Siga este enlace para ver otros tipos de publicaciones sobre el tema: Professionnal practices and digital technology.
Artículos de revistas sobre el tema "Professionnal practices and digital technology"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores artículos de revistas para su investigación sobre el tema "Professionnal practices and digital technology".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore artículos de revistas sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
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 (2022): e32558. http://dx.doi.org/10.2196/32558.
Texto completoResumen
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.
2
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 (2018): 1–44. http://dx.doi.org/10.1177/016146811812001002.
Texto completoResumen
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.
3
Avramova-Todorova, Gergana, and Milen Todorov. "Digital technologies for art therapy practices used in healthcare." Medical Science Pulse 13, no. 1 (2019): 43–47. http://dx.doi.org/10.5604/01.3001.0013.1604.
Texto completoResumen
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.
4
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 (2022): 9–27. http://dx.doi.org/10.26755/revped/2022.2/9.
Texto completoResumen
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.
5
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 (2019): 79–93. http://dx.doi.org/10.1108/etpc-05-2019-0067.
Texto completoResumen
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.
6
Du, Xiaoxue, and Ellen B. Meier. "Innovating Pedagogical Practices through Professional Development in Computer Science Education." Journal of Computer Science Research 5, no. 3 (2023): 46–56. http://dx.doi.org/10.30564/jcsr.v5i3.5757.
Texto completoResumen
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.
7
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 (2019): 522–37. http://dx.doi.org/10.1108/jarhe-10-2018-0202.
Texto completoResumen
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.
8
Litvinova, A. I. "The Opinion of Russian Journalists on Professional Standards in Traditional and Digital Media." Communicology 12, no. 1 (2024): 122–33. http://dx.doi.org/10.21453/2311-3065-2024-12-1-122-133.
Texto completoResumen
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.
9
Sumarno, Sumarno. "Integration of Digital Technology in Public Management Transformation:." International Journal of Asian Education 4, no. 2 (2023): 115–20. http://dx.doi.org/10.46966/ijae.v4i2.348.
Texto completoResumen
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.
10
Curran, Vernon, Diana L. Gustafson, Karla Simmons, et al. "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 (2019): 74–93. http://dx.doi.org/10.1177/1477971419827318.
Texto completoResumen
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.
11
Anggeraini, Yentri. "LANGUAGE TEACHING IN THE DIGITAL AGE: TEACHERS` VIEWS AND ITS CHALLENGES." Research and Innovation in Language Learning 3, no. 3 (2020): 163. http://dx.doi.org/10.33603/rill.v3i3.3444.
Texto completoResumen
The update technology usage and its changes come and give positive effects to us including the teaching and learning process in school practices. It enjoys, motivates, and facilitates the students in learning English This qualitative research aimed at analyzing the English teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. The results indicated that the English teacher provided digital teaching tools including laptop, speaker, mobile phones, websites and the teacher used the downloaded materials and videos from You Tube as the digital media. Lack of training for teachers, lack of time, and lack of facilities were the challenges for the English teachers in order to apply the digital teaching efficiently and create their own digital media in the school practices. Findings suggest that English teachers should participate actively on the teacher professional developments such as group discussion, workshop, training, and seminar in order to be familiar with the evolution of the new technology.
12
Cementina, Sofia. "Language Teachers' Digital Mindsets: Links Between Everyday Use and Professional Use of Technology." TESL Canada Journal 36, no. 3 (2019): 31–54. http://dx.doi.org/10.18806/tesl.v36i3.1320.
Texto completoResumen
Innovations in digital technologies have the potential to alter how people think, learn, communicate, and collaborate with others. Whereas changes in technology and its affordances have transformed social contexts and learning environments, instructors’ beliefs about digital technologies and pedagogy can affect technology integration behaviours and language teaching practices. This study used a two-phase approach to gain insights into teachers’ digital mindsets and their personal and professional use of technology. In total, 50 teachers were surveyed regarding their technological beliefs and practices, and, among them, three second language teachers were selected and interviewed. Results illustrate that participants recognized and embraced the affordances of digital technologies in their own lives, yet they failed to see their significance in language teaching and learning. Their attitudes and intentions associated with technology uses were compartmentalized; while teachers’ everyday practices were more digital and socially mediated, they struggled to adopt more technology-based teaching practices. Participants identified the lack of training in technology integration in language teaching hindered their use of digital resources, but findings indicate that the teachers’ reluctance to explore emerging technologies and their own technological beliefs and experiences influenced their mindset and teaching practices. Implications and recommendations for second language instruction are discussed.
 Les innovations de la technologie numérique ont le potentiel de modifier nos manières de penser, d’apprendre, de communiquer et de collaborer. Or, même si l’évolution technologique et ses affordances, ou potentialités, ont transformé les contextes sociaux et les milieux d’apprentissage, les croyances des professeurs concernant les technologies et la pédagogie numériques peuvent néanmoins influer sur les comportements relatifs à l’intégration des technologies aux pratiques liées à l’enseignement des langues. La présente étude est le compte rendu d’une approche en deux étapes adoptée afin de permettre de mieux comprendre la mentalité des professeurs face au numérique ainsi que leurs utilisations personnelles et professionnelles de la technologie. En tout, 50 professeurs ont fait l’objet d’un sondage concernant leurs croyances et leurs pratiques technologiques, y compris trois professeurs de langue seconde qui ont été sélectionnés pour une entrevue. Les résultats démontrent que même s’ils reconnaissent et recourent aux affordances des technologies numériques dans leur vie personnelle, les participantes et participants n’en reconnaissent point l’importance pour l’enseignement et l’apprentissage des langues. Leurs attitudes et intentions en lien avec les utilisations de la technologie étaient compartimentées : même si leurs pratiques quotidiennes étaient plus numériques et paissaient davantage par les médias sociaux, les professeurs avaient du mal à adopter des pratiques pédagogiques davantage fondées sur la technologie. Les participantes et participants ont précisé que le manque de formations dans le domaine de l’intégration de la technologie dans l’enseignement des langues les empêchait d’utiliser les ressources numériques, mais les constatations de l’enquête indiquent toutefois que leur répugnance à explorer les nouvelles technologies ainsi que leurs croyances et expériences technologiques personnelles avaient une influence sur leur mentalité et leurs pratiques pédagogiques. L’étude renferme une discussion des implications de cet état de fait et offre des recommandations pour l’enseignement d’une langue seconde.
13
Djafri, Fatmawati, and Lufi Wahidati. "Examining Digital Technology Literacy of Professional Japanese Language Translator and Interpreter." Lingua Cultura 16, no. 1 (2022): 89–96. http://dx.doi.org/10.21512/lc.v16i1.7768.
