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This article seeks to present two main issues: educational staff assessment of changes in their work resulting from the introduction of class and school management software; and educational staff assessment as to whether software use contributed to their work.

The research concentrated on the teachers (120) of three high schools located in different regions of Israel. The management software was introduced gradually about seven years before the beginning of the research. The research was qualitative and enabled consideration of social and educational phenomena, and various coping strategies, with the purpose of identifying weak spots and bettering education. Data analysis was conducted according to grounded theory, focusing on the creation of a premise on the basis of data collected from participants. This method includes three stages: open, axial and selective coding.

The data indicate that teachers recorded changes in their work as a result of software use. The research found that class management software is a necessary tool for schoolwork that can bring about increased achievements and discipline. But software use can be harmful as well. Teachers felt that in order to realize the potential of class management software, while minimizing its potential damage, interpersonal connections between the educational staff and their students should be maintained and strengthened, as well as developing relationships among teachers, administrators and school management.

The article enriches the existing literature in the field and contributes to the understanding of the integration between technological and educational systems, and the changes in educational work resulting from technological advance.

This chapter reviews student engagement and learning over of a six year study period (>500 students) in a technology rich learning environment. The technology rich learning environment in this project consists of tablet PCs for each student (1:1 environment), visually immersive multiple projection screens, and collaborative digital inking software. This chapter reviews the education problem being addressed, and the learning theory used as a lens to focus specific active learning pedagogical techniques to address the educational problem. From this problem-based learning theory grounded approach, the features desired in a technology rich learning environment were developed. The approach is shared in this chapter with specific detailed examples to allow others to implement technology rich learning environments with active learning pedagogical approaches to address specific education problems in their institution. The technology rich learning environment implemented and studied includes multiple hardware/software pieces to create a system level solution versus a single device or single app solution.

The purpose of this paper is to examine how higher education students think about educational technologies they have previously used – and the implications of this understanding for their awareness of datafication and privacy issues in a postsecondary context.

The authors conducted two surveys about students’ experience with the ClassDojo platform during their secondary education. In both surveys, the authors included a question asking students to identify which ClassDojo-like platform they used in school. For this study, the authors examined responses to these screening questions, identifying the technologies that responses referred to and sorting technologies into categories.

Students identified a wide range of technologies when prompted to identify a technology similar to ClassDojo. Many responses suggested students have a broad, monolithic understanding of educational technology. This suggests the prevalence of a utilitarian tool perspective (rather than a platform perspective) that may be entrenched by the time that students reach higher education, hampering efforts to inform and educate them in that context.

To the best of the authors’ knowledge, there are few studies of students’ conflation of educational technologies in the extant literature. Furthermore, the platform perspective emphasized in this manuscript remains relatively rare in many fields associated with educational technology.

Poses some fundamental questions which need to be answered before course developers and facilitators can transform hands‐on, classroom experiences to a totally computer‐based learning environment, as happens when adopting the Internet as a teaching medium. Recognizes that instructors face steep learning curves with the advent of Internet‐based education and emphasizes that the online environment must be created in such a way that learning can and will take place. Examines many pros and cons of online learning. Concludes that faculty life will become more complicated until members become proficient in online learning but ultimately believes that effective learning experiences will be the result.

The purpose of this study is to assess Japanese university students’ readiness for taking e-learning language courses. The focus is placed on students’ self-analysis of their abilities to use their smart devices for remote language learning activities.

Japanese university students’ readiness for the shift towards remote learning has been measured by a self-reported online survey. The question items are based on three categories of Gay’s e-readiness models (2018). The survey was conducted before and after the fully online five-month English courses to examine to what extent students’ e-readiness had changed through the progress of the courses.

The results suggest that students have few difficulties using the university e-learning software provided. However, students reported limited enthusiasm and aptitude for the online English language learning components. These levels were approximately the same before and after the courses, with the exception of increased online learning confidence.

This study evaluates to what extent groups of Japanese university students’ e-readiness has changed over time. The survey looks at different perspectives including Web research, time management, enthusiasm for online language learning and their thoughts and opinions about interacting with their classmates. Although the sample size is small, the discussion considers the data in the context of the Japanese learning environment and existing e-readiness research, seeking to provide teaching insights for instructors and suggestions for further research.

This paper documents and accounts for the globalization of the so-called national bourgeoisie in the late twentieth century. A substantial and growing body of sociological literature holds that firms and investors from the developing world have been denationalized, neutered, or destroyed by their efforts to penetrate international markets – and that cross-national economic competition is therefore giving way to transnational class conflict over time. By way of contrast, I hold that not only peripheral capitalists but their elected and appointed representatives are compelled to undertake large-scale, fixed investments, exploit their competitive advantages, and challenge foreign firms – and their respective representatives – on their own soil by the very logic of capitalist competition, and that the aforementioned challenges will occur on political as well as economic terrain.

Educators often stress the importance and value of interdisciplinary/cross-disciplinary measures that contribute to the holistic development of students through attention to experiential learning activities. However, collaborative approaches that reach outside or across disciplines are often overwhelming and time consuming for faculty to develop. Often, faculty would like to expand learning opportunities through collaborative approaches for their students to experience successful engagement although they may not have the “know-how.” This chapter provides a framework that can be used to develop both collaborative interdisciplinary/cross-disciplinary teaching and inquiry-based engagement. The authors developed the PLACERS model (Plan, Create, Engage, Reflect, and Share) in an effort to extend learning experiences in a preprofessional learning environment and to advocate collaboration. Implementing this model, along with a variety of inquiry-based activities produces opportunities for students to increase content knowledge, engagement, and critical thinking skills. Moreover, it provides a guide/schema for educators to delve into collaborative instruction. This chapter documents the process of interdisciplinary/cross-disciplinary collaboration between social science and professional practice faculty who developed transformational approaches to expand inquiry-based teaching through experiential learning. As a result of this collaboration, structured reflection strategies were developed which allowed students to: practice critical thinking and problem-solving skills, utilize 21st century technology, and increase content knowledge.

This study proposes targeted modernization of the Department of Defense (DoD's) Joint Forces Ammunition Logistics information system by implementing the optimized innovative information technology open architecture design and integrating Radio Frequency Identification Device data technologies and real-time optimization and control mechanisms as the critical technology components of the solution. The innovative information technology, which pursues the focused logistics, will be deployed in 36 months at the estimated cost of $568 million in constant dollars. We estimate that the Systems, Applications, Products (SAP)-based enterprise integration solution that the Army currently pursues will cost another $1.5 billion through the year 2014; however, it is unlikely to deliver the intended technical capabilities.