Academic literature on the topic 'Education Effect of technological innovations on Victoria'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education Effect of technological innovations on Victoria.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Education Effect of technological innovations on Victoria"
1
Mohammed, Rafed Kawan. "The Effect Of The Nature In Thomas Hardy, S Poetry." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1023–26. http://dx.doi.org/10.17762/pae.v58i1.850.
Full textAbstract:
This research aims to discover the effect of Nature in Thomas Hardy's chosen literary works. The treatment of Hardy's ecology illustrates the roots of thought that have led to our contemporary environmental crisis. Hardy shares affinity by philosophically reconstructing society in the center of natural elements and images by introducing the true meaning of literary art and nature. Hardy self-consciously depicts the naked reality of nature, property, and the place of man as a reaction towards a mechanized and materialized culture that values technological innovations and expositions politically. Hardy has distinguished nature with his distinctive style and insight. Analyzing the work of Hardy helps to know the social and ecological critiques of Victoria on the relationship between the human environment that are biologically and psychologically fascinating and strange when it comes to placing humans into the universe. The research demonstrates how someone such as Hardy represented his knowledge of nature as a mere reflection of man's harmony or disharmony with his climate. Hardy promotes the belief that setting is an important and fundamental factor of human lives that has a direct effect on their lives consciously and unconsciously. Discussing different characters and their various attributes and functions concerning the natural world around them are of great importance for understanding the link between man and the environment. Hardy not only depicts in his novels but also in his poetry the portrayal of the true position of man in nature and the significance of this representation in human life.
2
Frost, Taggart F., and Bruce G. Rogers. "Attitudes toward Technology and Religion among Collegiate Undergraduates." Psychological Reports 56, no. 3 (June 1985): 943–46. http://dx.doi.org/10.2466/pr0.1985.56.3.943.
Full textAbstract:
This study concerned the relationship between attitudes toward technology and religion among collegiate undergraduates. Attitude measures of religious ideology and technological innovations were administered to 144 education students and 198 business students. While those in education scored slightly higher than those in business on the ideology measure but lower on the technology measure, the differences were in the generally accepted small range of effect size. Views toward ideology and technological innovations were statistically independent of each other. Over-all, both groups showed positive attitudes toward traditional religious values and technology.
3
Klistorin, Vladimir. "Fundamental Science, Technological Innovation, and Business. A Brief History of Their Interrelation." Science Management: Theory and Practice 3, no. 4 (December 29, 2021): 81–87. http://dx.doi.org/10.19181/smtp.2021.3.4.10.
Full textAbstract:
The paper considers the major theoretical concepts of the interrelation between higher education systems, science, technological system, and business in creating and disseminating innovations. The purpose of the paper is to consider motivations of the main actors of these systems and problems of interaction between them. Each of such systems creates its own institutions and types of organizations based on their missions. Initially, science had minor effect on creating and disseminating innovations, while higher education and scientific activities were closely linked to each other in European universities. Along with the spread ofhigher education, the links between science and the development of technology are becoming closer because of wider opportunities for information dissemination and appearance of new relevant institutions. It was the state who played a special role in the formation of our modern innovation system that brought new problems to the development of science and business. However, it is business who would play a main role in the creation of an effective innovation system. The development of science requires new subject areas, staff rotation, and discussions, as well as to enlighten the public.
4
Shantini, S. Abeena, and V. Suriya. "An empirical study on the effect of technological innovations in improving quality of higher education and forecasting the skilled manpower needs." ACADEMICIA: An International Multidisciplinary Research Journal 8, no. 2 (2018): 84. http://dx.doi.org/10.5958/2249-7137.2018.00013.7.
Full text
5
Myslyakova, Yu G. "Developing a Typology of Regions Based on Their Predisposition to Scientific and Technological Development." Economics and Management 27, no. 10 (November 17, 2021): 775–85. http://dx.doi.org/10.35854/1998-1627-2021-10-775-785.
