Academic literature on the topic 'Impact of ICT on professional development'
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Journal articles on the topic "Impact of ICT on professional development"
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Răileanu, Brânduşa Prepeliţă. "Redefining Professional Development in Romanian Technical Higher Education." International Journal of Computers and Communications 16 (March 8, 2022): 13–19. http://dx.doi.org/10.46300/91013.2022.16.3.
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Using examples from the educational activity developed in the Polytechnic University of Bucharest, the paper presents the student participation mechanisms and structures at academic level that offer real opportunities in learning and teaching. It also describes the academic transformation towards a democratic learning environment, with a participative management, flexible curriculum offers, and a modern, democratic organizational culture. Discussing the fact that the introducing of ICT in education is a significant investment for the future, the paper shows the impact of the instructional strategies assisted by computer on the achievement of learning objectives.
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Polishchuk, Elena, Natalia Stakhno, and Olga Pochupailo. "Information and communication technologies in the development of women’s professional activity." E3S Web of Conferences 270 (2021): 01020. http://dx.doi.org/10.1051/e3sconf/202127001020.
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The study describes the role of information and communication technologies (ICT), which have an impact on the development of professional activity of women. It is established that the problem of gender inequality is relevant because of the significant changes in modern society, in particular the rethinking of the roles of different categories of the population, including gender roles and status-role expectations. Based on the time-series analysis female ratio in the ICT organizations was calculated. It allowed to consider the real picture of the development of the analyzed sector with all the changes taking place, as well as to suggest the main priority areas that will promote the active entry of women into the digital economy. The study concluded that, despite the fact that the average number of female employees in ICT organizations is increasing, there is still a significant gender gap among those employed in the sector considered, which indicates that the potential of women in overcoming the acute shortage of IT professionals is not used. It has been established that reducing the digital gender gap in employment is not an end in itself, but the need to make greater use of the labor and intellectual potential of the entire employed population of the country - not only men, but also women. At the same time, the active involvement of women in the digital sector will increase the level of their professional activity and ensure their full participation in the modern labor market.
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Yue, XiaoYao. "Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education." International Journal of Innovation Education and Research 7, no. 5 (May 31, 2019): 248–57. http://dx.doi.org/10.31686/ijier.vol7.iss5.1506.
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In the 21st century, the new trends of technology, economy, politics impact social life, workplace and people lifestyle. In turn, university need to alter and innovate curriculum and instruction to teach students with “21st century skills”, such as critical thinking and problem solving, cross-cultural understanding, creativity and innovation, information, communications, media literacy, computing and ICT literacy. Teachers have to foster all of them then can teach students to learn. Under this situation, teacher professional development evoke teachers to meet students needs for 21st century education. Through systematical content analysis on related research works, the author conclude effective teacher professional development methods that contains need assessment of TPD, peer-mentoring, building collaboration, create positive school culture, develop 21st century skills, instructional strategies for active learning, embedding core values, continual professional development, research-based projects and integrated ICT teaching, which can address teacher learning and practice.
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Asare, Samuel, Akwasi Amponsah, Caroline Owusu-Mintah, Eric Abrefah-Mensah, and Kojo Osei Frimpong. "Analysis of Policy Frameworks for Integrating ICT in Ghanaian Education: Implications for Teacher Education and Professional Development: A Systematic Review." American Journal of Education and Technology 2, no. 3 (August 7, 2023): 123–28. http://dx.doi.org/10.54536/ajet.v2i3.1888.
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This study examines the policy frameworks surrounding integration of Information and Communication Technology (ICT) into the Ghanaian education system. This study investigated the implications of these policy frameworks on teacher education and professional development. By exploring existing policies, strategies, and initiatives, this study aims to provide insights into the challenges and opportunities associated with ICT integration in Ghanaian classrooms. This study adopted a descriptive and qualitative research design, employing document analysis in teacher education and training.¬ The collected policy documents were analysed using a thematic approach, enabling the identification of recurring patterns and themes related to ICT integration policies and their impact on teacher education. The findings revealed that Ghana has made commendable efforts to formulate policy frameworks to facilitate ICT integration in education. However, several challenges persist, including limited access to ICT resources, inadequate teacher-training programs, and uneven implementation across schools and regions. The research article concludes with recommendations for policymakers, educators, and other stakeholders in the Ghanaian education system. These recommendations include establishing a robust ICT infrastructure, providing equitable access to technology, designing, and implementing effective teacher training programs, and developing a supportive policy environment that encourages continuous professional development.
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Magen- Nagar, Noga, and Ditza Maskit. "Integrating ICT in Teacher Colleges - A Change Process." Journal of Information Technology Education: Research 15 (2016): 211–32. http://dx.doi.org/10.28945/3512.
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The National Israeli Information and Communication Technology (ICT) Program that called for the “adaption of the educational system to the 21st century”, has been implemented in Israel since 2010. The program’s purpose intended to introduce an ‘ICT culture’ in the educational system – pre-schools and lower-level schools, as well as in higher education institutions, including teachers colleges. Following this call, the current study is aimed at examining the integration of ICT in a teaching training college in the north of Israel, in the context of a technological-pedagogic setting, the ICT culture in the college, and how educators’ metaphorical sensations contribute to their use of ICT tools and to student training in an ICT environment. The second aim of the research was to identify the operating factors in the course of educators’ professional development that impact on the integration of advanced technologies in teaching. This mixed-methods study involved 120 educators. Through structural equation modelling, the findings show that educators’ familiarity and mastery of ICT tools influence use for teaching purposes, more so than personal feelings, the ICT culture, and the availability of the tools. Findings emphasize the need for promoting the integration of technology in teachers colleges as a learning organization, from a systemic view, which emphasizes the teacher educator’s personal-professional development.
