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Статті в журналах з теми "Educational technology Social aspects Australia"
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Bamforth, Jill, Charles Jebarajakirthy, and Gus Geursen. "Understanding undergraduates’ money management behaviour: a study beyond financial literacy." International Journal of Bank Marketing 36, no. 7 (October 1, 2018): 1285–310. http://dx.doi.org/10.1108/ijbm-05-2017-0104.
Повний текст джерелаАнотація:
Purpose The money management behavior of undergraduates determines their smooth transition into adulthood. Economic, social and psychological factors also affect undergraduates’ money management behavior. Therefore, the purpose of this paper is to investigate how undergraduates manage and respond to economic, social and psychological factors affecting their money management behavior, and to examine whether this response changes as they make progress in their degree. Design/methodology/approach Adopting a qualitative exploratory approach, this study examined Australian undergraduates as they face many challenges to their money management behavior. The data were collected using six focus group discussions, held in three Australian universities, in which 47 undergraduates participated. Findings The findings have shown that their approach to manage spending, income, saving, peer relationships and stress changes as they make progress in their degree. However, they shared similar approaches to investment, followed parental money management advice and used technology for cost reduction, irrespective of the progress in their degree. Research limitations/implications This study was conducted with the data collected from a relatively small sample of respondents and was limited only to undergraduates. Moreover, this study was conducted in Australia, indicating that some of the results might be specific to the Australian context. Practical implications The findings of this study can be utilized by governments, financial institutions, educational institutions and parents who are interested in inculcating prudent money management behavior in undergraduates. Originality/value This study extends the scope of the literature beyond financial literacy, and has shown how undergraduates respond to economic, social and psychological aspects relating to money management behavior and how these responses vary as they make progress in their degree. This study has applied a qualitative exploratory approach, in contrast to quantitative methods which have generally been applied for studies relating to undergraduates’ money management behavior.
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Wise, J. "E-Mental Health in Health Care Systems–a Global Perspective." European Psychiatry 41, S1 (April 2017): S43. http://dx.doi.org/10.1016/j.eurpsy.2017.01.191.
Повний текст джерелаАнотація:
eMental Health is the use of information technology (ICT) to support and improve mental health; it includes online resources, social media and smartphone applications, as well as videotelephony.It used to be the new frontier, ungoverned but time has led to a maturity such that the novel is now commonplace and what was once Tomorrow's World is here today. From the experience of the networked Scandinavian countries, to the populations that novel techniques are reaching out to; QR codes in the UK, teens in Australia; from determining levels of Internet Addiction in Poland, to the use of that medium to treat anxiety disorders.An innovation from Law Enforcement has massive implications for patients recording consultations. Other experiments with risk management led to the failure of ‘Radar’, but paved the way for social care providers to develop safer systems that can care for large populations with few therapists.It is this use of Artificial Intelligence that may be the most challenging. Over 90 companies are developing the use of AI in diagnostics and related fields, with 14 US and Canadian hospitals involved with IBM's Watson. Will Drs become unnecessary? However the most innovative aspect of ICT in medicine is in research whether to greatly accelerate the process, or to ensure that educational tools genuinely answer patients’ questions.eHealth is an expanding field, that holds new promise, and opens question about who we are, what is our role, who do we care for and how; that today, ‘No man is an Island’, everyone should be connected.Disclosure of interestThe author declares that he has no competing interest.
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Memon, Tayab D., Monica Jurin, Paul Kwan, Tony Jan, Nandini Sidnal, and Nazmus Nafi. "Studying Learner’s Perception of Attaining Graduate Attributes in Capstone Project Units Using Online Flipped Classroom." Education Sciences 11, no. 11 (October 31, 2021): 698. http://dx.doi.org/10.3390/educsci11110698.
Повний текст джерелаАнотація:
This article describes an empirical study to evaluate how the flipped learning (FL) approach has impacted a learner’s perception in attaining the graduate attributes (GAs) of five capstone project units offered at Melbourne Institute of Technology in Australia, where the authors are affiliated. The subjects include one undergraduate and one postgraduate business unit, and one undergraduate and two postgraduate units in networking. Our study is distinguished from previous research in two novel aspects. First, the subject matter concerns capstone project units which are taken by students in the final year of their degree. In these units, students are expected to apply a variety of knowledge and skills that they have acquired thus far in carrying out an industry-based project of substantial complexity. The learning outcomes (LOs) require students to apply skills and knowledge that they have learned across completed units and connect them with real-world problems. Second, the FL approach has been applied wholly in an online virtual classroom setting due to the social distancing restrictions enforced by local authorities in response to the COVID-19 pandemic. Our hypothesis is that FL has positively influenced the perception of learners in their attaining the GAs. We tested this hypothesis by using data collected by an online survey administered to the student cohorts of the five chosen units at the end of Trimester 1 of 2021. The survey, which comprised 14 questions, assesses a student’s perception of achieving the LOs through developments in three dimensions, including cognitive, affective, and behavioural, acquired in a real-world client setting. Statistical analyses of the survey data reveal that the FL approach resulted in a positive perception by students of their attaining the GAs through achieving the LOs of the capstone project units, which in turn is supported by the responses to the three measured dimensions.
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Antonczak, Laurent, Marion Neukam, and Sophie Bollinger. "When industry meets academia." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 1, 2022): 14–16. http://dx.doi.org/10.24135/pjtel.v4i1.134.
