Digital Technology Integration in Different Educational Fields

2020 ◽  
pp. 112-131
Author(s):  
Hridayjit Kalita ◽  
Kaushik Kumar
Keyword(s):  
Technology Integration ◽  
Power Supply ◽  
Digital Technology ◽  
Digital Technologies ◽  
Learning Approach ◽  
Digital Learning ◽  
Digital Competence ◽  
Learning And Teaching ◽  
Current Scenario ◽  
Modern Technologies

The perception of learning and teaching in the educational universities have been affected by digital technology. With the industrial concern over sustainability of resources and efficiency in operation in a digital environment, the need arises to implement digital technologies in the educational setting so that digital competence of the future workforce can be elevated, and better industrial output-based education is provided. In this chapter, an attempt has been made to describe and discuss the current scenario of digital integration in higher educational disciplines. The issues concerning this integration include teacher inability to incorporate digital thinking into student learning, student non-adaptability to modern technologies, unreliability of digital educational resources, and lack of infrastructure/power supply in most of the educational institutes. An active digital learning approach in students and extensive training sessions for digital utilization excellence in teachers and educators are a few ways to solve issues regarding the above-mentioned integration.

Supporting the digital professor: information, training and support

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shanna Coles ◽  
Florence Martin ◽  
Drew Polly ◽  
Chuang Wang
Keyword(s):  
Technology Integration ◽  
Adaptive Learning ◽  
Digital Technology ◽  
Online Survey ◽  
Teaching Method ◽  
Demographic Variable ◽  
Digital Technologies ◽  
Content Type ◽  
Collaboration Tools ◽  
Training And Support

PurposeThe purpose of this paper is to provide insight into institutions of higher education (IHE) on how to support faculty in the integration of digital technologies. The research explores faculty interest in types of digital technology information and training, and the types of support faculty are likely to participate in related to digital technology integration. The association of demographic factors of primary teaching method, and experience teaching online or hybrid is provided.Design/methodology/approachA sample of 247 faculty from 53 institutions in the USA completed an online survey related to information, training and support for digital technology integration. The analysis included exploring the descriptive ratings overall and by demographic variable and conducting the one-way multivariate analysis of variance (MANOVA) with reported effect sizes and Scheffe post-hoc tests.FindingsFrom a list of digital technologies that included the LMS, Collaboration Tools (social media and online meeting tools), Audio-Visual Tools (video creation and podcasts), and Technology Trends (mobile learning, games and adaptive learning), faculty ranked LMS highest in interest for training and information. Faculty who have taught hybrid are most interested in collaboration tools and trend tools. For support type, faculty ranked web resources slightly higher than other types of support.Practical implicationsIHE units involved in faculty development can use the findings to plan faculty support initiatives for future institutional needs.Originality/valueThis paper gathers insight from faculty on their preferences for information, training, and support for integrating digital technologies.

scholarly journals Materialist Perspectives on Digital Technologies

2016 ◽  
Vol 37 (1) ◽  
pp. 119-132 ◽  
Author(s):  
Holger Pötzsch
Keyword(s):  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Science And Technology Studies ◽  
Digital Technologies ◽  
Pedagogical Practice ◽  
Digital Competence ◽  
Learning And Teaching ◽  
New Information ◽  
Critical Media ◽  
Information And Communication

Abstract The present article brings critical media research and science and technology studies (STS) into dialogue with approaches to digital literacy and digital competencies in educational contexts. In particular, it focuses on material aspects of new information and communication technologies (ICTs) such as technical infrastructure, economic conditions, ecological consequences, and code-based as well as embodied forms of impact, and argues that digital applications and devices have ambiguous and often contradictory affordances and effects that need to be addressed in academic literature and pedagogical practice. The main objective is to inform on-going debates on the nature and content of digital literacy and digital competence from a critical materialist vantage point, and to facilitate learning and teaching about, rather than with, digital technologies by highlighting salient issue areas in need of continued critical attention.

scholarly journals USE OF MOBILE DEVICES FOR E-LEARNING IN GEOMATICS

2015 ◽  
Vol XL-6/W1 ◽  
pp. 5-8 ◽  
Author(s):  
H. Mills
Keyword(s):  
Mobile Devices ◽  
Learning Approach ◽  
Digital Learning ◽  
Teaching Environment ◽  
Learning And Teaching ◽  
Digital Learning Environment ◽  
Laser Scanners ◽  
E Learning ◽  
Catch Up ◽  
Incoming Students

For the last 4 years, the School of Civil Engineering & Geosciences at Newcastle University, UK adapted mobile devices as learning approach only for undergraduate within Geomatics. All incoming students were given a mobile device as learning tool, which was supposed to be there main way to accessing teaching material. This paper will present how students adopted the mobile devices and how their learning has changed using mobile devices. It will highlight which apps can be used in a Geomatics teaching environment to engage students in their learning and teaching environment. The paper will furthermore look into apps which help students within the area of Photogrammetry and Remote Sensing, such as the Autodesk 123D catch up or the Remote RDP app to remotely control surveying instrumentations, such as laser scanners. Those apps are easy tools to engage students within digital learning environment which the students are familiar with. The paper will show how students embrace the technology but also current limitation of using those within Higher education establishments, such as sufficient Wifi and student support for using mobile devices.