Texto completoResumen
The research measured the digital technology literacy skills of professional Japanese language translators and interpreters. A modified version of the digital literacy skills checklist constructed by Open University was employed in the research. The questionnaire consisted of four sections, i.e., understanding general digital practices, finding, using, and creating information related to Japanese translation and interpreting, and the use of translation and interpreting technology. The result shows that respondents have confidence in their digital literacy skills to find, use, or create information online. However, most of them are still unfamiliar with the application of Computer Assisted Translation (CAT) and Computer Assisted Interpreting (CAI) tools to assist the translation or interpreting jobs. The result indicates that many Japanese businesses and industries do not require translators and interpreters to use specific CAT or CAI tools. However, the rapid development of digital technology and the market trend toward the use of technology are inevitable. Basic knowledge of these tools is necessary because they offer many advantages for translators and interpreters to work effectively. Therefore, it is highly important to incorporate the basic knowledge of CAT and CAI tools and other digital technology resources into the curriculum for students translators and interpreters.
14
Nugroho, Arif, and Ira Mutiaraningrum. "EFL teachers� beliefs and practices about digital learning of English." EduLite: Journal of English Education, Literature and Culture 5, no. 2 (2020): 304. http://dx.doi.org/10.30659/e.5.2.304-321.
Texto completoResumen
The last two decades have been the witness of many studies reporting the disparity between EFL teachers� beliefs and practices in technology integration around the world. Notwithstanding the enormous studies on EFL teachers� beliefs and perceptions of digital technology use for language classroom, the literature has still been silent on the relation between Indonesian EFL teachers� beliefs and practices. The present study thus sheds some light on 15 EFL teachers� beliefs and practices about digital learning of English in Indonesia. Drawing on data from the written reflections and semi-structured interviews, the findings revealed that these EFL teachers were well equipped with the importance and objective of teaching English by means of digital devices, but appeared hesitant and lacked of preparation in their teaching practices. The semi-structured interview further depicted that their unconfident and lack of preparation was not only a result of inadequate training but also of limited resources and digital facilitation. The institutional supports influenced by environmental readiness also affected their efficacy for digital learning of English. The findings contribute to the realm of English language teaching with regards to offering literature of EFL teachers� professional development.
15
Mangram, Charmaine, and Kathy Liu Sun. "Supporting Preservice Secondary Mathematics Teachers’ Professional Judgment Around Digital Technology Use." Mathematics Teacher Educator 9, no. 2 (2021): 145–59. http://dx.doi.org/10.5951/mte.2020.0046.
Texto completoResumen
The pervasiveness of digital technology creates an imperative for mathematics teacher educators to prepare preservice teachers (PSTs) to select technology to support students’ mathematical development. We report on research conducted on an assignment created for and implemented in secondary mathematics methods courses requiring PSTs to select and evaluate digital mathematics tools. We found that PSTs primarily focused on pedagogical fidelity (ease of use), did not consider mathematical fidelity (accuracy), and at times superficially attended to cognitive fidelity (how well the tool reflects students’ mathematical thinking processes) operationalized as the CCSS for Mathematical Practice and Five Strands of Mathematical Proficiency. We discuss implications for implementing the assignment and suggestions for addressing PSTs’ challenges with identifying the mathematical practices and five strands.
16
Vidigal, Mozart Joaquim Magalhães, Renata Maria Abrantes Baracho, and Marcelo Franco Porto. "A New Digital Culture in Architecture and Engineering Design Classes with Technological Advances." Journal of Systemics, Cybernetics and Informatics 21, no. 3 (2023): 23–28. http://dx.doi.org/10.54808/jsci.21.03.23.
Texto completoResumen
This work deals with the approach of information and communication technologies in the classroom activities of the disciplines of architectural projects to propose improvements in the formation of architects and in the teaching models practiced in schools of Architecture and Engineering of Belo Horizonte, Minas Gerais, Brazil. The objective of this work is to discuss the use of technology through the design course. The position of Professors in the adoption of these technologies was analyzed. The work presents an analysis of pedagogical practices to reflect on possible advances, disharmonies and conflicts with the use of technologies in design development. This discussion can contribute to stimulating the qualification of Professors and future professionals. The findings indicate that new pedagogical practices with the use of technology can be gradually adopted. So Professors and students can better interact and develop the teaching/learning relationship with the updated models of teaching architectural projects.
17
Martindale, Jaclyn M., Jessica Goldstein, Kathryn Xixis, et al. "Be in the Digital Room Where it Happens, Part I: Tweeting & Technology for Career Development." Child Neurology Open 9 (January 2022): 2329048X2211068. http://dx.doi.org/10.1177/2329048x221106843.
Texto completoResumen
Social media has become a part of everyday life. It has changed the way we obtain and distribute information, connect, and interact with others. As the number of platforms and users grow, medical professionals have learned the value social media can have in education, research, advocacy, and clinical care initiatives. Platforms provide opportunities to network, build collaborations, and develop a reputation. This is part one of a two-part series. This article provides an overview on how social media can benefit professional career development for clinicians and researchers, as well as for advocacy to raise awareness against biases, disparities, and for patient benefit. We review challenges, limitations, and best practices for social media use by medical professionals with neurology-specific examples.
18
Shanks, Justin D., Germán Scalzo, and María Teresa Nicolás-Gavilán. "Applying the Contemplative Technopedagogy Framework: Insights for Teaching Ethics Using TV Series." Journal of Business Ethics Education 18 (2021): 143–58. http://dx.doi.org/10.5840/jbee2021188.
Texto completoResumen
Digital media and technology are nearly ubiquitious in contemporary higher education, As such, researchers and educators are keen to identify best practices and understand impacts. Digital media and technology present opportunities to cultivate interactive, creative teaching-learning communities. However, inclusion of digital media and technology in a course does not necessarily cultivate creative engagement or deep reflection among students. This manuscript studies how a contemplative approach to teaching with digital media, specifically TV series, can lead to more effective and engaging in the process of teaching professional ethics. This research explores how the Contemplative Technopedagogy Framework can enrich the use of TV series for teaching professional ethics and positively influence the effective integration of ethical behavior into university students’ future professional lives.
19
Makori, Elisha Ondieki, and Norah Osebe Mauti. "Telecommuting Practices and Trends in the Digital Transformation." International Journal of Interactive Communication Systems and Technologies 12, no. 1 (2023): 1–14. http://dx.doi.org/10.4018/ijicst.320476.
Texto completoResumen
The paper investigated insights of telecommuting practices and trends in the digital transformation. Critical objectives were to find the priorities behind telecommuting developments, examine disruption technologies and trends to transform and advance virtual teleworking practices, determine sustainable strategies and programmes for telecommuting arrangements, and explore lessons learned for future prospects from remote working practices. Teleworking practices have opened and expanded economies and business opportunities in organizations worldwide. Trending digital innovations advancing telecommuting in the knowledge economy include internet of things, enterprise mobility, cloud solutions, and blockchain. Robust technological infrastructure, management, communication, and cultural trust are among the top strategies for sustaining telecommuting programmes. In the post-COVID-19 world, telecommuting is fundamental and mandatory, and therefore, leaders, people, organizations, professionals, and communities have a lot to gain from the practice.