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., Arundhati, and Sushil Kumar Singh. "IMPACT OF ICT ON DEVELOPMENT OF COMMUNICATION SKILLS OF PROSPECTIEVE TEACHERS." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 8, no. 65 (March 25, 2021): 14986–92. http://dx.doi.org/10.21922/srjis.v8i65.1342.
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ICT is an extensional term for Information technology that stresses the role of unified communication and integration of telecommunications with computers as well as necessary software and hardware tools. Soft Skills are characteristic traits and interpersonal skills that identifies a person’s relationship with others. Certain examples of Soft Skills are Communication, Instructions, Mentoring etc. According to M. Bridget Duffy “Rather than making technology the center piece of care, it’s time to start using it to restore human connections and return people to purpose. The interplay between humans and technology goes to the heart of larger issues, in which soft skills play a key role. The most striking and latest innovations in the field of education is the integration of ICT in education. It has expanded the range of resource available for any subject- specific learning. Teachers play a pivotal role in developing the future generation of students. Therefore, they have to be properly guided so that they could enhance their competences. Proper educational training is the key element to move towards sustainability. This paper emphasizes on the importance and development of Soft Skills with the help of ICT, in the prospective teachers. So, that they can achieve professional competence. This study is based on quantitative research approach. The population of the study was prospective teachers of Patna. 100 samples from 4 different colleges of Patna were selected randomly. Self constructed and validated tools were used for data collection. Findings of the study shows that that there is significant difference in mean scores of communication skills on the basis of gender and their educational qualification while there is no significant difference in mean scores of communication skills on the basis of their marital status of prospective teachers. Significant relationship was found in the score of ICT and Communication skills of prospective teachers.
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Krasova, Elena. "Labor intensity in context of information and communication technologies sustainable development." E3S Web of Conferences 311 (2021): 08003. http://dx.doi.org/10.1051/e3sconf/202131108003.
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The information and communication technologies (ICT) impact on labor intensity is one of the actual, but understudied interdisciplinary issues of modern science and practice. Observations and analysis of labor processes in context of the ICT use point out the increase in labor intensity. The purpose of the research is to identify key sources of workers’ labor intensity growth under the ICT development, regardless of the field of professional activity. The article highlights such sources as increase in work strenuousness, growth of number of labor functions and operations, lengthening working day, and also change in work and rest regime. A special focus is on the problem of «leisure time colonization». An ∩-shaped correlation between labor intensity and productivity is presented. The general conclusion that unlimited growth of labor intensity is inconsistent with the sustainable development and effective development of human capital is made.
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Saefuddin, Saefuddin, Saleh Saleh, and Fahyuddin Fahyuddin. "ICT Utilization in Science Teachers of Underdevelopment Region." Jurnal Pendidikan dan Pengajaran 54, no. 2 (July 17, 2021): 370. http://dx.doi.org/10.23887/jpp.v54i2.33526.
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Research has been carried out to examine the use and mastery of ICT for science teachers in underdeveloped areas. This study aims to: obtain valid data regarding teachers' ICT knowledge and skills; knowing the extent to which the teacher implements ICT knowledge and skills in the classroom; identify the factors faced by teachers in implementing ICT in learning; to determine support and effective ICT development strategies to be applied to teachers. The research method is a survey, practical test, and statistical validation. It found that male teachers, young teachers, honorary teachers, and secondary school teachers tended to have higher ICT competence. It was found that the ICT applications that have been used by more than 50% of teachers are word processing, presentation processing, internet, and document navigation. The analysis results show that only about 2% of teachers stated that ICTs had little effect on their learning in the classroom and that training on how to do this had the most positive impact on teachers. It can be concluded that professional training on ICT needs to be effectively and sustainably provide; continuing to improve ICT infrastructure in schools will positively impact the use of ICT by teachers; teachers' overall attitude is very positive for self-development.
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Elly Sukmanasa, Lina Novita,. "TEACHER PROFESSIONAL DEVELOPMENT AS AN EFFORT TO IMPROVE TPACK SKILLS IN 21ST CENTURY LEARNING." Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) 5, no. 3 (October 31, 2022): 97–100. http://dx.doi.org/10.55215/jppguseda.v5i3.6509.
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This article aims to explain the conception and evaluation of information and communication technology (ICT) professional development processes for the development of teacher technology pedagogical content knowledge for 21st century learning. This study emphasizes the involvement of teachers using TPACK in learning. Research is concerned with the use of ICT in learning, setting design goals, redesigning, implementing, and evaluating, as well as reflecting on student learning outcomes. The research approach uses surveys and descriptive analysis. Data triangulation techniques based on observations and interviews with respondents. The results showed that the skills of using technology in learning related to TPACK had a positive effect on teacher confidence in the knowledge of technology pedagogic content for 21st century learning. Five of the seven design teams were able to make pedagogical changes towards 21st century learning, and six teams realized an increase in learning outcomes student. The conclusion of the study stated that TPACK had an impact on learning and teacher confidence in learning.
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Warner, Steve, Muhammed Malik, and Joanne Mohammed. "ICT Professional Development Workshops and Classroom Implementation Challenges: Perceptions of Secondary School Teachers in Trinidad and Tobago." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (June 30, 2021): 1–19. http://dx.doi.org/10.35993/ijitl.v7i1.1507.
