Статті в журналах: "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.

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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.

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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.

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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.

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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. Bibliography Anders, A. (2016). Team communication platforms and emergent social collaboration practices. International Journal of Business Communication, 53(2), pp. 224-261. Ananiadou, K. & M. Claro (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries, OECD Education Working Papers, No. 41, OECD Publishing. Antonczak, L. (2019). Scaling-up collaborative practices through mobile technology. The 25th International Conference on Engineering/International Technology Management Conference (ICE/ITMC), June 17-19, Nice. Askay, D. A. & Spivack, A. J. (2010). The multidimensional role of trust in enabling creativity within virtual communities of practice: A theoretical model integrating swift, knowledge-based, institution-based, and organizational trust. In 43rd Hawaii International Conference on System Sciences, Hawaii, pp. 1-10. Cairns, L. (2000). The process/outcome approach to becoming a capable organization. In Australian Capability Network Conference, Sydney, 1-14. Cheng, E. W., Chu, S. K., & Ma, C. S. (2019). Students’ intentions to use PBWorks: a factor-based PLS-SEM approach. Information and Learning Sciences, 120(7/8), 489-504. Cochrane, T., Antonczak, L., Guinibert, M., Mulrennan, D., Rive, V., & Withell, A. (2017). A framework for designing transformative mobile learning. In Mobile Learning in Higher Education in the Asia-Pacific Region ( 25-43). Springer, Singapore. Danvers, J. (2003). Towards a radical pedagogy: Provisional notes on learning and teaching in art & design. International Journal of Art & Design Education, 22(1), 47-57. Dewey, J. (1991). Logic: The theory of inquiry. In J. A. Boydston (Ed.), John Dewey: The Later Works, 1925–1953, Vol. 12 (1-5). Carbondale, IL: SIU Press. [Originally published in 1938] Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1-16. Fruchter, R. (2001). Dimensions of teamwork education. International Journal of Engineering Education, 17(4/5), 426-430. Glazewski, K. D., & Hmelo-Silver, C. E. (2019). Scaffolding and supporting the use of information for ambitious learning practices. Information and Learning Sciences, 120(1/2), 39-58. Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119. Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Levallet, N., & Chan, Y. E. (2018). Role of Digital Capabilities in Unleashing the Power of Managerial Improvisation. MIS Quarterly Executive, 17(1), 1-21. Lewin, K. (1947). Group decision and social change. Readings in Social Psychology, 3(1), 197-211. McKenney, S., & Reeves, T. C. (2013). Systematic review of design-based research progress: Is a little knowledge a dangerous thing?. Educational Researcher, 42(2), 97-100. Makri, S., Ravem, M., & McKay, D. (2017). After serendipity strikes: Creating value from encountered information. Proceedings of the Association for Information Science and Technology, 54(1), 279-288. Mascheroni, G., & Vincent, J. (2016). Perpetual contact as a communicative affordance: Opportunities, constraints, and emotions. Mobile Media & Communication, 4(3), 310-326. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. Pont, B. (2013). Learning Standards, Teaching Standards and Standards for School Principals: A Comparative Study. Rapport no. EDU/WKP(2013)14. Centre of Study for Policies and Practices in Education (CEPPE). Retrieved from: http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2013)14&docLanguage=En (accessed December 31, 2020). Presicce, C., Jain, R., Rodeghiero, C., Gabaree, L. E., & Rusk, N. (2020). WeScratch: an inclusive, playful and collaborative approach to creative learning online. Information and Learning Sciences, 121(7/8), 695-704. Reeves, T. C. (2005). Design-based research in educational technology: Progress made, challenges remain. Educational Technology, 45(1), 48-52. Southerton, C., & Taylor, E. (2020). Habitual disclosure: Routine, affordance, and the ethics of young peoples social media data surveillance. Social Media+ Society, 6(2), https://doi.org/10.1177/2056305120915612

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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.

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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.

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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.

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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.

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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.

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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

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Lamanauskas, Vincentas. "SOCIAL NETWORKING WEBSITES: NEW EDUCATIONAL SPACE." Problems of Education in the 21st Century 39, no. 1 (March 5, 2012): 5–7. http://dx.doi.org/10.33225/pec/12.39.05.

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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.

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Stevens, Christine A. "The Illusion of Social Inclusion: Cambodian Youth in South Australia." Diaspora: A Journal of Transnational Studies 4, no. 1 (March 1995): 59–76. http://dx.doi.org/10.3138/diaspora.4.1.59.

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As a result of the turmoil in Cambodia during the 1970s, traditional Cambodian society was fundamentally altered: Cambodians were uprooted, and after the Vietnamese invasion in 1978, thousands fled to camps on the Thai-Cambodian border, where many sought and were selected for resettlement in other countries. Approximately 12,000 Cambodians were accepted for resettlement in Australia as refugees in the period 1975-85, with approximately 2,500 settling in South Australia. The emigrants to South Australia were youthful, with 51% of all arrivals in the period 1979-85 aged 19 years or less (Stevens). Since this period when refugees first arrived in Australia from Cambodia, Laos, and Vietnam, the social adaptation of refugee youth has been little researched. Generally, young people have been but one of the age groups included in large-scale surveys or in-depth studies, such as those by Wendy Poussard, Nancy Viviani, and others, that focused on the early stages of resettlement. The research that has focused on refugee youth has concentrated on educational achievement (Spearritt and Colman; Kelly and Bennoun; Chan; Mundy) or mental health status and adjustment (Krupinski and Burrows). At a time of ongoing debate about the size and nature of the immigrant intake, and concern that the resulting cultural diversity may foster ethnic conflicts and endanger social cohesion, this lack of research on the social aspects of the settlement process young refugees from Southeast Asia undertake is a significant omission.

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Daher, Wajeeh. "Educational and Cultural Identities in Virtual Social Networks." International Journal of Cyber Ethics in Education 2, no. 3 (July 2012): 57–70. http://dx.doi.org/10.4018/ijcee.2012070104.

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This research attempts to describe the identity development of students/teachers who used a virtual social network –Facebook to work with historical mathematics and mathematicians in the frame of a second degree course. Fifteen participants aged from 24 to 53 years old participated in the course in which they were required to attend mathematical Facebook sites involved with math history. The research findings arrived at using the grounded theory approach indicate that working with historical mathematicians and talking and discussing their work in virtual social networks, students/ teachers developed their identity in four aspects: (1) the educational aspect, (2) the cultural aspect, (3) the personality aspect, and (4) the ethnic aspect. These identity aspects were developed due to the different conditions of the learning environment, together with the actions/ interactions of the participants. Specifically, working with the history of mathematics in virtual social networks made the participants aware of (1) the advantages of integrating technology in learning and teaching, (2) the advantages of integrating history in the learning and teaching of mathematics and science, and (3) the possibility to move their culture to one that is involved more in science and mathematics. In addition, working with the history of mathematics in virtual social networks made the participants proud of their heritage and as a result they increased their self esteem.

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Ilyina, I. A., B. S. Desyatov, and I. K. Strulev. "Influence marketing as a social technology for the promotion of educational services." Sociology and Law 14, no. 3 (September 25, 2022): 306–17. http://dx.doi.org/10.35854/2219-6242-2022-3-306-317.