20
Sinn, Donghee, Sujin Kim, and Sue Yeon Syn. "Personal digital archiving: influencing factors and challenges to practices." Library Hi Tech 35, no. 2 (2017): 222–39. http://dx.doi.org/10.1108/lht-09-2016-0103.
Texto completoResumen
Purpose The purpose of this paper is to investigate the associations of personal archiving behaviors to factors and challenges that have been assumed to affect personal digital archiving strategies. Design/methodology/approach This study created an online survey to understand general patterns of personal digital archiving practices and related phenomena. The survey was employed to investigate to what extent people show a certain behavior or feel certain factors and challenge when archiving personal digital content. Findings Some of the findings of this study regarding specific personal digital archiving practices were in accordance with existing studies. However, the associations between digital archiving challenges and archiving practices were not observed statistically significantly as assumed in previous studies. General technology efficacy and the awareness of the importance of personal records appeared to influence personal archiving practices. Research limitations/implications This study used Amazon’s Mechanical Turk. As this is not a commonly used internet service, the workers here could have higher than average levels of internet efficacy. This possibility may have affected the demographics, and the survey responses may be biased in this respect. Practical implications As the study results suggest that technology efficacy and personal heritage awareness are the influencing factors of personal digital archiving, these are the areas where information professionals can involve in assisting users for future cultural heritage. Originality/value This is the first study that develops measures for personal digital archiving related practices and perceptions that the previous qualitative studies have identified. With these measures, it examines the general status of individuals’ archiving strategies and the overall associations of digital archiving challenges as well as looking into other technological and personal factors.
21
Diao, Junfeng, Xiaoqi Tang, Xinyan Ma, and Xu Ding. "An International Perspective on the Connotation, Framework, and Development Strategies of Teacher Digital Literacy." Journal of Educational Technology Development and Exchange 16, no. 2 (2023): 66–78. http://dx.doi.org/10.18785/jetde.1602.04.
Texto completoResumen
With the rapid advancement of technology, digital competence has become a crucial aspect of professional development for educators. This article reviews relevant literature and summarizes the connotation, framework, and development strategies of teacher digital literacy in different countries. The aim is to promote the professional growth of teachers in the digital age, encouraging each educator to continually strive for “Excellence in teaching”. Furthermore, this research seeks to identify digital literacy development strategies and practices for various types of teachers.
22
Willmott, J. D., and R. N. Freeman. "520 Northeast Greenhouse IPM Notes—Regional Cooperation and Digital Technology Enhances Information Delivery." HortScience 35, no. 3 (2000): 484E—484. http://dx.doi.org/10.21273/hortsci.35.3.484e.
Texto completoResumen
Rutgers Cooperative Extension and Cornell Cooperative Extension initiated a regional newsletter the Northeast Greenhouse IPM Notes. The goal of the newsletter is to improve greenhouse pest management practices through promotion of timely integrated pest management information that applies to the unique problems faced in the Northeastern United States. Interstate cooperation maximizes the professional expertise and resources available through several Land Grant Institutions. Extension educators at Cornell, Rutgers, Penn State Univ., and the Universities of Maryland and Connecticut, actively contribute feature articles, pest updates and other timely information through e-mail: Internet communication facilitates communication. The newsletter is prepared monthly and sent to 282 greenhouse growers, extension professionals and allied industry representatives in New Jersey, New York, Pennsylvania, Connecticut, Massachusetts, and other states. The newsletter is also published on the World Wide Web with color images of crop problems. Publishing of color images is facilitated by digital technology. This edition can be downloaded in color from the Rutgers Cooperative Extension Floriculture site: http://aesop.rutgers.edu/~floriculture/grower/ipmf.htm
23
Johansen, Stine Liv, and Thomas Enemark Lundtofte. "Children’s digital friendship practices during the first Covid-19 lockdown." MedieKultur: Journal of media and communication research 38, no. 73 (2023): 171–89. http://dx.doi.org/10.7146/mk.v38i73.130789.
Texto completoResumen
During the Covid-19 pandemic, digital technologies have come to the forefront of mostpeople’s social, professional, and educational lives, and children have, like everyone else, depended on digital media for remote schooling as well as informal communication with their peers. This article presents results from a qualitative interview study among 20 Danish children, aged 3–12, and their parents during the spring and summer of 2020. As would be expected, age predicted a certain level of proficiency with, and access to, digital media technologies. However, children across the age spectrum of our sample relied on adult facilitation of digital practices in similar ways during a time where these were foregrounded in unforeseen ways. We discuss these findings in relation to a triadic theoretical framework of distributed agency, dynamic affordances, and access-oriented aspects of children’s practices with communication technology.
24
Aghimien, Douglas, Ntebo Ngcobo, Clinton Aigbavboa, et al. "Barriers to Digital Technology Deployment in Value Management Practice." Buildings 12, no. 6 (2022): 731. http://dx.doi.org/10.3390/buildings12060731.
Texto completoResumen
In the quest to promote constant value for money, value management (VM) has been proposed and adopted within the construction industry of countries across the world. To improve the VM process for a more effective outcome, pervasive digital technologies can be employed throughout a project and in the VM process. However, developing countries like South Africa are still lagging in using these emerging technologies. Therefore, this study assessed the digital technologies that can improve the VM process and the barriers hindering their usage within the construction industry. The study adopted a postpositivism philosophical stance with a questionnaire used to gather quantitative data from construction professionals that have participated in VM exercises within the South African construction industry. The data gathered were analysed using mean item score, standard deviation, the Kruskal-Wallis H-test, multiple linear regression and exploratory factor analysis. The study found with high predictive accuracy that digital technologies such as computer-based software, BIM, mobile devices, electronic meeting tools, cloud computing, augmented and virtual realities will significantly impact the overall success of VM practices. Furthermore, the barriers to the effective deployment of these technologies in the VM process can be categorised into (1) cost and awareness, (2) complexities of the VM and digital tools, (3) the construction industry’s digital culture, and (4) the availability of technology and expertise. This study provides a theoretical backdrop for future studies exploring the use of digital technologies for VM practices—an aspect that has not gained significant attention in VM discourse in the construction industry.
25
Morey, Tiffany, Daniel Foster, and John Ewing. "Virtual mentoring in agricultural education: Describing digital literacy, technology self-efficacy, and attitudes toward technology of secondary agricultural educators." Journal of Agricultural Education 64, no. 1 (2023): 12–27. http://dx.doi.org/10.5032/jae.v64i1.27.
