ICT Educational design

Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.

W artykule zostały przedstawione wyniki dwóch studiów empirycznych, których celem było zbadanie stosunku przyszłych nauczycieli do nowych edukacyjnych rozwiązań TIK. Studia ta ukazują, że podejście nauczycieli do TIK kształtowane jest nie – jak zakładało wiele wcześniejszych badań – w placówce w której podejmują oni pracę, ale w jednostkach w których są kształceni pedagogicznie. Ponadto pokazują, że stosunek przyszłych nauczycieli do TIK wynika także z ich edukacyjnych/szkolnych doświadczeń – z potrzeby reprodukowania znanych im (nisko stechnicyzowanych) modeli edukacji. Koniecznym wydaje się więc wprowadzenie do systemu kształcenia nauczycieli nowego modelu wiedzy i kompetencji, uwzględniającego zapotrzebowanie na wiedzę i kompetencje technologiczne. Takim modelem może stać się tytułowy TPACK (Technological, Pedagogical and Content Knowledge model) – jego podstawowe założenia zostały przedstawione w ostatniej części tekstu, jako swego rodzaju rekomendacja wynikająca z przytoczonych badań.

As new paradigms, such as pervasive computing and ambient intelligence change the nature of the computer application market place, so do the skills and educational technology needed by students and teachers. The once dominant PC now finds itself outnumbered by several orders of magnitude by much smaller and cheaper embedded computers which can extend the internet from being just a means of connecting personal computers together, to enabling a world of connected “things”; the so-called “internet of things”. In this world hundreds and even thousands of tiny service providing embedded-computers deliver a variety of services to us (some physical, some information) in ways that enable exciting new lifestyles and business opportunities. Applications range from the creation of digital homes (with their myriad of high-tech appliance), smart vehicles (cars aeroplanes & robotics) through to telecommunications (mobile phones, personal navigation or mobile learning). At the heart of this new te...

This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; (b) one cannot generalize from a single case, therefore, the single-case study cannot contribute to scientific development; (c) the case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building; (d) the case study contains a bias toward verification; and (e) it is often difficult to summarize specific case studies. This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of a greater number of good case studies.

This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.

This chapter examines the One Laptop per Child (OLPC) project. The chapter commences with an account of the history of the OLPC, which traces the emergence of the project from the models of learning developed by Papert and others through the launch of the program at the World Summit on the Information Society in 2005 and some of the problems faced in more recent times. The chapter will then move onto a critical examination of the program and will identify a number of issues in such an endeavor. These criticisms fall into three main areas: first, that the underlying beliefs and much of the discourse surrounding the program are technological determinist in orientation and fail to acknowledge both the heterogeneity of educational situations and the possibility of other outcomes of technological deployment; second, that the project seeks to impose the technology with little appreciation of local needs or conditions and verges on the colonialist in some of it terms of address; third that the program focuses solely upon the technological to the detriment of the additional educational requirements that the widespread dissemination of such technology requires. Finally, the chapter will offer a number of suggestions for future projects so as they may avoid some of the criticisms leveled at the OLPC project.

The importance of using models of systematic instructional design in education has long been recognized for the purposes of enhancing learning and instruction. A systematic instructional design approach improves the management of instructional design and development processes, the evaluation and testing, and builds on associated learning or instructional theories (Andrews & Goodson, 1980). However, instructional designers and educators always struggle as to which model to be used as a guideline when designing and developing instructional multimedia for real clients and audiences. Model understood, here, as a mental picture that helps us understand something we cannot see or experience directly. Since instructional design is a dynamic, needs- and contexts-based process, there is an obvious lack of detailed, practice-based literature on instructional design processes and procedures. At the same time, many challenges that instructional designers go through when designing instruction and completing their work are not extensively documented. This paper is a small effort to fill in the gap. Aligned with the intention to shine the rays of change in the practice of instructional design culture, this paper proposes a practice-based instructional design (ID) model built on the experiences of working as instructional designers with a group of clients and subject matter experts in a teacher training program. Instructional design concerns, issues and ethics are also discussed in detail.

This a training manual for ICT in Education for primary level education in Bangladesh. The objective of this training manual to provide necessary methodological support to the training Facilitators for conducting ICT in Education training. The training equip primary teachers and teacher educators to use ICT for education purpose. Access to Information (a2i) Programme and Directorate of Primary Education (DPE) designed and implemented this training for making teachers equipped to face 21st century's challenges.