Full textAbstract:
Aim. The presented study aims to describe the proposed typology of regions based on their predisposition to scientific and technological development in the context of hereditary industrial, social, and institutional determinants of economic territorial development. Tasks. The authors develop a methodological approach to forming a basic criterion for the classification of regions; develop a methodology for the classification of regions based on their predisposition to scientific and technological development with allowance for the economic impact of their hereditary core; test the authors’ developments on the regions of the Russian Federation. Methods. This study uses tools for modeling the hereditary socio-economic core of regions based on the calculation of Frobenius norms to identify the prevailing dynamic trends in territorial development, and a matrix method for developing a regional typology. The methodology applied by the authors focuses on identifying territories that are more susceptible to technological transformations, including those that ensure the significant impact of these transformations on the national economy. Results. The study tests the authors’ developments on Russian regions and provides two typologies. The first typology groups regions according to criteria such as stable positive predisposition, permissible positive predisposition, negative predisposition, and stable negative predisposition to scientific and technological development. The second typology identifies regions with hereditary capital, regions with useful heredity, regions with defective useful heredity, regions with the effect of a large hereditary base, regions with defective heredity, and regions with significant defective heredity. The developed typologies make it possible to identify regions that serve as the opposite poles of scientific and technological transformations as well as high-risk regions with unjustified investment in innovative economic activities. Conclusions. Industrially developed regions are more predisposed to scientifific and technological development, and expansion of innovations will be implemented faster in these regions compared with others. The Sverdlovsk and Tyumen regions have an elastic industrial heritage, which is manifested in the successful implementation of a wide range of innovative tasks. Comparative analysis also shows that the Ural Federal District has the most favorable industrial, social, and institutional hereditary determinants responsible for the susceptibility of the territory to technological transformations compared with other regions, which makes it a potential center for the scientific and technological development of the national economy.
6
Novikova, Oksana. "Gamification of human being in the context of digital culture." Socium i vlast 5 (2020): 78–85. http://dx.doi.org/10.22394/1996-0522-2020-5-78-85.
Full textAbstract:
Introduction and purpose of the study. The article is focused analyzing the phenomenon of gamification of human being in the context of current changes in digital culture. The author reveals anthropological consequences of this phenomenon. Methods. Methods of scientific research, making it possible to identify and characterize anthropological consequences of digitalization of human being and culture, are philosophical, anthropological and cultural analyses. Scientific novelty of the research. The author describes the virtual form of gamification of human being, presented in digital self-presentation. The author justifies the emergence of a new type of man, Homo mobiludens, for whom virtual reality becomes a simplified form of being, and technical and technological capabilities create the effect of being there. The expanded possibilities of human existence gamification in education and service sector with the beginning of the global Covid-19 pandemic are shown. Conclusions. The gamification of being, combining together managerial, socio-cultural, technological and marketing innovations, streamlines human life risks in a new digital culture.
7
Arsić, Milojko. "Impact of Digitalisation on Economic Growth, Productivity and Employment." Economic Themes 58, no. 4 (December 1, 2020): 431–57. http://dx.doi.org/10.2478/ethemes-2020-0025.
Full textAbstract:
Abstract Since the industrial revolution, technological innovations have enabled rise in productivity, employment, standard of living and the total population several times. In the last 15 years productivity growth has slowed-down in the most of large economies, probably due to slow diffusion of advanced IT solutions, but also due to inadequate statistical measurement of the value of IT services and slow progress in complementary and other technologies. The acceleration of productivity growth in the future is possible to foster through larger public investment in infrastructure and fundamental research, tax incentives and subsidies attached to innovations in the private sector, as well as through promotion of entrepreneurship and the reform of education system. The development and diffusion of digitalisation and other technologies is expected to trigger a slight acceleration in productivity, while explosive growth in productivity, as predicted by some theoreticians, is not likely to happen. The net effect of digitalisation on employment will be probably negative, but it is uncertain how much will be offset by a rise in availability of goods and services and creation of new types of goods and services. Employment will depend on the speed of adjustment of education system to technological changes and labour market requirements, as well as on the possibilities for vocational education and change in qualifications. An important reserve, which may reduce a drop in employment and enhance the welfare of citizens, lies in additional reduction of the working hours. In the long run, it is expected that the world population growth is to slowdown and then become negative, which will lead to a decrease in the labour force. In that case, full employment will be attained even with the decline in the number of jobs. In case of long-term massive unemployment, there is also an option for introduction of universal basic income or other type of social benefits, in order to prevent a significant rise in economic inequality.