scholarly journals Adopting Digital Technology in Teaching and Learning Environment in Early Childhood Education Classes in Nairobi County, Kenya

2017 ◽  
Vol 2 (3) ◽  
pp. 18
Author(s):  
Odundo Paul Amolloh ◽  
Ganira Khavugwi Lilian ◽  
Milimu Gladys Shaji
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Fine Motor ◽  
Digital Competence ◽  
Childhood Education ◽  
Similarities And Differences ◽  
Early Childhood Settings

Dispositions towards use of digital technologies in modern early childhood settings have dramatically transformed aspects in education sector through development and integration of technology into education policy, curriculum and practice. Digital technology as a tool in instruction benefits learner’s fine motor skills, language and communication readiness, mathematical thinking as well as positive attitudes towards learning. Conversely inadequate educational and digital competence hampers teachers in Early Childhood Education (ECE) access to digital technology. This study assessed ways in which teachers in ECE in Kenya access digital technologies. It was designed as a two-phase exploratory mixed methods study. The design allowed collection of data from two groups of ECE educators: case study and survey teachers. Case-studies of two ECE centers (low and high technology) involving 11 ECE teachers were compared in order to examine similarities and differences in access to digital technologies. Similarly, teachers (n=508) in two education zones were surveyed and drawn in terms of similarities and differences in access to digital technologies. Findings indicated that ECE teachers in Kenya have limited access to digital technologies due to non-availability in ECE teaching and learning environments. To address this challenge, the study recommends Ministry of education to put emphasis on funding technology resources in early childhood settings. Furthermore, teachers in ECE should be exposed to a variety of developmentally appropriate digital technologies in order to effectively enhance teaching and learning.

scholarly journals Digital technologies in teaching and learning foreign languages: pedagogical strategies and teachers’ professional competence

2020 ◽  
Vol 15 (3) ◽  
pp. 76-88
Author(s):  
Thierry Karsenti ◽  
◽  
Olga Kozarenko ◽  
Victoria Skakunova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Online Survey ◽  
Professional Competence ◽  
Language Teaching ◽  
Digital Technologies ◽  
Foreign Language Teaching ◽  
Digital Learning ◽  
Digital Competence ◽  
Pedagogical Strategies

Research problem: Today’s education system must adapt to the digital revolution and use it to best advantage. One of the most critical paths to pursue is to develop digital skills among student teachers. Many Russian researchers have focused on practices of digital technology integration in foreign language teaching, but, few among them have formulated systematic teaching strategies. The aim of the study: To elaborate the pedagogical strategies for developing digital competence among students on the basis of the complex approach and scientific achievements in this field. Research methods: The research is based on the statistics obtained during an online survey among university and school teachers, students. While conducting the interviews additional information appeared and teachers’ opinions were specified. The participants included 100 university foreign language teachers as well as 120 students from Central Russia. Results: The analysis revealed how the professors organized their digital learning spaces. Among others, the findings highlighted on which aspects they spent more Internet time, and the factors that limited digital use in class. The analysis of the students’ responses revealed some problems in using digital tools while learning a foreign language. The results can be used in developing students’ competences and in elaborating syllabus and teaching materials. Conclusions and recommendations. On the basis of recent achievements and collected data, the complex of pedagogical strategies to form digital competence among students during the foreign language learning have been elaborated. With the appropriate pedagogical accompaniment, digital technologies allow the development of student teachers’ digital competence to meet the demands of the modern society. Thus, it can increase the efficiency of foreign language teaching and will contribute to students’ personal development.

scholarly journals Developing Digital Literacies by Bridging Skills and Pedagogy: Case Study from a Centre for Enhancing Learning through Technology (CELT)

2015 ◽  
Author(s):  
Heather Conboy ◽  
Sukhtinder Kaur ◽  
Julie Lowe ◽  
Ian Pettit ◽  
Rob Weale
Keyword(s):  
Student Learning ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Effective Practices ◽  
Digital Literacies ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Enhance Student Learning

In 2011 the Centre for Enhancing Learning through Technology (CELT) was established at De Montfort University (DMU). The aim of the Centre is to work with staff and students to transform their learning and teaching experiences through the situated use of technologies (CELT, 2013). This case study offers an overview of the ways in which the CELT seeks to realise its vision in relation to the use of digital technologies for enhancing teaching and learning. In particular it seeks to ‘bridge the gap’ between digital ‘know how’ and the effective pedagogic implementation of digital technology as part of a curriculum. Key elements of the CELT strategy, and its ‘on the ground’ approaches to catalysing engagement and driving innovation in the use of digital technologies for teaching and learning will be detailed. This will include a series of examples of staff developmental projects that have sought to enhance student learning through the use of digital technologies. It is hoped that the case study will be of value in terms of highlighting effective practices and broader strategic approaches that may inform other practitioners who are interested in the use digital technologies for enhancing teaching and learning.

