much media attention and recent academic criticism, pressures on universities are facilitated, but not caused, by telelearning technologies. Change in universities is not simply a result of forces acting upon universities, but is the result of a complex interaction of internal and external drivers. The use of telelearning technologies intersects with a host of social, political, and economic factors currently influencing university reform. Technology, in this context, has become the catalyst for change, reacting with other elements in a system to spark a reaction and a change in form and structure. This chapter examines policy processes for the introduction of technology-mediated learning at universities and colleges. It is based on the results of a two-year research project to investigate policy issues that arise with the implementation of telelearning technology in universities and colleges. The focus was on Canadian institutions of higher learning, but the issues raised are common to higher educational institutions in other countries. The study scanned a large number of institutions, reviewed documents, and interviewed key actors including government and institutional administrators, faculty, and students, to discover the range of issues raised by the implementation of telelearning technologies. This chapter discusses these issues and findings.

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).

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.