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The promotion of the educational field is changing under the influence of current trends. At the current stage of development of Internet technologies and social networks for the consumer one of the aspects when choosing a product or service becomes the brand ideas on significant social issues. Customers expect the organization to support their own views and communicate in a language they understand, especially for the younger generation who are acutely responsive to events in the world and have a wide range of information options. The audience is attracted to organizations that prioritize environmental friendliness, responsible consumption, gender representation and education. A responsible approach to creating a social position for higher education institutions helps effectively emphasize individuality and stand out among competitors, and social engagement helps build stronger emotional ties between the educational institution and the recipients of educational services, as well as increase loyalty. That is why educational institutions need to promote their services and use modern technologies, for example, such as Influence Marketing.

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Buchanan, Rachel. "Through growth to achievement: Examining edtech as a solution to Australia’s declining educational achievement." Policy Futures in Education 18, no. 8 (March 26, 2020): 1026–43. http://dx.doi.org/10.1177/1478210320910293.

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In many educational jurisdictions, school systems are striving to demonstrate constant improvement. In Australia, the latest iteration of this concern is represented by the recent federal government report, Through growth to achievement. The report offers a number of recommendations to address declining achievement in Australian schooling. Pulling together scholarship on policy and educational technology I provide an analysis of key aspects of this report. This analysis draws attention to three salient features of the report: continuous assessment for continuous improvement; education as personalized learning; and growth mindset as a policy mandate. I explore the implications for schooling in Australia if these features were to be taken up. Analysis indicates that Australia could undergo significant change: teaching would be reconstituted as a process of continuous assessment; processes of personalized learning would lead to algorithmically tethered educative opportunities based upon students’ previous achievement and choices; and learners would be reshaped by technologies of persuasion. Given that educational jurisdictions globally are increasingly advocating for these types of educational solutions, this research is valuable as it provides a basis for further critique of such technologies being proffered as a panacea for educational disadvantage.

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Stöckert, Alexandra, and Franz X. Bogner. "Environmental Values and Technology Preferences of First-Year University Students." Sustainability 12, no. 1 (December 19, 2019): 62. http://dx.doi.org/10.3390/su12010062.

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Environmental and technological preferences correlate. Both are empirically accessible via established instruments such as the Two Major Environmental Value model (2-MEV) with “preservation” (PRE) and “utilization” (UTL), and the technology questionnaire with “interest in technology” (INT) and “social aspects of technology” (SOC). Additionally, “appreciation of nature” (APR) was monitored with a seven-item scale. We used these instruments to assess the preferences of freshmen in five different areas of study (law, economics, science, pedagogy, cultural studies). All subsequent analyses unveiled positive relations between appreciation and preservation, between the two technology subscales, as well as between utilization and social aspects of technology. Negative relationships appeared between preservation and utilization, preservation and both technology factors, as well as appreciation and social aspects of technology. In all subsamples, preservers (individuals with preservation preferences) showed little interest in technology or its social aspects; utilizers scored high in social aspects of technology, whereas appreciators displayed no interest in it. The freshmen’s areas of study seem to predict consistent tendencies to (biocentric) preservation or (anthropocentric) utilization. Moreover, females were more likely to preserve and appreciate nature whereas males preferred utilization along with interest in technology as well as in the social implications of technology. The observed differences can be used to develop new and improve existing educational programs; recommendations are discussed.

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Claridge, Andrew W., Greg Mifsud, James Dawson, and Michael J. Saxon. "Use of infrared digital cameras to investigate aspects of the social behaviour of cryptic species." Wildlife Research 31, no. 6 (2004): 645. http://dx.doi.org/10.1071/wr03072.

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In this paper we report on the application of infrared digital cameras to investigate aspects of the breeding biology of the spotted-tailed quoll, an endangered marsupial carnivore. Technical details are provided about the cameras, which were deployed remotely at two ‘latrine’ sites used by the target species within Kosciuszko National Park in southern New South Wales, Australia. Examples of images captured by the cameras are presented, with notes on possible application of the same technology to better understand the social behaviour of rare and cryptic species.

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Matvienko, Oksana, and Mykhailo Tsyvin. "Digital Mentoring as a Social and Educational Activity of a Librarian." Ukrainian Journal on Library and Information Science, no. 9 (June 17, 2022): 34–46. http://dx.doi.org/10.31866/2616-7654.9.2022.259145.

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The aim of the article is to characterise the socio-pedagogical content of the activity and the necessary competencies of a specialist in «digital mentoring» in the social and educational activities of libraries in the context of the digitalisation of society. The research methodology is based on a set of general scientific methods of generalisation, systematisation and forecasting. The hypothetical analysis made it possible to use the term «digital mentoring» as etymologically acceptable to outline the essence of the socio-educational activities of a librarian. The method of information diagnostics (express analysis) was used to study the state of educational and consulting activities of regional universal scientific libraries in the field of digital education of citizens. To outline ways to replenish the competencies of a librarian as a «digital curator», the method of information forecasting of the object was used, which allowed formulating the necessary and sufficient conditions for the formation of competencies, namely making changes required to the content of training future librarians by developing a special generalising discipline (or set of disciplines) under the conventional title «Educational Services in the Context of Digital Inequality», aimed at psychological, pedagogical, methodological and organisational aspects of educational and consulting activities in the field of digital technology. The scientific novelty of the study is that the concept of «digital mentoring as a type of social and educational activities in libraries» brings educational practice in line with the practice of libraries, as well as focuses on the need for further «digital mentoring» in libraries proposed measures on the formation of competencies of the modern librarian in the field of «digital» educational practices. Conclusions. Under the current condition, the function of the library in the social and educational dimension is to help overcome digital inequality through consulting and educational activities in digital technology. Digital mentoring is a type of social and educational activity of a librarian aimed at ensuring free access to information, overcoming digital inequality and digital literacy of citizens by organising and conducting events (including remotely) to advise users on the use of digital technology in different spheres of life and promoting the development of digital competencies of different groups. Implementation of educational functions of «digital mentoring» requires special necessary and sufficient knowledge of teaching methods and the organisation of the consultation process to implement the librarian’s role as a teacher-consultant in familiarising citizens with the required digital technology. It is advisable to develop a special generalising discipline (or set of disciplines) under the conventional title «Educational Services in Digital Inequality», aimed at psychological, pedagogical, methodological and organisational aspects of educational and consulting activities in digital technology.

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Cosgrave, Elizabeth, and Vanessa Keating. "After the Assessment: Introducing Adolescents to Cognitive–Behavioural Therapy." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 149–57. http://dx.doi.org/10.1375/ajgc.16.2.149.

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AbstractThe objective of this article is to describe the practical aspects involved in adapting cognitive–behavioural therapy (CBT) to an adolescent population in Australia. Some effective ways to use CBT with adolescents include preparing them for CBT by providing a thorough cognitive–behavioural formulation, describing the cognitive–behavioural approach to therapy in an adolescent-friendly manner, and adapting language and treatment conditions to suit young people's needs.

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Bhat, Christine Suniti. "Proactive Cyberbullying and Sexting Prevention in Australia and the USA." Journal of Psychologists and Counsellors in Schools 28, no. 1 (July 3, 2017): 120–30. http://dx.doi.org/10.1017/jgc.2017.8.

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Middle and high school students interact via powerful social media platforms such as Facebook, Instagram, and Snapchat. Social media platforms are sometimes misused, resulting in cyberbullying and sexting that could adversely affect many in the school community. School counsellors, school psychologists, and educators are uniquely positioned to proactively address cyberbullying and sexting in schools with targeted educational and preventative programming. Attention to four facets is recommended: school climate initiatives, policy development and implementation, training in empathy and decision making in the context of online disinhibition, and challenges to use technology positively. Resources for cyberbullying and sexting prevention in Australia and the United States are highlighted.

