Academic literature on the topic 'Professionnal practices and digital technology'
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Journal articles on the topic "Professionnal practices and digital technology"
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Mendes-Santos, Cristina, Francisco Nunes, Elisabete Weiderpass, Rui Santana, and Gerhard Andersson. "Understanding Mental Health Professionals’ Perspectives and Practices Regarding the Implementation of Digital Mental Health: Qualitative Study." JMIR Formative Research 6, no. 4 (April 12, 2022): e32558. http://dx.doi.org/10.2196/32558.
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Background Despite the potential of digital mental health to provide cost-effective mental health care, its adoption in clinical settings is limited, and little is known about the perspectives and practices of mental health professionals regarding its implementation or the factors influencing these perspectives and practices. Objective This study aims to characterize in depth the perspectives and practices of mental health professionals regarding the implementation of digital mental health and explore the factors affecting such perspectives and practices. Methods A qualitative study using in-depth semistructured interviews with Portuguese mental health professionals (N=13)—psychologists and psychiatrists—was conducted. The transcribed interviews were thematically analyzed. Results Mental health professionals deemed important or engaged in the following practices during the implementation of digital mental health: indication evaluation, therapeutic contract negotiation, digital psychological assessment, technology setup and management, and intervention delivery and follow-up. Low-threshold accessibility and professionals’ perceived duty to provide support to their clients facilitated the implementation of digital mental health. Conversely, the lack of structured intervention frameworks; the unavailability of usable, validated, and affordable technology; and the absence of structured training programs inhibited digital mental health implementation by mental health professionals. Conclusions The publication of practice frameworks, development of evidence-based technology, and delivery of structured training seem key to expediting implementation and encouraging the sustained adoption of digital mental health by mental health professionals.
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Hutchison, Amy C., and Lindsay Woodward. "Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers’ Instructional Practices." Teachers College Record: The Voice of Scholarship in Education 120, no. 10 (October 2018): 1–44. http://dx.doi.org/10.1177/016146811812001002.
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Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.
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Avramova-Todorova, Gergana, and Milen Todorov. "Digital technologies for art therapy practices used in healthcare." Medical Science Pulse 13, no. 1 (April 25, 2019): 43–47. http://dx.doi.org/10.5604/01.3001.0013.1604.
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The use of digital technologies influences practically almost all aspects of our daily life. In the field of healthcare, in particular, technology plays a very important in activities related to data collection, data storing, and data analysis. The aim of technology in healthcare is to provide a range of healthcare professionals with access to information that will help increase the cost-effectiveness of care delivery and improve the efficacy of care. Psychology counseling is an area where specific elements, such as evaluation of emotional health, could be supported by the use of appropriate technologies. Such technology could increase accessibility to this type of assistance by reducing lengthy and costly travel to specialized centers. In addition, technology may enable overburdened professionals to increase the reach of their services, and help people with physical limitations who have restricted ability to travel to receive care. So-called ‘virtual assistants’ (also known as ‘chatbots’) could help patients to identify emotional imbalance. In general, the evaluation process could include a series of questions that aim to find the emotional problem, and ultimately to propose a suitable program of art therapy. The current study aims to outline the steps needed to develop a chatbot that is capable of identifying emotional imbalance and selecting a suitable program of art therapy. We also consider the addition of virtual and augmented reality as a further possibility for improving the therapeutic process.
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Iacob, Mihai, and Octavia Borș. "PATTERNS IN THE USE OF DIGITAL TECHNOLOGY AMONG SCHOOL COUNSELLORS IN ROMANIA." Journal of Pedagogy - Revista de Pedagogie LXX, no. 2 (December 2022): 9–27. http://dx.doi.org/10.26755/revped/2022.2/9.
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Digital technology has become ubiquitous in the practice of school counselling in Romania, but currently there is little evidence and critical reflection on how it is employed in daily activities. The aim of the study was to gather information regarding the practices and resources associated with school counselling, especially regarding the use of digital technology. A total of 528 valid answers were collected from school counsellors across Romania’s 42 administrative divisions, using an online questionnaire. A cluster analysis was used to identify patterns of use of digital technology in professional practices, with three groups emerging: a) all-around use of digital technology, b) less frequent use of digital technology and c) regular use for specific professional tasks. Several socio-demographic factors were used to attempt to predict cluster membership. We discuss the implications of this exploratory study and chart potential avenues of action and research.
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Hosek, Vicki A., and Lara J. Handsfield. "Monological practices, authoritative discourses and the missing “C” in digital classroom communities." English Teaching: Practice & Critique 19, no. 1 (December 5, 2019): 79–93. http://dx.doi.org/10.1108/etpc-05-2019-0067.
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Purpose The purpose of this study was to examine teacher decisions surrounding opportunities for student voice, experiences and beliefs in digital classroom communities. The teachers’ decisions reflect monologic rather than dialogic teacher pedagogies which prompted the authors to ask the following question: What led to these teacher-centered practices in digital environments? Design/methodology/approach Authoritative discourses in school policies and a missing connection between critical pedagogies and teachers’ technology practices are examined in light of teachers’ decisions to engage in monologic and/or dialogic teaching practices. The authors propose professional development and research that emphasize pedagogy that supports student voice as foundational to practices involving digital literacies. Findings Examination of the teachers’ decisions showed monologic practices void of student opportunities to critically engage in digital environments. Dominant discourses imposed through protectionist and digital citizenship policies of schools as well as lack of opportunity through professional development to connect critical pedagogy to technology impacted the teachers’ decisions. Originality/value Current research surrounding teachers’ digital literacies uses the TPACK framework to examine technology integration practices. Missing is a critical component that addresses and works to dismantle the dominant discourses and power structures in digital communities (Author, 2018). The authors build on research in critical digital literacies to argue for adding the critical missing “C” into the TPACK framework (C-TPACK) to move researchers and educators to consider pedagogies that examine ideologies at work in digital communities to provide opportunities for student voice.
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Du, Xiaoxue, and Ellen B. Meier. "Innovating Pedagogical Practices through Professional Development in Computer Science Education." Journal of Computer Science Research 5, no. 3 (July 24, 2023): 46–56. http://dx.doi.org/10.30564/jcsr.v5i3.5757.
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Recent advancements in technology have opened up new avenues for educators to facilitate teaching and leverage more learning access in the digital age. As the demand for computational skills continues to grow in preparation for future careers, both teachers and students face the challenge of developing problem-solving, critical thinking, communication, and collaboration skills within an emerging digital landscape. Technology adoption, big data, cloud computing and artificial intelligence pose ongoing challenges for both teachers and students in adapting to the changing workforce development landscape. To tackle these challenges, the paper highlights the importance of exploring the implications of learning sciences in classroom teaching, developing a holistic vision for professional development in education, and understanding the complexities of teacher change. To effectively implement these components, it is crucial to adopt design approaches that prioritize student ownership in education and embrace the principles of inclusive education to reconceptualize the teaching practices in education and technology.