8
Turkey, Dr Jehad Abed R. M., and Dr Reema Abu-Omar. "The Flipped Learning Strategy’s Effect on Developing Gifted Female Students’ Achievement in Grammar Course in the Southern Region in Jordan." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 628–39. http://dx.doi.org/10.9756/int-jecse/v14i1.221075.
Full textAbstract:
This study ultimately intended to manifest the strategy of flipped learning strategy along with its effect on developing gifted female students’ achievement in grammar course at King Abdullah II Schools for Excellence, in the southern region of Jordan. To achieve this study’s objectives and answer its question, the quasi-experimental approach was used. Moreover, the study tools included: the teacher's guide for flipped learning and a test of the grammar course content for the eighth-grade female students. Besides, the study sample ultimately included (30) female students. They were ultimately divided equally into a control and an experimental group. The study found that there are obvious differences with statistical significance, at the significance level of (α≤0.005), between the scores concerning the members of both the experimental group and the control group, in the post-test scale, on the achievement test. Such differences were for the experimental group. Moreover, it also concluded that there are no obvious statistically significant differences, at the significance level of (α≤0.005), concerning the mean scores related to the experimental group’s members, in the post-test scale as well as the follow-up on the achievement test. Therefore, with reference to this study’s results, the researchers recommended that it is important to employ e-learning and integrated learning environments, which are based on technological innovations, in the process of education.
9
Rahardja, Untung, Ninda Lutfiani, and Hega Lutfilah Juniar. "Scientific Publication Management Transformation In Disruption Era." Aptisi Transactions on Management (ATM) 3, no. 2 (July 26, 2019): 109–18. http://dx.doi.org/10.33050/atm.v3i2.1008.
Full textAbstract:
New innovations enter the market and create a strong disruption effect, a sign that the era of the decade that is currently happening has experienced many changes in various sectors, including economics, technology, education and politics. This study aims to examine the aspects and direction of the development of research related to the Disruption Age that affects technological developments, one of which is in the field of publication management. The approach used is a study of various definitions and model frameworks that developed around the era of disruption and management of publications as well as mapping and analysis of a number of publications. Judging from the research method, most of the research was carried out through descriptive and conceptual methods in which technological aspects became the focus of research by researchers. Disruption innovation has an impact on publication management, where publication management is increasingly developing with additional technological spices. Management of online-based scientific publications or e-journals that are able to manage scientific publication activities to create better management and publications and improve accessibility. The Ministry of Research, Technology and Higher Education targets 7,000 nationally accredited journals with six ratings. In 2018 there were 20,610 internationally published scientific works in Indonesia. The application of this online-based or e-journal scientific publication management system is able to improve the quality of the process of managing scientific journals to be more systematic and organized to achieve efficiency and improve publications to be global.
Keywords: Disruption, Innovation, Scientific Publication Management, Technology.
10
Ajagbe, Douglas. "EFFECTS OF DIGITAL LEARNING ON STUDENTS MOTIVATION AND ATTITUDE." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 986–91. http://dx.doi.org/10.21474/ijar01/13638.
Full textAbstract:
Education in recent years has undergone impressive transformation occasioned by the rise in technological innovations. Digital learning resources have been widely integrated into teaching and learning in all levels of Nigerias educational system, and the trend is significantly affecting learners enthusiasm and schoolwork engagement. The primary purpose of the present study was to examine the effect of digital learning on students learning motivation and attitude. A cross-sectional design was adopted, and 127 students randomly pooled from public tertiary institutions in Kogi State, Nigeria, participated in the study. The samples completed a self-report measure assessing digital learning perceptions, learning motivation, and attitude. The result of the linear regression model revealed that digital learning resources statistically significantly predicted students learning motivation and attitudes. The study concludes that the digital learning platform remains an indispensable tool in enhancing learning willingness.