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Singh, Supriya. "The Social Dimensions of the Security of Internet Banking." Journal of Theoretical and Applied Electronic Commerce Research 1, no. 2 (August 1, 2006): 72–78. http://dx.doi.org/10.3390/jtaer1020014.

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This paper examines the users’ perspective on the security of Internet banking in Australia within the social context. This user-centered design approach supplements the technological and industrial approaches to security. The user-centered research on banking was conducted at the Royal Melbourne University of Technology University and Griffith University, both of which are part of the Smart Internet Technology Cooperative Research Centre. We conclude that the most effective way to increase the perception of Internet banking security is to increase ease of use, convenience, personalisation and trust. Without the perception of security, there will be little trust in banking and transactions on the Internet. This will impede the use of Internet banking and e-commerce which are increasingly important aspects of the nation’s critical infrastructure.

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Cary, John, and Anne Pisarski. "Social benchmarking to improve river ecosystems." Water Science and Technology 64, no. 5 (September 1, 2011): 1148–53. http://dx.doi.org/10.2166/wst.2011.044.

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To complement physical measures or indices of river health a social benchmarking instrument has been developed to measure community dispositions and behaviour regarding river health. This instrument seeks to achieve three outcomes. First, to provide a benchmark of the social condition of communities' attitudes, values, understanding and behaviours in relation to river health; second, to provide information for developing management and educational priorities; and third, to provide an assessment of the long-term effectiveness of community education and engagement activities in achieving changes in attitudes, understanding and behaviours in relation to river health. In this paper the development of the social benchmarking instrument is described and results are presented from the first state-wide benchmark study in Victoria, Australia, in which the social dimensions of river health, community behaviours related to rivers, and community understanding of human impacts on rivers were assessed.

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Young, Marisa. "From T.T. Reed’s Colonial Gentlemen to Trove: Rediscovering Anglican Clergymen in Australia’s Colonial Newspapers." ANZTLA EJournal, no. 11 (April 19, 2015): 74–88. http://dx.doi.org/10.31046/anztla.vi11.268.

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T. T. Reed’s pioneering book on the lives of Anglican clergymen in South Australia is still an important guide to the contribution made by these men to the expansion of educational opportunities for children. However, the development of Trove by the National Library of Australia has provided new ways of tracing the educational activities of Anglican clergymen in Australia. Researchers have frequently acknowledged the importance of the roles played by Protestant ministers of religion in the expansion of primary and secondary education during the nineteenth century. Much of the focus of this research work in religious history and educational history has been linked to the contribution of Protestant clergymen in educational administrations, either through leadership roles as headmasters or through participation in activities established by school boards or councils. Numerous Protestant ministers of religion developed high profile roles during the early growth of non-government as well as government-supported primary and secondary schools in colonial South Australia. This article will emphasise the ways that information searches using Trove can highlight forgotten aspects of educational activities undertaken by clergymen. It will focus on the activities of three ministers from the Church of England who combined their parish duties in the Diocese of Adelaide with attempts to run schools funded by private fees. Their willingness to undertake teaching work in this way thrust them into the secular world of an emerging Australian education market, where promotional activity through continuous newspaper advertising was part of the evolution of early models of educational entrepreneurship. These clergymen faced considerable competition from private venture schools as well as government-supported schools in the colonial capital. This article will also highlight gender issues associated with their promotional activities, as each minister used different definitions of gender in order to build supportive social networks for their schools and attract attention to their teaching activities.

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CLEGG, CHRIS W. "Social systems that marginalize the psychological and organizational aspects of information technology." Behaviour & Information Technology 12, no. 5 (September 1993): 261–66. http://dx.doi.org/10.1080/01449299308924389.

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Engen, Bård Ketil. "Understanding social and cultural aspects of teachers’ digital competencies." Comunicar 27, no. 61 (October 1, 2019): 9–19. http://dx.doi.org/10.3916/c61-2019-01.

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Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a ‘professional digitally competent teacher’ may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the ‘domestication of technology’. Muchos gobiernos europeos, incluido el de Noruega, tienen políticas educativas ambiciosas en materia de digitalización. Muchas empresas y responsables políticos prestan gran atención al uso de las tecnologías digitales en la educación para satisfacer la futura demanda de una mano de obra competente y cualificada. Entre los investigadores y los legisladores, existe un consenso general al considerar a los docentes profesionales como una figura clave para la aplicación con éxito de las TIC en la escuela, en lo referente a su implementación y su uso, y se han depositado muchas expectativas en ellos. Se supone que el docente profesional debe, hasta cierto punto, decidir de manera autónoma cómo se han de utilizar estas tecnologías digitales en el aula. Este artículo analiza lo que puede significar el concepto de «docente profesional digitalmente competente» en el contexto de la escuela. También argumenta sobre la necesidad de una mejor interpretación de la competencia digital profesional, que tenga en cuenta diversos aspectos sociales y culturales en relación con la tecnología, las escuelas y la profesión docente. Al analizar las condiciones sociales y culturales para implementar la tecnología en un contexto de enseñanza profesional, nos basaremos en el enfoque constructivista de la tecnología, en concreto, la «domesticación de la tecnología».

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M. R. Arpentieva, I. V. Gorelova, G. K. Kassymova, S. V. Lavrinenko, K. A. Shumova, D. M. Malinichev, V. L. Simonov, A. V. Kosov, G. V. Garbuzova, and O. P. Stepanova. "HUMAN RESOURCE MANAGEMENT AND DYNAMIC CAPABILITIES OF EDUCATIONAL ENTERPRISES: PSYCHOLOGICAL, SOCIAL AND ECONOMICAL ASPECTS." BULLETIN 1, no. 383 (February 15, 2020): 242–54. http://dx.doi.org/10.32014/2020.2518-1467.30.

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This paper focuses on the dynamic capabilities theory and foresight theory in whole to the problem of the human capital in education and its management. The main channel for building up dynamic abilities and foresight competencies of educational enterprises and specialists, as well as the focus of foresight research in modern science and management practice is working with human resources, with the human capital of firms, communities, and countries. This work also includes work with social and cultural capital, focused on improving the culture of relationships in communities, including the culture of the state, society and business. The orientation of the world social development to increase the innovation component in the economic, social and spiritual spheres of society and in its education, led to the recognition of human capital as a leading and decisive factor in the socio-economic development of systems of various scales and levels. Scientists notes that in modern conditions of globalization of markets and transnationalization of economic relations, as well as a significant level of intellectualization of modern business processes, human capital and education in business and in other spheres is a decisive factor in the compe-titiveness of national economy on the different levels. This moment is especially noticeable in the studies of the dynamic abilities of educational enterprises and the management of educational enterprises. This moment is also especially noticeable in foresight studies and other reconstructions of the past, present and future development of organizations. Dynamic capabilities are required if the firm is to sustain itself as markets and technologies change, although some firms will be stronger than others in performing some or all of these tasks. Foresight is a system of methods of transformation of priorities in the sphere of economy and production, social and cultural development, and in education. Human resource management in education is an important part of the problem of the dynamic abilities of educational enterprises. The management of selection, training, retraining and personnel development, the formation and enrichment of technologies for managing professional and career development are naturally part of a dynamically and steadily developing enterprise. Foresight of the development of the educational enterprise as a leading aspect includes a general assessment of the professional and career potential of the organization’s employees, as well as the dynamic abilities of the organization’s manager (his ability and willingness to diversify activities, training and retraining, etc.) and other specialists. The purpose of the study – analysis of foresight competence as a component of dynamic capabilities (competences) of the educational enterprises and specialists of educational enterprises in context of the human capital problems. Foresight involves the use and transformation meta-technology ("routines") of enterprise and innovation in the field of production and relations of production. It is aimed at the allocation and use of markers of change – weak and strong signals of future and probable changes. Active and accurate identification of these markers changes in education, including application and modification of routine or meta-technology of enterprise management, not only allows to predict "unpredictable", but also to intervene in the process flow, correcting them with the least expenditure of forces, material, mental and spiritual resources. In addition, it allows you to influence the markets themselves and the surrounding enterprise reality in general. Thanks to the foresight competence and ability, the specialist in education and his company productively adapt to changes in environment (market and society), but also participate in changing it.

