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Effect of technology in the educational sector
Effect of technology in the educational sector
Importance of ICT in Education
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II. REVIEW OF RELATED STUDIES
2.1 Background concepts
The central theme of e-learning is to leverage effective transfer of knowledge, not just from the experts to learners but also from learners to learners, including both tacit (informal knowledge) and explicit knowledge (formal knowledge), through various means facilitated by information and communication technologies (ICT) [Volery and Lord, 2000]. It is essential to identify the critical factors within each of the components of e-learning ecosystem to facilitate effective transfer of knowledge.
An ecosystem is a natural unit consisting of all plants, animals and micro-organisms (biotic factors) in an area functioning together with all of the non-living physical (abiotic factors) of the environment [Christopherson, 1996]. Extending this definition, e-learning ecosystem consists of biotic factors such as learning and teaching community, substance and content in various forms (video, audio, text), and abiotic factors such as principles and methods (adaptive, active, etc.), systems and processes (Internet, multimedia, LMS, semantic web etc.), management of learning resources (acquire, elicit, organise, retireve, reuse etc.) and the interaction between them to mutually benefit each other. The principles and methods of teaching and learning in general refer to correct use of pedagogical strategies. The systems and processes of teaching and learning refer to technologies supporting e-learning and various pedagogical strategies. Management of the substance and content of teaching and learning represent management of learning resources generated from various pedagogical strategies and associated technologies.
At this juncture, application of knowledge management principle is vit...
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...overcoming these limitations, this study proposes inclusion of comprehensive critical pedagogy-specific elements for a sustainable RLOR.
The analysis above shows that existing studies on the pedagogies, technologies and management of learning resources have recognised the importance of identification and appropriate use of pedagogical strategies with the incorporation of technologies and effective management of learning resources. Nevertheless, there is a paucity of research in evaluating critical interrelated issues of pedagogical strategies, technology supporting various strategies and management of learning resources. In this context, this study aims at complementing existing research in identifying the factors specific to each strategy and assessing entwined aspects of these e-learning ecosystems to have a maximum positive impact on the success of e-learning.
An e-Learning environment will provide a framework and a set of tools, however, by themselves they are not more likely to facilitate your teaching and the students' learning than the filing cabinet in which you keep your lecture notes.
Years ago, the foremost technology was simple and only somewhat effective, namely verbal communication (talking or writing). However, nowadays, we have modern methods of teaching; for example, typing and keeping files online. One educational resource that has changed is the textbook. For instance, in the article, “Top 12 Ways Technology Changed Learning” by Dr. Katherine McKnight, it states, “Today’s textbooks often have web-based sites that include assessments, animations, additional materials, videos, and other materials to support the learning of new content.” This proves technology that enables enriching learning resources has permanently altered how this generation is taught.
Workplace learning refers to learning or training undertaken in the workplace (Craig 1996). The field of workplace learning is also known as Training and Development, Human Resource Development, Corporate Training and Work and Learning (Craig, 1996; Piskurich at al., 2000; Driscoll et al., 2005; Smith et al., 2006). The traditional context of learning is experiencing a radical change. Teaching and learning are no longer restricted to classrooms (Wang, Wang, & Shee, 2007). The term e-learning refers to the use of electronic devices for learning, including the delivery of content via electronic media such as Internet, audio or video, interactive TV, etcetera. For the purpose of this study, we define “e-learning” as teaching and learning that
Technology enables students and teachers to have a fast and easy way to acquire unlimited access to tons of information. With all of the useful technologies, the curriculum is bound to change in endless ways, creating more opportunity for learning.
Standard learning is accompanied with the assistance of PCs and online improvement. Better strategies for learning are in the blink of an eye accessible, and overhauled access is a champion amongst the most essential central focuses open. Individuals all around the globe are encountering overhauled flexibility as a result of the open entryway and potential that web learning offers, and as learning establishments and learning affiliations handle web learning types of progress and remote-access learning, formal scholarly turned out to be progressively phenomenal. Web learning is giving people new choices and crisply found versatility with their own particular learning and progression.
Today, technology enables forms of communication and collaboration undreamt of in the past. " Today, anyone can go to an online school and obtain universally-recognized certificates"(National council). Technology is powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together.
A qualitative approach was adopted involving two principal data collection methods; a thorough and systematic review literature and in-depth interviews on critical pedagogical approaches, technologies supporting those pedagogies and management of learning resources with e-learning providers. Reasons for adopting detailed interviews are as follows: First, interviews are appropriate to examine the extent to which the critical factors identified from literature and empirical studies are practiced. Accordingly, it was deemed that interviews are particularly suitable for understanding versatile beliefs and practices of individual e-learning stakeholder in assessing what works the best (or worst) to enhance e-learning effectiveness. Second, e-learning ecosystem is a complex system, which requires acceptance and adaptation by e-learning providers. For this reason, evaluating the perceptions of staff involved in e-learning environment is necessary to identify the critical factors facilitating or impeding e-learning success. Third, sustainability of e-learning success requires the three components of e-learning ecosystem to function as a unit mutually benefitting each other. To fully understand the interaction between these components, interview method was considered to be effective. Fourth, this research is intended to develop and test the research model with a wider audience as a follow up research. This again requires identification of multiple views and concrete factors contributing to success of e-learning ecosystem. Accordingly, interview method of data collection is considered to be appropriate to gain insight into multiple perspectives on contributing factors as well as inhibiting factors within the thr...