Dissertations / Theses on the topic "Education Effect of technological innovations on Victoria"
1
Aheto, Simon-Peter Kafui. "Patterns of the use of technology by students in higher education." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2541.
Full textAbstract:
Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.Rationale: Unavoidably, the 21st century is witnessing continuous discourse about students’ technology uses in higher education. This thesis explores the underpinnings of students’ technology usage in their rhizomatic (personal) learning networks in the higher educational environment through a lens of four sub-research questions and four research hypotheses. Methodology: This research adopted a cross-sectional narrative and numeric study using the Frameworks for an Integrated Methodology (FraIM). The study was conducted in four universities comprising two universities in Ghana, one in South Africa and another in Belgium. Participants and respondents included students and lecturers. Data collection methods comprise focus group interviews, individual interviews, surveys (paper and web-based) and rhizomatic maps. The philosophical underpinning was inclined towards the critical realists’ stance and hinged to Rhizome Theory and Actor Network Theory. Data were analysed through descriptive and multivariate analyses and learning analytics employing tools in social network analysis. Results were presented graphically via Rhizomatic Learning Network maps, charts, tables and narratives. Findings: Students’ personal learning networks exhibit traces of rhizomatic patterns which are related through human and non-human actors. Seven categories of actors – comprising 218 individual actors – were found in students’ Rhizomatic Learning Networks. Out of 19 traceable digital devices used by students, this research established differences among the institutions in the four most widely used digital devices: Laptop, Smartphone, Tablet or iPad, and E-Reader pro rata. Students owned, in this sequence, smartphones, laptops, tablets or iPads and e-readers. This research also found statistically significant differences among all four institutions in terms of students’ self-perceived importance of handheld mobile devices towards academic success, university wireless network experiences and satisfaction of Learning Management Systems in the universities. However, results indicated that students are not likely to skip classes when materials from course lectures are available online, implying an inclination towards a blended approach to learning despite a technologically-rich environment. Implications and Value: With an underlying effect on curriculum design and implementation, this thesis, supporting rhizomatic approaches to learning, has tremendous potential to improve personal learning networks in higher education. It further contributes an understanding of emerging patterns in the personal learning networks of higher education students within a technology-rich environment. Again, integration of the two theories – FraIM, analytical tools and style of presentation – in understanding the problem through the lens of a critical realist is novel. Key Recommendations: Further rhizoanalysis research into the detailed roles performed by individual technological actors in students’ personal learning networks in the higher educational environment is required. Additionally, clear policies exhibiting willingness and enforcement strategies to integrate technology in all facets relating to learning should guide curriculum development within the universities.
2
Lu, Jie, and 卢洁. "Using social networking environments to support learning engagement inhigher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329435.
Full textAbstract:
Learning engagement is essential for fruitful and meaningful learning outcomes. Although many researchers have collectively claimed that social networking technologies in the Web2.0 era possess great potential to foster learning engagement, the existing literature demonstrates the pedagogical significance of more empirical and systematical inquiries into their applications for effective teaching and learning in various educational contexts. A social networking environment (SNE) is an online environment established with these technologies in which various tools, people and resources are dynamically connected. This study aimed to investigate the roles of such an environment in supporting learning engagement in higher education, and to identify factors that affected how students engaged in learning activities in the SNE. Informed by the literature on knowledge construction, collaborative learning and intrinsic motivation, learning engagement was conceptualized as a multidimensional construct that incorporated cognitive, social and emotional components of the learning process.