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Nasution, Awal Kurnia Putra. "Utilization Of Educational Media In Language Learning." Journal of Linguistics, Literature and Language Teaching (JLLLT) 1, no. 1 (December 5, 2021): 20–29. http://dx.doi.org/10.37249/jlllt.v1i1.315.

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Educational media is one of the aspects that determine the success of learning. Language learning uses specific learning media because it requires a unique approach. The purpose of this study was to determine the educational media used in language learning and their effectiveness. The research method used is a literature review; the article's source comes from the Scopus database. The number of articles used as data sources is 16 articles. The study results found that the learning media used in language learning were: social media, Facebook, website, mobile learning, and Android. The entire educational media utilizes technology. Only one educational medium was found that did not utilize technology, namely the use of musical instruments. The results showed that the educational media used was effective. The use of educational technology in learning provides opportunities for further development in its use strategy.

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Worsley, Anthony, and Andrea J. Worsley. "Naturalistic and Technological Values in the Modern World." Psychological Reports 64, no. 3_suppl (June 1989): 1192–94. http://dx.doi.org/10.2466/pr0.1989.64.3c.1192.

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A 29-item attitude inventory, reflecting technical and naturalistic aspects of modern life, was administered by post to a random sample of 700 women in Adelaide, South Australia. The response rate was 65%. The total scale had adequate internal reliability (Cronbach α = 0.78). Cronbach alpha values for two subscales, Nature and Technology, were 0.66 and 0.55, respectively. The scores were negatively related to McClosky and Schaar's 1965 measure of anomy and to educational background, early school leavers having higher scores. The Nature subscale was negatively related to positive attitudes toward food processing, and Technology was inversely related to pronaturalistic food attitudes. Regular users of dietary supplements had higher Nature scores and lower Technology scores than nonsupplementers.

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Marín, Victoria I., Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Melissa Bond, Aras Bozkurt, Dianne Conrad, et al. "Institutional Measures for Supporting OER in Higher Education: An International Case-Based Study." Open Education Studies 4, no. 1 (January 1, 2022): 310–21. http://dx.doi.org/10.1515/edu-2022-0019.

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Abstract Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level.

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PFUELLER, SHARRON L. "Role of bioregionalism in Bookmark Biosphere Reserve, Australia." Environmental Conservation 35, no. 2 (June 2008): 173–86. http://dx.doi.org/10.1017/s0376892908004839.

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SUMMARYBioregionalism claims that interaction between the biophysical and human components of a region generates place-based environmental and social understanding and concern, which lead to locally shared power and responsibility in cooperative land management and governance. The Man and the Biosphere Programme's Seville Strategy calls for local community participation in a multi-stakeholder ecosystem-based approach to conservation, but it is unclear if tenets of bioregionalism play a role in its implementation. Bookmark Biosphere Reserve (BBR) in Australia has substantially succeeded in scientific research and monitoring, conservation, environmental education and sustainable land-use initiatives. Aspects of bioregionalism (for example recognition of the region's unique identity, local community sense of responsibility, integration of local knowledge, presence of motivated local leaders and cooperative community-based management through a network of groups) have contributed to success. Other crucial factors were funding, technical and scientific information and support from government agencies, leadership from members of state and federal government and from private philanthropic foundations, community capacity-building for sustainable land management and availability of volunteers from outside the region. Nevertheless, conflict arose in relation to governance, originating from the recognized difficulties of reconciling a diversity of allegiances, motivations, management styles and personalities, and resulted in division of BBR into two, one section being managed largely through the private sector and community volunteers, the other (renamed Riverland Biosphere Reserve) coordinated by a committee with more diverse affiliations. Bioregionalism can play a role in biosphere reserves but motivations and resources of external public and private organizations are also vital. Avoiding weaknesses of bioregional approaches requires greater attention to social aspects of environmental management. Governance structures and processes need to be inclusive, flexible and equitable in decision making and access to funds. They should support both agency and community-initiated activities and include conflict resolution mechanisms.

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Miroshin, Dmitriy, Natal'ya Michurova, and Vera Shterenzon. "The Use of Project Design Technology in Professionally-Oriented Educational Space." Standards and Monitoring in Education 8, no. 1 (March 19, 2020): 3–11. http://dx.doi.org/10.12737/1998-1740-2020-3-11.

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The subject of the research is the process of organizing and implementing the design and technological training of university students in the course of studying educational modules in a professionally-oriented educational space created on the basis of social partnership between the university and the enterprise-customer of trained personnel. The object of research is the technology of project-based training of students in the design of assemblies, parts and technological processes for their manufacture, implemented in a professionally-oriented educational space. The authors consider in detail such aspects of the topic as options for organizing a professionally-oriented educational space in the framework of social partnership through the use of real-life projects and simulation modeling of a specialist’s professional activity in students ’project activities. The authors consider a phased methodology for the implementation of project-based learning technology during the technological preparation of students, focused on the formation of professional competencies and labor functions of professional standards. The results of a pedagogical experiment on the formation of technological competencies during the implementation of project training in a professionally-oriented educational space are presented. The main research methods: theoretical analysis of the experience of organizing project training, the synthesis of didactic tools and teaching methods, a comparative pedagogical experiment. The main conclusions of the study are to justify the high pedagogical eff ectiveness of organized project training in a professionally-oriented educational space created on the basis of a social partnership between a university and an enterprise. The scientifi c novelty of the study lies in the application of technology for project training in the conditions of quasi-professional activity when students perform real projects. A special contribution of the authors to the study is the development of a model for the joint implementation of project-based learning technology in preparing students for a professionally-oriented educational environment.

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Marsango, Daniel, Taís Regina Hansen, Carla Polanczky, and Rosemar Ayres dos Santos. "Educational practices in Science-Technology-Society and the Social Participation in the Scientific-Technological Development." Acta Scientiae 21, no. 5 (September 27, 2019): 44–61. http://dx.doi.org/10.17648/acta.scientiae.4709.

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The STS movement, which emerged in embryonic in the middle of last century and made over the decades, remains relevant to the society we live in. Thus, it is recurrent the need for a participation of this society in the direction given to the scientific and technological activity, demanding more democratic decisions. In this sense the research is based on the questionings: what is the characterization of educational practices carried out in STS field in Basic Education and in teacher training?; And, as has been the participation of society in scientific and technological development? As objectives, we seek: (i) identify which subjects have participated in decision-making on scientific and technological development, and how; (ii) analyze data referrals in respect of educational practices STS; (iii) to investigate whether the STS assumptions are advancing the Academy to implement educational practices; (iv) to point out horizons for Science Education in the perspective of curricular settings guided by the constitution of a culture of participation. It is a bibliographical research whose methodology was the Discursive Textual Analysis, composed of unitarization, categorization and communication. The corpus of analysis emerged four categories: 1) Limitations practices STS implemented; 2) Methodological aspects of practicas STS; 3) Social participation in the development of ST in classrooms; 4) Justifications for insertion of STS practices.