This presentation discusses the definition of 'community'; the role of community in service-learning or SULAM projects; types of community - direct and indirect - and examples; ways to work with community partners; approaches to find community partners; and some tips to work in service-learning or SULAM projects.

Dans ce projet de recherche, nous avons conçu un scénario d’activités d’enseignement-apprentissage intégrant l’usage des Technologies de l’Information et de la Communication (TIC) en contexte éducatif. Nous avons choisi de nous intéresser
au thème des volcans avec comme public cible des élèves de deuxième année de l’enseignement secondaire. Il nous a en effet semblé que les TIC peuvent apporter de la valeur ajoutée pédagogiquement à ce sujet. Nous nous sommes dès lors interrogés sur les différents TIC qui rendaient possible une production en groupe et qui permettraient une utilisation pédagogique de vidéos et de photographies, documents nous  semblant incontournables dans cette discipline. Nous avons retenu la plate-forme et plus particulièrement la plate-forme de type Moodle. Cette plateforme offre différents outils qui
répondent à nos besoins. Il donne effectivement la possibilité de déposer des documents, de les organiser en «rubriques», de créer des Wikis, de passer des tests et d’interagir dans un forum autour de la thématique.

Phronetic organizational research is an approach to the study of management and organizations focusing on ethics and power. It is based on a contemporary interpretation of the Aristotelian concept phronesis, usually as ‘prudence’. Phronesis is the ability to think and act in relation to values, to deliberate about ‘things that are good or bad for humans’ in the words of Aristotle (1976:1140a24–b12). Phronetic organizational research effectively provides answers to the following four value-rational questions, for specific problematics in management and organization studies: 1. Where are we going with this specific management problematic? 2. Who gains and who loses, and by which mechanisms of power? 3. Is this development desirable? 4. What, if anything, should we do about it?

The Aalborg Project may be interpreted as a metaphor of modern politics, modern administration and planning, and of modernity itself. The basic idea of the project was comprehensive, coherent, and innovative, and it was based on rational and democratic argument. During implementation, however, when idea met reality, the play of Machiavellian princes, Nietzschean will to power, and Foucauldian rationality-as-rationalization resulted in the fragmentation of the project.

Leave request app allows employees to easily manage their leave requests anywhere and anytime. Employees are also able to ask managers for a leave of absence using a Smartphone. This leave can be either maternity leave, sick leave or other related issues, which may even be personal.

At the same time that case studies are widely used and have produced canonical texts, it may be observed that the case study as a methodology is generally held in low regard, or is simply ignored, within the academy. For example, only 2 of the 30 top-ranked U.S. graduate programs in political science require a dedicated graduate course in case study or qualitative methods, and a full third of these programs do not even offer such a course. In contrast, all of the top 30 programs offer courses in quantitative methods and almost all of them require training in such methods, often several courses. In identifying this paradox of the case study’s wide use and low regard, Gerring rightly remarks that the case study survives in a “curious methodological limbo,” and that the reason is that the method is poorly understood. In what follows, we will try to resolve Gerring’s paradox and help case study research gain wider use and acceptance.

A learning module in Grade 10 for students to both DepEd and private schools with the main subject, Information and Communications Technology. The module covers the first quarter until fourth quarter bringing the knowledge of technology and computer course.

There is a teacher's guide module uploaded to review your answers in every assessment of the module. You can find it still in my account.