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Mei, Xiang Ying, Endre Aas, and Magnhild Medgard. "Teachers’ use of digital learning tool for teaching in higher education." Journal of Applied Research in Higher Education 11, no. 3 (July 1, 2019): 522–37. http://dx.doi.org/10.1108/jarhe-10-2018-0202.
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Purpose The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation. Design/methodology/approach A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation. Findings The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings. Originality/value The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.
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Litvinova, A. I. "The Opinion of Russian Journalists on Professional Standards in Traditional and Digital Media." Communicology 12, no. 1 (April 9, 2024): 122–33. http://dx.doi.org/10.21453/2311-3065-2024-12-1-122-133.
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The field of journalism in Russia is undergoing continuous transformation influenced by the intricate political and legal landscape, as well as the dynamic advancements in technology and resulting social shifts. These changes disrupt established professional norms, roles, values, and practices within the journalism community. These changes disrupt established professional norms, roles, values, and practices within the journalism community. The discussion surrounding professional journalistic standards is not only prompted by the aforementioned factors but also by the gradual integration of AI technologies into everyday journalistic practices. Against this background, the author conducted a study based on 11 semi-structured interviews with the representatives of the professional community and devoted to the issues of professional identity of journalists, the boundaries of the profession and the transformation of professional standards. The study showed that despite some discrepancies in viewpoints, professionals emphasize the paramount importance of clearly defined “rules of engagement” that are comprehensible to both the journalism community and its audience. While core values remain largely unchanged, practical aspects such as formatting requirements and acceptable journalistic practices demonstrate adaptability to shifting socio-political, economic, and cultural contexts. Notably, values are consistent across traditional and new media platforms, whereas technical and practical standards exhibit greater flexibility and responsiveness to evolving norms. Ultimately, the specific standards adopted by individual editorial teams are contingent upon the media format and niche they occupy within the industry.
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Sumarno, Sumarno. "Integration of Digital Technology in Public Management Transformation:." International Journal of Asian Education 4, no. 2 (July 21, 2023): 115–20. http://dx.doi.org/10.46966/ijae.v4i2.348.
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The study aims to explore how integrating digital tools and platforms in public management practices can enhance educational outcomes and address the challenges faced by the Indonesian education system. The research methodology employs a qualitative approach, including interviews with key stakeholders, document analysis, and case studies. The results indicate that digital technology can revolutionize teaching and learning methods, promote student engagement, and facilitate access to quality educational resources. However, infrastructure gaps, teacher training, and equitable access to technology remain key concerns. The implications of this study emphasize the need for strategic planning, policy development, and investment in digital infrastructure and teacher professional development programs to effectively leverage digital technology in transforming public management and advancing education in Indonesia.
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Curran, Vernon, Diana L. Gustafson, Karla Simmons, Heather Lannon, Chenfang Wang, Mahyar Garmsiri, Lisa Fleet, and Lyle Wetsch. "Adult learners’ perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age." Journal of Adult and Continuing Education 25, no. 1 (February 24, 2019): 74–93. http://dx.doi.org/10.1177/1477971419827318.
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Mandatory continuing professional education is accepted across many professions as a re-credentialing mechanism to maintain professional competency. Self-directed learning is a widely recognized type of learning to meet mandatory continuing professional education requirements. The nature and characteristics of self-directed learning has been transformed with the growth in digital and mobile technologies, however there is minimal understanding of the role of these technologies in the self-directed learning habits of adult learners. This study sought to explore the perspectives of adult learners around the effect of digital and mobile technologies on continuing professional education activities. Semi-structured interviews were conducted with 55 adult learners from four professional groups (9 physicians; 20 nurses; 4 pharmacists; 22 social workers). Key thematic categories included perceptions of self-directed learning, self-directed learning resources, key triggers, and barriers to undertaking self-directed learning. Digital and mobile technologies emerged as important resources supporting the self-directed learning of health and human services professionals. Increasing usage and dependency on these technologies has important implications for organizational and workplace policies that can support effective self-directed learning processes in a digital age. A conceptual model is introduced to characterize the key factors defining the self-directed learning patterns and practices of adult learners in a digital age.
Dissertations / Theses on the topic "Professionnal practices and digital technology"
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Waseela, Aminath. "Teachers' TPACK and technology integration in teaching and learning: A case study in the Maldives." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230501/1/Aminath_Waseela_Thesis.pdf.
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This explanatory mixed-method study investigated Maldivian lower secondary teachers' TPACK perceptions and integration of digital technologies in their classrooms. Data gathered using surveys (n=485), interviews, and document artefacts showed that teachers had a high perception of the TPACK constructs and mostly adopted digital technologies for teacher-centred pedagogical practices of knowledge transmission that supported lower-order cognitive goals. Several contextual factors influenced their technology integration efforts. Based on the findings, a model for teachers' integration of digital technologies in teaching and learning (TIDTITL) specific to the Maldivian context was developed, which may benefit key stakeholders when implementing large-scale technology initiatives.
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Choquet, Anastasia. "Le métier de programmateur musical à Radio France : analyse d’un groupe professionnel d’intermédiaires culturels de service public à l’ère du numérique." Electronic Thesis or Diss., Université Paris-Panthéon-Assas, 2023. http://www.theses.fr/2023ASSA0075.
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Dans un contexte de crise de la prescription culturelle, cette thèse propose l'analyse d'un groupe professionnel d'intermédiaires culturels de service public, les programmateurs musicaux de Radio France. Face à la perte d'audience des radios musicales, à la concurrence des plateformes de streaming et à l'introduction de technologies numériques dans les pratiques professionnelles de programmation musicale à Radio France, comment évoluent les frontières d'un groupe professionnel de service public ? Soumis à des missions de service public qui leur donne un rôle a priori singulier dans l'espace radiophonique – et plus largement dans l'espace culturel – l'étude des pratiques professionnelles des programmateurs musicaux de Radio France constitue un terrain de recherche fertile pour comprendre les mutations de la prescription musicale ainsi que les enjeux contemporains du service public radiophonique. Dans une perspective interactionniste et avec une approche méthodologique inductive et compréhensive, ce travail est fondé sur une ana-lyse des « récits de pratiques » des programmateurs musicaux livrés en entretien, mais également sur des entretiens réalisés avec d'autres groupes professionnels impliqués dans la programmation musicale de Radio France. Réalisés entre 2016 et le début de l'année 2020, ces entretiens sont complétés par l'analyse d'un corpus de documents officiels contemporainsAgainst a backdrop of crisis in cultural prescription, this thesis analyzes a professional group of public service cultural intermediaries, the music programmers at Radio France. Faced with the loss of audience for music radio stations, competition from streaming platforms and the introduction of digital technologies into the professional practices of music programming at Radio France, how are the boundaries of a public service professional group evolving ? Subjected to public service missions that give them an a priori singular role in the radio space - and more broadly in the cultural space - the study of the professional practices of Radio France's music programmers constitutes a fertile field of research for understanding the mutations of music prescription as well as the contemporary stakes of public service radio. From an interactionist perspective and with an inductive and comprehensive methodological approach, this work is based on an analysis of the "narratives of practice" of music programmers delivered in interviews, but also on interviews conducted with other professional groups involved in music programming at Radio France. Conducted between 2016 and the beginning of 2020, these interviews are complemented by the analysis of a corpus of contemporary official documents
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Clary, Pamela Carlson. "“You never know who’s watching”: how technology is shaping practice for social service professionals." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18687.
