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Article
Publication date: 8 April 2019

Innara Lyapina, Elena Sotnikova, Olga Lebedeva, Tatyana Makarova and Nataliya Skvortsova

The system of higher education is ineffective – it has to change the concept of educational process, which is peculiar for increase of the volume of education of labor…

Abstract

Purpose

The system of higher education is ineffective – it has to change the concept of educational process, which is peculiar for increase of the volume of education of labor resources. According to this, there is a necessity to pass to the system of higher education with elements of smart technologies. The purpose of this paper is to determine the role of smart technologies as an innovational and intellectual tool in development of the system of higher education and formation of actual skills with students.

Design/methodology/approach

The aspects of classical education in universities with elements of remote forms of implementation of smart technologies on IT platforms are studied; peculiarities of smart technology as intellectual tools of higher education are analyzed; perspectives of usage of smart technologies as innovational tools for development of higher education are determined. The research methods include analysis, synthesis, abstraction, comparison and logical method.

Findings

Information technologies become an inseparable part of life of society and human. A new network generation of people that cannot imagine life without new technological devices is growing. However, despite this, modern education does not sufficiently influence the development of human capital in the conditions of digital environment.

Originality/value

Scientific novelty consists in conducting the research in the sphere of significance and perspectives of implementing smart technologies into the systems of higher education of the Russian Federation. This paper could be interesting for public officers who form the program of development of higher education and academic staff of higher educational establishments.

Details

International Journal of Educational Management, vol. 33 no. 3
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 8 April 2019

Olesya A. Stroeva, Yuliia Zviagintceva, Elena Tokmakova, Elena Petrukhina and Oksana Polyakova

At present, the development of information technologies changes the whole system of public functioning. Special attention is paid to the system of higher education, as it…

Abstract

Purpose

At present, the development of information technologies changes the whole system of public functioning. Special attention is paid to the system of higher education, as it forms future highly qualified specialists, who will become the basis of digital economy. According to this, new remote technologies are implemented into the system of education each year, which are a basic prototype of smart technologies. The purpose of this paper is to determine the role of remote technologies in the development of the system of higher education and to form skills with the students.

Design/methodology/approach

Based on this, it is necessary to solve the following tasks: view the aspects, peculiarities and possibilities of remote education; distinguish the main tools of remote technologies in education; offer electronic final program as a remote method of evaluation of students’ knowledge.

Findings

In this study, the following methods are used: analysis, synthesis, logical method, abstraction and comparison. Scientific novelty consists in performing research in the sphere of significance and implementation of remote technologies in the system of higher education of the Russian Federation.

Originality/value

This research could be useful for public officers who form programs of development of higher education and for academic staff of higher educational establishments.

Details

International Journal of Educational Management, vol. 33 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 9 February 2015

Richard Hayman and Erika E Smith

The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while…

Abstract

Purpose

The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while supporting evidence-based practice (EBP).

Design/methodology/approach

This article highlights recent trends in emerging educational technologies and EBP and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice.

Findings

Authors discuss the need for sustainable decision-making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators and practitioner-researchers will have faced in their own library instruction. To support the evidence-informed selection and integration of emerging educational technologies, a two-pronged model is presented, beginning with an articulation of pedagogical aims, alignment of technological affordances to these aims and support of this alignment via hard evidence available in the research literature, as well as soft evidence found in the environmental scan.

Originality/value

This article provides an outline and synthesis of key issues of relevance to library practitioners working within a challenging and ever-changing landscape of technologies available for learning and instruction. The proposed approach aims to create a sustainable model for addressing problems of evidence and will benefit academic librarians considering emerging educational technologies in their own pedagogy, as well as those who support the pedagogy of others.

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Article
Publication date: 16 October 2007

Joyce Pittman

This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that…

Abstract

Purpose

This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends beyond web‐learning technologies to inculcate inclusive pedagogy in teacher education.

Design/methodology/approach

The paper explores the literature and a tech‐infused multicultural learning community to identify what a unified cultural‐convergence theory might consist of and how it could be shaped to align instructional technology and critical ICE in teacher education. Four questions are asked: What key learning do these two disciplines make available to teachers and educators that are essential for today's highly diverse, complex classrooms? What can we draw from a convergence of multiculturalism and global education that will help us derive a new theoretical understanding of a unified cultural‐convergence theory to connect IT and ICE education? What knowledge, skills and dispositions comprise three essential components of this literature synthesis? How can this new unified cultural‐convergence theory and relevant components be taught, practiced, and measured? The paper contains several tables, figures and over 50 sources in the research bibliography that were selected from a review and analysis of 100 documents.

