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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…

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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

Keywords

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

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…

2414

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.

Open Access
Article
Publication date: 8 September 2022

Jussara Reis-Andersson

This paper is aimed at describing and analysing what school organisers express when they network to expand the access and application of digital technologies in educational

Abstract

Purpose

This paper is aimed at describing and analysing what school organisers express when they network to expand the access and application of digital technologies in educational systems. Digital technologies develop rapidly in society, creating challenges and opportunities in people’s lives. Schools have an important task: to prepare young people for a future permeated by digital technology.

Design/methodology/approach

Participant observations and semi-structured interviews were used to describe and analyse how school organisers describe digitalisation work in the educational system.

Findings

The findings show that school organisers describe digital competence and providing support to schools as being important for expanding the access and application of digital technologies in the educational system. They also talk about equality connected to digitalisation work, changes in organisations, the importance of a holistic perspective, and a gold thread. They furthermore explain that networks, a sharing culture, good relations, and good communication enable digitalisation work. In addition, they point out that the lack of time, attitudes towards digital technologies, the lack of digital competence, and resistance to change are some of the constraints for digital technologies in the educational system.

Practical implications

School organisers need to implement digitalisation policies, which can be problematic because they work strategically to support operational activities.

Originality/value

This paper contributes knowledge about school organisers’ work to expand the access and application of digital technologies in the educational system.

Details

The International Journal of Information and Learning Technology, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 9 September 2021

Irina Batrakova, Alexander Ushanov and Aza Ioseliani

The research objectives are to interview rising preschool teachers studying at Russian universities, highlight the categories of information technologies used in preschool…

Abstract

Purpose

The research objectives are to interview rising preschool teachers studying at Russian universities, highlight the categories of information technologies used in preschool institutions based on the survey results and possible difficulties that may arise when working with them and develop tips for working with interactive technologies for preschool teachers.

Design/methodology/approach

The results of the survey showed a high level of involvement of information technology in the educational process. The majority of respondents (87%) use information technology in teaching and learning. The analysis of the answers shows relatively identical indicators of the use of different types of information technologies: 65% prefer more technological and 35% – applied. It was shown that the use of technological and applied ICT categories isn't similar among participants of the survey. To increase the level of students' and teachers’ knowledge with modern information technologies the program was created.

Findings

In preschool education, the kindergarten teacher or supervisor should act as the leader of the learning process, including the interactive one. The teacher should encourage children to independently use the ICT tools and guide the process.

Originality/value

Given the rapid pace of development of science and technology, the curriculum needs to be deepened and expanded by diversifying activities. It is worth paying attention to modern methods of teaching and learning, which require the use of pedagogical innovations, the acquaintance of students and teachers with possible ways to expand the activities and update the latest teaching methods in educational process.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

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…

3721

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

Keywords

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

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

Article
Publication date: 17 May 2022

Renata Pereira Oliveira, Igor Leão Santos, Cristina Gomes de Souza, Augusto da Cunha Reis and Wallice Medeiros de Souza

COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)…

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Abstract

Purpose

COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels.

Design/methodology/approach

The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science.

Findings

The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments.

Originality/value

To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

Keywords

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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