Повний текст джерелаАнотація:
This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment.
More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics.
Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections.
Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies.
The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business.
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Fensham, Peter J. "Physical Science, Society and Technology: A Case Study in the Sociology of Knowledge." Australian Journal of Education 32, no. 3 (November 1988): 375–86. http://dx.doi.org/10.1177/000494418803200309.
Повний текст джерелаАнотація:
Strong social forces operate to control the content of learning in those parts of the school curriculum that play a critical role in subsequent levels of education or career selection. The development of the senior science subject, Physical Science, is used as a case study for exploring the aspects of epistemology and curriculum organisation that evoke these sorts of forces. Interest in making science and technology more relevant and more accessible to all students at this level of schooling is evident in many recent international and Australian reports. Some of the difficulties that are likely to face such a direction for science education are suggested from the case study.
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Ingvarson, Daniel, Dora Marinova, and Peter Newman. "Electronic networking: Social and policy aspects of a rapidly growing technology Electronic networking: Policy aspects for Australia." Computer Networks and ISDN Systems 27, no. 3 (December 1994): 411–18. http://dx.doi.org/10.1016/0169-7552(94)90115-5.
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McInerney, William D. "Social and Organizational Effects of Educational Computing." Journal of Educational Computing Research 5, no. 4 (November 1989): 487–506. http://dx.doi.org/10.2190/maal-a2m3-d5l3-uu4y.
Повний текст джерелаАнотація:
This article employs Leavitt's sociotechnical systems model of the interaction in organizations of technology, structure, people, and task to explore the social and organizational impacts of the introduction of computing into academic and administrative aspects of schools [1]. Data collection took the form of written analyses prepared by seven teachers and seventeen administrators in ten school districts in Indiana. The article argues that the effects of the technological change represented by the introduction of computing into schools on the people, relationships, and tasks of schooling may be understood through an examination of the issue of control over computing.
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Metcalfe, Jenni, and Toss Gascoigne. "Science journalism in Australia." Public Understanding of Science 4, no. 4 (October 1995): 411–28. http://dx.doi.org/10.1088/0963-6625/4/4/005.
Повний текст джерелаАнотація:
This paper considers the trends and current realities of science journalism in Australia. It also examines the role that science journalism is playing in setting the agenda for media coverage of science and technology in Australia, and the influence of that coverage in developing an informed public willing to be involved in science debates. Surveys show that media attention to science and technology has increased considerably over the past decade. Yet coverage seems shallow and technology-based, and does not appear to have succeeded in making a real impact on people or in changing the ways they think about science and technology and its impact on their lives. The challenges currently facing science journalism in Australia include: the need for more in-depth and critical analysis of science and technology; overcoming the negative or trivial perceptions of editors, chiefs of staff, news directors and other gatekeepers about the importance of science and technology stories; and integrating science and technology with social, economic and political issues.
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Marusynets, Marianna, and Ágnes Király. "Social and political aspects of education reforms in Hungary." Labor et Educatio 8 (2020): 125–34. http://dx.doi.org/10.4467/25439561le.20.010.13001.
Повний текст джерелаАнотація:
The article concentrates on the issue of Hungarian education reforms brought about by radical political changes, in particular, the country’s admittance to the European Union. The paper outlines priorities in educational process transformation, as well as risks emerging in the system of teacher education and lifelong learning. The challenges associated with our times transform the teacher’s consciousness, shiftingfocus to the mandatory use of information technology, the activation of students’ information mobility, and the detailed analysis of employers’ requirements. The study reveals the Hungarian government’s key activities in relation to the socialization of the Roma minority and other national minorities compactly residing in Ukraine. The research illustrated educational resources used to train teachers at educational institutions to instill tolerance and mutual respect. The 2020s’ are marked by powerful globalization and political factors penetrating all spheres of social life. The dynamic formation of the civilized information society is accompanied by a number of contradictions and conflicts, the strengthening of social ties, and changing living conditions (R.ti, 2009), (V.g. and Vass 2006). Despite numerous methodological and conceptual studies, the issues of updating the modern teacher’s training to enableteachers to train and educate students and adequately react to challenges imposed by digitalization remain open. In this respect, the experience of European states that successfully carried out a number of educational reforms is of great scientific interest and deserves to be systematically studied, popularized and introduced into the domestic educational system. One of such countries is Hungary, which borders on Ukraine both territorially and functionally (Transcarpathia is compactly inhabited by Hungarian national minorities). The aim of the article is to substantiate the essence of the key educational reforms in Hungary and to identify the risks and priorities brought about by transformational changes in the country.
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Lamanauskas, Vincentas. "SOCIAL NETWORKING WEBSITES: NEW EDUCATIONAL SPACE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 1 (April 5, 2012): 4–6. http://dx.doi.org/10.48127/gu-nse/12.9.04.