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Doctor of PhilosophyDepartment of Family Studies and Human Services
Melinda S. Markham and Karen S. Myers-Bowman
The purpose of this qualitative study was to examine the phenomenon of social networking sites (SNSs) and its impact on practicing human service professionals. In this exploratory study, 33 interviews, comprised of family life educators and social workers, were conducted in order to gain the perspective of how SNSs were being used in practice. A phenomenological approach was used to get at the lived experiences of these professionals. In addition, a Johari Window lens provided a way to understand the level of transparency professionals had when interacting with the digital culture. Themes found described how SNSs were being utilized in practice. These centered on benefits to the agency, clientele, and to the professional. The changing technological climate was shown to be impacting the delivery of services, yet professionals were underutilizing SNSs in practice. Regardless if the professional was on or offline, being recognized as a professional was extremely important. As a result, professionals were cognizant of potential consequences of using SNSs for professional and personal use. This awareness not only led professionals to want to safeguard their privacy, but also provided an opportunity for these professionals to develop guidelines for ethical digital behavior. Implications for research include exploring how a person’s digital status should be defined, if at all, how do privacy and ‘connecting’ influence each other, and what is the impact of viewing others’ posts on the ego strength of the person. The biggest implication for practice was the need for specific policies designed around professional digital behavior. In the absence of specific guidelines, professionals established their own set of rules to guide their practice. However, as more agencies and professions begin to see the need for and develop policies for SNS use, professionals will need to assimilate these new guidelines into their practice.
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Campbell, Eduard. "Pre-service teachers' perceptions and practices: integrating digital literacy into English education." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22765.
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Teachers are increasingly expected to use digital resources to facilitate learning. Recent research in Higher Education has indicated the existence of a digital divide among students. With the changing role of the English teacher as a facilitator of critical skills and the traditional centrality of literacy to the English classroom, digital literacy has an integral place in English teacher education, despite its absence from the current South African English curriculum. However, integrating digital literacy is challenging and often resisted by teachers. This qualitative case study provides a detailed description and analysis of how pre-service English teachers perceived their own, their learners' and other teachers' digital literacy practices, and how these perceptions relate to their own practices. The study is informed by post-structuralist theory, drawing on the New Literacy Studies (NLS), which views literacy as embedded in social practice, imbued with power and highly dependent on context. It is believed that gaining a deeper understanding of perceived and actual digital literacy practices within specific contexts could lead to an in-depth knowledge of how digital literacy may be integrated in teacher education. The case comprises four English Method students at a relatively elite South African university who were enrolled for the Postgraduate Certificate in Education (PGCE) professional qualification. The participants viewed their own proficiency in digital literacy as limited. The data were gathered from four sources: the participants' detailed lesson plans where digital literacy has been integrated; their reflections upon these lesson plans; questionnaires providing background on their biographies and experiences with technology and a focused group interview. The study found that the participants associated some digital resources with their own and their learners' private lives and therefore did not recognize the value of these resources as educational tools. In addition, the participants experienced the internet as overwhelming and conflated digital literacy with 'Internet Literacy'. They did not find good examples of practice from other teachers at the schools where they undertook their teaching practicals. The way they perceived their learners' practices could have serious consequences for how they facilitate learning and negotiate power differentials in the classroom. Drawing on these findings, the thesis ends with a framework for the integration of digital literacy into teacher education. The framework draws on insights from Authentic Learning, New Literacy Studies and constructivist notions of learning to propose a carefully-scaffolded model which starts with students' own internet practices and provides models and authentic tasks in order to show them the affordances of digital literacy for promoting learning in the English classroom.
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Witte, Alison C. "Preaching and Technology: A Study of Attitudes and Practices." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363350630.
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Frank, Wiewandt Edward. "ARCHIVING THE DIGITAL IMAGE: TODAY'S BEST PRACTICES OF FILE PREPARATION." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1131398443.
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Uzuegbunam, Chikezie E. "The digital lifeworlds of young Nigerians – Exploring rural and urban teens’ practices with, and negotiation of, digital technology." Doctoral thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31316.
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This study investigates the digital lifeworlds of rural and urban 13- to 18-year old young people in an African, specifically Nigerian, context. Children and young people’s digital lifeworlds and practices with technology in the global North is well researched and documented. By contrast, research focusing on their counterparts, particularly pre-teens’ and teenagers’ digital practices and participation in Africa is still largely limited and exploratory; and the field underdeveloped. This is more so despite the important role played by digital communication technologies in children and young people’s everyday life. Privileging the use of a mixed methods approach, this study conducted 16 focus group discussions with 175 participants and a survey of 380 respondents in public and private schools sampled across two of Nigeria’s major geopolitical zones. Supported by the child-centred approach and the domestication framework by Silverstone, Hirsch and Morley (1992), the study provides a multi-layered portrait of the ways in which Nigerian teens access, understand, work and play with and negotiate the digital technologies that are available to them. The study also broadly pays attention to how young people constitute their digital lives and the role played by contextual dynamics and community networks such as family, school and others. It was found that young people in Nigeria have a considerable access to and are predominantly using mobile phones and the Internet (via the ‘mobile internet’). However, this did not preclude the divides and marginalities between children from dissimilar social backgrounds. Teens’ significant outcomes with technology mostly centre around the need for communication and interaction with friends first, and then family. They also primarily use technology to cultivate and maintain their peer culture, for self-care, dealing with mental wellbeing, and as a critical resource for education and information-seeking. Nigerian children’s digital practices are substantially shaped and at the same time undermined by various mediators or digital gatekeepers. These include parents, teachers, guardians and older adults who are presented mostly as prohibitors and moral panic mongers. Issues such as the absence of digital literacy and skill on the part of the children, their parents and teachers also limit the teens’ agency and digital opportunities and result in unchecked risks such as access to pornography, meeting online with strangers/online grooming, distractions, identity issues/negative role modelling. Moreover, the opportunities and benefits of technology in children’s lives remain precarious, stratified and complex. This study attempts to place children’s digital lifeworlds in its wider socio-spatial context and experience, contributing an important dimension to children’s digital practices, especially as there exists a resonant paucity of and apathy towards research and scholarship in children and media studies in Africa. Techno-shaming children into silence, fear, scepticism, guilt or moral panic is a common, but flawed strategy. Instead, it is suggested that government, schools and families should reconsider the precarious subjective-subordinate and marginalised position of young people and allow them the agency to contribute to decisions relating to their digital lives. Adult decision makers must focus on expanding Nigerian teens’ digital opportunities and rights. There is equally the need to develop resources that might help empower parents, families and adults by providing knowledge of the opportunities and risks of the digital age.
