...pedagogical techniques. Professional development programs enable teachers to better their style, interact with a diverse spectrum of colleagues, and gain awareness and understanding of best practices, educational supplements, and technological tools that can increase learning outcomes for students. The possibilities tendered by educational styles that showcase technological progress are exemplary. In the prevalent computer and information technology era, traditional pedagogical methods that confine themselves to two-dimensional and strictly verbal/written teacher-student interactions are redundant when compared to technology-integrated educational styles. Additionally, such simplistic teaching styles are incapable of engaging students who live in times of constant and abundant exposure to instant information access and overload in multiple formats. Enabling teachers to participate in professional development programs that allow for the integration of technology in the educational systems yields myriad benefits. Therefore, instructional technology training is indispensable in order to optimize student learning and capitalize on the advantages proffered by the current technological boom. This paper intensively examines the sizable body of literature dealing with technology integration through professional development, specifically focusing on ten articles that validate the necessity of such programs, describing the major trends prevailing in this field and analyzing...
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...learn. We must recognise that young people are now an online population and access is through a variety of means such as computers, TV and mobile phones. The developments in the use of the electronic media have influenced all walks of life. Education is no exception to this. The use of computers and the internet for enhancing the quality of education by making learning more relevant to life has been seen as an ideal by educational institutions. The citizens of tomorrow who are our students now are going to live in the age of the electronic media. How are we preparing them for the same? Are we giving them technology based Education? Are we giving them exposure to the use of computers and the itnernet? Have we integrated the ICT into classroom processes? What are the efforts made by the department in this direction? What does policy say about ICT in Education? There are several such questions which we need to probe into. An understanding of these issues will enable us to use the ICT more meaningfully in Education. Information and Communication Technologies have recently gained groundswell of interest. It is a significant research area for many scholars around the globe. Their nature has highly changed the face of education over the last few decades. For most European countries, the use of ICT in education and training has become a priority during the last decade. However, very few have achieved progress. Indeed, a small percentage of schools in some countries achieved high...
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...Learning for Educational Productivity U.S. Department of Education Office of Educational Technology Prepared by: Marianne Bakia Linda Shear Yukie Toyama Austin Lasseter Center for Technology in Learning SRI International January 2012 This report was prepared for the U.S. Department of Education under Contract number ED01-CO-0040 Task 0010 with SRI International. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education is intended or should be inferred. U.S. Department of Education Arne Duncan Secretary Office of Educational Technology Karen Cator Director January 2012 This report is in the public domain. Authorization to reproduce this report in whole or in part is granted. While permission to reprint this publication is not necessary, the suggested citation is: U.S. Department of Education, Office of Educational Technology, Understanding the Implications of Online Learning for Educational Productivity, Washington, D.C., 2012. This report is available on the Department’s Web site at http://www.ed.gov/technology On request, this publication is available in alternate formats, such as Braille, large print, or computer diskette. For more information, please contact the Department’s Alternate Format Center at (202) 260-0852 or (202) 260-0818. Technical Contact: Bernadette Adams Senior Policy Analyst Office of Educational Technology bernadette...
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...1 Analysis of Three Instructional Design Models 2 Abstract Instructional design models provide for a systematic approach of implementing the instructional design process for a specific educational initiative (Morrison, Ross, & Kemp, 2004). This paper will briefly describe the purpose and what instructional models are followed by process of three selected models: (a) the Dick and Carey systems approach; (b) Morrison, Ross and Kemp model (also known as the Kemp model); and (c) the Three-Phase design (3PD) model. The process description for each model will serve as the foundation and supporting points required for comparing and contrasting process of the models. 1 Dick and Carey, Kemp, and Three-Phase Design models for Instructional Design Instructional design (ID) models can provide a systematic approach of implementing the instructional design process for specific educational initiatives (Morrison, Ross, & Kemp, 2004). Gustafson & Branch (1997) states that there is a wide variety of instructional design models describing the ID process created for different situations and settings (as cited in Gustafson & Branch, 2002b; Ryder, 2006). The purpose of the instructional design models offer both educational and training organizations design steps, management guidelines and teamwork collaboration options with designers, technicians and clients (Gustafson & Branch, 2002a). Specifically by definition, a model can be defined as “a way of doing something; an explicit representation...