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The Ministry of Education (MoE) of The Republic of Trinidad and Tobago has recently embarked on another teacher training program to equip secondary school teachers with the necessary competencies for ICT infusion in their physical classrooms. This study aims to investigate the impact and usefulness of that program, and challenges that the teachers have been facing in its implementation. Thirteen interviews (eight one-on-one and five focused group) were conducted from forty trained teachers. The findings showed that almost all the teachers were quite content and even ecstatic about the workshops and were willing to use the acquired knowledge and skills. Those who were able to use the knowledge and skills attained in the workshops reported improved students’ interest, classroom interaction, and academic performance. However, many expressed disappointments due to the multiple obstacles at their schools which prevented them from fully and effectively using the knowledge and skills from the workshops. They specifically reported insufficient number of computers, poor and inapt ICT environment and most importantly, unreliable internet access and connectivity. This study identifies three important elements in the successful implementation of any ICT in education program: willingness (mainly of administrators, teachers and students), training (especially for the teachers) and infrastructure (physical, hardware and software). Although, there was an overwhelming willingness from the teachers (even excitement) and adequate training, issues with infrastructure appear to be preventing the policy from yielding desired results. In order to ensure that the current policy brings the desired results, the MoE must not only provide effective professional development training for teachers, but also furnish schools with the necessary ICT resources and infrastructure. Only then, the MoE may revolutionize the education system through ICT.
Keywords: ICT in education, professional development, teacher training, 21st century skills, Trinidad
Dissertations / Theses on the topic "Impact of ICT on professional development"
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McDonald, Lynette S. "How professional development impacts on experienced teachers' perceptions of their ICT practices." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87223/1/Lynette_McDonald_Thesis-1.pdf.
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Teachers are at the forefront of Information Communication Technology (ICT) use in schools. Teachers face many challenges and competing priorities such as literacy, numeracy and changing curriculum frameworks and are expected to adopt new ICT practices to improve students¿ outcomes. Effective professional development (PD) methods must be identified and implemented.
This research examined two core issues: (1) experienced teachers' perceptions of their ICT practices and (2) how PD courses have affected these practices.
This case study and its findings has important implications for the implementation of effective PD in schools.
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Mohammad, Hasibah. "Understanding the impact of a reflective practice-based continuing professional development programme on Kuwaiti primary teachers' integration of ICT." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15932.
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The main theme of the study is exploring and understanding the impact of an innovative continuing professional development model for integrating ICT into classroom pedagogy. The focus is on the relationship between teachers’ beliefs, knowledge and pedagogic practice in the process of developing and adopting new knowledge and skills to cope with 21st century education. The study explores the 'future schools' primary teachers’ education, in-service training, status, beliefs, knowledge, and skills of using ICT in practice in the Kuwait context. The finding from the exploratory study shows that teachers’ lack of Technological, Pedagogical and Content knowledge TPACK and that this impacts on their capacity to improve their pedagogic practice. The study applied a social-constructivist approach to understand the process of change in the nine participants' teachers' beliefs, knowledge through an innovative continuing professional development model, and stimulating teachers to develop a reflective practice skills focusing on improving pedagogic practice and using ICT. A case study approach was used as the methodology of the study to develop an understanding of the process of change in the nine participant teachers' reflection on and experienced of the effects of adopting alternative pedagogic practice and integrating ICT. The numerous small findings from the quantitative and qualitative methods applied to the six months of continuing professional development involving nine primary teachers come under four main themes: 1) In-service teachers' beliefs and knowledge development, 2) Classroom pedagogy for autonomy with ICT integration, 3) Constraints affecting future schools’ teachers' integration of ICT, and 4) The key principles of an RP-BCPD model for teachers CPD in Kuwait. The understandings from the findings of the study show that the quality of the CPD for improving teachers' pedagogic practice is affected by the socio-cultural context of the 'future schools'. The study shows that the nine participant teachers can develop effective alternative pedagogic practice and successfully integrate ICT, when they are empowered to reflect, inquire into their practice, and learn from each other and from cross-cultural best practice. The unique finding of the study indicated that the nine participant teachers experiences some difficulties with engaging in the change process because of classroom cultural context such as: teachers' TPACK knowledge and competences, curriculum overload, and classroom size. Finally, the finding shows that providing the participant teachers with reflective practice as the base of CPD programme within schools context linked learning theory to improve pedagogic practice.
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Davies, Michael J. "An exploration of the impact of continuing professional development (CPD) in information and communication technology (ICT) on primary school practice." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430366.
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Mushayikwa, Emmanuel. "An investigation of the perceived impact of ICT on the self-directed professional development of Zimbabwean A-level science and mathematics teachers." Thesis, University of York, 2005. http://etheses.whiterose.ac.uk/9876/.
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Park, Melanie Lynn. "Middle School Teachers' Professional Development Needs for ICT Literacy Integration." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2751.
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This qualitative case study explored U.S. middle school teachers' professional development needs in Information, Communication, and Technology (ICT) literacy integration. Past literature has suggested that teachers should improve classroom practices that promote ICT literacy, but few studies have addressed educators' specific training needs. This study was designed to identify the unique professional development needs of academic teachers in a Midwestern middle school using focus groups and interviews to explore teacher perceptions of current technology usage as well as the barriers and/or facilitators of ICT literacy integration. The conceptual framework was based on Knowles's theory of adult learning, which suggested that adult learners are motivated when they understand the real applications of new information. Methodological triangulation was obtained using 3 teacher focus groups and 2 interviews with 17 academic teachers, 1 administrator, and 1 resource teacher. Transcription documents from the focus groups and interviews were color-coded to identify emerging themes. The findings revealed that the participants believed that their students currently use technology to access information, but rarely evaluate the validity of digital information. To address this deficit, a professional development plan was created with the goal of increasing teachers' ICT literacy integration skills in the area of information evaluation. This plan was designed to improve methodological practices and lead to better classroom instruction, creating positive social change by making educators better-equipped to meet the needs of their students. The local community will also benefit as students leave school better prepared to meet the demands of a technological workforce.
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Podhraški, Ivan Edward. "The professional development of teachers' classroom use of ICT through mentoring." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494623.