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Auld, Glenn. "The literacy practices of Kunibídji children : Text, technology and transformation." Thesis, University of Ballarat, 2005. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/69512.
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Members of the Kunibídji community are the traditional owners of the lands and seas around Maningrida, a remote community in Arnhem Land in Northern Australia. Kunibídji children speak Ndjébbana as their first language and learn to speak English as a third or fourth language at school. Underpinning this study is a belief that the children have the right to speak their own language and access texts in their own language at home. [...] This study investigated the literacy practices that approximately fifty Kunibídji children enacted in the literacy events with the Ndjébbana talking books. [...] This study found that Kunibídji children had a desire to access the Ndjébbana talking books, a will to participate in the literacy events and the capacity to be critical about these literacy events at home.Doctor of Philosophy
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Toney, Jennifer L. Toney. "Third Grade Students Literacy Practices As They Compose Multimodal Texts In A Digital Writing Workshop." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1508600000499313.
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Shearer, James D. "Development of a Digital Game-Based Learning Best Practices Checklist." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1303865257.
Full textBooks on the topic "Professionnal practices and digital technology"
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van, Weert Tom J., Kendall Mike, and IFIP Technical Committee on Education., eds. Lifelong learning in the digital age: Sustainable for all in a changing world : IFIP Technical Committee 3 (Education), Lifelong Learning Working Track in the IFIP conference, E-training practices for professional organisations, Pori, Finland, 7-11 July 2003. Boston: Kluwer Academic, 2004.
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CCTV surveillance: Analog and digital video practices and technology. 2nd ed. Amsterdam: Elsevier Butterworth Heinemann, 2007.
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Broadhurst, Susan. Digital practices: Aesthetic and neuroesthetic approaches to performance and technology. Houndmills: Palgrave Macmillan, 2009.
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Leibrecht, Bruce C. Techniques and practices in the training of digital operator skills. Arlington, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2007.
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Digital religion, social media, and culture: Perspectives, practices, and futures. New York: P. Lang, 2012.
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Lantz-Andersson, Annika. Framing in educational practices: Learning activity, digital technology and the logic of situated action. Göteborg: Göteborgs universitet, 2009.
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Digital democracy and the impact of technology on governance and politics: New globalized practices. Hershey, PA: Information Science Reference, 2013.
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Emerging practices in cyberculture and social networking. Amsterdam: Rodopi, 2010.
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Cortada, James W. Best practices in information technology: How corporations get the most value from exploiting their digital investments. Upper Saddle River, NJ: Prentice Hall PTR, 1998.
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Small, Ruth V. Designing Digital Literacy Programs With Im-Pact: Information Motivation, Purpose, Audience, Content, and Technique (Best Practices for School Library Media Professionals). Neal-Schuman Publishers, 2004.
Find full textBook chapters on the topic "Professionnal practices and digital technology"
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Bolton, Edward, and Roger Emery. "Using Educational Technology to Support Students’ Real World Learning." In Applied Pedagogies for Higher Education, 343–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_15.
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Abstract For future employability and professional practices, students “require a wider skill set that will enable them to thrive in an increasingly digital world” (JISC. Effective practice with e-portfolios. Bristol: University of Bristol. Retrieved from https://issuu.com/jiscinfonet/docs/jisc_effective_practice_with_e-portfolios_2008 (2008), p. 5). In this regard, educators need to facilitate authentic digital learning experiences for students. This chapter explores technologies that augment students’ experience, development and readiness for employability. This chapter looks at how educational technology is used to simulate the workplace by capturing and reflecting on actions in real world situations, while recognising that using technology of the workplace can facilitate learning outcomes. Three case studies look at the use of social media, developing reflective e-portfolios and recording simulations to support reflective learning.
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Spence, Jocelyn. "Feeling Through Technology." In Springer Series in Design and Innovation, 411–19. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-49811-4_39.
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AbstractThis chapter aims to encapsulate the core elements of the keynote presentation on experience and interaction designs, primarily those using augmented reality, virtuality, or a mix of physical and digital elements. My interest is not in creating cutting-edge technology, but rather in seeing how people react, engage, think, move, and feel when they engage with designs by myself and colleagues.The contribution I make is to use performance theories and practices in design, especially design for mixed reality experiences, so that I can bring specific tools to bear on the creation and analysis of those designs. ‘Performance’ can be the kind practiced by professionals. It can also be the behaviours of people who take on the role of audience member or bystander. It can also be ‘performance’ in the ways that people ‘perform’ their everyday lives.Performance often aims to be thought-provoking, but (aside from Bertolt Brecht and those who use his politically minded Verfremdungseffekt) it virtually always aims for an emotional response through engagement with the aesthetic choices that have been made. This chapter provides a basic theoretical grounding and a specific example of how performance can lay out a richer design space for personally meaningful experiences.
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Murthy, Sahana, Jayakrishnan M. Warriem, and Sridhar Iyer. "Technology Integration for Student-Centered Learning: A Model for Teacher Professional Development Programs." In Emerging Practices in Scholarship of Learning and Teaching in a Digital Era, 55–74. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3344-5_4.
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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_36-1.
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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to bring the discussion to life: (i) at the Open University, UK, and (ii) at Royal Melbourne Institute of Technology, Australia.
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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education, 659–74. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_36.
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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to bring the discussion to life: (i) at the Open University, UK, and (ii) at Royal Melbourne Institute of Technology, Australia.
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Grech, Amy, Andrew Wodehouse, and Ross Brisco. "Digital Empathic Healthcare: Designing Virtual Interactions for Human-Centered Experiences." In Communications in Computer and Information Science, 191–206. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59080-1_14.