We live in a digitized world. Presently, globally, technology drives almost all aspects of human endeavours. For instance, in the field of education, Computer-Aided Instruction (CAI) which is grounded on the principle of programmed instruction facilitates the effective learning of concepts, generates interest and curiosity of learners, fosters critical thinking, and provides learners with immediate feedback. CAI help Social Studies students develop problem-solving skills, collaborative learning, communication, emotional intelligence, problem-solving, and creativity.  However, the effective implementation of CAI in schools depends on several variables including students’ perception of the CAI as tools for teaching and learning. This study was therefore conducted to investigate Senior High Schools students’ perception of CAI as tools for teaching and learning, and whether gender and school location influence students’ adoption of CAI during learning of Social Studies. The quantitative research design was adopted for the study. The data for the research was collected from 3 Junior High Schools randomly sampled from the North East Region of Ghana using Slovin’s formula for sample size determination. Two research questions and two hypotheses were formulated to direct the study. Data were collected using structured questionnaires administered to 270 students from the 3 randomly sampled schools. The questionnaire was designed with a 5-point Likert scale using closed-ended questions. To determine the reliability of the questionnaire, a pilot study was conducted. The test-retest method was used to determine the reliability of the instrument. This was carried out among 20 respondents who were not included in the research sample. The value of the coefficient of correlation “r” was found to be 0.78, which implied that the instrument was reliable. Data were analyzed using descriptive and inferential statistics. Frequencies were used to analyze data on students’ perceptions of Computer-Aided Instruction, the extent of integration. Pearson’s Chi-square was used to test the hypothesis to determine whether there was a significant difference between male and female students and young and old teachers’ application of CBI in learning of Social Studies. The study found that students’ perception of CAI was positive, however, their application of technology in learning was limited. Also, male students were using technology to learn than female students. There was no statistically significant difference between rural and urban students integration of CAI in learning. The study recommends the supply of schools with relevant digital infrastructure, training, and supply of laptops to female students, and allowing Senior High Schools students to use phones in schools purposely for learning to increase students’ performance.

Keywords: Social Studies, Instruction, Computer, Gender, Digital divide, Computer-Aided Instruction, Policy, and Hypothesis.

This paper presents a summary of government-endorsed AI curricula ad standards available internationally. Information on the development, integration, implementation and learning outcomes of these curricula is provided together with recommendations for countries regarding AI K-12 curricula. The paper also highlights some existing curriculum frameworks and standards in use in the public education space. This paper is a useful resource for policy-makers, researchers and practitioners interested in developing K-12 AI curricula for the education space.

Due to the pandemic, the use of technology became prevalent, particularly among students. From the traditional face-to-face setup, the education system shifted to distance learning in accordance with the “new normal”. In the study conducted by other researchers, the computer literacy of students is correlated to their academic performance. The researcher contemplated that it is necessary to investigate the impact of computer literacy on the academic performance of Grade 12 STEM students of Saint Mary’s Academy, Agoo, La Union.

Many teachers and students in Nigerian institutions of learning find teaching and learning a herculean task and very boring because of the obsolete methods of teaching and learning in this sector of the Nigerian economy. New innovative and IT-driven approach will be used in this research to help improve the quality of teaching and learning in Nigerian schools. This research will try to find a solution to this problem, where both students and teachers will enjoy teaching and learning respectively in an environment where effective teaching and learning is the target objective.

With the spread of mobile games targeting preschoolers there is an increased need for the creation of high-quality, research-based content for this age group. But how can "quality" be defined here? To answer this question, an extensive review of literature and available rating systems was needed which resulted in a detailed set of attributes which constitute a fun, usable, beneficial and, above all, successful mobile learning game targeting preschoolers. The resulting framework (Pre-MEGa) is presented in this paper with the aim of facilitating the process of translating research into concrete, measurable characteristics for designing and evaluating this type of software.

Mobile devices such a mobile phones, PDAs and iPods can have more processing power, slicker displays, and more interesting applications than were commonly available on desktop machines ten years ago, and educators are quickly realising their potential to be used as powerful learning tools. However, the application of mobile technologies to learning contexts must take into account a number of factors. Above all other things, we must consider how mobile learning can be used to provide learners with better opportunities and enhanced learning outcomes. This position paper will suggest a foundation of good practice in mobile learning with a strong pedagogical basis underpinned by characteristics of both situated and networked learning, using the following structure:
(1) A differentiation between learning and technology as the driver for mobile learning approaches.
(2) Exploration of a situated, networked and distributed educational design approach to mobile learning, with references to social constructivist principles of learning, and how these can support, and be supported by, a mobile learning approach.
(3) The classification of mobile learning activities, using the themes ‘Record, Recall, Relate and Reinterpret’ (the ‘four Rs’ of mobile learning), providing specific examples of practical teaching and learning activities using this model.
(4) The construction of parallels between computer-based and mobile learning, demonstrating parallels in technological considerations (such as screen size, processing power, memory and storage capacities) as well as human considerations for implementation.
(5) A summary of considerations for designing, developing and delivering mobile learning for high-quality learning outcomes.

