Improving Classroom Learning with ICT examines the ways in which ICT can be used in the classroom to enhance teaching and learning in different settings and across different subjects. Weaving together evidence of teachers’ and learners’ experiences of ICT, the authors: explain why the process of integrating ICT is not straightforward; discuss whether hardware and infrastructure alone are sufficient to ensure full integration and exploitation of ICT investment; emphasise the pivotal role that teachers play in supporting learning with ICT across the curriculum; argue that teachers need a greater understanding of how to put ICT to use in teaching and learning; highlight that out-of-school use of ICT has an impact on in-school learning; consider what kinds of professional development are most effective in supporting teachers to use technologies creatively and productively. Case studies are used to illustrate key issues and to elaborate a range of theoretical ideas that can be used in the classroom. This book will be of interest to all those concerned with maximising the benefits of ICT in the classroom.
This is an age where information is accessed, shared and communicated in new and increasingly different ways. Students have more access at home to digital devices and their applications than ever before and are entering school much more digitally literate. However, there remain many primary school teachers who are applying Information Communication Technology (ICT) in the classroom, but are not yet integrating it into classroom practice in a way that will transform learning. ICT continues to be used in ways that support current pedagogical practice rather than transform their practice. Despite the expectations of government, school systems and society to develop 21st century learning skills through ICT integration, this is not being realized. Teachers' slow uptake of pedagogical practices required to transform learning is still widespread and, considering the increase of digital devices in primary schools, remains an issue of concern.This study explores ICT integration and transformative practices of five primary school teachers. It examines the complex set of factors that influence transformative learning practices at two Sydney Catholic schools. The study identifies lack of time, teacher attitudes and beliefs, the level of ICT resourcing and teachers' knowledge and skills of ICT pedagogical practice as the four major factors influencing transformative ICT practices.The study concludes that taking advantage of teachers' positive attitudes to drive transformative learning practices using digital pedagogies is best supported by strategically planned opportunities providing time for teachers' personal learning as well as professional development. Furthermore, it concludes that knowledge and skills development of ICT pedagogical practices that actively engage students in creating knowledge to transform learning is enhanced in Stage 2 classrooms by an increase in the number of devices available to students and teachers to support opportunities for teacher professional learning and importantly support the implementation of transformative learning experiences for students.
Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: - The evolution of University Open Courses in Transforming Learning - Supporting Open Access to Teaching and Learning of People with Disabilities - Assessing Student Learning in Online Courses - Digital Game-based Learning for School Education - Open Access to Virtual and Remote Labs for STEM Education - Teachers’ and Schools’ ICT Competence Profiling - Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.
Could information and communication technology (ICT) become the transformative tool for a new style of global development? Could ICT promote knowledge-based, innovation-driven, and smart, adaptive, participatory development? As countries seek a way out of the present period of economic contraction, they are trying to weave ICT into their development strategies, in the same way organizations have learned to use ICT to transform their business models and strategies. This integration offers a new path to development that is responsive to the challenges of our times. In e-Transformation, Nagy Hanna identifies the key ingredients for the strategic integration of ICT into national development, with examples from around the world. He draws on his rich experience of over 35 years at the World Bank and other aid agencies to outline the strategic options involved in using ICT to maximize developmental impact—transforming public service institutions, networking businesses for innovation and competitiveness, and empowering communities for social inclusion and poverty reduction. He identifies the key interdependencies in e-transformation and offers a holistic framework to tap network effects and synergies across all elements of the process, including leadership, cyber policies, institutions, human resources, technological competencies, information infrastructure, and ICT uses for government, business, and society. Integrating analytical insights and practical applications across the fields of development, political economy, public administration, entrepreneurship, and technology management, the author candidly argues that e-transformation, like all bold ideas, faces implementation challenges. In particular, the aspiration-reality gap needs to be systematically addressed if ICT-enabled innovation and transformation is to become a development practice. E-transformation is first and foremost about thinking strategically and creatively about the options made possible by the information technology revolution in the context of globalization. To this end, the author provides tools and best practices designed to nurture innovation, select entry points, prioritize among competing demands, and sequence and scale up. He outlines the roles of all participants—political, managerial, entrepreneurial, social and technical—whose leadership is essential for successful innovation.