This study was a single case study. It spanned a period of six months with a class of 55 undergraduate students enrolling in an elective university course in mainland China. A SNE, which integrated blogs, wikis, social bookmarks and tagging, file repositories, group spaces, and social networking facilities, was implemented to support designed learning activities that emphasized reflections and social interactions for achieving course objectives. Data collection and analysis combined qualitative and quantitative methods. Multiple-source data was obtained from interviews, observation, questionnaires and student learning artifacts, and was analyzed through content analysis, social network analysis and descriptive statistical analysis.
The analysis revealed a number of roles that the SNE could play in supporting learning engagement. In terms of social engagement, it could serve as a social medium for (a) facilitating self-presentation and self-expression, (b) supporting articulation and development of personal social networks, (c) encouraging various levels of participation in social interactions, and (d) enabling personalized feedback. In terms of cognitive engagement, it could afford a hybrid of individual and social learning by (a) supporting development of personal learning portfolios, (b) facilitating peer and teacher feedback, and (c) creating the transparency in a distributed learning environment which enabled students to access multiple perspectives, learn by observation, and utilize metacognitive skills for self-regulated learning. In terms of emotional engagement, it could be used as a vehicle for developing a socio-affective structure of the learning community by (a) inducing expression of emotions and feelings, (b) fostering socio-emotional interactions, and (c) contributing a sense of being connected to others. Factors in cultural, socio-contextual, technical, and individual dimensions were identified that affected learning engagement in the SNE and needed to be addressed in pedagogical interventions.
This study has both theoretical and practical implications. By proposing a construct incorporating cognitive, social and emotional elements of engaged learning, it deepens our understanding of the relationship between learning engagement and educational use of social networking technologies in higher education. For practicing teachers, a set of pedagogical principles is suggested based on the findings of the study for facilitating learning engagement in the SNE. Implications for software designers and educational administrators are also discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
3
Ma, Wai-kit Will, and 馬偉傑. "Understanding online knowledge sharing: an interpersonal relationship perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43949988.
Full text
4
Evert, Candice Elaine, and der Post Leda Van. "A model using Technological support for tutors in practical computing sessions." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12534.
Full textAbstract:
The starting point of this research is the observation that tutors in the Computing Sciences (CS) Department at NMMU require more support than they currently receive in order to be effective. This research project investigated how technology could be used to support tutors during practical sessions. Focus group discussions with tutors in the CS Department revealed that challenges exist which hinder them from effectively assisting students during practical sessions. Through analysis of focus group discussions and literature regarding the use of technology in education, it was determined that a tablet PC could be used to support tutors by providing on-demand access to practical content and answers to frequently asked questions. Existing models using technology in education to support either students or tutors in learning were investigated. A conceptual model using technology to support tutors during practical sessions was designed and proposed based on features of the existing models which were considered relevant to the CS context, and ways in which they could support tutors. Relevant features of the conceptual model include the system, purpose, boundary, key variables and best practices applied to the technological component of the model. During development of the model, these features were considered. In the context of the CS Department, a tablet PC tool was used by tutors as a means to support themselves and assist students during practical sessions. The tool is a component of the model which provides practical information. Each layer of the model’s three layer architecture was tested to ensure that the correct information is provided, on demand, to tutors during practical sessions. Positive results from a field study evaluation revealed that the conceptual model, using a tablet PC tool, could be applied to the CS context with the intention of supporting tutors during practical sessions.
5
Johnson, Thomas C. "Effect of distance learning technology as a training delivery system for rural and small law enforcement agencies." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-09142007-122026.
Full text
6
Schneider, Diana Sensenbaugh. "Descriptive analysis of technology use at the Riverside County Office of Education, Riverside, California." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1377.
Full text
7
Day, Jason A. "Investigating learning with web lectures." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22627.
Full textAbstract:
Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2008.Committee Chair: Foley, James; Committee Member: Abowd, Gregory; Committee Member: Anderson, Richard; Committee Member: Catrambone, Richard; Committee Member: Guzdial, Mark.
8
Harpur, Patricia-Ann. "A framework for ad hoc mobile technology-enhanced learning in a higher education context." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2742.