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AbstractThe evolution of the relationship between healthcare professionals and patients towards patient-centered care has emphasized the importance of understanding patients’ perspectives, values, and needs. This shift has transformed decision-making from a technical standpoint to a more holistic approach integrating moral influences, driven by empathy. This research explores the transformative role of empathy, facilitated by Virtual Reality (VR) technology, in healthcare practitioners’ interactions with patients. Inspired by VR's immersive capabilities, the novel specification entitled the Digital Empathic Design Voyage is presented as a foundation for operational virtual environments that empower humans to experience empathy. Through outcomes from literature and a qualitative study, this paper determines appropriate digital environment interactions relevant to a healthcare scenario. The research envisions a deeper understanding of patients, fostering human-oriented healthcare practices and solutions.
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Hajirasouli, Aso, Vito Getuli, Alessandro Bruttini, Tommaso Sorbi, and Pietro Capone. "Towards a Digital Era in AEC Higher Education: Combining Theory and Technology to Develop and Deliver Architectural Master Classes." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality, 266–73. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/10.36253/979-12-215-0289-3.25.
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In recent years, technology has been playing a transformative role in the field of built environment, architecture, and construction education. It can be argued that the emergence of digital technologies has revolutionised the approach to teaching and learning in higher education in these fields. Digital technologies, such as Artificial intelligence (AI), additive manufacturing, robotics, 3D laser scanners, and Immersive Realities (IR), have played a crucial role in enhancing sustainability and efficiency in the industry. However, the opportunities provided by the use of these technologies (as a single tool or combined) in higher education and within the field of Architecture, Engineering, and Construction (AEC) are still relatively unexplored. To address this gap, this work presents a novel pedagogical framework aimed to enhance students’ literacy on emerging technologies, and increase their criticality, and understanding of professional practices along with the related ethical challenges. Furthermore, to assess its effectiveness regarding the integration of immersive VR technologies in the teaching practice, a learner-centred evaluation approach is proposed, based on the collection and correlation of both qualitative and quantitative data. Concerning the former, a dedicated questionnaire is developed to collect students’ subjective feedback. For the latter, a method for tracking their use of space in the virtual environment is discussed. Both the immersive pedagogical framework and evaluation approach presented in this work will be implemented in diverse architecture and civil engineering master classes in Australia and in Italy, and their comparative outcomes and validation will be the object of future joint contributions
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Hajirasouli, Aso, Vito Getuli, Alessandro Bruttini, Tommaso Sorbi, and Pietro Capone. "Towards a Digital Era in AEC Higher Education: Combining Theory and Technology to Develop and Deliver Architectural Master Classes." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality, 266–73. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0289-3.25.
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In recent years, technology has been playing a transformative role in the field of built environment, architecture, and construction education. It can be argued that the emergence of digital technologies has revolutionised the approach to teaching and learning in higher education in these fields. Digital technologies, such as Artificial intelligence (AI), additive manufacturing, robotics, 3D laser scanners, and Immersive Realities (IR), have played a crucial role in enhancing sustainability and efficiency in the industry. However, the opportunities provided by the use of these technologies (as a single tool or combined) in higher education and within the field of Architecture, Engineering, and Construction (AEC) are still relatively unexplored. To address this gap, this work presents a novel pedagogical framework aimed to enhance students’ literacy on emerging technologies, and increase their criticality, and understanding of professional practices along with the related ethical challenges. Furthermore, to assess its effectiveness regarding the integration of immersive VR technologies in the teaching practice, a learner-centred evaluation approach is proposed, based on the collection and correlation of both qualitative and quantitative data. Concerning the former, a dedicated questionnaire is developed to collect students’ subjective feedback. For the latter, a method for tracking their use of space in the virtual environment is discussed. Both the immersive pedagogical framework and evaluation approach presented in this work will be implemented in diverse architecture and civil engineering master classes in Australia and in Italy, and their comparative outcomes and validation will be the object of future joint contributions
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Fleming, Josephine. "Professional learning in an age of digital technology." In Reflective Practice in Education and Social Work, 173–84. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003155010-12.
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Esquivel, Gabriel. "Multiple Practices." In Design Technology and Digital Production, 179–208. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003251675-10.
Full textConference papers on the topic "Professionnal practices and digital technology"
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Lee, Eunji. "Transforming the homecare offering scene: How the technology plays a role." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004356.
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Digital health receives more and more attention as a solution to reduce the burden of healthcare cost in today's aging society. However, compared to other types of services, digital health service projects seem to have higher rates of stopping at pilot stages and do not get integrated into the actual medical practices. Adopting digital health solutions in today's healthcare settings often requires changes of work processes that can have a significant impact on the work practices of the healthcare professionals. Thus, there is a need for understanding both the current practice and the new proposed practice in service level with a more analytical and systematic approach. We conducted a multiple case study of homecare practices. Shadowing, contextual interviews, customer journey mapping, and semi-structured in-depth interviews were conducted in homecare settings in Norway and Sweden. Document analysis allowed us to add an additional case (a remote patient monitoring at home) to our study. The results of our study show that several key components of homecare services (service worker, secondary service worker, service interaction type, and sub-service provision context) were dissimilar among different homecare settings without or with a digital health solution. Our study might be useful to gain a deeper insight of homecare services and to understand the key components and the changing actors’ roles to consider when adopting digital solutions to the homecare services.
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Rzyankina, E., and Z. Simpson. "Digital Literacy Practices of Engineering Students Using E-Textbooks at a University of Technology in South Africa." In 2022 IEEE International Professional Communication Conference (ProComm). IEEE, 2022. http://dx.doi.org/10.1109/procomm53155.2022.00029.
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Schmid, Jean-Luc, Zi Siang See, and Simone O’Callaghan. "3D Scanned Nature-based Virtual Environment Design: A Hunter Valley (NSW, Australia) Case Study." In Sixteenth International Conference on Design Principles & Practices. Common Ground Research Networks, 2024. http://dx.doi.org/10.18848/978-1-963049-18-3/cgp/59-62.
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This project focuses on 3D scanning methods to create a virtual environment of nature-based artefacts from the Hunter Valley region (NSW, Australia), primarily looking at photogrammetry-based and Light Detection and Ranging (LiDAR) processes. The technology required to develop virtual environments is becoming cheaper and more accessible to the public, raising questions about differences between low and high-fidelity software results. The main contribution of this research is to find and evaluate approachable technical methods of creating photorealistic environments that can be interacted with in a game engine setting using consumer-grade devices, using an iterative design process to support consideration for utilising accessible 3D scanned results, possibly obtained in a short amount of time. Virtual environments are becoming increasingly more important as a tool for many industries, and consequently, the technology is becoming more readily available to a wider audience. These include architectural visualisation, film making, digital heritage and digital technologies for education. Furthermore, the research will Investigate the creative process and workflow of creating high-fidelity 3D assets, potentially contributing a cheaper and faster solution for professionals and non-professionals alike. For this project, as part of the creative component, the virtual environment prototype will be created with nature artefacts obtained through 3D scanning approaches located within the Hunter Valley.
