scholarly journals Incorporating Digital Technology in the General Education Classroom

2018 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Eddia Solas ◽  
Frances Sutton
Keyword(s):  
Academic Success ◽  
General Education ◽  
Digital Technology ◽  
Group Formation ◽  
Digital Natives ◽  
Task Completion ◽  
General Education Students ◽  
Academic Tasks ◽  
Study Skills Course ◽  
High Level

The implementation of technology-based pedagogic practices is becoming increasingly significant in higher education as the admission of digital natives increase. This generation of students, so defined as digital natives because they grew up using computers, tablets, smart phones and other digital technology, show a high level of technological competence, but exhibit deficiencies in competencies related to digital academic tools.  A group of activities which supports learning, and facilitates student academic success, were compiled in a 28-item challenge for beginning General Education students, as a part of a Life and Study Skills course. Each challenge invited students to access some aspect of digital technology which has the potential to increase their academic competence. The main aim of the exercise was to increase students’ digital academic literacy, exposing them to applications and ICT skills which would increase their efficiency, self-efficacy and accuracy in executing academic tasks. The technology tools used were aimed at accomplishing tasks such as group formation and communication, notetaking, information capture, summarization, synchronous and asynchronous collaboration on tasks, referencing, formatting, grammar check, plagiarism and assessment. Students were challenged to complete particular tasks using specific applications. A screenshot of each completed activity was submitted as evidence of task completion. Students were given 28 days to complete the tasks, after which they were required to do two quizzes, using learning platforms they were exposed to in the challenge, demonstrating their new found proficiencies.

Europe

2020 ◽  
pp. 649-666
Author(s):  
Andrea Renda
Keyword(s):  
Artificial Intelligence ◽  
Digital Technology ◽  
Policy Framework ◽  
Expert Group ◽  
Ethical Guidelines ◽  
Ethical Implications ◽  
Strong Focus ◽  
Ethics Guidelines ◽  
Definition Of ◽  
High Level

This chapter assesses Europe’s efforts in developing a full-fledged strategy on the human and ethical implications of artificial intelligence (AI). The strong focus on ethics in the European Union’s AI strategy should be seen in the context of an overall strategy that aims at protecting citizens and civil society from abuses of digital technology but also as part of a competitiveness-oriented strategy aimed at raising the standards for access to Europe’s wealthy Single Market. In this context, one of the most peculiar steps in the European Union’s strategy was the creation of an independent High-Level Expert Group on AI (AI HLEG), accompanied by the launch of an AI Alliance, which quickly attracted several hundred participants. The AI HLEG, a multistakeholder group including fifty-two experts, was tasked with the definition of Ethics Guidelines as well as with the formulation of “Policy and Investment Recommendations.” With the advice of the AI HLEG, the European Commission put forward ethical guidelines for Trustworthy AI—which are now paving the way for a comprehensive, risk-based policy framework.

scholarly journals Understanding procrastination: A case of a study skills course

2021 ◽  
Author(s):  
T. Hailikari ◽  
N. Katajavuori ◽  
H. Asikainen
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Self Efficacy ◽  
Study Skills ◽  
Psychological Flexibility ◽  
Well Being ◽  
Management Skills ◽  
Study Skills Course ◽  
Being There ◽  
Academic Self Efficacy

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

From Enrollment to Membership: “Belonging” in Middle and High School Classes

1997 ◽  
Vol 22 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Roberta F. Schnorr
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
General Class ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Education Students ◽  
General Education Students ◽  
Class Participation

This study examined the meaning of “belonging” or membership in four secondary level general education classes. One or two students with moderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understanding of participation and membership from the perspectives of students without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peers within the class. General class participation and interactions influenced an individual's status within the group, but were not enough to create member status. General education students also reported taking active steps when they joined a class to get connected with a subgroup. In these classes, only two students with disabilities connected with subgroups and were, therefore, viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

Digital Technology: the Answer to the Art Historical Conundrum of A ccessibility?

2018 ◽  
Author(s):  
Abigail Berry
Keyword(s):  
Digital Technology ◽  
Art History ◽  
18Th Century ◽  
Modern Technology ◽  
Travel Costs ◽  
Special Collections ◽  
The People ◽  
Accessibility Problem ◽  
Definition Of ◽  
High Level

The famous anthropologist Pierre Bourdieu argued that there is an “unnatural idea of inborn culture, of a gift of culture, bestowed on certain people by Nature.” [1] Bourdieu is arguing that people, who have not been born into a higher class, or who cannot receive a high level of education, are unable to appreciate and understand art. The study of art history is expensive, and often involves extremely high travel costs, thus making it inaccessible to anybody who does not enjoy the means to pursue it. How can we address this accessibility problem in the study of art history? Is there any way to bring art to the people who do not possess “inborn culture?” Bourdieu wrote his book on art and class in 1984, at a time when the computer, and its democratizing potential, was a new and little -understood invention. My research proposes that modern technology provides an answer to this problem, which has plagued the discipline of art history. This presentation will examine three research projects that I’ve been working on at Queen’s. Each project uses digital technologies to improve the general public’s knowledge and access to art. The projects are all different: the first focuses on creating a digital model of 18th - century Canterbury Cathedral based on a book from W.D. Jordan Rare Books and Special Collections, the second project works on understanding Herstmonceux Castle and medieval England through technology, and the third involves image processing for art historical investigations. Despite their differences, each project makes art accessible to people who do not possess Bourdieu’s definition of “inborn culture.”        