Full textAbstract:
Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2018.Although the use of mobile technology features prominently in all walks of life, learning and teaching supported by its ad hoc use in higher education contexts is an under-researched topic. Moreover, elements constituting best practices for quality improvement and aimed at informing decision-making stakeholders, are spread across disparate frameworks, reported in literature. The study aimed to meet the following objectives: • O1: To identify the elements that inform strategic decisions for ad hoc mobile technology-enhanced learning. • O2: To inform the structure of the framework, defined by its constituent components. These objectives were associated with two main research questions, addressed via five secondary research questions that guided the exploration of elements associated with the ad hoc use of mobile technology-enhanced learning in a specific higher education environment. The study consequently proposed a consolidated and synthesised set of theoretically based and empirically determined elements, leading to a framework of interrelated guidelines. A moderate constructionist approach adapted from Järvensivu and Törnroos (2010) underpins the dual-purpose research design. At first, a systematic literature review explored existing frameworks applicable to e-learning, m-learning, technology-enhanced learning and blended-learning modalities. The review was subsequently expanded to include additional sources that addressed diverse aspects of mobile technology-enhanced learning. I undertook an extensive qualitative data analysis of the 55 articles resulting from the systematic literature review. Analysis techniques incorporated open, axial and selective coding, memoing, thematic analysis and the construction of network maps using ATLAS.ti V8.0, a CAQDAS tool. Outcomes of the analysis established an initial set of theoretically grounded elements, comprising a hierarchy of 11 constructs, five categories, 16 sub-categories and 60 items. Network maps demonstrated the interlinking of elements for each of the five categories titled: A. Enablement, B. Environment, C. Interactivity, D. Dynamics and E. Mobility. A final network map consolidated these individual maps, presenting the foundations for a framework for the ad hoc use of mobile technology-enhanced learning in higher education contexts. The theoretically based elements established foundations for the empirical portion of the study – a single exploratory case study defined by an architectural technology domain. The case study supported the inclusion of multiple perspectives and complex, natural contexts where mobile technology usage by stakeholders was the focus of the study. Empirical data was collected during six studies from purposively selected faculty respondents. Qualitative data analysis of collected data yielded additional empirically determined elements namely: eight constructs, eight sub-categories and 35 items. These empirically determined elements augmented findings of the systematic literature review. Additional categories did not emerge; however support for theoretically based elements was demonstrated via network maps.
9
Palaskas, Chrysostomos. "Applying the Technology Integration Micro Model (TIMM) in higher education learning and teaching practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/325.
Full textAbstract:
Many of the models for the adoption and integration of ICT in higher education are situated within an institutional framework. These models can be viewed as supplementary discourses in the meta-narrative of educational change theory. Thus concerns about the process of adoption and implementation in Higher Education can be subsumed under the bigger topic of education change.
10
Xakaza-Kumalo, Sheila. "Pedagogical issues arising from the introduction of educational technology at two South African universities of technology : a comparative study." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2644.
Full textAbstract:
Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2017.Educational technology can improve teaching and learning in universities of technology in developing countries. Due to various factors, there is no readymade “one-size-fits-all” solution for facilitating the successful implementation of educational technology. Tedre, Apiola and Cronjé (2011) identified 100 educational, socioeconomic and technical attributes that can influence the successful integration of educational technology in developing regions. While exploring the issues arising from technology integration at two universities of technology, the aim of this research was to evaluate the effectiveness of Tedre, Apiola and Cronjé’s framework in order to contribute to its refinement. The central research question concerned the extent to which Tedre, Apiola and Cronjé’s framework was useful for a situational analysis at two South African universities of technology. The sub-questions concerned the framework’s ability to distinguish between the two universities on the one hand and on the other hand, the overlaps or shortcomings of the model as it assisted in describing those situations. The findings revealed that the two universities in this inquiry are not similar. Although the universities’ educational strategies and policies were very analogous, differences were found in the manner and approach to the implementation of educational technology. The pedagogical considerations for e-learning uptake in both universities corroborated with each other to a certain extent. The findings further showed that most of the educational factors that affect technology integration, and subsequent educational technology adoption, resonate with pedagogical issues found in other developing countries.