Texto completoResumen
Digital literacy, technology self-efficacy, and attitude toward technology play an impactful role in the life of teachers. Proficiency in digital literacy and technology self-efficacy, along with a positive attitude toward technology, can predict and shape an educator's capacity to implement best practices for teaching and learning with technology. This study examined the effects of participation in a virtual mentoring program on the digital literacy, technology self-efficacy, and attitude toward technology of secondary agriculture teachers. We found secondary agriculture teachers who had participated in a virtual mentoring program exhibited higher overall digital literacy levels and technology self-efficacy levels than those secondary agriculture teachers who had not participated in a virtual mentoring program. Pragmatic implications include a defined opportunity for agricultural education leaders to develop appropriate and beneficial tools and materials to assist in-service agriculture teachers in developing digital literacy skills, technology self-efficacy skills, and a positive attitude toward technology. Recommendations for future research include examining different means of establishing virtual mentoring relationships between secondary agriculture teachers and exploring virtual professional development opportunities designed to help educators develop digital literacy, technology self-efficacy, and a positive attitude toward technology.
26
Štefaniková, Sandra, and Filip Láb. "Transformation of photojournalism practice in the Czech Republic in the age of digital technology." Journalism 19, no. 2 (2016): 234–51. http://dx.doi.org/10.1177/1464884916663622.
Texto completoResumen
This study investigates the impact of digitalization on the photojournalistic profession and its transformation during the last two decades. The development of digital technology and the Internet by the end of the 20th century has brought several questions to the field of photojournalism and impacted the entire process of photojournalistic material production. Taking the example of the Czech Republic, we examine how photojournalists and photo editors perceive the changes brought on by the adoption of digital technology and how news routines, photojournalistic practices, image content, and professional identity have been reshaped. We conducted in-depth interviews and surveys with 48 photojournalists and photo editors from different Czech news media and magazines. The findings show how Czech photojournalists evaluate the state of their profession after digitalization. We also discuss a new way of image taking, so-called ‘cinematic shooting’, the ‘myth of acceleration’, and new responsibilities laid upon visual news professionals.
27
Sturgeon Delia, Cassandra. "Technologies Employed Within the Healthcare Setting During the COVID-19 Pandemic For A Continuation of Care: Emerging CoP." MCAST Journal of Applied Research & Practice 5, no. 1 (2021): 212–32. http://dx.doi.org/10.5604/01.3001.0015.0199.
Texto completoResumen
In early 2020, the coronavirus (COVID-19 ) was declared a pandemic (“WHO Director-General’s opening remarks at the media briefing on COVID-19 – 11 March 2020” 2020), as the respiratory disease spread and productively infected patients generating havoc in the health sector (Chan 2020). As a response, digital services were offered to patients to allow the continuation of care and digital tools were adopted to assist health professionals (HP) in maintaining a social distance and minimising viral transmission (Meinert, Milne-Ives, Surodina and Lam 2020). Although much is discussed of the technologies employed during this period, changes in practices adopted by HP have been largely overlooked. Applying technology to the clinical setting improves the interprofessional community of practice as HP can collaborate on clinical decisions improving clinical outcomes (Waldman, Waldman, Waldman and Abuabara 2020). This literature review takes an exploratory stance into the technologies employed by HP during the first few months of the COVID-19 pandemic to investigate how their professional development has been affected. The study aimed to clarify the role of technologies utilised during the COVID-19 pandemic in the health sector and discuss the extent to which practice differed from the traditional means. Moreover, the study sought to shed a light on how technology assists HP in their role and professional development during the pandemic and possible thereafter. Core literature is discussed to identify whether emerging CoP has evolved within health communities due to the technology revolution in this short period and whether the technology employed shall be considered permanently to ensure best practices. The data provide convincing evidence that technology changed the way health care is delivered. Moreover, the findings show that COVID-19 pandemic has created a CoP between HP to share best practices in this new era that may lead to a shift in their professional development long after the pandemic has ended.
28
Velcheva, Ivelina, and Deyana Peykova. "Innovative Practices in Teachers’ and Students’ Trainings." Pedagogika-Pedagogy 96, no. 1 (2024): 108–18. http://dx.doi.org/10.53656/ped2024-1.08.
Texto completoResumen
The present work is dedicated to innovative educational practices, that are based on teaching and learning through the methods of science, technology, engineering and mathematics (STEM), combined with the use of various digital tools. These project activities are suitable for implementation in the learning process both in face-to-face and distance learning. They enable the development of communication and collaboration skills, critical thinking and problem solving, creativity and innovation, as well as the creation of digital content. The described practices and digital tools are used in the preparation of teachers in various qualification courses conducted by the Department for Qualification and Professional Development of Pedagogical Specialists at University of Plovdiv “Paisii Hilendarski”. They are used and implemented also in education of students in lower-secondary schools (5th – 7th grade). The teaching practices are based on the results of a three-year study of already trained Bulgarian teachers, who try them daily in the learning process and notice their positive impact on students. The article describes a realized STEM project, named “European countries”.
29
Adam, Aminath Shafiya. "A Framework for Seeking the Connections between Technology, Pedagogy and Culture: A study in the Maldives." Journal of Open, Flexible and Distance Learning 21, no. 1 (2017): 35–51. http://dx.doi.org/10.61468/jofdl.v21i1.280.
Texto completoResumen
Educational technology researchers often overlooked the impact of culture on teachers’ use of digital technologies in their pedagogical practices. This also includes a number of technology integration models (e.g. TAM and TPACK) that have failed to explain the connections between technology, pedagogy, and culture. This paper argues that teachers’ pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. This study adopted an ethnographic methodology, linked with Bourdieu’s (1977) habitus as a lens for exploring teacher educators’ practices in the Maldives. Data were gathered from eleven teacher educators who work in a Maldivian university context: using interviews, observations, focus groups and the hanging out approach. Key findings demonstrated that teacher educators’ pedagogical and technological practices were influenced by their own culture, early learning experiences in the Maldives, and their workplace (institutional context). Through this finding, this research proposes a framework, namely, Pedagogical and Technological Cultural Habitus (PATCH) for understanding teachers’ pedagogical and technological habitus in various contexts. The PATCH framework is, theoretically useful for designing technology-oriented professional development for professionals in various pedagogical contexts including virtual and blended pedagogical spaces. It also contributes to TPACK framework by adding an outer layer to its current theorisation to represent teachers’ backgrounds and habitus when examining their practices.
30
Singh, Renu. "Exploring the utilization of technology in teaching English: Practices and impediments." Journal of NELTA 23, no. 1-2 (2018): 153–68. http://dx.doi.org/10.3126/nelta.v23i1-2.23360.
Texto completoResumen
The utilisation of technology into classroom practices basically promotes studentcentered instructions that require teachers to be professionally well trained and confident enough to use various technology tools and resources. This study was conducted to explore secondary school EFL teachers’ experiences and practices of modern technology usage into their classroom pedagogy and possible impediments of utilizing technology tools. Eight EFL teachers were purposefully selected from public secondary schools of the Kathmandu valley. A semi-structure interview was administered to collect the required data. The thematic data analysis revealed that the EFL teachers employed different pedagogical strategies for the effective integration of technology; however, some impediments were identified such as insufficient professional ICT skills and knowledge of EFL teachers, inadequate ICT infrastructure at school, teachers’ workload and time constraint, and digital device among students. This study suggests that EFL teachers need professional development trainings particularly designed on the TPACK framework, adequate ICT infrastructure at school, revised teachers’ workload and time constraint, and supportive school environment to promote technology utilization into EFL pedagogy.