When trying to describe the meaning of education, one might think of the relationship between a teacher and a student. The essence of this relationship is stregthned by the teachers' ability to adapt to the students needs. With many advancements of society and technology, today's teachers are better equipped with tools so powerful that the standards of yesterday are being challenged more frequently. Among these great tools exists the computer and the Internet.
Nowadays, teaching is no longer restricted to face-to-face interaction between the students and the teachers. (Yueh & Hsu, 2008). The usage of learning management systems in the classroom and in the workplace continues to play an important role in helping instructors, trainers and educators in meeting their pedagogical as well as their organizational goals (see Argyris, 1977; Beatty & Ulasewicz, 2006; Liu, Li & Carlsson, 2010; Shrivastava, 1983; Ong, Lai & Wang, 2004). Becoming ubiquitous since the 80’s and 90’s, learning management systems (LMS) are one of the means of e-learning—a learning situation where instructors and learners are separated by distance, time, or both (Raab, Ellis, & Abdon, 2002) as well as m-learning (mobile
The next phase of the new program and course development process is to examine, research, and design the new proposed course as an online course. Online course delivery options must be explored. A variety of resources need to identified to successfully develop a new online course. These resources may include a variety of publications, possibly even the oversight of a faculty mentor. California State University, Chico provides a detailed site for the development of an online course. In developing the new course in public management as an online course the Chico State rubric was used as a guide that helped with the design of the online delivery system. I have found that use of rubrics in online design is supported by many institutions. The Chico State rubric for online teaching and learning served as the rubric that was used to develop the new online course in public management for Folsom Lake College.
In order for an educator to develop meaningful instructional programs and curriculum in order to incorporate technology into education, goals ought to be set in place in order to direct the outcomes of curriculum development and teaching. Goals go far beyond everyday teaching objectives, goals are directed towards long-term learning and programmatic outcomes (John, 2009). In order to grow in the realm of education it is important to stay current with developing technologies and to acknowledge the skills necessary to implement technology into the profession of education. Performance standards measure how much of the content the learner is proficient at. As a learner myself, taking classes to further my knowledge in technology required me to
ICT's vital role cannot be ignored in increasing attainment to education as well as preparing better quality education (Gutterman et al, 2009). Education has not been untouched by the pervasive impact of information and communication technology. No doubt that ICT has influenced the quantity and quality of teaching, learning, and research. ICT, in concrete terms can improve teaching and learning via its engaging and interactive content; and it can prepare real opportunities for individualized teaching. ICT has the potential to speed up, enhance, and deepen skills. It motivates and engages students in learning. It also helps to connect school experiences to practices and to develop economic viability for future
there are necessary technologies that must be on ground in order to sustain e-learning, these
With the advent of modern technology, a forceful impact of this technology has been observed in nearly all walks of modern day life. With the increasing access to these facilities, the lives of modern-day human beings have changed so dramatically that in many cases a reversal towards the old ways of life seems apparently impossible. Similar is the case with the process of education. In general the concept of e-learning has modified learning modes and behaviors to a much greater extent. It has...
For ICT to be effective integrated in the school curriculum, one needs to understand its psychological foundation. The essence of integrating ICT in learning and teaching is to facilitate the process of knowledge acquisition (Mayer, 2003). Achieving this objective requires a clear comprehension of how individuals learn using various theories of learning and how the tool can be used to enhance the process. Roblyer (2006) states that “theories describe how learning should take place and hence strategies are derived from them”. Because ICTs are used to carry out learning strategies, ICT integration strategies have a learning theory base. Moreover, adopting technology integration initiatives and all the processes attached to them is implicitly suggesting the underpinning theory of learning that is realized by the use of the technology at hand (Jacobsen & Lock, 2004). Theories describe conditions required to make learning happen and the kinds of problems that interfere most with learning. When a teacher prepares a learning activity, he uses a particular method, which in turn is based on a learning theory (Bates & Poole, 2003). If he chooses to use ICT as part of the methodology, there is an underpinning belief of what technology does to facilitate the learning. A thorough understanding of a theory would yield a better preparation and approach to teaching (Jacobsen & Lock, 2004). Bates and Poole (2003) argue that how pupils learn is influenced or linked to the role of media technology in teaching, learning, planning, design, and delivery of technology-based courses. Roblyer (2003) observes that the appropriate role of technology depends on the teachers' or educators' perception of the goals of education itself and the appropriate instru...