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Vezzoli, Yvonne, and Valentina Pagani. "“I see students’ digital practices as an extreme impoverishment”: The Non-Use of the Competences Framework and Stigmatisation of Technology of Italian Secondary School Teachers." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8190.
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The research aims to explore empirically the competences-based teaching and assessment practices of 19 Italian secondary school teachers through a focus group methodology. The meeting was the starting point for a professional training course on inclusive learning design using multimodal digital environments, i.e. social network sites and the Web 2.0. Results show that the competences-based framework adopted at an institutional level more than one decade ago did not impact the knowledge-based teaching and “intuitive” assessment practices of participants. These conclusions advance the understanding of the weak relationship between educational policies and teaching practices in the Italian context. Furthermore, interesting limits toward pedagogical and digital innovation in secondary school emerged. In particular, the learning practices of young people in social network sites and Web 2.0 were identified as the most influencing factor on the perceived detachment between participants and their students. As a consequence, teachers stigmatised these technologies, revealing marked tensions while introducing ITC and innovative digital pedagogies based on new forms of learning.
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Alfedaghi, Hadla S. "Citizen Developers – KIPIC Case Study: Empowering Innovation and Accelerating Digital Transformation." In SPE/IADC Middle East Drilling Technology Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/214520-ms.
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Abstract The oil and gas industry face unprecedented challenges and opportunities which demand innovative solutions. There needs to be more than the traditional centralized IT operational model to meet the dynamic needs of the industry. This has led to new models, such as the citizen developer program, which enables business users to create and deploy applications without requiring specialized technical skills. The citizen developer program is a new approach allowing non-IT professionals to create applications for their business needs using low-code and no-code platforms. This program aims to decentralize IT operations, increase innovation, reduce costs, and enhance customer experience. The democratization of technology is the core concept behind the citizen developer program, which enables businesses to create their applications and automate their processes [1]. The implementation of a citizen developer program requires careful planning and consideration of various factors, including change management, awareness and marketing of the concept, training, selecting the correct low code no code tool, management buy-in, building a community of practices for citizen developers, governance/policy, and more. These elements are critical to the program's success and must be carefully considered during implementation. This manuscript provides a framework for implementing a citizen developer program in the oil and gas industry. It also includes a case study of implementing such a program and creating significant value in Kuwait Integrated Petroleum Industries Company (KIPIC). The Framework emphasizes the importance of change management, awareness and marketing of the concept, training, selecting the correct low code no code tool, management buy-in, building a community of practices for citizen developers, governance/policy, and more. The manuscript aims to provide insights into the benefits of implementing a citizen developer program in the oil and gas industry and its potential impact on the IT operational model. In summary, the citizen developer program represents a paradigm shift in the oil and gas industry, which enables businesses to create and deploy applications without relying solely on IT professionals. This program can increase innovation, reduce costs, and enhance customer experience. The implementation of a citizen developer program requires careful planning and consideration of various factors, as outlined in this manuscript.
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Arquilla, Venanzio, and Ilaria Vitali. "Designing in the IoT Era: role and perspectives in design practices." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3311.
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In the IoT Era technology is ubiquitous (Kuniavski, 2010) and redundant; in 2009 for the first time in history the number of devices connected to the internet surpassed the number of humans on earth initiating Web's first true evolution (Evans, 2011). New waves of tech gadgets are starting to populate the global markets and the big players are competing with startups and DIY people to commercialize the most innovative and efficient gears. Thanks to the digital fabrication and the open source culture, smart connected objects can be easily prototyped and sometimes crowdfunded (Jenkins, Bogost, 2014): this configures a Babel of black-boxed, plastic, gadget-like products and services, a first experiment of what is possible and feasible, that in some ways could be defined as an avant-garde trend. But what about users and their lives? What about the utility and meaning? of these objects in real life, with their material qualities and agency of interactions? With a bottom-up approach the paper reflects on a case study in which we started to analyze connected products, reflecting on how technology can “enchant” (Rose, 2014) and augment a smart object while giving value to its materical and tangible part. The result demonstrate that design can define a balance between tangible and intangible functions of IoT devices, making them desirable providing new meanings and functions through its physicity, reinterpretating traditional artifacts. Some consumers/prosumers are progressively accepting these new connected devices, monitoring health, behaviors and the environment around us, creating big data and modern scenarios for products and services (Acquity Group, 2014). Physical products pervasively gain a new dimension made of intangible digital avatars (Semmelhack, 2013) able to be freely updated and offer different experiences. However, technology is often seen as the core of these smart products, resulting in first naive solutions that merely apply electronic components and wireless capabilities to existing objects and in which designers, if presents, only manage the aestethical part.This is an opportunity to apply Design methods and tools to create advanced desiderable scenarios for technological objects, bringing users and their interactions back as the nucleus of the product development. Design practices are applied to mediate between users' behaviors and technology, generating devices that leave the gadget-dimension of useless accessories and create more involvement.This means changing the actual design perspective adding new skills and actitudes useful to design research, design education and for professional practices.DOI: http://dx.doi.org/10.4995/IFDP.2016.3311
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Ciocanel, Alexandra, Razvan Rughinis, and Cosima Rughinis. "DIGITAL TECHNOLOGY AND BOUNDARY WORK IN HOMEOPATHY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-250.
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In this paper we examine the evolving roles of digital technology in shaping the professional identity and therapeutic encounters of homeopathic practitioners. Homeopathy is a form of alternative medicine that relies almost exclusively in making a diagnostic on patients’ verbal description of their symptoms. In contrast to the biomedical diagnosis, the homeopathic diagnosis does not place the patient in a disease category, but in a remedy category. The software that aids homeopathic professionals in their practice is based on a digitalization of books that organized the homeopathic knowledge of remedies and symptoms (repertories and Materia Medica). Organized as an inventory of descriptions of remedies and symptoms, the software operates algorithmically in helping the homeopath to match patients’ symptoms to possible remedies and select the most adequate remedy. During the consultation, the homeopath makes a patient file by writing a selection of words extracted from patients’ talk that express symptoms in great detail – including feelings, signs of suffering and various lifestyle preferences. In this process the homeopath and the software co-create the patient’s “person” as a collection of more-or-less idiosyncratic symptoms, in their attempt to match the patient’s symptomatology with the description of one single remedy. Drawing on interviews with patients and homeopaths, observations of consultations and homeopathic seminars, we argue that the use of digital technology is practiced as boundary work. Firstly, digital technology becomes a boundary marker between the patient and the homeopath. Secondly, digital technology helps homeopaths to legitimize their practice as a rigorous one, being one of the strategies used to gain acceptance in the health-care ecosystem. Last but not least, by presenting the software as only a time-saving device, a neutral aide for making “intelligent suggestions” that can be confirmed but also rejected by the homeopath’s judgment, homeopaths create a distinct professional identity oriented around a central principle of their practice: “Treat the patient as a whole person”.