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This study is concerned with the effective mentoring of teachers. It is qualitative by nature and is organised as two case studies; the first being conducted in a primary school and the second in an inner city mixed comprehensive school. The study considers the process of mentoring as a mechanism to build on skills developed by New Opportunities Funding (NOF). It therefore considers the confidence and competence of teachers in using Information Communications Technology (ICT) in their teaching. Two main questions were posed: Can mentoring improve staff attitudes towards the use of ICT in the classroom? Can mentoring be used as a tool to enhance CPD in ICT and hence encourage staff to increase and develop their use of ICT in the classroom? Data was collected over a period of three years in the form of field notes, semistructured interviews, documentation, pupil group interviews, book scrutiny and classroom.
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Bankole, Felix Olubisi. "Investigating the impact of ICT investments on human development." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11873.
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Includes abstract.Includes bibliographical rereneces (leaves 114-128).
In the last two decades, the worldwide information and communication technology (ICT) market has been growing at a rapid rate. This has led to the global net increase in ICT usage and investments. International organizations, ICT vendors, policy makers have been trying to determine if such huge investments are worthwhile. However, the result regarding this issue is inconclusive, for this research area is fraught with complexity and existing empirical study is limited. Investigating the impact of ICT investments on human development requires appropriate methods that can provide a deeper understanding and which are based on IS perspective theory. Of particular importance are different aspects of ICT investments and the components of human development. For example, ICT investments consist of four aspects namely hardware, software, internal spending and telecommunication investments while human development components are GOP, literacy rates and life expectancy rates. If these variables are not modelled correctly, their effect on each other can be either under- or overestimated and the appropriate level of impact is therefore required.
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James, Martin Barrie. "State of the nation : a comparative analysis of teacher professional development with ICT between ICT PD clusters and non-ICT PD schools : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2803.
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Professional Development programmes in Information and Communication Technologies
(ICT PO) in schools have had significant growth since the development of successive
national ICT strategies by the Ministry of Education. Since the late 1990s the Ministry has
provided funding to clusters of schools to carry out professional development programmes
in the use and the integration of ICT into teaching and learning. Research, looking at the
impact this ICT PO is having on teacher skills and attitudes, has amassed large quantities of
rich data. By the end of 2004 40% of New Zealand schools will have been involved in an ICT
PO cluster. This research sought to make a comparative analysis of ICT PO and non- ICT PO
schools. The project looked at data from those exiting an ICT programme, those about to
enter a programme and those who had had no involvement in ICT PO cluster programmes.
This project found that schools who had not been involved in ICT PO clusters had high
levels of personal ICT skills and confidence on a comparable level to those who had
completed three years of ICT PD. Differences in the cohorts were apparent in the amount of
time teachers attempted to integrate ICT into their programmes for student's use. It appears
that:
• ICT PO clusters are making a difference. The key difference is that they increase ICT
usage by teachers and students.
• ICT PO clusters create high levels of anxiety for teachers on entry cluster
programmes.
• Other ICT initiatives are having a positive effect on teachers unable to access ICT PO
cluster programmes.
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Burstow, Robert John. "The actuality of continuing professional development : ICT and change in one secondary school." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434323.
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Brooks, Diane Barbara. "To go from murkiness to clarity: How do course members perceive the teacher’s role in an online learning environment?" Thesis, University of Canterbury. Languages and Arts in Education, 2010. http://hdl.handle.net/10092/4203.
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The advent of the internet has changed the mode of delivery for many courses in the tertiary
sector and courses are now offered in an online learning environment with variable success.
There has been a range of studies concerning online learning however there is little research
about the role of information technologies in promoting professional learning for teaching
practitioners. Initially courses were posted online using the resources from a face-to-face course
for the course members to download. Now the capabilities of the internet allow for a range of
technologies to be used to enhance the learning in an online learning environment.
Educational practitioners undertake professional development to either develop their skills and
knowledge to improve student learning in their classrooms or for promotional reasons.
Educational practitioners want to be inspired by their teachers when undertaking professional
development. Some researchers point to the relationship between the teacher and the course
members as being an important factor in the success of a course. As many professional
development courses are being delivered in an online learning environment the course members
never meet the teacher and the teacher needs to develop strategies to allow these relationships to
develop.
The aim of this study was to explore the perceptions of educational practitioners who are
undertaking an online professional development course. It sought to understand the teaching
practitioners’ expectations of the teacher in the online environment. A range of strategies was
used to collect the data including questionnaires, data gained from the online learning
environment, email correspondence and semi-structured interviews.
The findings from this study identify the importance of the teacher designing an online learning
environment to enhance learning, by having tasks and assignments related to the course
members’ own practice, and by having a range of interactions that provide reflection
opportunities to enhance thinking and learning. Other important findings included the importance
of the teacher taking an active role in the interactions. .
Books on the topic "Impact of ICT on professional development"
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Impact of ICT on community development in ESCWA member countries. New York: United Nations, 2009.
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Academy of Educational Planning and Management (Pakistan), ed. Impact study on contribution of private sector towards human resource development in Islamabad Capital Territory (ICT). Islamabad: National Educational Management Information System Project, 2001.
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Educational Resources Information Center (U.S.), ed. Teacher action research: The impact of inquiry on curriculum improvement and professional development. Columbus, OH: Ohio State University, Dept. of Educational Theory and Practice, 1996.
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S, Garet Michael, Institute of Education Sciences (U.S.), and National Center for Education Evaluation and Regional Assistance (U.S.), eds. The impact of two professional development interventions on early reading instruction and achievement. [Washington, D.C.]: Institute of Education Sciences [and] National Center for Education Evaluation and Regional Assistance, 2008.