31
Göçen Kabaran, Güler, and Salih Uşun. "Evaluation of the Professional Development Program in Digital Material Design According to the Kirkpatrick’s Model." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 1 (2021): 65–88. http://dx.doi.org/10.31704/ijocis.2021.004.
Texto completoResumen
Today's developments have revealed the necessity of using digital materials in educational environments. The digital material design competencies of the teachers on this subject are essential. In this context, it is necessary to develop and evaluate a professional development program. The purpose of the current study is an evaluation of the professional development program developed for the digital material design according to Kirkpatrick’s Model. In the current study, a digital materials design professional development program consisting of 10 modules and 21 subjects was developed. Kirkpatrick’s Program Evaluation Model was used in the evaluation of the program. In this context, teachers' reactions to the program, their learning levels, their ability to transfer the knowledge they have acquired to the classroom environment, and the target audience's opinions on the practices were determined. “The Digital Materials Design Competences Scale” and "The Scale of Self-Efficacy Perception of Technology Integration" was used to collect quantitative data. Interviews and the observation technique were used to collect qualitative data. According to the findings, it was determined that the teachers expressed positive opinions about the program and that they were satisfied with the program. It was concluded that after the professional development program, the teachers' digital material design competencies and their self-efficacy perceptions of the integration of technology developed. The follow-up evaluation study determined that teachers could transfer the knowledge and skills they gained in the professional development program to the actual classroom environment, and students expressed positive opinions about these practices.
32
Yang, Murui. "Enterprise Transformation in the Digital Age." Frontiers in Business, Economics and Management 12, no. 2 (2023): 135–38. http://dx.doi.org/10.54097/fbem.v12i2.14774.
Texto completoResumen
In recent years, digitization has been applied to varying degrees across different industries. With the advent of the digital era, accounting practices are undergoing significant transformations. This article explores the impact of digital transformation on traditional accounting, emphasizing the role of digital technology in enhancing financial decision-making efficiency, accuracy, and automation. Block chain technology is thoroughly examined to explain how it provides a distributed ledger, enhancing transparency and tamper resistance, and altering transaction execution through smart contracts. However, digital accounting faces a series of challenges, including issues related to data privacy, security, and the need for employee training. The article underscores the new requirements imposed on accounting professionals in the digital age, encompassing technical skills, communication abilities, and innovative thinking. Additionally, sustainable development in accounting practices is being propelled by digital tools, elevating the quality of corporate reporting in environmental, social, and corporate governance aspects. Finally, through in-depth case studies, the article summarizes the experiences and lessons learned by some companies that have successfully navigated the accounting challenges of the digital era. This serves as a valuable reference for other organizations during this transformative period.
33
Lawrimore, Erin. "Collaboration for a 21st Century Archives: Connecting University Archives with the Library’s Information Technology Professionals." Collaborative Librarianship 5, no. 3 (2013): 189–96. http://dx.doi.org/10.29087/2013.5.3.06.
Texto completoResumen
As communication technologies change, so do the records being produced and acquired by the archival repositories tasked with documenting society. This article, written from the perspective of a University Archivist, discusses the need for collaboration between archivists and information technology professionals in a university library in order to manage the university’s born-digital archival records. Using specific examples of collaborative projects of University Archives and the Electronic Resources and Information Technology (ERIT) department in the University Libraries of The University of North Carolina at Greensboro, the article makes specific recommendations for overcoming challenges related to professional jargon and work practices shared by archivists and information technologists to produce a successful collaboration.
34
Valle, Luciene A. Cardoso, and Gildo Girotto Junior. "Understanding the Technological and Pedagogical Content Knowledge (TPACK) of mathematics teachers as a possibility for reflection on the use of educational technology." Acta Scientiae 23, no. 6 (2021): 58–92. http://dx.doi.org/10.17648/acta.scientiae.6695.
Texto completoResumen
ABSTRACTBackground: The broader access to technological resources, combined with pedagogical practices implementation, shows the need of continuing education of teachers on Digital Information and Communication Technologies (DICT). Recognizing the knowledge that professionals need in their work is a path that allows the evaluation and creation of training measures. Objectives: Considering the Pedagogical and Technological Content Knowledge (TPACK) as a reference, we sought to investigate the professional knowledge of mathematics teachers about digital technological resources and their possible incorporation in pedagogical practices. Design: A qualitative research was carried out. Setting and Participants: Mathematics teachers working in high school, technical and higher education who participated in a short-term training proposal. Data collection and analysis: The research was based on meetings with mathematics teachers, in which the use of resources was discussed and lesson plans were elaborated; they were, then, followed up in a real scenario. Specific instruments, lesson plans, audiovisual records, and interviews were analyzed by Textual Discursive Analysis (TDA), provided evidence about teachers’ use of resources. Results: Different professional knowledge linked to TPACK were recognized at different levels and some factors such as professional experience and technological appropriation proved to be influential. Conclusions: In addition to the possibility of recognizing professional knowledge, it was noted that a specific character under the interpretation of TPACK recognizes such knowledge even in teachers with a low level of technology appropriation, which allowed reflections on the construct itself and its possible correlations with the Pedagogical Content Knowledge (PCK).
35
Cangià, Flavia, Sabrine Wassmer, Eric Davoine, and Xavier Salamin. "From ‘digital nomadism’ to ‘rooted digitalism’: The remote work and im/mobilities of IT professionals in times of COVID-19." Transitions: Journal of Transient Migration 6, no. 1 (2022): 61–80. http://dx.doi.org/10.1386/tjtm_00043_1.
Texto completoResumen
This article explores the interplay between digital work and mobility through a look at the career trajectories, remote work practices and im/mobilities of professionals in the information technology (IT) sector. We draw upon a qualitative study conducted with IT professionals who work remotely for Swiss or Swiss-based international companies. IT professionals have been pioneers in practising virtual work long before the outbreak of the COVID-19 crisis and have long engaged in various forms of mobility, including tourism and labour migration. A focus on their remote work and im/mobility practices can shed light on the possibilities and challenges of the virtualization of work, especially in the context of the pandemic. We discuss how geographical immobility, combined with digital technology, becomes important in building a career and a personal life, staying ‘rooted’ and reconstituting the boundaries between work and non-work.
36
Paletta, Francisco Carlos, and Armando Malheiro da Silva. "Tecnologia e organização da informação VI TOI 2020: Base para a criação de Laboratório de Ensino." Prisma.com, no. 44 (2020): 145–59. http://dx.doi.org/10.21747/16463153/44a8.