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Zhmailo, Milana V. "Building integrated information practical environment to support practice-oriented model of university training." In Seventh World Professional Forum Sudak-Sochi-Transit «Sochi-2023». Russian National Public Library for Science and Technology, 2023. http://dx.doi.org/10.33186/978-5-85638-261-6-2023-85-89.
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The author discusses several issues of building integrated digital information practical environment as an element of functional infrastructure to support practice-oriented dual model of training engineers for innovative enterprises (designing innovative products). This model is to be applied for learning general professional knowledge and skills, as well as highly specialized practice-oriented competences. The case study illustrates how the information practical environment is being built within the framework of the university-hi-tech organization partnership of Moscow Institute of Physics and Technology and Dukhov All-Russian Research Institute of Automatics (Rosatom State Corporation’s daughter enterprise).
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Popova, Maria. "The Alternative Media on The Internet – Forming a New Professional Perspective." In COMMUNICATION AND MEDIA OF THE 21ST CENTURY: EDUCATIONAL AND PROFESSIONAL CHALLENGES. Faculty of Journalism and Mass Communication, 2023. http://dx.doi.org/10.60060/vkyx1715.
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The changes that are taking place in the essence of journalism as a social and professional activity are caused by the mixing of the practice of professional and citizen journalists, by the ability of media products to be distributed through a variety of media and digital channels, by the audience’s commitment not only to consume them through the multiple technological devices, but also personally to participate in their creation. The traditional norms of what journalism is and what are its functions, meaning and influence are a subject of continuous metamorphosis. The new types of journalism increase in the social, professional, and empirical field of media production. The journalism theory is enriched, and the analysis of specific models and professional standards is stimulated. The familiar notion of journalism as centralised around news production is expanded and it allows the description of new practices, which have been assessed as peripheral, hybrid, alternative. The journalism research evaluates new media practices produced by alternative media or those in the field of specialist journalism. The journalists in such start-up media have a sense of the mission of their activity, of being at the forefront of technological, social, and cultural transformations in society, of forming a community culture of exchange between them as content creators and their audience as consumers, but also as participants in the content creation, verification and distribution. Such media can be evaluated as the “agents of media innovation” in relation not only to the professional and social standards in the journalism, but also to the influence that technology and social environment have on the contemporary virtual man.
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Matei, Stefania, Razvan Rughinis, and Daniel Rosner. "LINKEDIN AS A RESEARCH COMPANION. ASSESSING THE LEARNING BENEFITS OF AN ENTREPRENEURIAL PROGRAM THROUGH A QUASI-EXPERIMENTAL APPROACH." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-068.
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In this paper we introduce a quasi-experimental methodology to assess the benefits of an entrepreneurial learning program, based on LinkedIn profile data. We compare the career paths of two cohorts of participants in the mentoring sessions of the Innovation Labs pre-accelerator, compared with a control group formed by persons of similar age and entrepreneurial interest who did not benefit from the added value of the mentorship program. We appraise the advantages and limitations of studying online traces of professional identity in LinkedIn public profiles. We discuss how a content analysis of LinkedIn public profiles illuminates the impact of Innovation Labs as a significant learning experience. In this sense, we present our proposed quasi-experimental method in terms of: (1) objectivity: digitally mediated factuality as a product of design; (2) narrativity: modes of subjectification through self-making practices; (3) sociality: social relations, systems of acknowledgment, and reputation building processes; (4) performativity: the role of digital traces and online inscriptions in reality construction. In order to assess the learning benefits of Innovation Labs, we take into consideration various forms of capital which are circulated on the participants’ profiles, and we reflect on processes through which social capital is converted into symbolic resources, intellectual assets and career horizons. We also explore how participation in the program is framed and described, on LinkedIn public profiles, as a significant experience in one’s professional development. Therefore, our study is significant not only in refining impact evaluation theory and research, but also in understanding how technology shapes our knowledge of the professional world, with practical implications on developing effective strategies of professional self-presentation and reputation consolidation.
Reports on the topic "Professionnal practices and digital technology"
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Guo, Xingzhou, Chi Tian, Jinwu Xiao, Yunfeng Chen, and Jiansong Zhang. Life Cycle Integration of Building Information Modeling in Infrastructure Projects. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317356.
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Building Information Modeling (BIM) can provide solutions to many challenges of asset management, such as missing data, incompatible software, and an unclear business process. However, current implementation of BIM in infrastructure projects has only considers limited factors, such as technology application and digital information delivery, while issues of system compatibility and information needs are still missing. Different aspects of a business are interdependent and an incompatible development of various factors might result in different levels of BIM implementation or even project failure. Comprehensive research is needed to explore the key factors and challenges of BIM implementation in infrastructure projects. This study conducted interviews and surveys with key stakeholders of infrastructure projects to explore the challenges and potential solutions of BIM implementation. Interviews were conducted with 37 professionals and surveys were conducted with 102 professional stakeholders, including owners, designers, contractors, and software vendors. Four main factors, challenges, and potential solutions were identified from content analysis of the interviews and further validated by the surveys. These factors include process factor (when), technology factor (how), people factor (who), and information factor (what). Corresponding solutions are proposed to refine the current workflow and practices.
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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, Yena Park, Andrew Runge, Alina von Davier, and Kevin Yancey. Duolingo English Test - Writing Construct. Duolingo, March 2023. http://dx.doi.org/10.46999/arxn5612.
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Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct for the Duolingo English Test, a digital-first assessment. “Digital-first” includes technology such as artificial intelligence (AI) and machine learning, with human expert involvement, throughout all item development, test scoring, and security processes. This work is situated in the Burstein et al. (2022) theoretical ecosystem for digital-first assessment, the first representation of its kind that incorporates design, validation/measurement, and security all situated directly in assessment practices that are digital first. The paper first provides background information about the Duolingo English Test and then defines the writing construct, including the purposes for writing. It also introduces principles underpinning the design of writing items and illustrates sample items that assess the writing construct.
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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.
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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.
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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Campbell, Heidi A., Sophia Osteen, and Grayson Sparks. 'We’re Still Here’: Reflections of the Post-Pandemic Digital Church. The Network for New Media, Religion & Digital Culture Studies, October 2023. http://dx.doi.org/10.21423/oak/1969.1/200172.
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This is the final research report of the "Tech in Churches During Covid-19" research project, a three-year study of churches in Indiana who received funds from the Center for Congregation's Connecting through Technology grant, which focused on the ways technology use during the global pandemic impacted churches experience and outlook. This report presents finding from a survey of 246 church leaders about technological decisions made during the global pandemic. The aim was to better understand churches' engagement with digital media, and compare their practices and attitudes toward technology before, during and after the pandemic. Findings from this report demonstrate a positive shift between 2020 and 2023 in congregational attitudes towards technology and online services. It also highlights how the size of the congregation and the age of religious leaders making technology decisions influenced the type of digital media used and how churches adapted to digital tools.