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National Center for Education Evaluation and Regional Assistance (U.S.), Institute of Education Sciences (U.S.), and United States. Department of Education, eds. Middle school mathematics professional development impact study: Findings after the second year of implementation. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U. S. Department of Education, 2011.
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Garet, Michael S. Middle school mathematics professional development impact study: Findings after the first year of implementation. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, 2010.
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Teacher development in higher education: Existing programs, program impact, and future trends. New York: Routledge, 2012.
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Solimano, Andŕ́es. The international mobility of talent and its impact on global development. Helsinki: United Nations University, World Institute for Development Economics Research, 2006.
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Accelerate your impact: Action-based strategies to pave your professional path. Westlake, OH: Smart Business Books, an imprint of Smart Business Network Inc., 2016.
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Solimano, Andrés. The international mobility of talent and its impact on global development: An overview. Santiago, Chile: Naciones Unidas, CEPAL, Economic Development Division, 2006.
Find full textBook chapters on the topic "Impact of ICT on professional development"
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Riviou, Katerina, and Sofoklis Sotiriou. "Teachers’ Professional Development in the Theme of Competence-Based Learning—Impact and Lessons Learnt." In Research on e-Learning and ICT in Education, 283–97. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34127-9_21.
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Skulimowski, Andrzej M. J. "Visions of a Future Research Workplace Arising from Recent Foresight Exercises." In Progress in IS, 169–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66262-2_11.
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AbstractThe results of recent foresight projects reveal the impact of future ICT tools on the practice of scientific research. This paper presents several aspects of the process of building scenarios and trends of selected advanced ICT technologies. We point out the implications of emerging global expert systems (GESs) and AI-based learning platforms (AILPs). GESs will be capable of using and processing global knowledge from all available sources, such as databases, repositories, video streams, interactions with other researchers and knowledge processing units. In many scientific disciplines, the high volume, density and increasing level of interconnection of data have already exhausted the capacities of any individual researcher. Three trends may dominate the development of scientific methodology. Collective research is one possible coping strategy: Group intellectual capacity makes it possible to tackle complex problems. Recent data flow forecasts indicate that even in the few areas, which still resist ICT domination, research based on data gathered in non-ICT supported collections will soon reach its performance limits due to the ever-growing amount of knowledge to be acquired, verified, exchanged and communicated between researchers. Growing automation of research is the second option: Automated expert systems will be capable of selecting and processing knowledge to the level of a professionally edited scientific paper, with only minor human involvement. The third trend is intensive development and deployment of brain–computer interfaces (BCIs) to quickly access and process data. Specifically, GESs and AILPs can be used together with BCIs. The above approaches may eventually merge, forming a few AI-related technological scenarios, as discussed to conclude the paper.
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Keay, Jeanne K., and Christine M. Lloyd. "Impact of Professional Development." In Linking Children’s Learning With Professional Learning, 61–74. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-645-8_5.
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Beck, Catherine, and Heidi Pace. "High-Impact Professional Development." In Leading Learning for ELL Students, 37–56. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315466019-3.
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Newton, Leonard R. "Supporting Teachers’ Professional Development Through ICT." In IFIP International Federation for Information Processing, 43–51. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-69312-5_6.
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Eickelmann, Birgit, Kerstin Drossel, and Melanie Heldt. "ICT in teacher education and ICT-related teacher professional development in Germany." In Quality in Teacher Education and Professional Development, 107–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003197973-8.
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Nikulin, Dagmara. "The Impact of ICTs on Women’s Economic Empowerment." In Catalyzing Development through ICT Adoption, 15–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56523-1_2.
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Strous, Leon, Robert M. Davison, and Gabriela Marín-Raventós. "Digital Equity, Sustainable Development and the ICT Professional." In Unimagined Futures – ICT Opportunities and Challenges, 220–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-64246-4_17.
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Eynon, Bret, and Laura M. Gambino. "Professional Development for High-Impact ePortfolio Practice." In High-Impact ePortfolio Practice, 74–94. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445098-8.
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Costley, Carol, and David Boud. "The Development and Impact of Professional Doctorates." In The SAGE Handbook of Learning and Work, 223–38. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2022. http://dx.doi.org/10.4135/9781529757217.n15.
Full textConference papers on the topic "Impact of ICT on professional development"
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Litoiu, Nicoleta. "PROFESSIONAL DEVELOPMENT TRAINING PROGRAMS SUPPORTED BY ICT. PRACTICAL APPROACH AND BENEFITS FOR ADULT EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-181.
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Education faces continuous challenges trying to adapt to the everyday life situation. The new teaching and learning practices, involving blended and collaborative approaches, are in front line of the European strategy which focuses on E-competences and e-skills as autonomous elements of personal and professional development to be supported by specific learning activities and patterns. The latest ICT solutions for simulations, virtual worlds, immersive learning and enhanced learning experiences are continuously producing renewed toolkits, supporting the development of authentic learning settings. From this perspective, the needs for communication and collaboration, for exchange ideas and for harmonizing the educational patterns are obvious. This paper analyses the role of ICT-based professional development training programs for changing the teaching and learning process in the context of adult education, with a particular focus on entrepreneurial training program. This training program was developed during the implementation of the European project "Development of the entrepreneurial competences - an efficient alternative for adaptation to the labour market in the information society (POSDRU/92/3.1/S/62353)", coordinated by the Career Counselling and Guidance Center, University Politehnica of Bucharest. These kind of ICT- supported training programs represent a suitable solution to develop/export educational models, to transfer good practice in training field and to support mutual learning, as specific practices in adult education and professional development, particularly. During 3 years of implementing this European project, among other specific activities aimed to promote the entrepreneurial culture and increase the awareness, we developed, authorized and implemented a training program in entrepreneurial field, as a key element of sustainability. The training program consists of 10 modules focusing on development of entrepreneurial skills and competences and is addressed to employers, employees and persons who want to start an independent activity, in order for them to get support in term of counseling and expertise in entrepreneurial field. The training program benefits of the advantages of a dedicated e-Learning platform, whose role and impact will be described in the paper. E-learning has become a dominant delivery method in training settings across various fields and a wide range of contents approached. How prepared are the beneficiaries for initiating and managing independent learning or working activities, especially related to the e-business field? How well could we motivate them in learning experience based training supported by ICT tools?
