Assemblage of CoreLife Skills Through Technological Innovation

2017 ◽  
Vol 9 (2) ◽  
pp. 22-41
Author(s):  
Seema Pillai
Keyword(s):  
United Arab Emirates ◽  
Technological Innovation ◽  
Technology Use ◽  
Cognitive Skills ◽  
Actor Network Theory ◽  
Vocational Education And Training ◽  
Technology Enhanced Learning ◽  
Teaching Innovation ◽  
Use Of Technology ◽  
Integration Of Technology

With the increasing emphasis on developing graduate employability skills, termed as CoreLife Skills in the United Arab Emirates (UAE), and growing use of technology in education; this research investigates the assemblage of CoreLife Skills through technological innovation in a vocational education and training (VET) institute in the UAE. This article draws on the concepts of the sociology of translation from an Actor-Network Theory as both methodological and analytical tool. The research unfolds the socio-material assemblages using existing frameworks: Levels of Teaching Innovation (LoTi) and HEAT (higher order thinking, engaged learning, authentic learning, and technology use). The research stirred the development of technology-enhanced learning and a CoreLife Skills development (TEL-CSD) framework for effective integration of technology to enhance students' CoreLife Skills. Based on the findings, two conclusions are drawn: CoreLife Skills cannot be developed independently of general learning and cognitive skills, and technology alone cannot promote CoreLife Skills.

scholarly journals Evaluation of Pre-Service English Teachers’ Integration of Educational Technology into their Lesson Plans

2018 ◽  
Vol 12 (2) ◽  
pp. 227-235
Author(s):  
Sri Wahyuni
Keyword(s):  
Digital Media ◽  
Technology Use ◽  
English Teachers ◽  
Lesson Plans ◽  
Integrated Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Teachers And Students ◽  
Almost All ◽  
Document Review

The emergence of technology has shifted so many aspects of people‘ lives including but not limited to the way they interact with each other and accomplish almost all activities. In education context, use of technology has impacted teachers and students‘ interactions both in and outside classroom. For decades now, there has been research on technology use and its‘ benefits on teachers‘ instructional practices and students‘ learning. However, a study specifically looking at the integration of technology into teachers‘ lesson plans is still under research. Therefore, the paper was an attempt to investigate how pre-service English teachers integrated technology in the preparation stage of the instructional activities. The study focused on the evaluation of 22pre-service English teachers‘ lesson plans. It employed a qualitative approach with a document review method. It revealed that the pre-service English teachers have incorporate deducational technology including mobile devices and digital recording. Besides, the most frequently and commonly digital media used were Power Points, audios, videos and online resources downloaded from YouTube. In addition, they made use of communication and collaborative resource such as blogs. Finally, implication for further research is presented

Re-Examining the Socioeconomic Factors Affecting Technology Use in Mathematics Classroom Practices

2009 ◽  
pp. 1468-1483
Author(s):  
Emiel Owens ◽  
Holim Song ◽  
Terry T. Kidd
Keyword(s):  
Student Achievement ◽  
Technology Use ◽  
Mathematics Classroom ◽  
Educational Institutions ◽  
Instructional Reform ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Urban Student ◽  
Economic Technology

Over the past 15 years a considerable amount of research has been devoted to study of the socioeconomic aspects that affect the use of economic technology in the mathematics classroom. With the call for curricular and instructional reform, educational institutions have embarked on the process to reform their educational practices to aid the urban student in their quest to obtain quality mathematics and science based education with the integration of technology. The study performed was to reexamine the socioeconomic disparities economic in the mathematics classroom as it relates to implementing technology interventions to support quality teaching and active student learning. This article is to provide empirical evidence of whether these disparities continue to exist and their effects on student achievement in the mathematics classroom. The results of this study showed an overall positive relationship regarding the use of technology interventions within the mathematics classroom with levels of student achievement, showing a clear signs of continued disparities within mathematics classroom.

Adoption of Technologies in Higher Education

2011 ◽  
pp. 307-325 ◽  
Author(s):  
John Nworie
Keyword(s):  
Higher Education ◽  
Technological Innovation ◽  
Technology Use ◽  
Higher Education Institutions ◽  
Digital Technologies ◽  
Administrative Practices ◽  
Student Demographics ◽  
Use Of Technology ◽  
Number Of Factors ◽  
The Impact

The impact of digital technology and the resulting change has impacted society and every aspect of life, including higher education. Technology has affected every area of operation in higher education, dramatically changed the way work is performed, and enhanced productivity and efficiency levels. While the efforts of higher education institutions to adopt new technological innovation are laudable, it is worth noting that such adoption has not been even across campuses. Technology use has not been consistent due to a number of factors, including adoption and integration approaches, resistance, budget allocations, institutional priorities, shifting student demographics, organizational cultures, leadership issues, and failure to apply systemic approaches to adoption, among others. This chapter examines how higher education has responded to the adoption of digital technologies, reviews some of the existing issues and challenges, and identifies areas that need to be addressed to further the use of technology to improve instructional and administrative practices in higher education.