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Young, Stephen, Jessica Diaz, Bert De Coutere, and Holly Downs. Leadership Development in the Flow of Work: Leveraging Technology to Accelerate Learning. Center for Creative Leadership, 2022. http://dx.doi.org/10.35613/ccl.2022.2047.
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"A recent industry trend survey of CEOs found that only 11% of organizations report having a strong enough bench to fill leadership roles (Rhyne, 2021). As such, effective leadership development is an imperative for any high-performing organization. Rather than focusing time, money, and energy on only a small subset of “high-potential” employees, organizations can realize the full potential of their entire workforce by providing tech-enabled leadership development to leaders at all levels. This paper shares the following insights for Chief Learning Officers interested in leveraging evidence-based practices to accelerate leader development at scale and unlock the collective potential of their workforce: • A brief overview of why we need new ways to develop leaders and a high-level description of the new digital assessment and development tools that meet individuals where they are – offering a highly personalized approach to development in-the-flow of work. • A review of eight research-based learning practices that provide a foundation for leveraging technology to make in-the-flow leadership development better, faster, and more accessible to leaders at all levels. For every learning practice, we provide implementation tips and discuss illustrative example tools. • We conclude with a discussion around the strategic use of the eight learning practices for enabling better organization-wide development outcomes. "
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Hicks, Jacqueline. Export of Digital Surveillance Technologies From China to Developing Countries. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.123.
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There is evidence to show that Chinese companies, with some state credit backing, are selling digital surveillance technologies to developing countries, which are then sometimes used in authoritarian practices. However, there is little direct evidence to show that surveillance technologies sold by Chinese companies have more authoritarian potential than the technologies sold by non-Chinese companies. Some researchers define “surveillance technologies” as including any form of digital infrastructure. There is data to show that developing country governments are contracting Chinese companies to build digital infrastructures. Other researchers define “surveillance technologies” as smart city projects. It is estimated that in 2019, Chinese smart city technologies have been purchased in over 100 countries worldwide. Other researchers look at more specific elements of smart cities: There are estimates that the “AI surveillance” components of smart cities have been purchased in 47-65 countries worldwide, and the “data integration” security platforms in at least 80 countries. None of these figures imply anything about how these technologies are used. The “dual use” nature of these technologies means that they can have both legitimate civilian and public safety uses as well as authoritarian control uses. There is evidence of some governments in Africa using Chinese surveillance technologies to spy on political opponents and arrest protesters. Some authors say that some Chinese smart city projects are actually not very effective, but still provide governments with a “security aesthetic”. Research also shows that Chinese smart city technologies have been sold mostly to illiberal regimes. However, in the wider context, there is also ample evidence of non-Chinese surveillance technologies contributing to authoritarian control in developing countries. There is also evidence that UK companies sell surveillance technologies to mostly illiberal regimes. Some reports consulted for this rapid review imply that Chinese surveillance technologies are more likely to be used for authoritarian control than those sold by non-Chinese companies. This analysis is largely based on circumstantial rather than direct evidence. They rely on prior judgements, which are themselves subject to ongoing enquiry in the literature: Almost all of the reports consulted for this rapid review say that the most important factor determining whether governments in developing countries will deploy a particular technology for repressive purposes is the quality of governance in the country. No reports were found in the literature reviewed of Chinese state pressure on developing countries to adopt surveillance technologies, and there were some anecdotal reports of officials in developing countries saying they did not come under any pressure to buy from Chinese companies.
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Belcher, Scott, Terri Belcher, Kathryn Seckman, Brandon Thomas, and Homayun Yaqub. Aligning the Transit Industry and Their Vendors in the Face of Increasing Cyber Risk: Recommendations for Identifying and Addressing Cybersecurity Challenges. Mineta Transportation Institute, July 2022. http://dx.doi.org/10.31979/mti.2022.2113.
Full textAbstract:
Public transit agencies in the United States depend on external vendors to help deliver and maintain many essential services and to provide critical technologies, from ticket purchases to scheduling to email management. While the integration of new, advanced technologies into the public transit industry brings important advancements to U.S. critical transportation infrastructure, the application of digital technologies also brings with it a new assortment of digital risks. Transit agencies of all sizes are finding themselves subject to cyber incidents—most notably ransomware attacks—like those experienced by larger, more prominent companies and critical infrastructure providers. The findings in this report focus on helping all parties involved improve in three key areas: cyber literacy and procurement practices, the lifecycle of technology vis-à-vis transit hardware, and the importance of embracing risk as a road to resiliency.
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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, May 2023. http://dx.doi.org/10.26817/paper.21.
Full textAbstract:
This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was to identify the evolution of digital mindset, literacy, and competences within the group of teachers in the institution. All data has been collected through surveys, interviews, and class observations with teachers. In addition, in this paper it will be shown how the teachers’ digital mindset and competences emerged maintaining high standards of quality. Finally, the document will report how the intervention carried out permitted these teachers to transfer their already-strong teaching skills to virtuality resulting in best instructional practices
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Khan, Samir. Towards MRO 4.0: Challenges for Digitalization and Mapping Emerging Technologies. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, April 2023. http://dx.doi.org/10.4271/epr2023007.
Full textAbstract:
<div class="section abstract"><div class="htmlview paragraph">With technological breakthroughs in electric land vehicles revolutionizing their respective industry, maintenance, repair, and overhaul (MRO) facilities in aviation are also adopting digital technologies in their practices. But despite this drive towards digitalization, the industry is still dominated by manual labor and subjective assessments. Today, several technologies, processes, and practices are being championed to resolve some of these outstanding challenges. Considering this, it is important to present current perspectives regarding where the technology stands today and how we can evaluate capabilities for autonomous decision support systems that prescribe maintenance activities. Overlooking some of these unsettled domain issues can potentially undermine any benefits in speed, process, and resilience promised by such systems.</div><div class="htmlview paragraph"><b>Towards MRO 4.0: Challenges for Digitalization and Mapping Emerging Technologies</b> provides some understanding of specific motivating factors by focusing on the digitalization challenges for MRO 4.0 and the role of building “trust” in technology by reimagining stakeholder experiences. It examines overarching issues, such as data management, robotics, optimization, artificial intelligence, and systems engineering.</div><div class="htmlview paragraph"><a href="https://www.sae.org/publications/edge-research-reports" target="_blank">Click here to access the full SAE EDGE</a><sup>TM</sup><a href="https://www.sae.org/publications/edge-research-reports" target="_blank"> Research Report portfolio.</a></div></div>