Books on the topic "Education Effect of technological innovations on Victoria"
1
Xin xi shi dai de jiao yu chuan bo: Fan shi qian yi yu li lun tou shi. Beijing: Ke xue chu ban she, 2009.
Find full text
2
Gerald, Burke, Rumberger Russell W, and US-Australia Joint Seminar on the Future Impact of technology on Work and Education (1984 : Monash University), eds. The Future impact of technology on work and education. London: Falmer Press, 1987.
Find full text
3
Farès, Jean. Technological change and the education premium in Canada: Sectoral evidence. Ottawa: Bank of Canada, 2003.
Find full text
4
Fares, Jean. Technological change and the education premium in Canada: Sectoral evidence. Ottawa: Bank of Canada, 2003.
Find full text
5
Education and economic performance. Cheltenham, UK: E. Elgar Pub., 2011.
Find full text
6
John, Davies. DOA: Education in the electronic culture. Lanham, Md: Scarecrow Press, 2003.
Find full text
7
Taylor, Karen, Doris Ray, James Perry, Donna Gross, Maggie Austin, Lesta Van Der Wert Turchen, and Joe Hauge. K-20 collaboration: Learning organizations for technology integration. Pierre, S.D: s.n., 2005.
Find full text
8
Vázquez, Jaime Gómez. Educación a distancia, los retos de la tecnología y la comunicación: Región.com.edu. Barranquilla, Colombia: Universidad del Atlántico, Fondo de Publicaciones, 2000.
Find full text
9
Society 3.0: How technology is reshaping education, work and society. New York: Peter Lang, 2012.
Find full text
10
Kim, Yŏng-hwan. ICT in Korean education. Seoul, Korea: Korean Educational Development Institute, 2007.
Find full textBook chapters on the topic "Education Effect of technological innovations on Victoria"
1
Willetts, David. "How: EdTech." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0021.
Full textAbstract:
I have attended the launch of an education programme. It was blasted into orbit. I was in French Guyana for the launch of an Ariane rocket carrying a telecommunications satellite which would deliver broadband access to educational services for parts of Africa not reached by fibre or mobile phone masts. Many education programmes and teaching materials are available on-line but schools and colleges in parts of Ethiopia or Kenya or Rwanda do not have the broadband connections to access them. A small and affordable satellite dish at a local school or college opens up higher education to them. For centuries our picture of education has been very different. A wonderful image in a medieval illuminated manuscript shows a professor lecturing a class. It is a scene we recognize today: students at the front who are keen and attentive and others at the back who aren’t. The place is Bologna and the lecturer is Henry of Germany so the university is international. Some of the most profound features of university life are not very different from what those students experienced centuries ago, even whilst at the same time a student may be learning about the latest intellectual advances. This mix of ancient and modern is part of the particular appeal of the university—graduates dressed up in medieval robes and perhaps with some Latin thrown in are awarded doctorates for research out at the frontiers of knowledge. We are now at the moment when the technological revolution which has changed so much else in our lives is going to transform education. It won’t be the first time innovation has had this effect—the Victorian Penny Post made the correspondence course and the University of London external degree possible. There are sceptics who doubt the balance of ancient and modern is about to change radically. They argue that even whilst technology has changed the classic forms of academic study—the lecture, the printed book, the essay—are going to continue to be impervious to innovation because they meet deep human needs. Moreover there have been bold claims for the impact of technology on education which now sound pretty silly.
2
Awoyemi, Richard Oluwadolapo, and Robert Akinade Awoyemi. "Behavioral Innovations in Computer Science and Computational Thinking in P-16 Education." In Advances in Early Childhood and K-12 Education, 165–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4739-7.ch010.