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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.
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In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.
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Horlenko, Valentyna. "The impact of remote work on the mental health of teachers." In National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.2.
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The paper highlights the results of a study of complications in the professional activities of teachers and their emotional state. Showing the analysis of the problem of complications in the execution of teachers' professional duties in the conditions of remote work and as a consequence - degradation of the emotional state, which is manifested in negative psychological symptoms. As a result of theoretical analysis, it was found that in different countries, studies of the emotional states of teachers during the COVID-19 pandemic are being conducted. To find out the complications in the professional activities and emotional state of teachers associated with the transition to distance learning in connection with quarantine, an online survey of teachers was conducted using the questionnaire "Identification of socio-psychological problems caused by the pandemic COVID-19 in the activities of educational institutions" developed by Panko V.H. Respondents were asked to assess the presence of the problem by scale where "0" - no presence; 1 - minimum presence; 10 - maximum presence. It was found that more than half of respondents (N = 3209) have difficulties in carrying out professional activities in the conditions of remote work (inability to perform the full range of planned tasks and professional responsibilities; insufficient competence in ICT; difficulties with organizing time; disorders in communication between teachers and parents to control the quality of students' knowledge; difficulties with involving children in distance learning; complications with student discipline). As a result, respondents experience emotional exhaustion, decreased emotional balance and excessive fatigue. The results of the study confirmed the need for professional development and psychological assistance to teachers. The ways of psychological support of the educational process are outlined. Keywords. remote work, emotional state, teacher, pandemic COVID-19
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Adamickova, Izabela, Marcela Hallova, Peter Bielik, and Natalia Turcekova. "Business digitization in Slovakia and its impact on rural development." In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf125.
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In this article, we examined the position of Slovak agriculture and rural businesses using the Digital Economy and Society Index (DESI), which measures a country’s progress towards a digital economy and rural society in comparison to other EU countries. The Digital Economy and Society Index is an online tool for measuring the progress of EU Member States toward a digital economy and society, including rural areas. DESI combines 44 indicators (pillars) and uses a weighted criteria system to rank each country based on its digital performance. As a result, Slovakia lags the EU average in human capital, use of the Internet, and digital public services. Slovakia performs well in fast and ultra-fast broadband Internet coverage, the share of ICT professionals has increased and the number of people who have never used the Internet has decreased. Regional structures and concepts have become increasingly important in recent years, and an active and purposeful policy of integrated rural development is being developed. In strengthening regional functions, account must also be taken of the fact that farms should also be competitive on a supra-regional scale and should also contribute to improving the provision of modern rural infrastructure through their own digitalization.
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Scoda, Andreea diana. "THE IMPACT OF IMPLICATING TEACHERS FORM THE RURAL AREA IN USING ICT SKILLS AND TOOLS - A MILESTONE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-007.
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This paper plans on analyzing recent research studies concerning the impact of using ICT skills and tools for teachers. However, the main focus will be on the impact of implicating teachers from the rural areas in using these skills and tools. Another main focus of this paper will be to: examine the impact of implicating teachers from the rural area in different ICT projects; compare urban and rural results gathered from the teachers; analyses the impact of using ICT skills and tools for teachers from the rural area (utility, personal development, limits, needs etc.); compare the results with other studies on this topic (at a national and international level) etc. It is becoming increasingly difficult to ignore the fact that the European Union is implementing lifelong strategies policies to encourage the development of ICT skills for teachers. In this sense, we can make reference to different documents that underline various aims that have been developed at the European level in order to ensure correlation between Member States (Memorandum on Lifelong Learning, Council Resolutions etc.). Thus, all countries, including Romania is faced with the fact that it has to improve and develop effective teaching and learning methods and contexts for continuum of lifelong learning, including ICT - Based learning technologies. A recent evaluation report steered with the support of eTwinning project shows that teachers from the rural area are developing more and more ICT skills. The evaluation was conducted in the period October-December 2012, by a team of researchers from the TEHNE Romania (The Centre for Innovation in Education) and from the Institute of Education Sciences. The evidence from this partial evaluation report suggest that: 35,4% of the teachers surveyed from the rural area attended online course; 43,6% of the teachers investigated used the eTwinning portal for continuous professional development; after attending the eTwinning program, 75,2% of the teachers surveyed from the rural area are putting more accent on using ICT support tool in their teaching. Methods and techniques: analysis of documents - research studies, laws, regulations circumscribe / structured legal framework of training and education on this issue, as well as: theories, forms, case studies etc.; survey questionnaires (partial evaluation results from eTwining project and other research papers on the topic). Returning to the purpose of this paper posed at the beginning, the article plans on analyzing the impact of implicating teachers from the rural area in developing ICT skills, as well as identifying the level of ICT tools usage: competences reached, limits, needs, opportunities, personal development etc.
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Unknown, Unknown. "THE IMPACT STUDY OF ETWINNING PROJECTS ON SCHOOLS IN ROMANIA." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-024.
