CLIL Approach and Educational Technologies

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.

E-Learning as a Socio-Cultural System - Advances in Educational Technologies and Instructional Design ◽

Network-Based Continuous Education Opportunities

10.4018/978-1-4666-6154-7.ch007 ◽

2014 ◽

pp. 117-134

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.

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.

Developing Information Communication Technologies for the Human Services

Health Information Systems ◽

10.4018/978-1-60566-988-5.ch040 ◽

2011 ◽

pp. 627-641

Author(s):

Jennifer Martin ◽

Elspeth McKay

Keyword(s):

Design Process ◽

Human Services ◽

New Technologies ◽

Scenario Development ◽

Work Requirement ◽

Standards Of Practice

This chapter introduces a design process for developing useful information communication technologies for the human services. Key to the success of the design process is an in-depth knowledge and understanding of user needs and requirements. The stages involved in the design process are presented in this chapter and include: user and task analysis, persona and scenario development and the establishment of measurable usability goals. A case study illustrates the application of this design process to develop a Web enabled electronic work requirement awareness program (e-WRAP) for people recovering from mental illness seeking employment. The challenge for social workers is to use these new technologies to improve service provision and enhance quality of life without compromising ethical standards of practice; particularly in relation to client confidentiality, privacy and self-determination.

Encyclopedia of Developing Regional Communities with Information and Communication Technology ◽

NetTel@Africa

10.4018/978-1-59140-575-7.ch092 ◽

2005 ◽

pp. 518-522

Author(s):

Matthew Mitchell

Keyword(s):

Human Resource Development ◽

Human Resource ◽

Southern Africa ◽

Development Program ◽

Capacity Development ◽

Regulatory Environment ◽

Information Communication

NetTel@Africa (NetTel) is a transnational capacity development program focused on improving the policy and regulatory environment for the information communication technologies (ICT) and telecommunications (telecom) sectors. Originally, NetTel was developed as a programmatic response by USAID’s Leland Initiative to a request for human resource development by the Telecommunications Regulators Association of Southern Africa. NetTel is aligned with the USAID. During the development of the program, it became evident that an expansion of NetTel beyond the Southern African Development Community (SADC) region would greatly improve the quality of capacity development in formulating policies and regulation. Recently, NetTel has expanded to priority Western and Eastern African nations.

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.

Variable selection via the adaptive elastic net: mathematics success of the students in Singapore and Turkey

Volume 1, Issue 1 - Journal of Applied Microeconometrics ◽

10.53753/jame.1.1.04 ◽

2021 ◽

Vol 1 (1) ◽

pp. 41-55

Author(s):

Kadriye Hilal Topal

Keyword(s):

Variable Selection ◽

Elastic Net ◽

Quality Of Education ◽

Regression Methods ◽

Adaptive Elastic Net ◽

Mathematics Success

The quality of education is crucial for its competitiveness in the developing world. International tests are organized at regular intervals to measure the quality of education and to see the place in the ranking of countries. The surveys on these examinations have provided a large number of variables that can be effective on the scores of the tests, including family, teacher, school and course equipment and information communication technologies, etc. The important question is which variables are relevant for the students' achievement in these tests. We investigated the barriers of mathematics success of Turkish students in the TIMSS exam and compared their status with Singaporean students who took part in at top of the ranking in the exam. For this, we employed the adaptive elastic net which is one of the regularized regression methods to dataset and compared their prediction accuracy according to three different alpha levels [0.1; 0.5; 0.9] to determine the model that has high variable selection ability with optimal prediction. The adaptive elastic net with the alpha level [0.9] was selected as superior to others. As the findings, a technology-oriented education system can help to success of the students in Turkey and the countries having similar experiences in international tests.

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

Developing Information Communication Technologies for the Human Services

Information Communication Technologies for Human Services Education and Delivery ◽

10.4018/978-1-60566-735-5.ch010 ◽

2010 ◽

pp. 152-166 ◽

Cited By ~ 1

Author(s):

Jennifer Martin ◽

Elspeth McKay

Keyword(s):

Design Process ◽

Human Services ◽

New Technologies ◽

Scenario Development ◽

Work Requirement ◽

Standards Of Practice

Advances in Educational Technologies and Instructional Design - Handbook of Research on Students' Research Competence in Modern Educational Contexts ◽

Development of Students' Research Competency in the Frames of Continuing Education

10.4018/978-1-5225-3485-3.ch021 ◽

2018 ◽

pp. 409-431

Author(s):

Ekaterina Egorkina ◽

Mikhail Ivanov ◽

Natalia Ivanova ◽

Nadezda Vladimirovna Uchevatkina

Keyword(s):

Continuing Education ◽

Information Technologies ◽

Scientific Research ◽

Educational Process ◽

Research Competency ◽

Research Competences

In this chapter, we will pay the special attention to the use of information technologies in the two-level educational process (bachelor-magister), which contributes to the effective formation of scientific-research competences with the direct interconnection of science and production. The main features of forming scientific-research competences are described. The experience in students learning to develop these competences on each grade of education is shown. There are recommendations how to provide the properly quality of scientific-research competences, including using the information-communication technologies.