Повний текст джерелаАнотація:
Over the latter decade the spread of information communication technologies was going on in various directions. Technological possibilities grew up very significantly (Lamanauskas, 2011). Especially rapid was the development of the internet and technologies related with it. A lot of internet service providers occurred in the market, their number still continues to grow. The internet link methods change - from the ordinary usage of phone line modems (dial - up) to broadband internet technology (DSL) and cable TV internet nets. It can be asserted, that over the mentioned period Web 1.0 internet (static, used for getting information) was changed by Web 2.0 internet (social). The internet diaries, social portals, technologies allowing live communication on the internet (Internet Relay Chat, IRC), talk programme Windows Live Messenger (MSN), ICQ forums and other have occurred and are spreading. With the occurrence of “Skype”, internet telephony acquired a qualitatively new characteristic and practically became a daily routine. Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being in his own way contributes to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems arise social internet problems as well. Social networking websites (SNW) are closely related with economical, psychological, educational, valeological and other aspects. There is a lack of researches based on socio-educational social networking website aspects. It is important to know not only how much time the consumers spend surfing the net, but how much time is allotted for communicating in social networking websites, which of them are the most popular and why, how the respondents evaluate social networking website functions, what in general they know about them, what advantages, disadvantages and threats they discern. Finally, it is important to find out whether usage of social networking websites makes information – communication abilities better in any way. Key words: ICT, educational technologies, social networking websites
Дисертації з теми "Educational technology Social aspects Australia"
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D'Mello, Zane. "Managing the IT relationship: A critical realist view of the small non government human service organisation experience." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/200.
Повний текст джерелаАнотація:
There are approximately 700,000 non Government organisations in Australia employing approximately 936,000 people. Many of these can be classified as Non Government Human Service Organisations (NGHSOs). These organisations provide an array of services to people experiencing disadvantage. In the emerging information intensive climate, NGHSOs are increasingly under pressure to consider their own use of information technology (ID to underpin and transform traditional methods of service delivery, or risk becoming irrelevant to their clients and those that support them materially. This thesis argues that NGHSOs hove a critical role to play in addressing the so-called "digital divide" affecting their disadvantaged clients. It suggests a critical role for IT vendors in NGHSO IT management and examines this vendor role in diffusing new IT innovations. The thesis also highlights the multitude of impacting structures and policies that that influence NGHSO IT management practice.
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Du, Preez Creswell. "Addressing the digital divide through the implementation of a wireless school network." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1298.
Повний текст джерелаАнотація:
Societal trends have changed more in the last decade than they have in the last century. This is particularly prevalent in the education environment. Concepts such as Lifelong Learning (the continued learning/educating of an individual throughout his/her lifetime), New Competencies (technology that is now part of almost every skill in the workplace) and Telecommuting (more people working from home rather than traditional offices) have become common-place today (Twigg, 1996, pp. 1-2). Education delivery needs to provide for these societal changes in order to ensure competent individuals pass on to the next level of education and ultimately to the work force. With key trends in technology such as Digitization, Maturation and Disintermediation becoming common in the workplace, education delivery must address the ―Digital Divide. (Twigg, 1996, pp. 2-3). Historically, schools in South Africa have used traditional teaching methods that have stayed the same for the last century. Educational institutions in South Africa, in particular, the previously disadvantaged schools of the Eastern Cape, face various challenges such as the dwindling ability to collect school fees from parents of scholars and declining financial support from the government. In Chapter Seven of the Draft White Paper on e-Education, which was gazetted on 26 August, 2004, the DoE, as part of its implementation strategies, urged the private sector to respond by implementing ICT initiatives nationwide. Phase 1 of the strategy advocated that ―Institutions are connected, access the internet and communicate electronically. (Department of Education, 2004, pp. 37-40). This dissertation shows that it is feasible to create a communications’ network among South African schools. It is believed that such a network can add great value to the education system in South Africa. The potential for this network to address the gap in the Digital Divide is enormous. This dissertation examines various ICT communications’ technologies and isolates wireless communications’ technology as best suited for this purpose, due to the speeds offered by the technology and the cost structure associated with it. A case study examines a pilot installation of the network and endeavours to prove the concept.
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Forsyth, Rowena Public Health & Community Medicine Faculty of Medicine UNSW. "Tricky technology, troubled tribes: a video ethnographic study of the impact of information technology on health care professionals??? practices and relationships." Awarded by:University of New South Wales. School of Public Health and Community Medicine, 2006. http://handle.unsw.edu.au/1959.4/30175.
Повний текст джерелаАнотація:
Whilst technology use has always been a part of the practice of health care delivery, more recently, information technology has been applied to aspects of clinical work concerned with documentation. This thesis presents an analysis of the ways that two professional groups, one clinical and one ancillary, at a single hospital cooperatively engage in a work practice that has recently been computerised. It investigates the way that a clinical group???s approach to and actual use of the system creates problems for the ancillary group. It understands these problems to arise from the contrasting ways that the groups position their use of documentation technology in their local definitions of professional status. The data on which analysis of these practices is based includes 16 hours of video recordings of the work practices of the two groups as they engage with the technology in their local work settings as well as video recordings of a reflexive viewing session conducted with participants from the ancillary group. Also included in the analysis are observational field notes, interviews and documentary analysis. The analysis aimed to produce a set of themes grounded in the specifics of the data, and drew on TLSTranscription?? software for the management and classification of video data. This thesis seeks to contribute to three research fields: health informatics, sociology of professions and social science research methodology. In terms of health informatics, this thesis argues for the necessity for health care information technology design to understand and incorporate the work practices of all professional groups who will be involved in using the technology system or whose work will be affected by its introduction. In terms of the sociology of professions, this thesis finds doctors and scientists to belong to two distinct occupational communities that each utilise documentation technology to different extents in their displays of professional competence. Thirdly, in terms of social science research methodology, this thesis speculates about the possibility for viewing the engagement of the groups with the research process as indicative of their reactions to future sources of outside perturbance to their work.