Texto completoResumen
The TOI – International Conference on Technology and Information Organization – is an initiative of the “Observatory of the Labor Market in Information and Documentation” research group (OMTID – CNPq) of the School of Communications and Arts of the University of São Paulo. The 4th TOI will take place in May 2018, in academic and scientific collaboration with the 15th CONTECSI FEA-USP, bringing together Information Science researchers, students and professionals - Librarianship, Archival Science and Museology, with the goal of promoting reflection and dialogue about relevant topics, as well as contributing to the integration of the academic and the professional environments, strengthening the interest in research, and sharing knowledge about the most innovative practices in this area. The program of this event covers the following fields of knowledge: Information and Knowledge Management; Technology and Information Systems; Digital Libraries and Repositories; Document Digitization, Knowledge Organization, Conservation and the Preservation of Information; Metadata; Digital Curation; Information Ethics; Digital Humanities; Labor Market and Entrepreneurship; Big Data; Data Science; Internet of Things; Artificial Intelligence.
37
Teresa Ribeiro, Ricardo, Gilda Cunha, Carina Silva, et al. "Determinants Influencing Distance Learning at Health Technology Higher Education Institutions in Portugal." Education Sciences 13, no. 2 (2023): 189. http://dx.doi.org/10.3390/educsci13020189.
Texto completoResumen
Introducing distance learning within higher education institutions (HEIs) is a key societal issue, especially in the health sector, due to its in vivo learning nature. Public policies play an important role in these digital environments. This study aims to identify the determinants influencing national public policies that foster digital learning transformation in Health HEIs in Portugal. A prospective survey, using the structural analysis of Godet’s method, is conducted, and data are gathered from different health sector stakeholders. Despite the efforts to increase digital literacy and funding toward digital learning in HEIs, a weak strategy and implementation of a national plan for distance learning in Health HEIs are still prevalent. The driver to success is grounded on national and international cooperation between health professionals, hospitals, and HEIs through transferability processes of innovative practices.
38
CHAGANAVA, Natia. "The Pivotal Role of Technologies in English-Language Professional Communication." Journal of Social Research and Behavioral Sciences 9, no. 20 (2023): 60–69. http://dx.doi.org/10.52096/jsrbs.9.20.04.
Texto completoResumen
This article explores the evolving landscape of English-language professional communication in the context of modern technology. In today's globalized world, effective communication is paramount, with English serving as the lingua franca of international business and professional interactions. The article examines the historical evolution of professional communication, tracing its transition from written correspondence to digital communication tools and virtual interactions. The research methodology for this study employs a qualitative approach, including a comprehensive literature review, semi-structured interviews with professionals, data collection from case studies and surveys, and rigorous data analysis techniques. Ethical considerations are also outlined to ensure responsible research practices. Two real-world examples illustrate these impacts: global collaboration facilitated by virtual communication tools and technology-driven language proficiency assessment. In conclusion, technology continues to reshape English-language professional communication, presenting both opportunities and challenges. Professionals must strike a balance between embracing innovation and upholding the principles of effective communication. As emerging technologies like artificial intelligence and virtual reality loom on the horizon, staying adaptable and attuned to evolving communication dynamics remains crucial for success in the modern professional landscape. Kew words: English-language professional communication, technology in communication, language proficiency assessment, virtual communication tools, global collaboration.
39
Cabot, Catherine, and Stéphane Gagnon. "Understanding the career dynamics of IT professionals in digital transformation times: a systematic review of career anchors studies." International Journal of Information Systems and Project Management 9, no. 2 (2021): 44–60. http://dx.doi.org/10.12821/ijispm090203.
Texto completoResumen
The concept of career anchors has long been a reference model to guide Human Resources Management (HRM) practices within the information technology (IT) discipline. However, as the digital transformation phenomenon grows increasingly disruptive, the misalignment of human resources is becoming more apparent as IT professionals are faced with mixed job demands requiring multidisciplinary skillsets. Along with the lack of workforce diversity and high turnover rates, these HRM challenges are impacting career dynamics and talent management practices. A systematic literature review of 20 empirical studies reveals three broad themes: debunking the dual-ladder construct of traditionally opposing technical and management career paths, fostering a diverse workforce through a variety of demographic profiles, and understanding the response strategies of IT professionals. While career anchors proved to be a useful model, it falls short in the context of the current structural changes of professional career choices and talent requirements, which requires a more diverse and dynamic model. This finding leads to a new research agenda emphasizing the study of Business Technology Management (BTM). This new concept refers to an emerging transdisciplinary profession, uniting Project Management (PM), Information Systems (IS) and IT competencies within a common body of knowledge for leading digital transformation projects.
40
Watanabe, Kentaro, and Ken Fukuda. "Designing Digital Technology for Service Work: Systematic and Participatory Approach." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (2019): 1453–62. http://dx.doi.org/10.1017/dsi.2019.151.
Texto completoResumen
AbstractDigital technology is dramatically changing our life, industry, and society. Recent evolution of digital technology is expected to significantly impact service work, such as healthcare and social welfare. Meanwhile, an insufficient understanding of service work and workers' needs leads to the failure of technology development and integration. To make digital technology better fit to values and work practices of service workers, various studies have been conducted, especially in the field of participatory design, interaction design, and service design. However, the contribution of engineering design to this topic is still limited. This paper proposes an engineering design approach to design digital technology for better integration in service work. This study combines a modelling method to represent specifications of digital technology and the participatory approach in alignment with the changing service work and workers' values. A case study of the mobile application system for elderly-care professionals is introduced to exemplify the effectiveness of the proposed method. This study intends to foster innovation of service work through digitalization.
41
Samerkhanova, E. K., and K. R. Krupoderova. "Collaborative network activity as a form of independent work of future technology teachers." Vestnik of Minin University 11, no. 4 (2023): 5. http://dx.doi.org/10.26795/2307-1281-2023-11-4-5.
Texto completoResumen
Introduction. In accordance with the need to develop students’ ability and readiness for continuous self-education and self-development throughout their lives, the importance of students’ independent work increases significantly. In the context of the digital transformation of education, one of the main forms of independent work should be joint network activities of students, during which network educational communities are formed. The purpose of the article is to consider the possibilities of organizing joint network activities of future technology teachers as part of independent work in disciplines, practices, as well as in extracurricular activities; analyze the didactic potential of the online educational communities of students that are being formed.Materials and Methods. When writing the article, methods of analysis of domestic and foreign literature, comparative analysis, generalization and systematization, and pedagogical experiment were used.Results. Today, when improving the qualifications of teaching staff, the model of “horizontal training”, when training is carried out within professional communities, is quite actively used. This model can also be effective for communities of future teachers. Digital tools for organizing joint network activities within disciplines and practices are presented when organizing independent work for students at Minin University. Special attention is paid to the organization of joint network activities within the framework of the communicative and digital module of the Core of Higher Pedagogical Education. The greatest effect from joint network activities of future teachers can be obtained through project activities. Examples of network projects of teachers and students of Minin University are given, within the framework of which project and network communities are formed.Discussion and Conclusions. Properly organized independent work in the digital educational environment of the university, the use of modern digital tools for this significantly improves the quality of professional training of specialists. Joint network activities make it possible to organize mutual learning within the emerging educational student community. At the same time, conditions are created for the formation of team building skills, universal and professional competencies, ICT competence of future technology teachers, self-assessment and mutual assessment skills.
