Digital Technologies for Teaching and Learning at the BoP

2021 ◽  
pp. 272-292
Author(s):  
Alessia Pisoni ◽  
Alessandra Corti ◽  
Rafaela Gjergji
Keyword(s):  
Teaching And Learning ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Bottom Of The Pyramid ◽  
Key Factors ◽  
Descriptive Case Study ◽  
Case Study Analysis ◽  
Main Factors ◽  
Managerial Perspective

This chapter focuses on digital technologies for teaching and learning/ICT for education. The topic under investigation was approached under a managerial perspective with the final aim to identify and describe the main factors that enable and/or inhibit successful implementation of digital technologies for teaching and learning at the bottom of the pyramid (BoP). First of all, a comprehensive and systemized literature review has been performed outlining/identifying these factors. Then, to robustly grasp the findings, a deeper assessment through a multiple descriptive case study analysis on the key factors behind a successful implementation of ICTs for education at the BoP level has been carried out.

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

scholarly journals Teacher's digital fluency: a new competence for foreigh language teaching

2013 ◽  
Vol 13 (3) ◽  
pp. 711-739
Author(s):  
Isis da Costa Pinho ◽  
Marilia dos Santos Lima
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Digital Tool ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Digital Fluency

This paper reports on a case study research focusing on digital fluency as a new competence for teaching foreign languages through technology. The data were generated on a training course having as its main purpose the investigation of pre-service and in-service teachers' perceptions about the relevance of digital fluency and the pedagogical use of digital technologies for foreign language (FL) teaching and learning. The trainee teachers were asked to work in groups with the purpose of exploring Windows Movie Maker software in order to create a movie addressing the importance of digital fluency and the potential of this digital tool in FL teaching and learning. The results suggest that digital fluency was considered a necessary competence for the creation of more attractive and dynamic lessons that motivate meaningful FL production.

Strategy, Action Plan, and Approaches for Business Intelligence in Banking and Mining

2019 ◽  
pp. 305-325
Author(s):  
Hafeez Niazi
Keyword(s):  
Data Quality ◽  
Data Visualization ◽  
Business Intelligence ◽  
Success Factors ◽  
Action Plan ◽  
Study Analysis ◽  
Key Factors ◽  
Case Study Analysis ◽  
Critical Success

This case study will analyze the critical success factors and key matters related to the deployment of BI deployment in different organizations. Different organizations have different approaches to making BI available for different business users, divisions, and departments. Data visualization is also one of the important factors which will provide user better reflection of data rather than make them confuse about organization data with too much information in the reports and dashboards. Data quality and diverse standards, which make BI famous in the different organizations, are also analyzed during the investigation of both organizations used in this case study. The case study analysis also shows how BI maturity, governance, and framework are key factors involved in the successful deployment of the BI in different organizations.

Knowledge Management Strategies Implementation in Innovation Intensive Firms

2009 ◽  
pp. 169-192 ◽  
Author(s):  
Fatima Guadamillas-Gomez ◽  
Mario J. Donate-Manzanares
Keyword(s):  
Knowledge Management ◽  
Human Resources ◽  
Corporate Culture ◽  
Information Technologies ◽  
Management Practices ◽  
Human Resources Management ◽  
Management Strategies ◽  
Key Factors ◽  
Managerial Perspective

This chapter analyses the implementation of knowledge management strategies (KMS) in technologyintensive firms. Firstly, a review of KMS in the knowledge management (KM) literature is carried out in order to conceptually establish the focus of the chapter. Next, some key factors for successful KM implementation, such as corporate culture, technological systems, ethical leadership, human resources management practices and organizational flexibility are identified and explained. After that, the case study of two firms which have successfully implemented a KMS in innovation-intensive industries, such as electronics and information technologies, is shown. Finally, and based on the results of the case study, some suggestions are extracted and recommendations are made from a managerial perspective in order to implement a KMS effectively.

scholarly journals Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment

2021 ◽  
Author(s):  
Courtney K. Baker
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Descriptive Case Study ◽  
Coaching Education ◽  
School Based ◽  
Professional Development For Teachers ◽  
Education Tool ◽  
And Mathematics

AbstractAs content-specific educational coaches, elementary mathematics specialists (EMSs) have emerged as school-based professionals who are needs-driven and work closely with school stakeholders in regard to mathematics teaching and learning. While leading mathematics education organizations have identified the specialized knowledge and skills required for EMS positions, how to best prepare these individuals is knowledge that the field is still exploring. This paper first presents a theoretical model for EMS preparation that aligns an emerging coaching tool, the Decision-Making Protocol for Mathematics Coaching (Baker & Knapp, 2019, [DMPMC]) with the Professional Development Design Framework (Loucks-Horsley et al. in Designing professional development for teachers of science and mathematics, Corwin Press, 2010). The paper then presents a descriptive case study that examines the application of this model in an EMS preparation course. The findings indicate that assessing the coaching situation fostered administrative partnerships, revisiting goals increased specificity of anticipated outcomes, and applying research-informed practices increased EMS self-efficacy and advanced coaching agendas. Taken together, these findings suggest that integrating the DMPMC into an EMS preparation course led to positive changes in EMS candidate learning of professional development design. Notably, this is one of the first studies that documents the influence of a coaching education tool on EMS candidates’ professional development design.

scholarly journals Understanding Technical Instructors Motivational Practices in Vocational Training Centre, Morang, Nepal

2015 ◽  
Vol 1 ◽  
pp. 33-37
Author(s):  
Amit Koirala ◽  
Gita Dhungana
Keyword(s):  
Qualitative Research ◽  
Vocational Training ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Training And Development ◽  
Learning Activities ◽  
Key Factors ◽  
Training Centre ◽  
Vocational Training Centre

This study “understanding technical instructor’s motivational practices in vocational training centre, Morang Nepal” tries to explore the motivational and demotivational factors among the technical instructors in vocational training centre, Morang, Nepal. As motivational factors plays an important role in carrying out teaching and learning activities this study tries to understand the key factors that enhance or hinder the technical instructors for teaching in vocational training centre and for carrying out qualitative research, researchers employed case study research design.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13088 Journal of Training and Development Vol.1 2015: 33-37

scholarly journals A business intelligence framework for Sultan Qaboos University: A case study in the Middle East

2017 ◽  
Vol 7 (3) ◽  
Author(s):  
Saud Sultan Al Rashdi ◽  
Smitha Sunil Kumaran Nair
Keyword(s):  
Big Data ◽  
Performance Management ◽  
Business Intelligence ◽  
Teaching And Learning ◽  
Successful Implementation ◽  
Sultan Qaboos University ◽  
Making Sense ◽  
Usable Information ◽  
The University

Higher education institutions generate big data, yet they are not exploited toobtain usable information. Making sense of data within organizations becomes the key factorfor success in maintaining sustainability within the market and gaining competitiveadvantages. Business intelligence and analytics addresses the challenges of data visibility anddata integrity that helps to shift the big data to provide deep insights into such data. Thisresearch aims to build a customized business intelligence (BI) framework for Sultan QaboosUniversity (SQU). The research starts with assessing the BI maturity of the educationalinstitutions prior to implementation followed by developing a BI prototype to test BI capabilitiesof performance management in SQU. The prototype has been tested for the key business activity(KBA): teaching and learning at one college of the university. The results show that theaggregation of the different KBAs and KPIs will contribute to the overall SQU performance andwill provide better visibility of how SQU as an organization is functioning, which is the keytowards the successful implementation of BI within SQU in the future.

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.

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