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Pan, Fu-chun Nicol, and 潘輔君. "IT in context: a social critique of the IT ineducation discourse of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040094.
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Wong, Mei Ling Emily. "Insights into the social ecology of information and communication technology (ICT) implementation in schools a quantitative approach /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3251841.
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Holloway, Donell Joy. "Multiply-mediated households : Space and power reflected in everyday media use." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1314.
Повний текст джерелаАнотація:
This study investigates how contemporary Australian families incorporate the consumption of multiple media technologies within their home environments. It uses an approach similar to David Morley's (1986) Family Television where he explored the consumption of television programs in the context of everyday family life. He viewed the household (or family) as the key to constructing understandings of the television audience; where there were gendered regimes of watching, and where program choice often reflected existing power relationships in the home. However since then (a time when most families had only one television set) the media environment of many homes has changed. The addition of multiple television sets, along with newer digital technologies such as computers and game consoles, has introduced a new dynamics of social space within the household. Therefore, the family living room, with its erstwhile shared television culture, has become a less critical site of domestic media consumption. With the migration of television sets and new digital technologies to other spaces in the home, claims over time and space have become even more intimately involved with the domestic use of media technologies. Consequently, this study critically analyses the relationship between media consumption and the geographical spaces and boundaries within the home. Drawing upon interviews with all family members, this thesis argues that the incorporation of multiple media technologies in many households has coincided with significant changes to the spatial geography of these homes, along with a rearticulation of gendered and generational power relationships. Extra media spaces in bedrooms, hallways, home offices and 'nooks’ have freed up the lounge room, possibly allowing for more harmony and accord within the family, but also reducing the amount of time the family spends together. At the same time the newer media spaces become additional sites for gendered and generational conflict and tension. This study uses an audience ethnography approach to explore and analyse media consumption at the micro level, that of the individual within the household/family. Twenty-three in-depth conversational interviews and observations of children and adults living in six technologically rich households in suburban and regional areas of Western Australia formed the basis of this thesis. Themes and issues that emerged from this qualitative research process include the gendered nature of screens in children's bedrooms, the extent to which a media-rich bedroom culture is evident in Australia, the existence of a masculine gadgeteer culture within some families in the study, the social construction of gaming as a gendered (boy) culture, gendered pathways on the Internet and the reintegration of adult acknowledge-based work into the family home. The thesis also addresses digital divide issues relating to inequities in access, technical and social support, motivation and the quality of new digital technologies available in the home.
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Ferreira, Maria José M. "Rethinking academic culture in the information age." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100361.
Повний текст джерелаАнотація:
The integration of new technologies in higher education has provoked a strong response over the last decade, not only from administrators and the public but also from academics. It has re-opened basic theoretical questions about the role of universities and that of academic culture.This thesis begins with a critical review of the literature dealing with conceptualizations of academic culture and technology in higher education. Most theorists have come to the conclusion that academic culture is a set of values and norms that serve as guides for action. At root, this conclusion is derived from an organizational perspective prevalent in contemporary academic culture theory.
I argue, instead, that academic culture needs to be re-addressed to consider the complexities between its traditional boundaries and new technological pressures. My research suggests there are high levels of contestation across the full range of technologies, and that the nature of this contestation is ideological, aesthetic, and pedagogical. Furthermore, the contestation is both a product of, and is productive of, a reshaping of academic culture.
Drawing on the theory of cultural production of Pierre Bourdieu, who views culture as constitutive of fairly engrained practices I demonstrate that academic culture stands as a check on institutional powers, yet it is also influenced by the integration of new technologies. This suggests that academic culture is formed and maintained by an ever-negotiated and shifting set of activities.
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Waghid, Faiq. "Towards the democratisation of senior phase school science through the applicatin of educational technology." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85577.
Повний текст джерелаАнотація:
Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: In this dissertation I report on an action research study in relation to the democratisation of science education in a Grade 10 life sciences classroom at a local high school through the application of educational technology, more specifically social network media such as Facebook. I argue that action research for social justice with the support of educational technology can contribute towards cultivating critical teaching and learning in the science classroom, thus contributing to the democratisation of science education in schools. In the main, this study shows that educational technology can contribute to the democratisation of science education in classrooms in relation to teaching contentious issues in the current life sciences school curriculum on three levels: firstly, learners and educators can experience enhanced levels of participation, collaboration and deliberation through Facebook; secondly, learners can construct personal learning contexts as a testament to the sense of autonomy they have (and can acquire) in learning about life sciences, particularly as they endeavour to nurture their critical and problem-solving skills, construct and apply life sciences knowledge, and integrate understandings of life sciences into the context of societal change; and thirdly, learners and educators can cultivate equal partnerships in the sense that equality refers to their insistence to „rupture‟ and „disrupt‟ pedagogical activities in the life sciences classroom. Finally, this study also reveals that critical teaching and learning in the life sciences classroom cannot be oblivious to poststructuralist thought on learning to think and act rhizomatically as opposed to hierarchically and linearly, and that exercising one‟s individual autonomy through a claim to intellectual equality can simply be pedagogical ingredients that can further enhance democratic science education in schools.