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Suryana, Dadan, Novi Engla Sari, Winarti, Lina, Farida Mayar, and Sri Satria. "English Learning Interactive Media for Early Childhood Through the Total Physical Response Method." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 60–80. http://dx.doi.org/10.21009/jpud.151.04.

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Although there are several approaches and strategies for teaching foreign languages, the Total Physical Response (TPR) approach is the most suitable for young learners. TPR is a way of teaching language that is based on the synchronization of speech and behaviour, or in other words, teaching language through movement. This study aims to develop English learning media for children through the Total Physical Response (TPR) method. This study uses a Research and Development (R & D) approach. The development model used is the ADDIE development model (analysis, design, development, implementation, and evaluation). Data collection techniques in this study were based on the results of expert validation tests, media practicality tests, and media effectiveness tests on children aged 5-6 years in Kindergarten. The results showed that the validity test of developing interactive media for children's English learning through the TPR method by media expert was declared valid with the result of 93%. The validity test on the material aspect shows the result is 98%. In the language aspect, the language expert gave the results of the feasibility of the language used in the media with a value of 96%. Likewise, with the practicality test, the results showed that the media had an average value of practicality with a percentage of 94%. The most important result in media development is determined by the results of the effectiveness test, and this media gets an average percentage score of 77.8% on the media tested on children. Therefore, interactive media for children's English learning through the Total Physical Response method deserves to be used as interactive and quality learning media that is practical and effective for early childhood. Intervention in introducing how to develop interactive media for learning English to teachers can be carried out in further research. Keywords: Early Childhood, English Learning Media, Total Physical Response (TPR) method References: Amri, S. (2013). 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Thesis the Role of Play in Teaching English as A Foreign Language in Early Childhood Settings in Indonesia. Australia: Deakin University. Munir. (2009). Multimedia Konsep dan Aplikasi dalam Pendidikan. Alfabeta. Munir. (2012). Multimedia Konsep dan Aplikasi dalam Pendidikan. Alfabeta. Nuraeni, C. (2019). Using Total Physical Response (TPR) Method on Young Learners English Language Teaching. Metathesis: Journal of English Language, Literature, and Teaching, 3(1), 26. https://doi.org/10.31002/metathesis.v3i1.1223 Paturan Menteri Pendidikan Repuberlik Indonesia Nomor 137. (2014). Tentang Standar PAUD. Peraturan Menteri Pendidikan dan Kebudayaan RI No. 146 Tahun 2014 Tentang Implementasi Kurikulum 2013 PAUD. (2014). Pinter, A. (2006). Teaching young language learners. Oxford University Press. Pranowo, G. (2011). Kreasi Animasi Interaktif dengan Action Script 3.0 pada Flash CS6. Graha Ilmu. Priscilla, C. (2009). Supporting Children Learning English as Second Language in the Early Years (Birth to Six Years). Australia: Victorian Curriculum and Assessment Authority. Purwanti, R. (2020). Pembelajaran Bahasa Inggris Untuk Anak Usia Dini Melalui Metode Gerak dan Lagu. Potensia, Jurnal Ilmiah, 5(2), 91–105. Putro, W. E. (2013). Teknik Penyusunan Instrumen Penelitian. Pustaka Pelajar. Rahmat, A. (2010). Implementasi Kurikulum Bahasa Asing di Taman-Kanak (TK) DKI Jakarta. Jurnal Kajian Linguistik Dan Sastra, 22(77–10), 1. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press. Riduwan. (2012). Skala Pengukuran Variabel-Variabel Penelitian. Alfabeta. Sanjaya, W. (2009). Strategi Pembelajaran. Kencana. Santrock, Jhon. W. (2011). - Span Development: Perkembangan Masa Hidup. Erlangga. Sari, N. E., & Suryana, D. (2019). Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 43–57. https://doi.org/10.21009/10.21009/jpud.131.04 Savic, V. (2014). Total Physical Response Activities in Teaching English to Young Learners. Journal of Physical Culture and Modern Society, 17, 447–454. Setiawan Deni dkk. (2017). Pengaruh Media Pembelajaran Dan Motivasi Belajar Terhadap Hasil Belajar Desain Sistem Instruksional Pendekatan Tpack. Jurnal Teknologi Dan Informasi Dalam Pendidikan, Vol 4 No 2, 141–146. Stakanova E., & Tolstikhina, E. (2014). Different Approaches to Teaching English As A Foreign Language to Young Learner. . . Journal of Procedia Social and Behaviour Science, Vol. 146, 456–460. Suryana, D. (2016). Stimulasi dan Aspek Perkembangan Anak. Kencana. Suyadi. (2013). Konsep Dasar PAUD. Rosdakarya. Suyanto. (2008). Evolutionary Computation. Informatika. Tarigan, H. G. (2009). Pengajaran kedwibahasaan. Angkasa. Wijayatiningsih, & Mulyadi. (2014). Pemanfaatan model total physical response dan repetition untuk pengembangan pembelajaran bahasa Inggris anak usia dini / TK. Jurnal Penelitian Pendidikan, 31(1), 63–66. Wiyani, N. A. (2014). Perkembangan Anak Usia Dini: Panduan Orang Tua dan Pendidik PAUD Dalam Memahami serta mendidik Anak Usia Dini. Gava Media.

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Аbdigapbarova, Ulzharkyn, Dinara Yeshenkulova, Barshagul Kassimbekova, Gulnar Muratbaeva, and Serik Каstayev. "Technology for forming students' ability to manage independent educational activities." Cypriot Journal of Educational Sciences 17, no. 4 (April 30, 2022): 1106–16. http://dx.doi.org/10.18844/cjes.v17i4.7099.

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The modernization of the education system, taking place in Kazakhstan today, is connected with the renewal of its goals. The State program for the development of education of the Republic of Kazakhstan 2020-2025, as one of the conditions for improving the quality of secondary (full) general education, identifies the experience of independent activity of pupils, the formation of the pupil’s competences in various aspects of life and in an independent educational activity. The research aimed to develop the model of technology for forming students’ readiness to manage their independent educational activity of students and to ensure its implementation by the author’s methodology. The starting point of the research was the analysis of the effectiveness of the existing teacher training in the management of the independent educational activities of students at the pedagogical university.The analysis was carried out on the base of the Abai Kazakh National Pedagogical University and International University “Silkway”. It was revealed that the training of future teachers in the management of the independent educational activities of pupils at the pedagogical university did not meet the new social requirements of the developing system of general education. Keywords: Educational activities; Future teacher; model, technology.

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Parinsi, Mario Tulenan, and Keith Francis Ratumbuisang. "Indonesian Mobile Learning Information System Using Social Media Platforms." International Journal of Mobile Computing and Multimedia Communications 8, no. 2 (April 2017): 44–67. http://dx.doi.org/10.4018/ijmcmc.2017040104.