42
Eckstein, Jessica J. "To Harm and Heal: Digital Disclosure and Support-Seeking for IPV Victims." Open Information Science 5, no. 1 (2021): 175–89. http://dx.doi.org/10.1515/opis-2020-0120.
Texto completoResumen
Abstract Technology is used both to harm and assist people in romantic relationships. For intimate partner violence (IPV) victims, online forums, social media, and digital resources are used to cope with and/or seek support. What remains unknown is the extent to which in-person and digital abuse experiences affect victims’ subsequent preferences for and likelihood of using such channels to reveal and get help for their IPV. This study explored how abuse types and victims’ personal and relational characteristics affected preferences for and reported use of technology-mediated-disclosure and -support-seeking. Quantitative self-reports of IPV victims (N = 495; 157 men and 338 women) indicated sought target and media type (in-person or online, sex-specific or co-ed groups, open or closed digital platforms, professional- or lay-managed resources) each varied according to multiple personal (age, sex) and IPV-specific (physical, psychological, and digital abuse) factors; technological experiences; and disclosure and support-seeking practices and preferences of victims. Findings are discussed in terms of implications for digital wellness policies and practices.
43
La Fleur, Jeanette, and Reuben Dlamini. "Towards learner-centric pedagogies: Technology-enhanced teaching and learning in the 21st century classroom." Journal of Education, no. 88 (October 27, 2022): 1–17. http://dx.doi.org/10.17159/2520-9868/i88a01.
Texto completoResumen
Effective professional development contributes to improved teacher knowledge and practice as well as deep and meaningful student learning. Despite professional development being cited by the South African Department of Basic Education as a priority goal, teacher professional development activities have been inadequate. In this article, we use a socio-cultural perspective to investigate the pedagogical affordances of digitalisation and technology integration. This study is part of a larger mixed methods study but for the purpose of this article we focus solely on its qualitative results. The aim of the study was to understand teachers' best practices with digital technologies and how these technologies are being used to inform the 21st century classroom and encourage a learner-centric environment. The findings reveal weaknesses in the professional development activities regarding digital technologies and learner-centric pedagogies that are generally episodic, one-size-fits-all events focused largely on technical knowledge. The chief impediment towards learner-centric pedagogies and the implementation of technology-enhanced teaching and learning is the misalignment between teachers' digital abilities and the demands of the 21st century technology-equipped classrooms. Our recommendation is the continual situated professional development of teachers, including the creation of professional learning communities and the harnessing of digital technologies to provide an effective blended approach to teacher learning and instructional delivery in the 21st century.
44
Brakhmetova, Arailym. "Advancing English as a Foreign Language Instruction through Innovative Technologies: Perspectives and Practices in Kazakhstan." Eurasian Science Review An International peer-reviewed multidisciplinary journal 2, no. 2 (2024): 86–93. http://dx.doi.org/10.63034/esr-49.
Texto completoResumen
This study investigates the implementation and impact of innovative technologies in teaching English as a Foreign Language (EFL) in Kazakhstan. In an era where digital literacy is integral, this research explores how technological tools are reshaping EFL teaching methodologies in Kazakhstan's educational landscape. The study employs a mixed-method approach, combining quantitative data from surveys conducted among EFL teachers and qualitative insights from interviews and classroom observations. It examines the adoption of digital platforms, interactive software, and online resources in enhancing language skills, including listening, speaking, reading, and writing. The research highlights the benefits of these technologies in fostering student engagement, personalized learning, and improved language proficiency. Additionally, it addresses the challenges faced by educators in integrating technology, such as resource limitations and the need for professional development. The study also discusses the broader implications of technology-enhanced language learning for educational policy and practice in Kazakhstan. Finally, it proposes strategies for optimizing the use of digital tools in EFL teaching and suggests areas for future research.
45
Thorén, Claes, Pär J. Ågerfalk, and Bertil Rolandsson. "Voicing the Puppet: Accommodating Unresolved Institutional Tensions in Digital Open Practices." Organization Studies 39, no. 7 (2017): 923–45. http://dx.doi.org/10.1177/0170840617695358.
Texto completoResumen
This paper examines managerial control and the tensions caused by digital open practices. Drawing on qualitative interviews with managers of a prominent Swedish newspaper corporation, we apply the theoretical lens of institutional logics to analyse the institutional tensions stemming from pressure to integrate user-generated content, and the strategies for managing multiple logics that emerge as a result. Specifically, by linking managerial control to the logics of ‘profession’, the ‘market’ and the ‘corporation’, we use the concept of ventriloquism to show how managers recreate professional legitimacy when handling digital open practices by letting the corporate logic mimic the values of the profession. The study at hand contributes to the understanding of how digital open practices leverage managerial and corporate control, and the consequences thereof, and how the newspaper industry still has not fully managed to reconcile with user-generated content. Prior research is inconclusive as to whether digital open practices increase or decrease managerial control. This study concludes that framing the market logic in digital media exerts pressure on managers to find a defensive compromise to cope with unresolved tensions between the corporate and professional logics.
46
Collou, Luuk, and Guido Bruinsma. "Design Considerations for a Serious Game on using HR to Shape Employee Behavior for the Digital Transformation." European Conference on Games Based Learning 16, no. 1 (2022): 164–71. http://dx.doi.org/10.34190/ecgbl.16.1.604.
Texto completoResumen
Organizations increasingly embrace the digital transformation (DT): organizational change shaped by the widespread diffusion of technology. This results in specific demands in terms of employee behavior. Organizations need to adapt to technology-driven work methods and proactively set out to reap the benefits of new technology. Shaping employee behavior conjures a significant challenge for organizations. While aligned HR configurations shape employee behavior, the number of interrelated HR practices to select from is vast. Currently, no tool aids professionals with the design of an HR configuration that shapes DT behaviors. DITInLine is a serious game that captures this challenge; it invites professionals to design an HR configuration that shapes the DT behaviors of employees. Departing from the state of the art HRM literature, it presents professionals with a set of granularly defined HR practices that can combinedly be implemented during the game. The game provides feedback on the impact of their decisions. Professionals are challenged to combine those HR practices into a strategy-aligned HR configuration that shapes the employee behaviors most effectively. After each round, feedback on the HR configuration design is provided to the players. By providing an abstract representation of the HR and DT challenges that organizations face, DITInLine constitutes a valuable tool for professionals tasked with designing aligned HR configurations. DITInLine forces managers to be explicit about their HR decisions. It provides a risk-free environment for them to experiment with HR practices and gauge the effects of their decisions, potentially enabling learning. From a research perspective, the HR choices of these professionals are made explicit. It enables studying HR decisions. Furthermore, the serious game introduces a promising level of detail, providing a falsifiable theoretical framework on the impact of HR for DT.
