scholarly journals DIGITAL TECHNOLOGIES FOR ONLINE HIGHER-EDUCATION: THE CREATORS AND KILLERS OF DIGITAL DIVIDES

2020 ◽  
Vol 01 (02) ◽  
pp. 201-211
Author(s):  
Allah Nawaz ◽  
Abid Hussain ◽  
Aamir Sohail
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Information And Communication Technologies ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Contemporary World ◽  
Online Higher Education ◽  
Digital Divides ◽  
Information And Communication

The digital technologies have gained continuous momentum during the last decades in emerging economies. Contemporary world is divided into ‘haves’ and ‘have-nots’ on the basis of access to information and communication technologies (ICTs) mainly internet. This is called digital-divide: classification of the global-community into digitally literate and illiterate citizens. ICTs are said to be the main cause of this problem however the same technologies offer opportunities to not only bridge the digital divide but also improve life particularly, higher-education. This paper brings together the experience and viewpoints of researchers about the definition, causes, ICT-based solutions and hurdles in implementing online higher education in the universities to manage digital-divides in the developing countries. Based on the literature about the digital technologies and its application in the different spheres, it is argued that ICTs are not threats rather the opportunities provided they are harnessed in tune with the human and non-human contexts of the higher education in Pakistan.

The Challenges of Digital Technologies for Nigeria

2020 ◽  
Vol 32 (1) ◽  
pp. 81-94
Author(s):  
Martin N. Yina ◽  
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Cultural Context ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Revolution ◽  
Digital Era ◽  
Information And Communication ◽  
Negative Impacts ◽  
Developed World

The world is saturated with information and communication technologies that have changed the way people work and connect to one another. These technologies play a great role in people’s interactions, their pursuit of education, and certain careers in life. For some scholars in the developed world, the era of the digital revolution is over; it is now the post-digital era. However, fora developing country like Nigeria, though digitalization is seen as a necessity, there are still many challenges hindering its progress. Digital technologies are perceived as a double-edged sword with positive and negative impacts. Apart from the digital divide, some of these technologies have been abused or misused. Hence, part of the humanization process for Nigeria with its complex historical-cultural context would entail addressing the challenges surrounding these technologies, aspiring to reduce their capacity to dehumanize. More people need to have access to and be educated on how to better understand and wisely use such technologies. The process of dealing with these challenges must involve the partnership and collaboration of government agencies, academia, and civil societies.

scholarly journals Uno de los rostros de la brecha digital en la universidad: las prácticas institucionalizadas en el uso de las TIC / One Feature of the Digital Divide in College: Institutionalized Practices in the Use of ICT

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Lilián Salado Rodríguez ◽  
Erika P. Alvarez Flores
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Educación Superior ◽  
Access To Higher Education ◽  
Educacion Superior ◽  
Information And Communication ◽  
The Way

ABSTRACTThe continuing evolution of information and communication technologies (ICT) and their incorporation in various social areas has triggered a series of consequences, they have fundamentally changed the way we live, learn and work. However, regular use of technologies in various areas of life is ensuring that productive use of ICT is reached so that it achieves its greatest potential in the process of teaching and learning. Digital gaps currently exist in higher education institutions, marked by the way they are implemented and used a number of structural elements and patterns of social behavior that there are conceived. In this particular research is shown how informal practices are institutionalized in organizations such as the case of universities and come to have greater influence in the behave of the main actors of the learning process, directly impacting the quality and access to higher education. A hypothesis that is verified by quantitative and qualitative methods arises. The reflections contribute to the debate on digital divide in higher education.RESUMENLa evolución continua de las tecnologías de información y comunicación (TIC)  y su incorporación en los diver-sos ámbitos sociales ha desencadenado una serie de consecuencias, han cambiado fundamentalmente la forma en que vivi-mos, aprendemos y trabajamos. No obstante, el uso habitual de las tecnologías en diversos ámbitos de la vida no está garan-tizando que se alcance un uso productivo de las TIC para que se logre su mayor potencial dentro del proceso de enseñanza y aprendizaje. Actualmente existen brechas digitales en las instituciones de educación superior, marcadas por la forma en que se implementan y usan una serie de elementos estructurales y por patrones de comportamiento social que ahí se conciben. En esta investigación en particular se muestra como se institucionalizan prácticas informales establecidas en organizaciones como el caso de las universidades y llegan a tener mayor influencia en la forma de conducirse en los actores principales del proceso formativo, impactando directamente en la calidad y el acceso a la enseñanza de los estudiantes. Se plantea una hipótesis que se comprueba mediante métodos cuantitativos y cualitativos. Las reflexiones contribuyen al debate sobre brecha digital en la educación superior. Contacto principal: [email protected]