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As a developing country, Indonesia continues to improve its quality as a state, in which the attempt to optimize all of its potential both in terms of economic, political, social, cultural, technological, educational, health, etc. This modern era, all aspects of life are depending on technology. This makes the technology becomes one of necessary in people's life. The utilization of technology has been used by all people in all aspects of life. Specifically, this paper tries to offer an innovation that has never been designed before, namely a platform of M-Learning in form of social media related to the development of technology for learning. Nowadays, internet users and smartphone ownership in Indonesia increased dramatically, then writers took initiative to design an innovation related to this case. Social media technologies provide the opportunity for teachers to engage students in online classes, thereby supporting the development of skills and learners to achieve competency. In addition to students, the opportunity is also open to outside the community to get information that can add knowledge. This case study provides a platform for M-Learning based learning that facilitate student learning also helps society size to obtain information more easily. The design of this platform using models UML (Unified Modeling Language) to design a visual model of this platform.

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Mncube, Lancelord Siphamandla, Maureen Tanner, and Wallace Chigona. "The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources." International Journal of Higher Education 10, no. 6 (November 1, 2021): 245. http://dx.doi.org/10.5430/ijhe.v10n6p245.

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The information and communication technology (ICT) comprehends with the adoption and the development of open educational resources (OER) in the educational spheres. The vast existing body of knowledge portrays several positive aspects of ICT, as it is an enabler in various domains. Hence, the combination of ICT and OER negative aspects have been, as yet, under-investigated. This study aimed to investigate both the social inclusion and the social exclusion of ICT with users appropriating of OER in open distance e-learning (ODeL) institutions. The qualitative approach was used to interpret the inclusion and exclusion factors concerned. The Model of Technology Appropriation was applied as a main theoretical underpinning of the study. The study findings show that ICT has both positive and negative impacts on the appropriation of OER. The various impacts are mostly recognisable in those developing countries where inequalities still exist, as some of the findings postulate that the innovation that is enabled through the utilisation of ICT tends to favour a select minority of rich people. For many students, ICT continues to perpetuate social exclusion. ICT innovation, including OER, has yet to fully support societal needs. Instead, it continues to promote the agendas of the global north. The study recommends the development initiatives to close the current gaps which contribute to the social exclusion. For instance, the installation of fibre optic in most deprived townships and villages can assist in eliminating inequalities associated with ICT infrastructure.

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Tran, Dai Binh, and Hanh Thi My Tran. "Women’s health: a benefit of education in Australia." Health Education 119, no. 4 (June 3, 2019): 259–76. http://dx.doi.org/10.1108/he-11-2018-0053.

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Purpose The purpose of this paper is to examine the relationship between education and health amongst Australian women. Design/methodology/approach This study uses the Household, Income and Labour Dynamics in Australia data set. Spouse’s education is employed as an instrument to solve the potential endogeneity of educational attainment. Findings The results indicate that an additional year of schooling can lead to an increase in self-reported health, physical health, mental health and a reduced likelihood of having long-term health conditions. Women who are not in the labour force are likely to enjoy higher benefits of education compared to their employed counterparts. The findings also suggest that the relationship between education and health can be explained by the extent of positive health behaviours and social capital as mediators. Research limitations/implications The conclusion from the results might be different in the case of men, reducing the generalisability of the results. Several objective health variables should be used to provide further aspects of health on which education has an impact. Practical implications As the positive effect of education on women’s health is empirically found, investment in women’s education should be seriously considered and reevaluated. Originality/value This paper focuses on Australian women which not only reduces the heterogeneity between genders but also adds to the rare number of studies on this topic in Australia. This paper also employs a formal mediation analysis to examine what are the mechanisms explaining the relationship between education and health.

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Ismail, Isma'il. "Aspek Ideational, Interpersonal, Social, dan Textual dalam Pembelajaran Pendidikan Agama Islam." Progressa: Journal of Islamic Religious Instruction 2, no. 1 (February 15, 2019): 79. http://dx.doi.org/10.32616/pgr.v2.1.112.79-86.

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The teacher is the key to the success of an educational institution. The good or bad behavior or teaching methods of teachers will greatly affect the image of educational institutions. the focus of this study rests on the ideational, interpersonal, social, and textual aspects of Islamic Education Learning. This research uses "Library Research". The research data used is secondary data. The data collection technique used by the authors in this study is documentation. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. While data analysis uses descriptive-critical-comparative method, and content analysis method. The results of the discussion can be summarized as follows: 1) The ideational aspects of teaching include the 'approach' or ideal methodology 2. With self-emotion, self-control and teacher performance, inner beauty of the teacher becomes a personal reflection that is closely embedded in each step. 3) At least social skills include abilities: Communicating verbally, writing and or polite gestures. Mastering functional communication and information technology. Associate effectively with students, fellow educators, educational staff, leaders of educational units, parents / guardians of students. Hang out politely with the surrounding community by heeding the prevailing norms and value system: and applying the principle of true brotherhood and a spirit of togetherness. 4) Teachers provide varied activities so that they can serve individual student differences; more activating students and teachers; encourage the development of new abilities; and creating a network of learning activities in schools, homes, and community environments

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Priadko, Oleksandr, Serhii Bordeniuk, Oleksandr Lishafai, Natalia Lytvynenko, Tetiana Maslova, and Zoriana Kryvoruchko. "Special Aspects of Using Modern Multimedia Technologies within the Educational Process." International Journal of Information and Education Technology 12, no. 12 (2022): 1436–42. http://dx.doi.org/10.18178/ijiet.2022.12.12.1769.

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The use of modern multimedia technologies during the educational process is becoming more and more specific due to the multimedia penetration into different learning processes. This article aims to identify the special aspects of using multimedia technologies within the educational process in a distance learning environment. The research methodology is based on the stakeholders' theory, which identified the following participants in the educational process: education departments, the educational institutions' administration, students and pupils, and teachers. The content analysis method of the official websites of innovative educational platforms and services was used to study the specifics of multimedia applications. Results. The study identified the following special aspects of using multimedia technology within the educational process. Firstly, multimedia is actively integrated into platforms and services that are a virtual educational environment, ensuring the interests of all stakeholders. Secondly, multimedia performs not only traditional functions in learning, motivation, communication, and interactivity but also innovative functions (learning management, analytics, establishing social contacts, providing students' reflexion, communication, interaction, conducting surveys). Hence, it forms a full-fledged digital educational process in a virtual learning environment. Thirdly, multimedia technologies are actively used both in teaching students/pupils and also for the training and professional development of teachers and educators. The courses and training are offered to them via educational platforms. The other features of using multimedia include: performing many real-time education functions by technologies; providing personalization of the educational process, which is a foundation for developing an individual education route for each student and pupil.

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Balyk, Nadiia, Galina Shmyger, Yaroslav Vasylenko, and Vasyl Oleksiuk. "Design of the educational environment for the preparation of teachers." Ukrainian Journal of Educational Studies and Information Technology 10, no. 2 (June 30, 2022): 12–25. http://dx.doi.org/10.32919/uesit.2022.02.02.

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The notion of the educational environment, as well as its elements and structural characteristics, are examined in the article. The idea of designing an educational environment was presented. The technological, didactic, and social elements of the educational environment design for the Ternopil Volodymyr Hnatiuk National Pedagogical University (TNPU) teachers' professional training are outlined. The characteristics of this environment are taken into consideration, including information saturation and openness, digital change, social practices, and cooperation. On the basis of TNPU, a study on the efficiency of the educational environment for teachers' professional development was conducted. 432 master's degree holders from across the University's disciplines took part in the study overall. The study processed the results statistically using the approach of expert evaluations. The goal of the study was to evaluate the relative significance of each indicator for each element of the educational environment design. The study's findings show how the technological and social aspects of the university's learning environment have undergone major changes that have a big impact on teachers' professional development.