47
Seyed Ali Tabar, Seyed Hadi, and Zohreh Zadhasn. "Digital Mentorship: Mentor-Mentee Relationships in Virtual Spaces." AI and Tech in Behavioral and Social Sciences 1, no. 2 (2023): 12–18. http://dx.doi.org/10.61838/kman.aitech.1.2.3.
Texto completoResumen
This study aims to explore the experiences, challenges, and outcomes of digital mentorship, categorizing the different facets of mentor-mentee interactions in virtual environments and identifying effective strategies for digital mentorship. Employing a qualitative research design, this study conducted semi-structured interviews with 25 participants who have been involved in digital mentorship either as mentors or mentees. Thematic analysis was used to identify key themes and categories from the interview transcripts, focusing on communication methods, challenges and solutions, professional development, personal development, and the role of technology and tools in facilitating mentorship. The analysis revealed five main themes: Communication Methods, Challenges and Solutions, Professional Development, Personal Development, and Technology and Tools. Each theme encompasses various categories and concepts, such as synchronous and asynchronous communication, technical issues and cultural differences, skill acquisition and networking, confidence building and work-life balance, and the utilization of collaboration platforms and communication tools. These findings highlight the diversity of practices and experiences in digital mentorship, along with the strategies employed by participants to navigate the challenges of virtual environments. Digital mentorship presents a complex, multifaceted landscape that offers both challenges and opportunities for mentor-mentee relationships. Effective communication, strategic use of digital tools, and attention to personal connection are crucial for maximizing the benefits of mentorship in virtual spaces. This study contributes to the understanding of digital mentorship dynamics, providing insights for enhancing mentorship practices and outcomes in the digital age.
48
ur Rahim, Wakil, Md Mehedi Hasan Emon, and Tausif Al Haque. "TECHNOLOGICAL ADVANCEMENTS IN TERTIARY-LEVEL WRITING: INSIGHTS FROM BANGLADESHI STUDENTS AND THEIR EVOLVING WRITING PRACTICES." World Languages, Literature and Cultural Studies 2, no. 2 (2023): 26–32. http://dx.doi.org/10.26480/wllcs.02.2023.26.32.
Texto completoResumen
This study delves into the incorporation of technology into the writing practices of Bangladeshi tertiary-level students. Its purpose is to gain a comprehensive understanding of how these students employ technology and writing tools for academic and professional writing. Employing a mixed-methods approach, the research combines surveys and interviews to gather rich insights. The findings reveal a strong inclination among these students towards technology, with a pronounced preference for laptop-based devices. Grammarly, a popular writing app, emerges as the dominant tool, significantly impacting students’ writing skills development, grammar correction, vocabulary enrichment, and originality checking. Precise formatting is highlighted as a key element in academic writing. Nevertheless, concerns regarding potential overreliance on technology and its associated drawbacks are expressed. It’s important to note the limitations of this study. The primary focus is on Bangladeshi tertiary-level students, which may constrain the generalizability of the findings to broader contexts. The reliance on self-reported data may introduce response bias. Future research endeavors could address these limitations by diversifying the participant pool and incorporating various research methods for a more comprehensive understanding of the subject. The study’s insights hold significant practical implications for educators and institutions. Acknowledging the prevalence of technology use and students’ favored writing tools, educators can adapt their teaching approaches to align with these technological preferences. Encouraging responsible usage of writing tools and offering guidance on their optimal utilization can address the challenges linked to excessive reliance on technology. In the swiftly evolving technological landscape, understanding the influence of digital tools on writing practices is pivotal for preparing students for academic and professional triumph. The study underscores the shifting role of technology in education and emphasizes the necessity for adaptable teaching approaches that seamlessly integrate digital writing tools into the learning process. This research contributes a distinctive perspective on the writing practices of Bangladeshi tertiary-level students in the context of technological advancements. The extensive examination of preferred writing tools and their perceived benefits enhances the ongoing conversation regarding the evolving realm of writing practices in the digital era. The study offers valuable insights into the preferences and challenges faced by students in this context, adding to the discourse about the intersection of technology and writing instruction.
49
Pratapa, Praneetha, Ramesh Subramoniam, and Jighyasu Gaur. "Role of Standards as an Enabler in a Digital Remanufacturing Industry." Sustainability 14, no. 3 (2022): 1643. http://dx.doi.org/10.3390/su14031643.
Texto completoResumen
There is plenty of research describing remanufacturing (reman) as the ultimate form of recycling. However, few studies have shown how standards that provide universally accepted definitions and practices can shift towards digitization and how digital technology can act as a catalyst for digital reman. Furthermore, there is no clear direction as to why and how standards and digital technology should work together in reman. Only minimal research (one article from the SCOPUS database) has explored the intersection of these three areas: reman challenges, standards, and digital technology. Many challenges that reman companies face prevent them from successfully transitioning to sustainable production methods. The challenges include high cost of resources, complex parts design, limited core availability, lack of internationally accepted definitions and protocols, poor design of reverse logistics networks, and poor consumer perceptions. On the other hand, digital technology can act as an enabler fueling environmental resilience through innovation. This paper studies how standards can play a role in helping digital technology solve reman challenges, thereby achieving the United Nations Sustainable Development Goal and providing significant opportunities for innovation for small and large enterprises transitioning towards digital reman. The current study is validated by highly experienced reman professionals using the analytical hierarchical process. It is intended to help practitioners assess their organization’s current manufacturing practices and improve resource productivity and business growth using the identified standards and technologies. Three-dimensional printing was found to have the most potential in solving reman challenges. Surprisingly, the Internet of Things ranked low despite lacking information on used products or cores being a significant challenge for suppliers.
50
KAMALAKANNAN, Dr A. "The Integration of Digital Transformation with Human Resource Management – A Theoretical Point of View." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 02 (2024): 1–13. http://dx.doi.org/10.55041/ijsrem28895.
Texto completoResumen
Virtual transformation changes HRM practices by introducing new strategic skills, control, and operational performance. Virtual tools and technology have made hiring, training, and managing employees easier, broadening the talent pool and increasing job satisfaction. HR analytics software has also helped HR professionals make more informed decisions about workforce planning and skill development. Virtual transformation has also enabled more flexible work policies and virtual education programs, improving operational performance and worker engagement. To be successful, HR professionals must now possess virtual literacy and a strategic mindset. The digital revolution has positioned human resource management as a critical driver of organizational success, emphasizing the role of digital tools and technology in shaping the future of work and talent management. Keywords: Digital Transformation, Human Resource Management and Efficiency