Integration of Digital Technologies into Education

2020 ◽  
Vol 1 (2) ◽  
pp. 20-33
Author(s):  
Albina Вilyalova
Keyword(s):  
Digital Technology ◽  
Reference Group ◽  
Digital Technologies ◽  
Test Group ◽  
Modern Society ◽  
Living Environment ◽  
Educational Resources ◽  
Modern World ◽  
Digital Learning ◽  
Digital Education

The number of universities using digital technologies is growing year by year. Digital technology in the modern world is not only a tool, but also a living environment that opens up new opportunities: learning at any convenient time, continuing education, etc. This article aims to describe the specificity of digital education, the current state of its implementation, the expected results and concerns in this respect. Having shown the core of the digital education and the state of its implementation in modern society, this type of education must be critically analyzed in terms of advantages and risks with reference to contemporary students and the effectiveness of the teaching – learning process, in which they participate. In the study pros and cons of digital learning are revealed. The current study presents information about advantages of using electronic educational resources in teaching a foreign language based on the experimental work which was done in Naberezhnye Chelny Institute of Kazan Federal University. The success of the experiment presented in this paper is demonstrated by comparing the results of the test group who were taught using electronic educational resources with the reference group who were taught in a common traditional way. The results of the questionnaire suggest that the majority of students believe they have acquired food knowledge using digital technology in education. The statistical analysis shows that the test group students had better achievements compared to the reference group since students from test group have the digital skills.

scholarly journals Education in the Context of Digitalization and Culture: Evolution of the Teacher's Role, Pre-pandemic Overview

2020 ◽  
Vol 8 (1) ◽  
pp. 226
Author(s):  
Olga Kalimullina ◽  
Bulent Tarman ◽  
Irina Stepanova
Keyword(s):  
Digital Technology ◽  
Sufficient Conditions ◽  
Negative Attitude ◽  
Educational Process ◽  
Digital Learning ◽  
Learning Tools ◽  
Digital Competence ◽  
Teachers Experiences ◽  
Digital Environments ◽  
New Research

This study was conducted before the outbreak of the pandemic and now the results seem clear. The intensive forced use of distance technologies in the educational process has changed the approach to education forever. What exactly has changed? this is already a topic for new research. We suggest going back a little and see how the role of the teacher changed as the use of digital technologies intensified before the pandemic. This article analyzes the studies devoted to teachers’ experiences in interacting with digital environments, and reviews digital learning systems, environments, and tools. The study found that there are many opportunities, applications, and automated digital environments in the world, but none of them can, to a greater or lesser extent, do without a supervisor, or a teacher. In addition, the paper found that, despite the diversity of digital learning tools, that issues existed related to using such tools by teachers due to the lack of adequate digital competence or even because some teachers tend to have a negative attitude towards this new concept of education. Therefore, sufficient conditions and opportunities should be created for teachers to obtain the required digital competence and to explore the culture of digital technology in education and learning environments to succeed in the subsequent integration of digital technology into the field of education.

scholarly journals Let’s talk about digital learners in the digital era

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Eliana Esther Gallardo-Echenique ◽  
Luis Marqués-Molías ◽  
Mark Bullen ◽  
Jan-Willem Strijbos
Keyword(s):  
Digital Technology ◽  
Digital Technologies ◽  
Digital Natives ◽  
Digital Native ◽  
Digital Competence ◽  
Digital Era ◽  
Digital Skills ◽  
Digital Learners ◽  
Definition Of ◽  
Native Literature

<p>This paper reports on a literature review of the concept of “Digital Natives” and related terms. More specifically, it reports on the idea of a homogeneous generation of prolific and skilled users of digital technology born between 1980 and 1994. In all, 127 articles published between 1991 and 2014 were reviewed. On the basis of the findings, there appears to be no commonly-accepted definition of a “Digital Native”. The concept varies among individuals, societies, regions and nations, and also over time. Moreover, there are a number of variables other than age that may help us understand the nature of students’ use of digital technologies. The so-called “Digital Native” literature demonstrates that despite students’ high digital confidence and digital skills, their digital competence may be much lower than those of their “digital teachers”. Given the confusion surrounding “Digital Native” and its affiliates, we propose to unify them under the concept “digital learners”.</p>

scholarly journals Digital technologies and robotization as a factor of sustainable tourism development

2021 ◽  
Vol 291 ◽  
pp. 04003
Author(s):  
L.V. Semenova ◽  
S.M. Konyushenko
Keyword(s):  
Sustainable Development ◽  
Technology Integration ◽  
Digital Technology ◽  
Hospitality Industry ◽  
Digital Technologies ◽  
The Sustainable Development ◽  
Sustainable Tourism Development ◽  
Digital Services ◽  
Tourism And Hospitality Industry ◽  
Tourism And Hospitality

The issues of digital technology integration in the tourism and hospitality industry, which have an impact on the sustainable development of both the entire industry and its individual subjects, are considered. The main digital services and tools functioning in the market of tourist services are analyzed.

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