Cultural Aspects and Digital Divide in Europe

MedienJournal ◽  
2017 ◽  
Vol 26 (3) ◽  
pp. 14-32 ◽  
Author(s):  
Ursula Maier-Rabler
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Social Economic ◽  
Innovation Process ◽  
Communication Technologies ◽  
Individual Member ◽  
Policy Practice ◽  
Cultural Aspects ◽  
Information And Communication ◽  
Policy Strategies

This paper aims to make a contribution toward an improvement of European e-policy practice. lt is inspired by the conviction that successfuJ e-policy strategies can lead to ba­lanced chances for all members in certain societies to aquire the absolutely indispensable capabilities for decision-making in the context of Information and Communication Technologies (ICTs). Following the path of the development of e-policy papers it has to be stated that many goals have not yet been achieved. The techno-deterministic concepts 'access' and 'usage' seem not to reach far enough to get people really involved andin­formed. Many more aspects have tobe considered in order to create a clirnate for inno­vation where different choices made by different individuals according to their different social, economic or cuJtural backgrounds do not lead automatically to the well known either or not, connected or not-connected, haves or have-nots, but to a variety of pat­terns of involvement. In this paper, we argue for different e-policy strategies according to cultural aspects in certain societies. And hereby we will focus on the cultural aspects of information itself, on the notion of information in different information cultures. lt also seems important to mention at this stage that we believe that getting all members of society involved in the ICT-innovation process in order to provide the basis for in­formed decisions by each individual member is the most important task of e-policy.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

2021 ◽  
Vol 13 (11) ◽  
pp. 6363
Author(s):  
Johanna Andrea Espinosa-Navarro ◽  
Manuel Vaquero-Abellán ◽  
Alberto-Jesús Perea-Moreno ◽  
Gerardo Pedrós-Pérez ◽  
Pilar Aparicio-Martínez ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Teaching ◽  
Communication Technologies ◽  
University Teachers ◽  
Qualitative Survey ◽  
Information And Communication ◽  
Older Teachers ◽  
Teachers Perspectives ◽  
The University

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.

ENHANCING THE QUALITY OF TEACHING AT HIGHER EDUCATION INSTITUTIONS IN MALAYSIA THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

2012 ◽  
Vol 02 (04) ◽  
pp. 20-25
Author(s):  
Anantha Raj A. Arokiasamy
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Education Students ◽  
Information And Communication ◽  
Geographically Distributed ◽  
Breaking Time

The purpose of this paper is to analyze the integration of Information and Communication Technologies (ICT) in higher education for imparting easily accessible, affordable and quality higher education leading to the uplift of Malaysia. The focus of the paper is on the benefits that ICT integration in education can provide, right from breaking time and distance barriers to facilitating collaboration and knowledge sharing among geographically distributed students. ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to contribute to the industry. We will also analyze if ICT does indeed improve or hinder the quality of learning among higher education students. This paper reports on the changing trends in use of ICTs for instruction in higher education institutions (HEIs) and discusses a mini-case study of how ICTs are being used by lecturers in one university in Malaysia.

scholarly journals Didactic opportunities and conditions of application of technology WebQuest as a didactic form in professional training of students

2019 ◽  
pp. 18-22
Author(s):  
I. V. Abramova
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
New Technologies ◽  
Communication Technologies ◽  
Federal State ◽  
Educational Activities ◽  
Information And Communication ◽  
Main Component ◽  
State Educational

The article is devoted to the methodological problem of the use of information and communication technologies in the system of higher education. The formation of new models of educational activities with the wide use of information and communication technologies is the main component of the modernization of education. In addition, modern higher education is faced with the task of training students in accordance with federal state educational standards. The task requires the search for new technologies for the organization of educational activities. One of these technologies is the WebQuest technology, which can be aimed at solving the problem of effective professional training of students. As a solution to this problem, didactic possibilities and conditions for using the WebQuest technology have been identified and described.

Sign in / Sign up

Export Citation Format

Share Document