Findings

The paper discovered instructional technology and intercultural educators employed web‐learning technologies in very similar ways to position critical ICE strategies into programs or courses in teacher education. The learning technologies models that were attempting to support multicultural education (MCE)/ICE and IT education included corporate, universities, research centers, schools, and government partners. Reportedly, according to the research, teacher educators in IT education do not employ instructional technology practices that differ from practices that are needed or valued by MCE educators to merge critical intercultural structures into teacher education through web‐learning technologies. This was good news as the researcher moves toward a recommendation for a research agenda that could be shared by educators from the two groups.

Research limitations/implications

The paper is limited to literature reviews, reports, and evaluation documents.

Originality/value

The paper offers implications for curriculum development in educational technology and MCE using ICTs

Details

Multicultural Education & Technology Journal, vol. 1 no. 4
Type: Research Article
ISSN: 1750-497X

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Book part
Publication date: 3 August 2017

Matt Bower

This chapter provides an overview of two generally applicable frameworks relating to the use of technology-enhanced learning – ‘affordances’ and multimedia learning…

Abstract

This chapter provides an overview of two generally applicable frameworks relating to the use of technology-enhanced learning – ‘affordances’ and multimedia learning effects. First, the concept of ‘affordances’ as action potentials of technologies is identified as a way to think through technology-enhanced learning design possibilities, so as to help make technology selection decisions. Second, multimedia learning effects including the multimedia effect, the modality effect, the redundancy effect, the split-attention effect, and the personalization effect are presented as a scientific basis for understanding how to create cognitively effective learning experiences using text, images, sound, and video. Both affordances and multimedia learning effects are characterized as ongoing areas of research that are somewhat related, with the successful utilization of each depending on critical application by the designer.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

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Book part
Publication date: 25 January 2013

Laura A. Wankel and Patrick Blessinger

The chapters in this book focus on three key areas of innovation in teaching and learning in higher education today: smartphone devices, texting applications, and…

Abstract

The chapters in this book focus on three key areas of innovation in teaching and learning in higher education today: smartphone devices, texting applications, and multipurpose, multimedia mobile communicative applications such as Skype. Today's educators have at their disposal a wide array of digital technologies that enable them to enhance the teaching and learning process. These technologies, coupled with more valid and reliable learning theories, are revolutionizing the way we teach and are altering our notions of what it means to learn and live in a post-industrial, globalized world. Both individually and socially, these new mobile technologies are becoming increasingly popular and useful as educational tools across a wide range of disciplines as a means to engage and retain students. If used appropriately and purposefully, these mobile technologies are well suited for the increasingly interconnected and interdependent world we live in and they provide educators with another set of tools by which to enrich the teaching and learning process and educational outcomes (Kukulska-Hulme, 2012).

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

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Book part
Publication date: 3 August 2017

Matt Bower

This chapter aims to establish a positive vision for the technology-enhanced learning design field. It commences by summarizing the current state of technology-enhanced…

Abstract

This chapter aims to establish a positive vision for the technology-enhanced learning design field. It commences by summarizing the current state of technology-enhanced learning research, as established by the previous analysis, in order to clarify the foundations upon which the field can build. The future of learning technology is considered, in the first instance, by extrapolating trends in information and communication technologies throughout history. This process showcases how the most impactful technologies are those that bring information closer to us, support sharing, and offer more visceral learning experiences. The nature of learning technology trends occurring in recent Horizon Reports, for instance, gesture-based computing, augmented reality, Massive Open Online Courses, and table computing, are analyzed and explained in terms of Roger’s Diffusion of Innovation Theory and Gartner’s Hype Cycle. This leads to identifying teachers as the critical lynch pin in order for society to derive greatest educational benefit from the exponential advances in technology. Consequently, support for educators is argued as essential. Into the future the learning technology field will only optimize its progress if educators and researchers work together to understand design issues and possibilities. Directions forward for educators and researchers are proposed, emphasizing a research-driven, pedagogically focused, creative, and collaborative approach to technology-enhanced learning design.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

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Article
Publication date: 8 February 2013

Stefan Dietze, Salvador Sanchez‐Alonso, Hannes Ebner, Hong Qing Yu, Daniela Giordano, Ivana Marenzi and Bernardo Pereira Nunes

Research in the area of technology‐enhanced learning (TEL) throughout the last decade has largely focused on sharing and reusing educational resources and data. This…

Abstract

Purpose

Research in the area of technology‐enhanced learning (TEL) throughout the last decade has largely focused on sharing and reusing educational resources and data. This effort has led to a fragmented landscape of competing metadata schemas, or interface mechanisms. More recently, semantic technologies were taken into account to improve interoperability. The linked data approach has emerged as the de facto standard for sharing data on the web. To this end, it is obvious that the application of linked data principles offers a large potential to solve interoperability issues in the field of TEL. This paper aims to address this issue.