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Riaz, Imran. "Training needs of Pakistani farmers regarding recommended production technology of rice." Pakistan Journal of Agricultural Sciences 58, no. 06 (December 1, 2021): 1943–50. http://dx.doi.org/10.21162/pakjas/21.141.

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The training needs of rice growers in Punjab, Pakistan were assessed regarding the production technology used in growing rice. Total 332 rice growers were selected through random sampling technique from tehsil Nowshera Virkan, district Gujranwala and interviewed accordingly through a face to face interview technique. Data was analyzed using Statistical Package for Social Sciences (SPSS). Frequency, percentages, weighted mean and chi-square techniques were run on the data. Production technology was divided into two sections (i) major aspects and (ii) sub-aspects. Major aspects were 8 in number and 46 in sub-aspects. Findings indicated that almost 60 and 14.2% of the respondents had a low and medium level of training need. 21.5% of respondents had a high level of training needs. The average score of 128.28 indicated the medium level of training needs for the sampled farmers. Among major aspects, weed management and seed and seedlings embarked high level of training need. Whereas, in sub-aspects, 30 aspects show a low level of training, 12 in medium and 04 at a high level. Chisquare confirmed that socio-economic attributes and training need was no different. However, lower educational level in the area as 47.9% of respondents had no education asks for the due attention from the department of extension to formulate training programs for the farmers materializing the need and socio-economic position of the farmers.

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Pasichnyk, Natalia, and Iryna Lupan. "GENDER ASPECTS OF THE «HIDDEN CURRICULUM»." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 51–57. http://dx.doi.org/10.36550/2415-7988-2022-1-204-51-57.

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This article is devoted to the analysis of the results of theoretical and applied research of gender aspects of the "hidden curriculum" at the level of secondary educational institution. It is determined that the Ukrainian education system declares the importance of gender equality, proclaims the development of gender-oriented education, but gender stereotypes are often reproduced in practice of educational activities, certain gender roles and patterns of thinking, social expectations, ways of behaving are imposed, that is, the gender aspects of the "hidden curriculum" are implemented. The article presents an analysis of gender aspects of such structural elements of the "hidden curriculum" as the educational environment of a secondary school; the content of education; interpersonal communication in the learning process. In the study of the components of the "hidden curriculum" were used: gender analysis of the educational institution with the calculation of the index of gender parity; web application (Voyant Tools) for analysis of school documentation; questionnaires, interviews, surveys to identify gender stereotypes and segregation by gender; gender expertise of textbooks in certain fields of gender analysis; gender expertise of lessons. The analysis of the results of the survey of teachers and gender expertise of lessons showed manifestations of "hidden curriculum" among educators. Gender stereotypes about the "sexuality" of human qualities and psychological traits were revealed; rejection of feminine gender-specific job title and gendered educational space; support for various programs for girls and boys on labor training (Design and technology). Although the vast majority of educators consider achieving gender equality a pressing issue, they acknowledge their ignorance of the "hidden curriculum" and are willing to work with gender experts. The results of the survey of the students in 5-8 grades also confirmed the presence of gender stereotypes in the communication of teachers with the students; the dominance of students' sympathies for various subjects; found gender stereotypes regarding the use of free time. Gender examination of textbooks revealed a small number of gender stereotypes and showed positive changes in terms of gender equality and sensitivity in the new textbooks.

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Grigorev, Anatoly, and Marina Grigorieva. "Digitalization in the modern social and humanitarian space." KANT 37, no. 4 (December 2020): 6–14. http://dx.doi.org/10.24923/2222-243x.2020-37.1.

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Digital technologies are now actively influencing all spheres of material and spiritual life of a person and society as a whole. Integration with information technology allows not only the economy to automate business processes, reduce resource costs, increase the competitiveness of industries and increase the efficiency of various tasks, but also optimizes educational processes related to training, professional competency, information and, ultimately, digital services change our way of life. As part of this review paper, the authors carry out a source analysis of scientific articles published in the journal "Kant" for the past two years on the issue of digitalization in the modern social and humanitarian space in various scientific aspects.

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Bridge, Catherine, and Phillippa Carnemolla. "An enabling BIM block library: an online repository to facilitate social inclusion in Australia." Construction Innovation 14, no. 4 (September 30, 2014): 477–92. http://dx.doi.org/10.1108/ci-01-2014-0010.

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Purpose – The purpose of this paper is to explore the implications of socially inclusive Building Information Modelling (BIM) library components. BIM requires and integrates many sets of predefined blocks or collection of attributes. Any one of the individual blocks can be replicated and/or stored in a block library for later reuse. However, few if any current block libraries contain or have access to the blocks that enable social inclusion. Design/methodology/approach – An action-based research methodology was used to design, develop and deploy three enabling blocks as part of a plan to develop a larger library of tools for BIM practitioners. The Enabling Block Library is an open access library of Australian code-compliant mobility elements published online. This paper discusses the design and development of the library components in detail, explaining how each of the three blocks was selected in our pilot evaluation and how each was identified; fact-checked; planned (designed); deployed (action); and then evaluated. Findings – The process and evaluation highlights that appropriate code-compliant design tools can support greater social inclusion aspects of a built environment project. These are tools that are relevant to the full spectrum of industry users of BIM, including designers, engineers and certifiers. Research limitations/implications – Because this paper documents the project while in an early launch phase, with a small number of launch blocks, the research results were limited in their ability to thoroughly measure industry or educational impact. However, the results showed how a socially inclusive BIM block library can be developed and why this is important, with literature supporting the potential of its dissemination to the design and construction industry. Originality/value – The paper applied action-based research methodology in the development, deployment and evaluation of exploratory BIM use to create more socially inclusive environments. It is of value because it facilitates designers creating the optimum of performance-based accessible environments, rather than the minimum “deemed to satisfy” Building Codes.

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Abou- Warda, Sherein Hamed. "New educational services development." International Journal of Educational Management 30, no. 5 (June 13, 2016): 698–717. http://dx.doi.org/10.1108/ijem-11-2014-0142.

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Purpose – The overall objective of the current study is to explore how universities can better developing new educational services. The purpose of this paper is to develop framework for technology entrepreneurship education (TEPE) within universities. Design/methodology/approach – Qualitative and quantitative research approaches were employed. This study passes through four phase: reviewing of good practices; a survey of academics (n=150 respondents); semi-structured interviews with leaders of Ministry of Higher Education, the Social Fund for Development, and the ILO Sub-regional Office (n=30 respondents); and two workshop with expert group and stakeholders (n=65 respondents). Findings – This study developed framework for TEPE within universities from three aspects (center for innovation and entrepreneurship (CIE), technology entrepreneurship professors/educators, and technology entrepreneurship programs/courses). Research limitations/implications – TEPE will have an impact at the individual and enterprise. It prepares students to be responsible, enterprising individuals who become entrepreneurs, enhances life skills and life learning experiences and contributes to economic development and sustainable communities; at the enterprise level, this education is expected to create and operate a new venture, help innovation, enhance the level of competitiveness, and develop a more practical entrepreneurial environment. Practical implications – It is important for practitioners and policy makers to gain insights on how academic entrepreneurship support works elsewhere as inspiration for the further development of their approaches. Social implications – TEPE can assist in obtaining higher economic growth and sustainable development, in keeping up with the fast pace of an open-market capitalist society and in promoting self-employment and training, which all lead to the reduction of unemployment. Originality/value – This study offers three principal contributions: first, development of framework for the TEPE from all perspectives within universities as TEPE differentiates from other entrepreneurship education types; second, development of an uncommon concept of new educational services in the marketing literature that is incoherent and lacks theoretical models that reflect good practice of entrepreneurship education; third, identification best practices of TEPE in universities by reviewing and analyzing policy and continuing to experiment.