AFRIKAANSE OPSOMMING: In hierdie proefskrif doen ek verslag oor ‟n aksienavorsingstudie in verband met die demokratisering van wetenskaponderwys in ‟n Graad 10 lewenswetenskappe- klaskamer in ‟n plaaslike skool deur die toepassing van onderwystegnologie, meer spesifiek sosiale netwerkmedia soos Facebook. Ek argumenteer dat aksienavorsing vir sosiale geregtigheid met die ondersteuning van onderwystegnologie kan bydra tot die kultivering van kritiese onderrig en leer in die wetenskapklaskamer, wat dus bydra tot die demokratisering van wetenskaponderwys in skole. Hierdie studie bewys hoofsaaklik dat onderwystegnologie op drie vlakke kan bydra tot die demokratisering van wetenskaponderwys in klaskamers met verwysing na omstrede vraagstukke in die huidige lewenswetenskappe-skoolkurrikulum: eerstens kan leerders en opvoeders hoë vlakke van deelname, samewerking en beraadslaging deur Facebook ervaar; tweedens kan leerders persoonlike leerkontekste konstrueer as bevestiging van hulle sin van outonomiteit wat hulle bekom (en kan aanleer) deur leer oor die lewenswetenskappe, veral soos hulle poog om kritiese en probleemoplossingsvaardighede uit te bou, wetenskapskennis te konstrueer en toe te pas, en betekenisse van lewenswetenskappe in die konteks van sosiale verandering kan integreer; en derdens kan leerders en opvoeders gelyke verhoudings kweek in soverre gelykheid verwys na hulle aandrang daarop om pedagogiese aktiwiteite in die lewenswetenskappe-klaskamer te „verbreek‟ en te „ontwrig‟. Ten slotte wys hierdie studie dat kritiese onderrig en leer in die lewenswetenskappe-klaskamer nie onbewus kan wees van poststrukturalistiese denke oor die aanleer van risomatiese eerder as hiërargiese en liniêre denke en optrede nie, en dat die uitleef van individuele outonomie deur aanspraak te maak op intellektuele gelykheid die pedagogiese inspuiting kan wees wat benodig word om demokratiese wetenskaponderwys verder in skole te bevorder.
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Silva, Rodrigo Barbosa e. "Abordagem crítica de robótica educacional: Àlvaro Vieira Pinto e estudos de ciência, tecnologia e sociedade." Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/388.
Повний текст джерелаАнотація:
Com propósito de estimular uma educação consciente e critica enquanto a computação ruma à ubiquidade, propõe-se que a robótica nas escolas observe questões sociais e engajadas sobre tecnologia, da abertura da caixa-preta e da maior visibilidade dos objetos a partir da experiência de contato ativo e consciente com o aparelho e componentes que pervadem os ambientes da atualidade. Para este fim, discute-se nesta dissertação uma visão crítica de uso de aparatos com finalidade educacional, especialmente de recursos livres, aqui considerados mais adequados para a visão aberta de tecnologia do que aqueles com objetivos meramente comerciais. Apresentam-se elementos inspirados em obras do filósofo Álvaro Vieira Pinto, em estudos em Ciência, Tecnologia e Sociedade e em outros autores tradicionalmente ligados à robótica educacional. O trabalho discute criticamente a robótica educacional e, em um nível geral, o uso de artefatos tecnológicos na educação. Por considerar que há elementos livres e abertos adequados para a prática de robótica nas escolas, prima por discussões conceituais a fim de estimular uma visão crítica, engajada e menos alienada sobre os dispositivos utilizados na Educação.With purpose of stimulate one critical and conscientious education while the computation tends to ubiquity, this text proposes that robotics at schools observes social and engaged questions about technology, like the opening of black boxes and more visibility of objects from the point of view of the conscious and active contact with the devices and components that pervades the actual environments. To this end, this dissertation discusses a critical view of use of devices for educational purposes, especially of free resources here considered more suitable for the open view of technology than those with purely commercial objectives. This paper presents elements inspired by works of the philosopher Álvaro Vieira Pinto, by Studies of Science, Technology and Society and by other authours traditionally associated with educational robotics. This paper discusses critically the educational robotics and, in a general level, the use of technological artifacts in education. Considering that there are free and open elements suitable for the practice of robotics in schools, this work prefers conceptual discussions to stimulate a critical, engaged, less alienated view about the devices used in education.
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Dare, Julie. "The role of information and communication technologies in managing transition and sustaining women's health during their midlife years." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1977.
Повний текст джерелаАнотація:
This research has been motivated primarily by a desire to extend and enrich existing research on women’s uses of information and communication technologies (ICTs) to manage relationships, and access and construct social support during their transitional midlife years. In doing so, this research addresses a gap in the literature on women’s consumption of such technologies. Since the late 1980s, when several landmark studies investigated women’s use of the telephone, there has been little systematic evaluation of the degree to which newer communication technologies have become integrated into women’s communication practices.
Another key feature of this research is an examination of how ‘midlife’, as a stage of life characterised by several common transitions, is experienced by a group of women. These life experiences are modified by the availability of social support and, significantly for this research, by the communication conduits through which this support circulates. Given that midlife involves physical and emotional changes that may impact on a woman’s sense of self, this period of transition can be a source of stress. Numerous studies have identified the critical role social support plays in helping individuals cope with stress. For women, social support is commonly manifested through female networks, maintained through faceto- face encounters, and increasingly through mediated communication channels. In a region as geographically isolated as Western Australia, where over 27% of the population were born overseas, the importance of communication technologies in facilitating access to dispersed social support networks is arguably even more critical.