Technology-Enhanced Learning in Higher Education

2014 ◽  
pp. 224-236 ◽  
Author(s):  
Neil Gordon ◽  
Mike Brayshaw
Keyword(s):  
Higher Education ◽  
Technology Enhanced Learning ◽  
Support Teams ◽  
Technological Adoption ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
E Learning ◽  
Technological Age ◽  
Enhanced Learning ◽  
Technology In Higher Education

This chapter explores issues that affect the uptake and integration of Technology in Higher Education, developing a framework to overcome some of the barriers. Technological adoption varies across disciplines. The authors consider disciplines as tribes, where some find technology acceptable and an enabler, whilst for others it is alien and deemed inappropriate. Some territories reflect technology as an area to defend and expand, whilst for others the imposition of technology and associated practices are considered a hostile intrusion into discipline practice. Within the framework, the authors reflect on various perspectives: practitioners', students', and support teams' perspectives within the wider eco-systems and structures. Practitioner concerns reflect discipline traditions and practices, from teaching through to assessment and how to manage the Wikipedia generation. Students' needs in a technological age reflect the demands of the Netizen as student, and the rise and challenge of MOOCs to the teacher and the learner. Institutional mechanisms provide the situation for the use of technology. The authors provide a framework within which to explore the above concerns and describe mechanisms to unite the academic tribes, to see the territorial boundaries as artificial and counter-productive, and to enable the utilisation of E-Learning in current and future Higher Education settings.

Barriers to the Effective Use of Technology in Education: Current Status

1997 ◽  
Vol 17 (4) ◽  
pp. 385-395 ◽  
Author(s):  
Dee L. Fabry ◽  
John R. Higgs
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Current Status ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Actual Use ◽  
Major Discrepancy ◽  
Effective Use

While the number of computers in the classroom continues to increase and tremendous support for technology integration exists in government, business, and academia, a major discrepancy exists between the level of technology use expected of educators and the actual use and integration of technology in the classroom. This article examines barriers that impede the effective use of technology in education.

COVID-19 A CATALYST FOR TECHNOLOGY ENHANCED LEARNING (TEL)

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Online Delivery ◽  
Online Study ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Online Examination ◽  
Class Room ◽  
Enhanced Learning

Covid-19 pandemic has been a catalyst for mandatory use of technology to deliver class room learning to students who have been forced to Learn From Home (LFH). Learn From Home requires Technology Enhanced Learning (TEL) method if students are to be satisfied with online delivery of lessons. Technology Enhanced Learning is used to describe the integration of technology to teaching and learning; the demand for Technology Enhanced Learning has been increased as a result of the lockdown. The study explores various online teaching platforms, techniques, online examination, and Technology Enhanced Learning methods needed to be used by university instructors to ensure that educating the students goes on unhindered. The identified variables were empirically tested with the aid of a structured questionnaire. The study concludes that there is a positive relationship between satisfaction with the delivery of online study and the perceived effectiveness of TEL among higher education students.

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

Strategic Innovation and Service Delivery in Public Universities in Kenya: A Case of Kenyatta University

2019 ◽  
Vol 3 (III) ◽  
pp. 199-211
Author(s):  
Stella Gati Maroa ◽  
Mary Namusonge
Keyword(s):  
Regression Analysis ◽  
Service Delivery ◽  
Diffusion Of Innovation ◽  
Technology Use ◽  
Public Universities ◽  
Policy Objective ◽  
The Public ◽  
Strategic Innovation ◽  
Use Of Technology ◽  
The Government