In this paper we argue that the use of the communicative theory of Jürgen Habermas in planning theory is problematic because it hampers an understanding of how power shapes planning. We posit an alternative approach based on the power analytics of Michel Foucault which focuses on ‘what is actually done’, as opposed to Habermas’s focus on ‘what should be done’. We discuss how the Foucauldian stance problematises planning, asking difficult questions about the treatment of legitimacy, rationality, knowledge and spatiality. We conclude that Foucault offers a type of analytic planning theory which offers better prospects than does Habermas for those interested in understanding and bringing about democratic social change through planning.

Presenta un enfoque socio-cultural y socio-semiótico para la aplicación de las TIC en educación, considerándolas como un entorno virtual e incluye una propuesta fundamentada de capacidades así como de prácticas educativas o estrategias TIC. - This working paper presents a socio-cultural and socio-semiotic approach for the application of ICT in education, considering them as a virtual environment and includes a proposal based capabilities as well as ICT educational practices or strategies.

With over forty years' experience, Emerald Group Publishing is a leading independent publisher of global research with impact in business, society, public policy and education. In total, Emerald publishes over 275 journals and more than 130 book series, as well as an extensive range of online products and services. Emerald is both COUNTER 3 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.

How this book is organized

All chapters are self-sufficient, with abstracts, keywords and references related to each chapter only. Chapter 1 has its own story, Communication of ACM editor of E-learnmag, being aware about my other papers after several years of reading has requested to make a simplified version about E-Learn - what is it, why it is not so successful, what are the problems in delivery and what is next. It is oriented on teachers, lecturers and can be useful even for high education officials, if they want to know something about what they manage.
Thus Chapter 1 was actually "ordered "by two editors of ACM journal E-learnmag. At first Dr.Liza Neil in early 2000’s did ask me to do a simple version of a paper what to expect and what to do in making E-learn efficient for teachers. She insisted to highlight what are problems of objective side curriculum changes of the subject and subjective side  how human brain match the process of teaching - what kind of adjustment are required. Later her successor after dozens of fencings-parings did the last move and paper appeared:

https://elearnmag.acm.org/archive.cfm?aid=2611524.

Sure, there was a need to update, extend and highlight new bits. Thus, this chapter doubled its size and became Chapter 1 of this book. Target auditorium for this chapter is teachers and teaching managers. References of this chapter which prove that E-learn as it is presents more problems and no solutions are as important as text.

Chapter 2 The role and functions of education connected with science and knowledge, skills, transfer them and knowledge, skills, transfer them through curriculum is presented, using Computer Science as  an example;
Models of education program development are briefly explained with constructive critics.  Curriculum design and deliver is considered as information processing. Principle of curriculum design as information processing is explained showing immediate benefit;
New technologies of assessment that match future requirements of Education with unprecedented reliability and efficiency of assessment.
Target audience:
-  Politicians from Education - ministers etc., they should stop talking and start reading;
-  Academic lecturers - to ease their pain of uncertainty of “educational”, “pedagogical” papers
  and tales and converting their efforts for good and for good developments.
-  Computer scientists and software engineers - for making real supportive tools for education

Chapter 3 presents an extended, integrated picture of knowledge, its evolution, delivery through curriculum. It is also show how it should be implemented using available primary channels - visual and audio.
Web support of knowledge evolution and, respectively, curriculum update is described as well.
Web-semantic methods and algorithms seem to be very useful for upgrading curriculum.
Unanswered questions of using available delivery channels that require at least to consider if we want to implement proper way of teaching are raised, and should be addressed by each reader using own experience.
The material, ideas and even raised questions from this chapter are best fit for university lecturers, computer scientists and web-support designers involved in high education.

Chapter 4 is all about application of our proposed theoretical concepts introduced in previous chapters for concrete module from computer science domain. Theory is explained in brief and oriented for the module level. We describe what it was before and what it became applying our approach to lectures, tutorials, coursework and assessment.

We have explained how our Multiple-Choice Answers Approach was applied.
Results of application of all mentioned concepts demonstrated impressive improvement in depth of knowledge, and in number of students recruited. Students always vote by their feet.
This Chapter is best fit for lecturers in High Education who really want to make progress in knowledge delivery for students.

Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model’s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme’s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.