The research procedure, drawing on a qualitative, interpretive methodological approach, involved 40 in-depth, one-on-one ethnographic interviews with women aged between 45 and 55. Initial findings indicated that while women are actively appropriating a range of online communication channels, there was a risk in limiting the research focus to women’s use of the Internet, in isolation from their broader communication practices. In particular, this research makes clear that one significant aspect of women’s uses of ICTs lies in how different communication channels meet the needs of women and their families at particular moments in their lives. At the midway mark in the lifecycle, many of the women interviewed are either consciously, or in some cases intuitively, employing particular communication channels to manage difficult or sensitive relationships; their choices often constrained by the communication needs and/or preferences of their aging parents and/or their own children.
Despite such constraints, this research provides strong evidence to suggest that midlife women are as adept at strategically appropriating multiple communication technologies to satisfy their own needs, as are many younger people. This is manifested in a variety of ways, from women’s use of email as a safe conduit through which to maintain tenuous links with difficult siblings; to their strategic employment of email, instant messaging and webcam to foster a richer sense of connection with young adult children living thousands of kilometres away; through to their appropriation of a mix of ‘old’ and new channels such as face-to-face communication, the landline telephone, text messaging and email, as tools to help them manage their hectic lifestyles and sustain relationships with family and friends. Women’s active appropriation of multiple communication channels is therefore critical to the ongoing maintenance of relationships and, by extension, the health and emotional wellbeing not only of the women themselves, but also their loved ones and friends
Книги з теми "Educational technology Social aspects Australia"
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Madaus, George F. Testing as a social technology. [Chestnut Hill, Mass: Boston College, 1990.
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Community capacity building: Lessons from adult learning in Australia. Leicester: NIACE, 2014.
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Smith, Stuart L. Education in a technologically advanced society. Toronto, Ont: Ontario Institute for Studies in Education, 1988.
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Casalla, Mario. La tecnología: Sus impactos en la educación y en la sociedad contemporánea : antología. Buenos Aires: Editorial Plus Ultra, 1996.
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Vanni, Arturo. La pedagogia nell'era della tecnica. Salerno: Edisud, 1994.
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Christian, Marchant Timothy, and Smith Susen R, eds. The new social disease: From high tech depersonalization to survival of the soul. Lanham: University Press of America, 2008.
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Laura, R. S. The new social disease: From high tech depersonalization to survival of the soul. Lanham: University Press of America, 2008.
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Hank, Bromley, and Apple Michael W, eds. Education, technology, power: Educational computing as a social practice. Albany: State University of New York Press, 1998.
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Surry, Daniel W., James R. Stefurak, and Robert M. Gray. Technology integration in higher education: Social and organizational aspects. Hershey, PA: Information Science Reference, 2011.
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Asleep at the wheel: Australia on the superhighway. Sydney: ABC Books for the Australian Broadcasting Corporation, 1997.
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Gómez-Parra, María-Elena, and Bashar Daiss. "The Concept of Change and the Teachers’ Role on the Implementing Technological Transformation at School." In Educational Theory in the 21st Century, 79–97. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_4.
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AbstractThe concept of change includes a variety of topics, situations, disciplines, dimensions, and aspects. Its diversity and impact on individuals and organizations has led to an array of definitions, models, and theories. Thus, changes constitute a response to values, transformations that are interpreted as opportunities to improve an organization’s resilience and increase its achievements. This chapter will further discuss the concept of change, leading to a deep analysis of teachers’ moral and ethical role in one of the most impactful changes in schools: the technological revolution. If teachers believe that change is necessary, they will make great efforts to implement it effectively both in class and at school. International examples will be shown (e.g., Israel, USA, UK, and Turkey), and conclusions will be drawn regarding the need to specifically train teachers to raise their ICT awareness and understand the drawbacks and risks of technology in the twenty-first century. Schools’ transformation in information and communication is not just a technological revolution but also a social and ethical change that involves teachers in a complex weave of technologies, its creators and users, their interactions, and the social context.
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English, Rebecca. "Techno Teacher Moms." In Advances in Human and Social Aspects of Technology, 96–111. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0010-0.ch007.
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Home education is on the rise in Australia. However, unlike parents who choose mainstream schooling, these parents often lack the support of a wider community to help them on their educational and parenting journey. This support is especially lacking as many people in the wider community find the choice to home education confronting. As such, these parents may feel isolated and alienated in the general population as their choice to home educate is questioned at best, and ridiculed at worst. These parents often find sanctuary online in homeschool groups on Facebook. This chapter explores the ways that Facebook Groups are used by marginalized and disenfranchised families who home educate to meet with others who are likeminded and aligned with their beliefs and philosophies. It is through these groups that parents, in relation to schooling it is especially mothers, are able to ask for advice, to vent, to explore options and find connections that may be lacking in the wider community.
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Davey, Bill, and Arthur Tatnall. "School Management Software in Australia and the Issue of Technological Adoption." In Advances in Human and Social Aspects of Technology, 179–95. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6126-4.ch010.
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Approaches to innovation adoption often fail to explain why similar technologies in a single environment can have very different adoption outcomes. In this chapter, the single environment of education management systems in one country (Australia) are used to show how outcomes of similar technologies can be very different. An Actor-Network approach is used to explain how some technologies succeeded and others failed. Understandings reached in this case illuminate the power of the approach that includes listening to the technological actors in addition to the human. The chapter identifies actors and interactions and shows the connection between those interactions and the final outcomes of the innovations.