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...observation and focused group discussion with East African Scholars on the use of Information and Computer Technology (ICT) in primary and secondary schools in East African Countries with a particular focus to understand the importance, impacts and barriers of ICT into classroom Instruction. The study explored internal and external factors that surround ICT issues, policies of ICT integration and factors that facilitate or impede the use of ICT, with the focus of improving the quality of teaching-learning process. The study reveals that the inhibiting factors are unrealistic policies of ICT, poor infrastructure, lack of teacher competence, confidence, incentive, perception and beliefs, imposed curriculum, lack of proper network, political instability, brain drain, sporadic electricity, poor transportation, lack of public awareness and participation, poor school leadership, technological illiteracy and lack of pedagogical skills. The study further revealed that ICT integration is far behind in East African Schools as a consequence of ICT deficiency, absence of pre-service and in-service teacher training and poor teachers’ welfare and morale. Eventually, the study concluded that ICT is crucial for anytime and anyplace learning to ensure economic growth and it highlighted the important issues for consideration and improvements. development of a nation in several aspects, such as educational development, economic growth, social awareness, cultural enrichment and political leadership. The use...
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...Research on Technology in Education, 2007, 40(1), xx–xxx In-Depth Analysis of the Felder-Silverman Learning Style Dimensions Vienna University of Technology, Austria Sabine Graf Silvia Rita Viola and Tommaso Leo Universita’ Politecnica delle Marche, Italy Athabasca University, Canada Kinshuk Abstract Learning styles are increasingly being incorporated into technology-enhanced learning. Appropriately, a great deal of recent research work is occurring in this area. As more information and details about learning styles becomes available, learning styles can be better accommodated and integrated into all aspects of educational technology. The aim of this paper is to analyse data about learning styles with respect to the Felder-Silverman learning style model (FSLSM) in order to provide a more detailed description of learning style dimensions. The analyses show the most representative characteristics of each learning style dimension as well as how representative these characteristics are. As a result, we provide additional information about the learning style dimensions of FSLSM. This information is especially important when learning styles are incorporated in technology-enhanced learning. (Keywords: learning styles, Felder-Silverman model, data mining, student modelling.) IntroDuctIon In recent years, educational researchers have focused more and more on various aspects of learning styles and how they can be considered in educational technology. Investigations...
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...E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration. These alternative names emphasize a particular aspect, component or delivery method. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underly many e-learning processes.[1] E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning, but it can also be used in conjunction with face-to-face...
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...Apr 2011. i i Subm i your artcl t t s j t i e o hi ournal Ar i e vi s:1332 tcl ew Vi r at ar i es ew el ed tcl Cii ar i es:6 Vi cii ar i es tng tcl ew tng t cl Ful Ter s & Condii l m tons ofaccess and use can be f ound at ht p: / w w .andf i com / i j t /w t onlne. acton/ournalnf m aton?j nal I or i our Code=cj 20 em D ow nl oad by:[ i esex U ni siy] M ddl ver t D at 02 Febr e: uary 2016,At 11: : 17 Learning, Media and Technology Vol. 36, No. 2, June 2011, 169–188 A learning design for student-generated digital storytelling Matthew Kearney* Faculty of Arts and Social Sciences, University of Technology, Sydney, New South Wales, Australia (Received 16 December 2010; accepted 7 January 2011) CJEM_A_553623.sgm Taylor and Francis Downloaded by [Middlesex University] at 11:17 02 February 2016 shirleya@uow.edu.au Dr 0 3000002011 36 ShirleyAgostinho Taylor 2011 & (print)/1743-9892 (online) Original Article 1743-9884Media Learning,Francisand Technology 10.1080/17439884.2011.553623 The literature on digital video in education emphasises the use of prefabricated, instructional-style video assets. Learning designs for supporting the use of these expert-generated video products...