Design/methodology/approach

In this paper, approaches are surveyed that are aimed towards a vision of linked education, i.e. education which exploits educational web data. It particularly considers the exploitation of the wealth of already existing TEL data on the web by allowing its exposure as linked data and by taking into account automated enrichment and interlinking techniques to provide rich and well‐interlinked data for the educational domain.

Findings

So far web‐scale integration of educational resources is not facilitated, mainly due to the lack of take‐up of shared principles, datasets and schemas. However, linked data principles increasingly are recognized by the TEL community. The paper provides a structured assessment and classification of existing challenges and approaches, serving as potential guideline for researchers and practitioners in the field.

Originality/value

Being one of the first comprehensive surveys on the topic of linked data for education, the paper has the potential to become a widely recognized reference publication in the area.

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Book part
Publication date: 25 January 2013

Jorge Brantes Ferreira, Amarolinda Zanela Klein, Angilberto Freitas and Eliane Schlemmer

New mobile platforms, connected seamlessly to the Internet via wireless access, become increasingly more powerful as each day passes. Smartphones and tablet computers, as…

Abstract

New mobile platforms, connected seamlessly to the Internet via wireless access, become increasingly more powerful as each day passes. Smartphones and tablet computers, as well as other ultraportable devices, have already gained enough critical mass to be considered mainstream devices, being present in the daily lives of millions of higher education students. Whole firms, devoted solely to developing high-quality and high engagement content to these devices, have emerged, populating an application market of thousands of teaching applications (apps) focused on diverse higher education topics, from physics and calculus to anatomy and law. Many universities throughout the world have already adopted or are planning to adopt mobile technologies in many of their courses as a better way to connect students with the subjects they are studying. These new mobile platforms allow students to access content anywhere/anytime to immerse himself/herself into that content (alone or interacting with teachers or colleagues via web communication forms) and to interact with that content in ways that were not previously possible (via touch and voice recognition technologies, for instance). The study of such technologies and their possible uses for higher education, as well as the impacts they can have on stimulating more active participation and engagement with the course subjects and research in higher education, while at the same time fostering collaboration among students and even different institutions, is the goal of the proposed chapter. Through the evaluation of the teacher/student acceptance and adoption of such mobile technologies, this chapter plans to provide a thorough overview of the possibilities and consequences of mobile learning in higher education environments as a gateway to ubiquitous learning – perhaps the ultimate form of learner engagement, since it allows the student to learn, access and interact with important content in any way or at any time or place she/he might want.

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

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Article
Publication date: 30 August 2011

Susannah Quinsee and Anise Bullimore

This paper aims to describe the creation of a new approach to the implementation of educational technologies at a UK Higher Education Institution. Driven by changes in…

Abstract

Purpose

This paper aims to describe the creation of a new approach to the implementation of educational technologies at a UK Higher Education Institution. Driven by changes in technology, an evaluation of the virtual learning environment (VLE) provided the opportunity to reassess the application of technology to the curriculum. However, such an evaluation and subsequent implementation is not about technology but a social process of negotiation and stakeholder engagement. The paper seeks to explore the narrative of the evaluation to offer lessons to other institutions.

Design/methodology/approach

The paper takes a storytelling approach as this enables greater emotional engagement with the reader as well as the description of the social and organisational aspects of such a VLE evaluation. This approach enables the difficulty of change in complex organisations, such as a university, to be addressed more fully.

Findings

Key lessons from the evaluation of the VLE and resulting creation of the strategic learning environment (SLE) are drawn, which can be of use to other institutions. The main finding is the fact that such evaluations and implementation of educational technologies are not about technical factors but about opportunities and threats presented by such technologies to the educational experience. These findings also inform future development of the SLE at the institution.

Originality/value

This paper will be of interest to institutions that are undertaking evaluation exercises of their educational technology provision as well as those that are implementing new technologies or considering large‐scale organisational change.

Details

Campus-Wide Information Systems, vol. 28 no. 4
Type: Research Article
ISSN: 1065-0741

Keywords

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