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Barnes, Melissa. "Encouraging Communication through the Use of Educational Social Media Tools." In Multiculturalism and Technology-Enhanced Language Learning, 1–12. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1882-2.ch001.
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Over the last decade, our society has embraced social networking and web-based and mobile technologies. In an attempt to stay current with social trends, educators have become increasingly interested in how best to harness social media tools to enhance their teaching practices. This paper will explore the use of social media tools, such as Edmodo and Glogster, with 30 Japanese high school exchange students in Sydney, Australia. Given that the classes were homogenous, the teachers' biggest challenge was to create a classroom environment that encouraged students to use English rather than Japanese to communicate with one another. By using social media tools, students were given the opportunity to embrace and explore different technologies while creating a space to communicate with their peers and teachers in English. This article will discuss the types of activities and tasks employed and student and teacher feedback. New technologies continue to emerge and evolve, shaping how our society communicates, works and learns. Educators, in particular, have attempted to harness various aspects of technology to enhance teaching and learning. Given that social networking and web-based and mobile technologies have become an integral part of young people's everyday lives, educators have become increasingly aware of the need to incorporate these social media tools in the learning process. The impetus for the action research presented in this paper was born from a desire to promote English language communication through introducing social media tools, such as Edmodo and Glogster. The aim was to explore how a variety of tasks and activities are employed and received by both students and teachers.
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Gruppetta, Maree, and Terry Mason. "The Universal Appeal of Facebook©." In Social Media in Higher Education, 262–84. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2970-7.ch013.
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The positive and negative aspects of using Facebook© as a crucial communication tool between Aboriginal academics and their Aboriginal students will be discussed within this chapter. Initially, the authors’ use of Facebook © was to provide support for our Australian Aboriginal students within their own communities. The original intention was to supplement existing electronic forums provided by the University to maintain contact with students between study blocks, encourage reluctant technology users to interact online, and build links to the students’ own communities and families. In 2009, the authors’ students were involved in a research project (Milton, Gruppetta, Vozzo & Mason, 2009) and their use of Facebook © to interact with students was recognised as innovative and the authors were encouraged to investigate the potential within another research project (Vozzo, et al., 2011). From a peripheral practice conducted by two Australian Aboriginal academics, the importance of utilizing Facebook © to build social capital and support an Indigenous Academic community has become crucial to the success and retention of our Aboriginal tertiary students. The authors’ most recent research project relies heavily on Facebook © as the main communication tool due to the vast distances between Aboriginal communities in Australia and the variety of technology provided by each state/territory.
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Zwicker, Manuel, Juergen Seitz, and Nilmini Wickramasinghe. "E-Health in Australia and Germany." In Advances in Human and Social Aspects of Technology, 145–60. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6126-4.ch008.
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This chapter focuses on two specific e-health solutions, the PCEHR in Australia and the German EHC. National e-health solutions are being developed by most if not all OECD countries, but few studies compare and contrast these solutions to uncover the true benefits and critical success criteria. The chapter provides an assessment of these two solutions, the possibility for any lessons learnt with regard to designing and implementing successful and appropriate e-health solutions, as well as understanding the major barriers and facilitators that must be addressed. Finally, ANT is used to provide a rich lens to investigate the key issues in these respective e-health solutions.
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Hamburg, David A., and Beatrix A. Hamburg. "Media as an Educational System: Can the Media Help?" In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0018.
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The media, even in democratic societies, have been faulted for glorifying violence, especially in the entertainment industry. And we have seen how the harsh use of hateful propaganda through the media, by nationalist and sectarian leaders, can inflame conflicts in many parts of the world. The international community can support media that portray accurate information on current events, show constructive relations between different groups, and report instances in which violence has been prevented. Foundations, commissions, and universities can work with broadcasters to help provide responsible, insightful coverage of serious conflicts. For example, through constructive interactions with the Carnegie Commission on Preventing Deadly Conflict, CNN International moved to balance coverage of violence and strategies for peaceful conflict resolution. Social action for prosocial media may become an effective function of nongovernmental organizations, similar to their achievements in human rights. Research findings have established a causal link between children’s television viewing and their subsequent behavior in the United States and a variety of other countries (e.g., Australia, Finland, Israel, the Netherlands, Poland). Both aggressive and prosocial behaviors can be evoked, depending on the content of programs. There is no reason to assume that the impact of movies is substantially different. As early as age 2, children imitate behaviors (including violent behaviors) seen on television, and the effects may last into their teen years. Must violent content predominate forever? How can the media help to prevent deadly conflicts in the future? The proliferation of media in all forms constitutes an important aspect of globalization. Films, television, print, radio, and the Internet have immense power to reach people with powerful messages, for better and worse. At present, the United States is largely responsible for the output of film and television content seen by people worldwide. But advances in technology are making it increasingly feasible for media to be produced in all parts of the world—all too often with messages of hate, and they may become even more dangerous than the excessive violence in U.S. television and movies. Films have great, unused potential for encouraging peace and for nonviolent problem solving. They entertain, educate, and constitute a widely shared experience.
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Adam, Tas, and Arthur Tatnall. "The Impact of ICT in Educating Students with Learning Disabilities in Australian Schools." In Advances in Human and Social Aspects of Technology, 1–14. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6126-4.ch001.