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...twin’s higher education choice can be influenced by family values, social economics, environmental and instructional decisions. For centuries, traditional education can be characterized by using direct contact between an instructor and student. Immediate feedback and increased social interaction may be formed during a defined period in classroom instruction. Distance learning, now considered a new term, has been around for over a century. Correspondent courses started in Europe and remained the primary means of distant learning until the middle of the twentieth century (Imel, 1996). Distant and online education offer many of the same characteristics along with distinct features, of indirect contact with faculty and classmates through technology driven methods such as discussion forums and synchronous or asynchronous communication. (Mahmood, Mahmood, & Malik, 2012). Distant learning allows students to learn and study at their preferred learning style and own pace. Similar to the unique characteristics of fraternal twins, nontraditional and individual needs students may require the adaptability and flexibility of distant education to fulfill their academic and professional goals. Distant and traditional education use many of the same pedagogical techniques the online learning format enables students increased opportunities to suit their skills, interests, and profession. One Twin’s View on Traditional Education The long established delivery system for traditional higher education...
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...EDU-225 Instructional Technology April 13, 2013 Instructor: Toni Kutner COMPREHENSIVE CLASSROOM TECHNOLOGY PLAN Mission Statement: Teachers will promote 21st Century Pedagogy. Emphasis will be placed on core subjects to support state standards of learning. In addition, students will develop skills in creativity, critical thinking, problem solving, communications and collaboration, life skills and digital technology. Technology will be a tool to engage students in the learning process. Teachers will engage in professional development to enhance education. Teachers will prepare students for success in the 21st century global and multicultural community. Vision Statement: The 21st century student will learn to his or hers fullest potential. Technology will be woven into traditional and innovative teaching methods to enhance student learning. The needs of students will be fully addressed to prepare them for lifelong learning, personal success and independence for their future achievements. Rational: In order to prepare students of the future, it is necessary to engage students with the aid of new technologies. Students of today are digital natives. They have grown up in a society filled with innovative technology. Technology is advancing in an accelerated pace. It is role of educators to keep pace with these advances and find new and innovated ways to facilitate student learning. “Traditional 20th century educational practices will no longer...
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...“Information Communication Technology –Role, Usage, Awareness by the Distance Learner” Authors Information Name Shukla Pankaj Designation State Head Institute Knowledge Management Research Organization (KMRO) E-Mail address write2pankajshukla@gmail.com Name Chirag V.Jiyani Designation Lecturer Institute Aroma Commerce College E-Mail address write.chiragpatel@gmail.com Submitted to: National Conference “Business Strategies and India’s Economic Growth” R.B.Institute of Management Studies. Ahmedabad Abstract. This research paper is based on the different role of ICT in providing education to the distance learner and different types of ICTs being used in ODL and their specific applications to the various facets of the mode of delivery .Researcher is interested to find out the level of awareness of ICTs and it is utilization by the distance learner of the Ahmadabad region. Researcher also identify whether quality of education is ensured in a technology-driven system of teaching and learning. Based on the data collected through secondary sources and a primary survey, the researcher in this paper makes an assessment of the extent of usage, awareness, quality of education prevalent, among distance learner of Ahmadabad region. KEY WORDS : - Information Communication Technology (ICT), Open Distance Learning (ODL), role, utilization, awareness and quality of education through ICT. Table of Content Particulars | Page no | Objectives | 4...