Academic Achievement of Female Students at College Level In Relation to Their Family Environment And Locale

2021 ◽  
pp. 51-65
Author(s):  
Nishta Rana ◽  
Shivani Kapoor
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Family Environment ◽  
Sampling Technique ◽  
Female Students ◽  
College Level ◽  
Family Environment Scale ◽  
Environment Scale ◽  
The Family ◽  
High Level

Academic achievement is often considered as a key criterion to judge one's total potentialities and capabilities. Academic achievement has become a prime interest for the teachers, educationists, psychologists and parents to predict children's academic success which is considered to be an outcome of the learning environment and the family. The present study aimed at seeking the level of academic achievement of female students at the college level with respect to their family environment and locale. Random Sampling Technique was applied to draw the sample of 200 female students studying in the five-degree colleges of Jammu City (J&K) in the year 2015. Family Environment Scale (FES-BC) by Bhatia and Chadha (2012) was used for data collection. This tool has eight dimensions-Cohesion, Expressiveness, Conflict, Acceptance and Caring, Independence, Active-Recreational Orientation, Organisation and Control. The findings revealed that most of the female students were having an average level of academic achievement. Very few female students were found to have a high level of academic achievement. No significant differences in the level of academic achievement were found among female students in relation to their residential background, whereas significant differences were found in the family environment of female students with respect to the locality at the sub-scale “Acceptance and Caring” and “Active Recreational Orientation”. The value of the coefficient of correlation was found to be low, positive but significant at the 0.01 level of significance at the sub-scale “Cohesion” of Family Environment Scale. It shows that academic achievement and cohesion in the family are positively related with each other, however, the correlation is low.

Accommodating Students with Disabilities on Large-Scale Tests: An Experimental Study

1998 ◽  
Vol 64 (4) ◽  
pp. 439-450 ◽  
Author(s):  
Gerald Tindal ◽  
Bill Heath ◽  
Keith Hollenbeck ◽  
Patricia Almond ◽  
Mark Harniss
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Large Scale ◽  
Standard Condition ◽  
Standard Test ◽  
Test Administration ◽  
General Education Students ◽  
Trained Teacher ◽  
Reading And Math ◽  
Math Test

In this study, fourth-grade special and general education students took a large-scale state-wide test using standard test administration procedures and two major accommodations addressing response conditions and test administration. On both reading and math tests, students bubbled in answers on a separate sheet (the standard condition) for half the test and marked the test booklet directly (the accommodated condition) for the other half of the test. For a subgroup of students, the math test was read to them by a trained teacher. Although no differences were found in the response conditions, an interaction was found in the test administration conditions (orally reading the test), supporting this accommodation for students with disabilities.

Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms

1998 ◽  
Vol 64 (3) ◽  
pp. 343-358 ◽  
Author(s):  
Kent R. Logan ◽  
D. Michael Malone
Keyword(s):  
Special Education ◽  
General Education ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Instructional Supports ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.

scholarly journals Digital technologies for optimization of moisture parameters of calculated soil’s layer

2021 ◽  
pp. 86-89
Author(s):  
Dmitry Aleksandrovich Solovyev ◽  
Viktor Vladislavovich Korsak ◽  
Galina Nikolaevna Kamyshova ◽  
Olga Nikolaevna Mityureva ◽  
Pavel Olegovich Terekhov
Keyword(s):  
Programming Languages ◽  
Control Systems ◽  
Digital Technology ◽  
Soil Layer ◽  
Digital Technologies ◽  
Irrigated Crops ◽  
Irrigation Control ◽  
Irrigation Technologies ◽  
High Level ◽  
Precision Irrigation

The article presents the results of the development of a digital technology for optimizing the parameters of moisture in the calculated soil layer. The introduction of precision irrigation technologies requires the development of new approaches to the development of decision support systems for their technical implementation in modern high-level programming languages. The developed computer program for determining the optimal moisture parameters of the calculated soil layer for the main irrigated crops of the Saratov region is easy to use and easily integrated into digital automated irrigation control systems.

Sign in / Sign up

Export Citation Format

Share Document