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The term “Learning Difficulties” (sometimes also referred to as Special Needs) is used in reference to students who have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. This is a large heterogeneous group. Another more specific term is “Learning Disabilities” that refers to the small sub-group of students who exhibit severe and unexplained problems. This chapter presents a report on an investigation, framed by the use of actor-network theory, of how the use of Information and Communications Technologies can aid in improving the education of students with Learning Disabilities. The study involved case studies and participant observation of the use of ICT in two outer Melbourne suburban Special Schools and an investigation of the impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of Information and Communications Technologies can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.
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Reeves, Matthew. "Social Media." In Advances in Human and Social Aspects of Technology, 82–95. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0010-0.ch006.
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This chapter investigates the positive role social media can play in education. It looks at the various formats in which the tool can be used and how it can enhance the learning experience of all students. The chapter analyses the ability for social media to act as a communication channel as well as an educational interface where every student can learn through their peers and through their educator. It also discusses the need for further research as to how this increasingly popular tool can be successfully integrated into educational environments.
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Jackson, Kristyn A. "How Movember's Online Community Influences Australia's Men's Health Debate." In Advances in Human and Social Aspects of Technology, 125–49. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0010-0.ch009.
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Contemporary research indicates hegemonic masculinity negatively impacts on the recognised global male health treatment gap, spurring debate around the promotion of male health conversation. Through a case study, this chapter explores how Movember Australia, a global NPO dedicated to raising awareness of and funds for male health illness, has utilised principles of value co-creation in its online campaign to promote conversation around men's health in Australia. Movember's facilitation of online community conversation, engagement and its utilisation of hegemonic masculinity to promote online male solidarity and resultant health conversation is investigated. Research references previous online male health research indicating effectiveness of three themes for health communication and conversation facilitation: personalisation, environment and trust.
Тези доповідей конференцій з теми "Educational technology Social aspects Australia"
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C MacKrell, Dale. "Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3467.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.
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Denchev, Stoyan, and Tereza Trencheva. "INFORMATION ENVIRONMENT - EDUCATIONAL AND SOCIAL ASPECTS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1139.
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Hu, Yong, and Fengmei Zhao. "A Social Network Analysis of Online Collaborative Learning Aspects in an Online Course." In 2016 International Symposium on Educational Technology (ISET). IEEE, 2016. http://dx.doi.org/10.1109/iset.2016.30.
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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.
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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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Marusynets, Mariana, Dmytro Korchevskyi, and Vitalii Lapinskyi. "Social Aspects of Information System and Computer Technology Professionals’ Practice-oriented Training." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/17.
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The article describes the social and pedagogical aspects of training a computer specialist in the modern information space. The features of the virtual environment of activity are considered, attention is paid to the social directions of professional training of a computer specialist, in particular, ethical responsibility. Attention is focused on the nature and types of social consequences and spiritual and cultural changes generated by the informatization of society, determined by the social conditions in which the informatization process takes place, and the problem itself is due to the relationship between the man, computer, and society. The advantages and risks of training professionals in the given specialty are indicated and the main possible approaches are substantiated. It is shown that with the emergence of a new type of information life, which is considered as a general humanitarian philosophical problem, it is necessary to humanize professional education. The problems of the theoretical analysis and determination of the ontological status of virtual reality, the phenomenon of human computer dependence are described. It is indicated that a special responsibility lies with computer specialists, whose professional training should include not only the assimilation of educational material to ensure successful professional activity in the future, but it must take into account the social needs of society.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Berge, Ola, and James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.
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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.
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Vasquez-Peñafiel, Maria-Stefanie, and María-Rosario Perello-Marin. "Sustainable entrepreneurship in education through Science Maps." In 3rd International Conference. Business Meets Technology. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/bmt2021.2021.13668.
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The promotion of innovation and entrepreneurship is part of the major national and global goals since Agenda 2030 in 193 countries. Additionally, with global warming and the pandemic caused by covid-19, these goals became strategies for global reactivation, prioritizing the environment, social and economic aspects to create resilient and conscious organizations. Educational institutions, for their part, must assume the role of articulating in a multidisciplinary way the requirements of society through their knowledge to achieve generational changes giving solutions to existing problems. This article's main objective is to show the different research fronts related to sustainable entrepreneurship in education and their relationships before and after the pandemic to identify the different areas in which research is being conducted, their interconnections, and their evolution. For this purpose, a bibliometric analysis was carried out through science maps, covering three timeframes: (2006–2014), no relevant data before 2004, (2015-2019) Agenda 2030 was signed, (2020-today) Covid-19 pandemic. The results show profound changes in traditional trends, as well as the emergence of emerging trends.
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Dos Santos, Wilk, Ig Bittercourt, Seiji Isotani, Ismar Silveira, and Leonardo Marques. "Challenges of Flow Theory Applied to Computers in Education." In Workshop de Desafios da Computação aplicada à Educação. Sociedade Brasileira de Computação - SBC, 2015. http://dx.doi.org/10.5753/desafie.2015.10043.
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Flow Theory has been discussed in several aspects in the last decades, in domains such as: work, social life and education, among others. Particularly in the field of educational technology, a series of discussions have been conducted in the academia, bringing out some issues such as: the importance of flow state for education to develop didactic materials which could lead students to the flow state and better learning. In this sense, this paper has the goal of presenting to the community four contemporary challenges of Flow Theory applied to Computers in Education.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov, and Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3749.
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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.