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The article presents the impact study of eTwinning projects in Romania, particularly assessing effects in terms of pedagogy, teacher professional development and pupil learning, and analysing the factors that contribute to, or constrain, successful participation in eTwinning projects. The study provide a good understanding of the eTwinning action using a wide range of methods in qualitative research: interviews with eTwinning teachers in the school, interviews with non-eTwinning teachers and Head teachers/heads of department within the school, focus groups with eTwinning project participants among school pupils, focus groups with representatives of parents of pupils involved in eTwinning project(s), interviews with representatives of local education authorities, local communities impacted by the school and/or eTwinning activities. The research explores the views of participants in eTwinning in 3 schools at different stages and levels of involvement, from newcomers to experienced eTwinners. The study shows an interesting teachers’ opinion with regard to the need of technology integration in the learning process. In order to visualize project impact, teachers expect: to increase their knowledge on other cultures and to analyze different formal educational system in a practice oriented situation. Teachers can design and use ICT based tools for transforming and improving the teaching of disciplinary content. They improve the ability to deal with some new themes and subjects. They are very interested to use a new methodology for school subjects, based on ICT usage. Teachers can use teaching strategies that focus on student achieve (The learner centered approach). Students learn in an appropriate learning environment, by reflecting about learning to learn, different learning styles and how to use them in professional life. They organize their work cooperatively in partnership; They communicate effectively across cultures and build successful cross cultural relationships; They express their ideas-opinions by creating multimedia products. The benefits of eTwinning for the school are: increasing openness to European cooperation; adding a new element in the supply of school curriculum; better parental involvement in school activities.
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Albeanu, Grigore, and Maria Andronie. "PROFORM - BEST PRACTICES IN PROFESSIONAL AND TRANSVERSAL COMPETENCES DEVELOPMENT FOR TEACHING IN INCLUSIVE SCHOOLS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-055.
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The main objective of PROFORM is to develop the professional and transversal competences of the teaching staff and the school managers at the level of the counties, to increase their motivation and stability in their position, in order to ensure the quality of the education. This paper describes a selection of the best practices and opened sessions proposed in order to fulfill the main objective of PROFORM. The main tracks of the material are connected to the following topics: information technologies to access, the impact of new IC technologies for teaching, learning and evaluation, STE(A)M educational requirements and performability, open educational resources developed according to the ADDIE-SAMR methodology, and different aspects of computational intelligence (fuzzy reasoning, nature inspired computing, spatial reasoning, connectionism and distributed computing, neutrosophic computing etc.). It is important to mention that educational items refer to z-generation and new challenge is described for xy-generation. There are no results available on z-teachers for z-students. Such new aspects will be considered for the next 10 years when more projects will be developed for Z-teachers. As case study, results are provided for educational programs in Giurgiu County, along six modules selected from the list presented below and full education stages. The main modules are: (1) Information Processing, Communication (ICT) and e-Learning technologies in education; (2) Methods and techniques for optimizing teaching activities; (3) Innovative methods and techniques for evaluating school results; (4) Cognitive behavioral coaching to optimize professional performance; (5) School-family-community partnership for school inclusion; (6) Career management through personal and professional development; (7) Student's knowledge and assessment of learning progress; (8) Differentiated training - the theory of multiple intelligences; (9) Evaluation adapted to the individual particularities of the beneficiaries of education; (10) School management for institutional capacity development; (11) Educational projects and programs; (12) Performance and motivation in the school organization.
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Fat, Silvia. "LIFELONG LEARNING OF TEACHERS AND ICT IN THE KNOWLEDGE SOCIETY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-168.
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The article presents the key activities of a recent educational project (Lifelong learning of teachers of Romanian, English and French, in the knowledge society, POSDRU ID 87/1.3/S 62536), based on a teacher training program with ICT support. This project is implemented by Braila County School in partnership with the University of Bucharest, SIVECO Romania and TEHNE - The Center for Development and Innovation in Education, sustained in January 2011 - December 2013. Out of the 5000 teachers included in the target group were trained, using a form of applied curriculum, exchange experience and on-line collaboration. The aim of this paper is to describe an interesting link between the training curriculum and e-learning platform. We illustrate the results of the two training modules available on the project platform (Curriculum design and Differential education), both in interactive and text forms. The courses offered new curriculum design, implementation and assessment competences, adapting to pupils' features and current trends in (native and foreign) language teaching; new competences to develop learning experienced based on differentiated teaching, using interactive teaching-learning methods; develop capacities to interrelate within the professional community. We will present some evaluation results of the final report, including the impact of technology in teacher training. In this sense, the portal dedicated to teachers of Romanian, English, and French was appreciated as an efficient tool for professional communication. In synthesis, the project offered teachers new opportunities to develop a teaching career, through the certified training program and modern digital resources. In order to understand Mastery learning teaching models, this paper include a number of concrete examples of the lesson plans launched trough the national competitions, and presented during the two National Conferences.
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Stanisavljevic petrovic, Zorica, Dragana Pavlovic, and Joan Soleradillon. "ICT IN EARLY EDUCATION: REASONS FOR INSUFFICIENT APPLICATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-119.
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The issues related to the potential of ICT tools in the education of young children are addressed by a significant number of authors. Consequently, the importance of the implementation of the modern ICT tools in educational work is pointed out because of its extensive impact on child development. The reasons for insufficient use of the ICT tools in kindergartens are analysed, indicating that their application is conditioned by a large number and variety of factors that may be general, conditioned by the social context and the degree of the computerization in a particular social context, or factors of a personal nature - which are determined by the attitudes and competences of teachers. The methodological part is dedicated to the interpretation of the results of the empirical research that is aimed at examining the attitudes of teachers in regard to the reasons for poor implementation of ICT tools in the educational work with young children. The main instrument used for data collection was a questionnaire that was specifically designed for the research purposes. The survey was conducted on a sample of teachers employed in preschool institutions in Serbia. Hypotheses are: (1) that educators believe that the potential of ICT tools are underutilized, especially in working with children; (2) that their views on the application of ICT tools are conditioned by dependent variables: education and years of service. Research results confirmed the hypotheses and pointed to a positive correlation between the studied variables. Specifically, it was found that there is a statistically significant difference in the attitudes of teachers about the reasons for poor implementation of ICT tools in kindergartens in relation to the qualifications and seniority. In conclusion, the research points to the need for systemic changes which would imply better ICT equipment in kindergartens, as well as the necessity of professional training programs for competence development of teachers in the field of new technologies application.