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Chernikova, D. V., and I. V. Chernikova. "Educational and Ethical Aspects of the Technoscience Challenges in the University Landscape." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 11 (November 11, 2021): 42–51. http://dx.doi.org/10.31992/0869-3617-2021-30-11-42-51.

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Education and research are the main vectors that determine the development path of the university, while the transformations of the nature of science are so significant that in the field of education they find expression not only in the emergence of new disciplines and specialties, but also in the revision of the educational paradigm of a modern university. The paper analyzes the impact of transformations of modern science and methods of scientific knowledge production on the university and its research and educational strategies. In technoscience as a modern form of the post-non-classical paradigm of scientific rationality, science and technology form a hybrid of theoretical activity and social practice. Knowledge is produced not only in the context of discovery and underpinning, but also in the context of the estimated consequences of its application. It is shown that the challenges of technoscience, together with the dynamically developing global economy of knowledge, influence the development strategies of the university, which today performs not only research and educational functions, but also implements the mission of social responsibility, contributing to sustainable development, the introduction of responsible technologies and innovations, defending the status of knowledge as public good as opposed to the status of knowledge as social capital. The specificity of the technoscience ethos in the educational landscape of the university is updated, due to the transdisciplinary organization of scientific knowledge. Transdisciplinary research is characterized by a new vertical dimension that goes beyond the plane of object connections not only into the sphere of human as an agent, but also into the sphere of his life, practice, socio-cultural values, combining the complexity of the world with the complexity of human knowledge. The introduction of converging technologies is characterized by the unpredictability of undesirable side effects arising during their creation and operation. In a practical aspect, the ethics of technoscience is designed to contribute to the creation of mechanisms of self-restraint and self-control in conditions of uncertainty; it requires the researcher to be able to self-reflect on the methods, goals and consequences of the technologies usage. The task of a modern university in the context of the technoscience challenges is to cultivate a responsible professional, a person who is aware not only of the epistemic responsibility of a professional, but also of the internal, existential responsibility of a person as a global citizen.

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Wright, Katie. "Student Wellbeing and the Therapeutic Turn in Education." Australian Educational and Developmental Psychologist 31, no. 2 (August 19, 2014): 141–52. http://dx.doi.org/10.1017/edp.2014.14.

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This article considers current concerns with promoting student mental health and wellbeing against the backdrop of critiques of the ‘therapeutic turn’ in education. It begins by situating accounts of ‘therapeutic education’ within broader theorisation of therapeutic culture. In doing so, the importance of this work is acknowledged, but key assumptions are questioned. The emergence of concerns about self-esteem and wellbeing are then examined through an analysis of changing educational aims in Australia. This enables consideration of the broader context for policy reforms and emergent ideas about the importance of fostering wellbeing and attending to the social and emotional aspects of learning. Finally, the article argues for the salience of historicising both educational policy and scholarly critiques of therapeutic education in order to: (1) situate the contemporary emphasis on student wellbeing within a longer history of educational reforms aimed at supporting young people; (2) unsettle taken-for-granted ways in which mental health and wellbeing are currently foregrounded in contemporary schooling; and (3) develop new perspectives on the therapeutic turn in education.

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Boymuradov, Shukhrat, and Umida Hodjaeva. "INNOVATIVE ASPECTS OF IMPROVING THE EDUCATIONAL PROCESS IN HIGHER EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 73. http://dx.doi.org/10.17770/sie2017vol1.2285.

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In modern conditions, the wide introduction of information and communication technologies (ICT) into the social sphere is of great importance, therefore the development of science is impossible without the use of new educational technologies. The purpose of the research is to develop scientific and methodological provisions for the use of infocommunication technologies and internationalize professional training of medical students. The object of the research is the process of improving the professional training of students in medical universities. The subject of the research is the pedagogical and organizational-content conditions for improving the information training of students of medical schools on the basis of the use of ICT in teaching. The hypothesis of the research is that increasing the information training of students of medical schools in professional activities based on the use of ICT will be effective if: - the scientifically grounded way of preparation of students for professional activity with use of ICT within the framework of existing State educational standards of the higher vocational training is offered; - a model for the formation of cognitive activity of students of medical schools based on the use of ICT is developed. The methodological basis of the research are the ideas of the theory of a intergral educational process, the concept of personal developmental learning, the concept of education using computer technology, the concept of the formation of the information culture of the individual in general and the teacher, in particular [2,4,5,7,8]. Conclusions: The analysis of the state of the development of information technologies in education, the disclosure of the specifics of the use of ICT allow to develop organizational and semantic conditions for the formation of elements of the methodical system of using modern information technologies in vocational training of medical students.

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DOS SANTOS, ISABEL CRISTINA, and JOÃO AMATO NETO. "KNOWLEDGE MANAGEMENT IN A HIGH TECHNOLOGY INDUSTRY." International Journal of Innovation and Technology Management 06, no. 02 (June 2009): 183–205. http://dx.doi.org/10.1142/s0219877009001637.

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This study aims to contribute to the Knowledge Management Theory under a social perspective. It evaluates the Knowledge Management Cycle applied in a Brazilian high technology-based industry, a former national company which had been privatized in 1994, and passed through a huge organizational transformation and, after few years, became a market leader in one of the most competitive business sectors. Social organization covers Corporative Culture, Human Resources and Leadership aspects seen as knowledge enablers. This research used a qualitative approach and took a Knowledge Management Model developed by the Fraunhoffer Institute researchers and associates as a reference. Conclusions indicated that in order to become competitive in the new Management Model the studied company had to develop a cluster of human and business competencies. These were developed through educational processes which included personnel and leadership development. Organizational Culture had also contributed to KM process nurturing a sense of continuous improvement, customer and shareholder satisfaction.

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Punch, Renée, and Merv B. Hyde. "Communication, Psychosocial, and Educational Outcomes of Children with Cochlear Implants and Challenges Remaining for Professionals and Parents." International Journal of Otolaryngology 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/573280.

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This paper provides an overview and a synthesis of the findings of a large, multifaceted study investigating outcomes from paediatric cochlear implantation. The study included children implanted at several Australian implant clinics and attending a variety of early intervention and educational settings across a range of locations in eastern Australia. It investigated three major aspects of childhood cochlear implantation: (1) parental expectations of their children's implantation, (2) families' decision-making processes, and (3) the communication, social, and educational outcomes of cochlear implantation for deaf children. It employed a mixed-methods approach in which quantitative survey data were gathered from 247 parents and 151 teachers, and qualitative data from semistructured interviews with 27 parents, 15 teachers, and 11 children and adolescents with cochlear implants. The summarised findings highlight several areas where challenges remain for implant clinics, parents, and educators if children with cochlear implants are to reach their full potential personally, educationally, and socially.

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Статті в журналах з теми "Educational technology Social aspects Australia"

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