Full textAbstract:
This chapter is based on the behavioral innovations of students and teachers in P-16 education with regards to computer science (CS) and computational thinking (CT). Beyond racial and gender bias, the behavior of students and teachers towards new ideas has been noted to have a substantial effect on accessing of CS and CT. When students and teachers are presented with new ideas, a series of complex mental processes are always carried out in order to reinforce their acceptance or disregard of such ideas. With deep insights into concepts such as technological pedagogical content knowledge framework (TPACK), computer-mediated classroom, computer-oriented teachers, and computer-oriented students, this chapter will further anticipate the equity of computer science in P-16 education.
3
Mukerjee, Sheila. "Organizational Agility in Universities." In Advancing Knowledge in Higher Education, 15–25. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6202-5.ch002.
Full textAbstract:
Organizational agility is a necessary capability for universities in times of turbulence. However, this is not easily achieved as there are a number of tensions and challenges that impact a university's ability to respond to change in a timely manner. This chapter explores and discusses some of the tensions that universities experience as they seek to succeed and thrive in increasingly competitive and innovative spaces. Areas discussed cover clash of culture and values, effect of organizational structure and mode of operation, risk aversion and innovation, optimization of business processes for efficiency and agility, resources and change demands, and technological innovations and disruptions. Many of these are discussed in the context of the changing landscape of education as universities explore new business models such as online delivery and prepare themselves for major transformations and innovations. The concluding call is for universities to develop and nurture agile capability to address their future challenges.
Conference papers on the topic "Education Effect of technological innovations on Victoria"
1
Yengin, Hülya. "Accreditation in Communication Faculties." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.014.
Full textAbstract:
Technological development changes the communication field in the global world. The global economy has created a global market in the global communication field within the scope of technological innovations. The global culture is impacting the global society with the new dimension the electronic mass media acquired. Global communication media and content have been transformed. This change and transformation change the individual and communal living forms, perceptions, attitudes, and behaviors. Differentiation in the global communication field also transforms the communication education in the higher education. Departments of communication faculties are expected to train graduates with the knowledge, skill and competencies the industry seeks. Besides the state universities, new departments have been opened in addition to the current departments of foundation universities. In terms of the diploma of communication graduate to be recognized and accepted in the international arena at global level, the first studies was Bologna. The process is continuing with the studies of quality and accreditation in higher education. Evaluation and Accreditation Board for Communication Education (ILEDAK) was established within The Communication Research Association (ILAD) in 2016 in the communication education field. Departments of the communication faculties were started to become accredited since 2018. With the decision taken by the Council of Higher Education (YÖK), education was carried out online due to the pandemic in 2020. Within this context, accreditation studies were also carried out online. In this study, the effect of the global technology and the pandemic on communication education and accreditation studies are analyzed.
2
Klimuk, Vladimir V., and Andrejs Lazdins. "Modelling the neo-industrialization strategy as a mechanism of innovative activity of industrial business." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.013.
Full textAbstract:
Research goal: discover the importance of the innovation process in the context of education - science and production. Research tasks: describe the theoretical elements of the innovation process in relation to the Belarusian experience; to develop a model of innovation implementation science - education – production. Research methods: methods of situation description and process systematics were used in the research; statistical and modelling method of data. The most important competitive advantage of industrial enterprises, especially in the current situation - the coronavirus crisis, are innovations formed in the product concept, technological vector, management tactics and the general strategy of the organization. To bring an idea to the market requires its detailed feasibility study, testing, commercialization, scaling, and re-innovation. Successfully passed the stages of approbation and implementation of new innovations create a basic complex of competitive advantages of the industry, and its new orts of development. The role of scientific and educational potential, the introduction of a cooperative model of resource use to achieve economic and social effect has been determined. The paper proposes a toolkit for assessing the effectiveness of a neo-industrialization strategy in the direction of enhancing the innovative activity of industrial business entities, analysing the calculated results, including using the proposed visualization toolkit. Types of neo-industrialization strategies with a set of key components of the impact on the level of development of the sector are presented. Research innovation: a stage model for the introduction of useful innovations from science - education to production has been developed.