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Gerli, Fabrizio, Sara Bonesso, and Laura Cortellazzo. "Nurturing students’awareness of their behavioral competencies: The Competency Lab experience." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9232.
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Behavioral competencies, also defined emotional and social competencies (ESCs), are considered to be increasingly important for graduates’ workplace readiness. Drawing on studies that adopt the “whole person” learning approach and the Intentional Change Theory (ICT), this paper illustrates a teaching approach that higher educational institutions should implement, across different curricula and disciplinary fields, in order to improve students’ awareness of their behavioral compentecies and to direct their development coherently with the future professional and personal objectives. In doing this, we give an illustration of the lessons learned from an educational initiative, Competency Lab, designed by a research center of a public university in Italy, that was devoted to master’s students. From the analysis of the students’ learning outcomes, the paper shows the positive impact of : i) proposing the ICT approach, through which students assume personal responsibility for the development of ESCs; ii) integrating multiple learning methods and tools with a specific application of experiential methods to stimulate self-reflection and active experimentation; and iii) encouraging students’ engagement through web-based technologies. We provide implications for educators illustrating how students can self-define the ESCs to develop, following a rigorous method that is tailored to their specific level of maturity and personal motivation.
Reports on the topic "Impact of ICT on professional development"
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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.
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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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Pautz Stephenson, Stefani, Rebecca Banks, and Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/158.
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A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally.
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Shabelnyk, Tetiana V., Serhii V. Krivenko, Nataliia Yu Rotanova, Oksana F. Diachenko, Iryna B. Tymofieieva, and Arnold E. Kiv. Integration of chatbots into the system of professional training of Masters. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4439.
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The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information system for investment analysis are presented and given: input information, information processing system, output information, which creates a closed cycle (system) of direct and feedback interaction. The information processing system is represented by accounting and analytical data management blocks. The investment analysis chatbot will help masters of the specialty system analysis to manage the investment process efficiently based on making the right decisions, understanding investment analysis in the extensive structure of financial management and optimizing risks in these systems using a working mobile application. Also, the chatbot will allow you to systematically assess the disadvantages and advantages of investment projects or the direction of activity of a system analyst, while increasing interest in performing practical tasks. A set of software for developing a chatbot integrated into training is installed: Kotlin programming, a library for network interaction Retrofit, receiving and transmitting data, linking processes using the HTTP API. Based on the results of the study, it is noted that the impact of integrating a chatbot into the training of Masters ensures the development of their professional activities, which gives them the opportunity to be competent specialists and contributes to the organization of high-quality training.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.
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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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Harrington, James M., Stephanie Hawkins, Michelle Lang, Wanda Bodnar, Claudia Alberico, Leslimar Rios-Colon, Keith E. Levine, et al. The Need for a Diverse Environmental Justice Workforce: Using Applied Research to Understand the Impacts of Harmful Environmental Exposures in Vulnerable and Underserved Communities. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0078.2209.
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Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers. The most effective approaches to addressing inequities rely on active input from impacted populations to ensure cultural and social acceptance and adoption of interventions. Credibly pursuing these efforts in a sustainable, inclusive manner will require a concerted shift in workforce demography. One potential strategy to address these workforce disparities features academic-industry partnerships with targeted professional development programs aimed at minoritized and underserved populations.
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Lavadenz, Magaly, and Gisela O’Brien. District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.6.
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Two years into implementation, this policy brief examines how California’s Local Control Funding Formula (LCFF) and its accompanying Local Control Accountability Plan (LCAP) meet the needs of English Learners (ELs). Researchers seek to understand district administrator perspectives on the impact of LCFF for ELs through interviews and focus groups with administrators that represent districts from Northern, Central, and Southern California. Findings reveal that although the LCAP serves as a mechanism to increase personnel and PD efforts to address EL needs, it is still largely viewed as a compliance document that requires alignment with other strategic documents and is sensitive to changes in leadership. The following policy recommendations are made as a result of these findings: 1) re-design the LCAP to support districts in specifying EL learning goals, services, assessments and expected outcomes; 2) differentiate support for district administrators; and 3) invest (long-term) in district-level and site-level professional development with a focus on EL success.
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Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, Evgeniy Lavrov, Svitlana Shevchenko, and Valeriia Aksakovska. ICT for training and evaluation of the solar impact on aviation safety. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.33407/lib.naes.722580.
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The paper discusses information and communication technology use for studying reasons of aviation accidents because of the aviation operator errors as result of internal and external influence. The model and technique are proposed and include integrated ICT united previously developed (initial professional selection and day-to-day pre-shift check), open access cloud-based (NASA and ICAO) and real-time operative (air traffic controllers and pilots control) ICTs, which data are stored in one database. Proposed ICT has been checked to study effect of the solar wind parameters (speed and density) on appearance of aviation incidents and accidents during one year observation. Results of that study were compared with corresponding results of another period of solar activity, as well as with data obtained in laboratory conditions to study cognitive tests performance under effect of the solar wind.
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Bagnal, C. W. Professional Development of Officers Study. Volume 5 - Policy Impact Analysis. Fort Belvoir, VA: Defense Technical Information Center, February 1985. http://dx.doi.org/10.21236/ada156360.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 7: Reporting. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001254.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 7: Reporting.