Distance education is arguably one of the major developments in education during the 20th Century. This title explores the array of distance education theories and practices as they have been shaped by the late-20th Century and then positions these in terms of the contemporary circumstances of the 21st Century.
Publisher: Academic Conferences and publishing limited
These proceedings represent the work of researchers participating in the 10th International Conference on e-Learning (ICEL 2015) which is being hosted this year by the College of the Bahamas, Nassau on the 25-26 June 2015. ICEL is a recognised event on the International research conferences calendar and provides a valuable platform for individuals to present their research findings, display their work in progress and discuss conceptual advances in the area of e-Learning. It provides an important opportunity for researchers and managers to come together with peers to share their experiences of using the varied and expanding range of e-Learning available to them. With an initial submission of 91 abstracts, after the double blind, peer review process there are 41 academic Research papers and 2 PhD papers Research papers published in these Conference Proceedings. These papers come from some many different countries including: Australia, Belgium, Brazil, Canada, China, Germany, Greece, Hong Kong, Malaysia, Portugal, Republic of Macedonia, Romania, Slovakia, South Africa, Sweden, United Arab Emirates, UK and the USA. A selection of the best papers – those agreed by a panel of reviewers and the editor will be published in a conference edition of EJEL (the Electronic Journal of e-Learning www.ejel.com). These will be chosen for their quality of writing and relevance to the Journal’s objective of publishing papers that offer new insights or practical help into the application e-Learning.
"This book provides comprehensive coverage and definitions of the most important issues, concepts, trends, and technologies within transformation stage e-government implementation"--Provided by publisher.
ICT and International Learning Ecologies addresses new ways to explore international, comparative, and cultural issues in education and technology. As today’s development orthodoxies push societies around the world to adopt imported information communication tools, new approaches are needed that integrate cultural responsiveness, autonomy, and sustainability into technology-enhanced learning. This edited collection conceptually and methodologically reframes the complexities of teaching and learning in historically marginalized communities around the world, where inequities are often exacerbated by one-size-fits-all programs. Graduate students and researchers of educational technology, international/comparative education, and sustainability education will be better prepared to lead information and communication technologies (ICT) implementation across a range of contexts and learner identities.
Private enterprises in advanced economies have been learning to use information and communication technology (ICT) to innovate and transform their processes, products, services and business models, significantly improving productivity and competitiveness. Moreover, the ICT industry itself has become a major source of job creation and a contributor to economic growth and business transformation. A key question today is whether and how developing countries can learn to benefit from the ICT revolution, and what roles the government and private sector can play. Already, a number of developing countries have been inspired by the example of India and China, and are now seeking to jump on the outsourcing bandwagon. Nevertheless, with few exceptions in the developing world, little attention has been paid by policymakers and practitioners to invest systematically and proactively in ICT-enabled growth, poverty reduction and grassroots innovation. Most communities and small and medium-sized enterprises in developing countries, for example, face multiple constraints to adopting and leveraging this general purpose technology, and lack the capabilities for maximizing its potential. In "Enabling Enterprise Transformation", Nagy Hanna draws on his rich experience of over 35 years at the World Bank and other aid agencies as a development strategist and ICT policy expert, the most current research, and best practices from around the world to provide practical tools for promoting economic and social transformation through ICT. He assesses various initiatives to develop and diffuse ICT, such as innovation funds, incubators, parks, public-private partnerships, and comprehensive promotion programs. He argues for the strategic options now open for developing countries to participate in ICT production, to deploy ICT to transform industries and services, and to leverage ICT as a new national infrastructure for improving the business environment and enhancing the competitiveness of the whole economy. The challenge for leaders in developing countries is to create such social and institutional dynamics for learning about ICT use and adaptation at many levels. Lessons gained so far from programs to build these social learning and innovation capabilities at the institutional and grassroots levels should be shared among developing countries, and a dialogue among business leaders, policymakers, development agencies, educational institutions, and the general citizenry must be advanced.