Strategic innovation is a strategic tool that can be used to align the institution’s resources and capabilities with opportunities in the external environment in order to enhance survival and long term success of the organization.  Innovation promotes use of technology consequently impacting positively on service delivery. Public universities reforms have been a necessary and on-going policy objective for the Government of Kenya. Innovation as one of the approaches to the reforms is intended to induce an overhaul the public university system to better serve the needs of both government and the citizens with improved delivery of public services. In Kenya technology in public institutions has not been effectively used to enhance service delivery more so institutions where technology use has been embraced, its impact on service delivery has not been assessed effectively. This study applied the institutional theory, diffusion of innovation theory and stakeholders theory of management to determine how strategic innovation at Kenyatta University impacts on service delivery. The general objective of this study therefore was to determine the effect of strategic innovation on service delivery in Kenyatta University. Specific objectives included finding out the influence of eLearning, online student registration and use of e-messaging services on service delivery in Kenyatta University. A population of 72,000 students admitted to Kenyatta University was used from which random sampling was conducted to a sample of 200 students using Nassiuma’s formula. Data was collected by disbursing physically the questionnaires to the students. Descriptive and regression analysis was conducted using SPSS 22 to provide findings on the study. The study conducted a multiple regression analysis to estimate the model for the study. The study had a coefficient of correlation R of 0.912 an indication of strong of correlation between the variables and a coefficient of adjusted R2 was 0.814.This means that there was a significant correlations between the variables and service delivery at Kenyatta University however other factors that are not considered in the research paper contribute approximately 18.6% of the service delivery at Kenyatta University. Therefore, a very extensive further research is highly required to investigate and come up with other factors of the viability to service delivery at Kenyatta University. The study concluded that the strategic innovation of the public universities ranges from the products and services offered and is determined by the technology that is revolutionizing the current global world and has improved the service delivery at Kenyatta University. A strategic innovation brings a lot of advantages and has a great impact on human and business daily life. Therefore, strategic innovation development is the best choice in helping higher institution of learning stay on track.

scholarly journals Older Adults’ Adaptations to the Call for Social Distancing and Use of Technology: Insights From Socioemotional Selectivity Theory and Lived Experiences

2021 ◽  
pp. 073346482199686
Author(s):  
Shoshana H. Bardach ◽  
Elizabeth K. Rhodus ◽  
Kelly Parsons ◽  
Allison K. Gibson
Keyword(s):  
Older Adults ◽  
Technology Use ◽  
Technology Training ◽  
Well Being ◽  
Socioemotional Selectivity Theory ◽  
Structured Interviews ◽  
Socioemotional Selectivity ◽  
Social Distancing ◽  
Use Of Technology ◽  
Comparison Approach

Social distancing guidelines during COVID can be isolating, especially for older adults, with potential for poor health outcomes. Technology offers opportunities for remote connection, yet, older adults’ use of and perspectives on technology during this time remain largely unknown. The purpose of this study was to gain insight into older adults’ technology use and preferences to inform the development of a technology training intervention to support older adult well-being. Semi-structured interviews were conducted with 30 older adults. Interviews were analyzed using an iterative, constant comparison approach. Findings were consistent with Socioemotional Selectivity Theory; respondents were primarily interested in technology to support emotionally meaningful goals. Participants indicated limited interest in technology training, referencing diminished future time perspectives to explain disinterest. Findings suggest that efforts to encourage older adults’ expanded technology adoption should highlight how use supports emotionally meaningful goals and provide low-effort, timely training, tied to specific and clear applications.

scholarly journals A Cloud-Based Mobile System to Improve Project Management Skills in Software Engineering Capstone Courses

2018 ◽  
Vol 2018 ◽  
pp. 1-16
Author(s):  
Andres Neyem ◽  
Juan Diaz-Mosquera ◽  
Jose I. Benedetto
Keyword(s):  
Project Management ◽  
Software Engineering ◽  
Technology Enhanced Learning ◽  
Mobile System ◽  
Management Skills ◽  
Software Artifacts ◽  
Capstone Courses ◽  
Use Of Technology ◽  
Course Outcomes ◽  
Enhanced Learning

Capstone project-based courses offer a favorable environment for the development of student skills through an approach incorporating theoretical and practical components. However, it is often difficult to successfully coordinate between students, stakeholders, and the academic team. The absence of suitable tools for addressing this issue, along with time constraints, often prevents students from attaining the expected course outcomes. This raises the question “How can we improve project management skills in computing majors through the use of technology-enhanced learning environments?” This paper presents a Cloud-based mobile system for supporting project management under a framework of best practices in software engineering capstone courses. The Kanban approach was used as a core of the proposed system. Kanban boards are very popular in the software industry today. It has been empirically shown that they provide increased motivation and project activity control due to their inherent simplicity. This helps the students and academic team be aware of the project context as it aids in preventing ambiguities, flaws, or uncertainties in the development of software artifacts.

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