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...International Journal of Advances in Engineering & Technology, Nov. 2013. ©IJAET ISSN: 22311963 THE MCKINSEY 7S MODEL FRAMEWORK FOR E-LEARNING SYSTEM READINESS ASSESSMENT Ali Abdul-Fattah Alshaher Lecture, Department of Management Information System, College of Administration and Economics, University of Mosul, Iraq. ABSTRACT These study it is necessary to can be used as a theoretical foundation upon which to base decision-making and strategic thinking about e-learning system. This paper proposes a new framework for assessing readiness of an organization to implement the e-learning system project on the basis of McKinsey 7S model using fuzzy logic analysis. The study considers 7 dimensions as approach to assessing the current situation of the organization prior to system implementation to identify weakness areas which may encounter the project with failure. Adopted was focus on Questionnaires and group interviews to specific data collection from three colleges in Mosul University in Iraq. This can be achieved success in building an e-learning system at the University of Mosul by readiness assessment according to the model of multidimensional based on the framework of 7S is selected by 23 factors, and thus can avoid failures or weaknesses facing the implementation process before the start of the project and a step towards enabling the administration to make decisions that achieve success in this area, as well as to avoid the high cost associated with the...
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...------------------------------------------------- Top of Form Effects of Technology on Education By Anton Lebedev | Submitted On January 22, 2010 4 1 Education has changed significantly in the last twenty years. One of the main reasons education has undergone so many changes is because of technological development. In 1990, computers and other forms of technology served a minimal role in the classroom. Today, many if not most college students attend class with a laptop. I am writing about some of the biggest advantages technology gave to education. Technology has made research much easier. Before online Encyclopedias, Google Scholar, JSTOR, and other online research tools were available, students were forced to spend numerous hours in the library. With the new tools, students can conduct research faster in the comfort of their homes. With Google and other search engines, students can find relevant information faster and more efficiently. Also, there is no more need for intensive memorization as information is more readily available. New also technology allows for a faster, more efficient, and more interactive classroom experience. With Powerpoint presentations and projectors, there is no need for blackboards and whiteboards. With clickers, students can take quizzes during the classroom. These developments also help improve tutoring services. Online tutoring programs are becoming available. One-on-one in-home tutoring programs are also being aided these developments. Tutors...
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...Research on technology and teacher education: current status and future directions. Author: Willis, Jerry.; Thompson, Ann. Sadera, William. Source: Educational Technology Research and Development v. 47 no4 (1999) p. 29-45 ISSN: 1042-1629 Number: BEDI00000113 Copyright: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. [pic] Much of the field we call educational technology has links that go back for almost a hundred years, at least to the museum movement in the early part of the 20th century. The museum movement and the success of training and development work during the two world wars were major factors in the development of the field. Educational technology flourished in the 1950s and continues to play an important role in many colleges of education. The particular subdiscipline of educational technology we will explore in this paper does not have a long history. Information technology and teacher education (ITTE) is now a scholarly and professional discipline, but it has only recently become so. During the 1970s and early 1980s, while most educational technology programs continued to emphasize more traditional concepts and skills such as the systematic design and development of instructional materials, a separate group of graduate programs emerged that provided some of the foundations for ITTE. These programs, usually at the master's level...
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...GENERIC FRAMEWORK BUSINESS DEFINITION: E-learning can be viewed as an innovative approach for delivering a well designed, learner-centred, interactive, and facilitated learning environment to anyone, anywhere, anytime by utilising the attributes and resources of various digital technologies along with other forms of learning materials suited for an open, flexible, and distributed learning environment. E – Learning is defined as acquisition of knowledge and skill using electronic technologies such as computer and Internet-based courseware and local and wide area networks. Broad definition of the field of using technology to deliver learning and training programs. Typically used to describe media such as CD-ROM, Internet, Intranet, wireless and mobile learning. Some include Knowledge Management as a form of e-learning. The term was introduced in 1995 when it was all called "Internet based Training", then "Web-based Training" (to clarify that delivery could be on the Inter- or Intra-net), then "Online Learning" and finally e-learning, adopting the in vogue use of "e" during the dot com boom. Types of e- learning There are fundamentally two types of e-learning: synchronous training and asynchronous training. Synchronous, means "at the same time," involves interaction of participants with an instructor via the Web in real time. Asynchronous, which means "not at the same time," allows the participant to complete the WBT at his own pace, without live interaction with...
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