Collaboration and the Successful Use of Information and Communications Technologies in Teaching and Learning Geography in Higher Education

2000 ◽  
Vol 24 (2) ◽  
pp. 263-270 ◽  
Author(s):  
David C. Rich ◽  
Geoffrey Robinson ◽  
Robert S. Bednarz
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Information And Communications Technologies ◽  
Communications Technologies

ICT Applications in U.S. Higher Education

2010 ◽  
pp. 47-58 ◽  
Author(s):  
Michelle O. Crosby-Nagy ◽  
John M. Carfora
Keyword(s):  
Higher Education ◽  
Virtual Environments ◽  
Millennial Generation ◽  
Teaching And Learning ◽  
Internationalization Of Higher Education ◽  
Information And Communications Technologies ◽  
Ict Integration ◽  
Approach To Learning ◽  
Communications Technologies ◽  
The Future

This chapter examines applications of information and communications technologies (ICTs) for education, including multi-user virtual environments (MUVEs) and their returns to teaching and learning in U.S. higher education. ICT applications are most valuable when used in the context of courses with a team-based approach to learning or collaboration opportunities. Some drivers of ICT integration are discussed including the internationalization of higher education and the Millennial generation as the new customers of higher education. Recommendations for the fundamentals of positive ICT applications and integration are provided, as well as a discussion about the future of ICT applications such as MUVEs.

scholarly journals A model for evaluating the institutional costs and benefits of ICT initiatives in teaching and learning in higher education

2003 ◽  
Vol 11 (2) ◽  
Author(s):  
David Nicol ◽  
Michael Coen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Costs And Benefits ◽  
Information And Communications Technologies ◽  
Institutional Perspective ◽  
New Information ◽  
Communications Technologies ◽  
Institutional Costs ◽  
Made In

Significant investments are being made in the application of new information and communications technologies (ICT) to teaching and learning in higher education. However, until recently, there has been little progress in devising an integrated costbenefit model that decision-makers can use to appraise ICT investment options from the wider institutional perspective. This paper describes and illustrates a model that has been developed to enable evaluations of the costs and benefits of the use of ICT. The strengths and limitations of the model are highlighted and discussed DOI:10.1080/0968776030110205

The Politcal Economy of Knowledge Management in Higher Education

2011 ◽  
pp. 2301-2313
Author(s):  
Amy Scott Metcalfe
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Social Dynamics ◽  
Postsecondary Institutions ◽  
Information And Communications Technologies ◽  
Theoretical Frameworks ◽  
Political Implications ◽  
The Social ◽  
Communications Technologies

In this chapter, I discuss the economic and political implications of knowledge management in higher education. First, I examine the linkages between KM and capitalism, with the help of theoretical frameworks that connect increasing managerialism in higher education with the promises of profit-making in the New (Knowledge) Economy. Next, I discuss the politics of information and the ways in which knowledge is stratified in postsecondary institutions. Third, the social dynamics of information and communications technologies (ICT) are explored in the context of higher education institutions. These perspectives provide a counter-balance to the decidedly functionalist views of much of the knowledge managementliterature. The intent of the chapter is to provide a foundation for the rest of the volume and the more specific studies of KM in higher education to follow.

The Politcal Economy of Knowledge Management in Higher Education

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Amy Scott Metcalfe
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Social Dynamics ◽  
Postsecondary Institutions ◽  
Information And Communications Technologies ◽  
Theoretical Frameworks ◽  
Political Implications ◽  
The Social ◽  
Communications Technologies

In this chapter, I discuss the economic and political implications of knowledge management in higher education. First, I examine the linkages between KM and capitalism, with the help of theoretical frameworks that connect increasing managerialism in higher education with the promises of profit-making in the New (Knowledge) Economy. Next, I discuss the politics of information and the ways in which knowledge is stratified in postsecondary institutions. Third, the social dynamics of information and communications technologies (ICT) are explored in the context of higher education institutions. These perspectives provide a counter-balance to the decidedly functionalist views of much of the knowledge managementliterature. The intent of the chapter is to provide a foundation for the rest of the volume and the more specific studies of KM in higher education to follow.

Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

2021 ◽  
pp. 1-20
Author(s):  
Samuel Maredi Mojapelo ◽  
Oluwole O. Durodolu
Keyword(s):  
South Africa ◽  
Rural Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Information Needs ◽  
Basic Education ◽  
Limpopo Province ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Teacher Librarians

Universally, information and communications technologies (ICTs) have revolutionised multiple ways of executing tasks in many sectors. In the education sector, ICTs provide a scaffold to enhance technology-driven teaching and learning information needs of the teachers and learners in a school environment. The aim of the study was to investigate the availability and use of ICTs in library facilities in primary schools in disadvantaged rural communities in Limpopo province, South Africa. The study targeted all 18 primary schools in Lebopo Circuit of Mankweng Cluster. Self-administered questionnaires were used to collect data from teacher-librarians who attended a school library workshop at a local high school. Purposive sampling was employed in the selection of the teacher-librarians and all 18 schools were represented by one teacher-librarian. The findings indicate that there are few ICTs used by the teachers to enhance teaching and learning in different library facilities in disadvantaged rural schools. The study recommends that additional ICTs should be procured by the Department of Basic Education (DBE) for distribution to all schools to mitigate technology-driven information needs of teachers and learners. Furthermore, as vandalism was cited as a challenge in all schools, security needs upgrading to protect the few available ICTs.

scholarly journals New Ways with Technology in the Twenty-First Century

2002 ◽  
Vol 3 (2) ◽  
pp. 289-292 ◽  
Author(s):  
Sue Hawthorne
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Early Childhood Teacher ◽  
First Century ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Teachers And Students ◽  
Software And Hardware ◽  
Integration Of Learning ◽  
The Many

In recent years, schools have been presented with the challenge to integrate the use of information and communications technologies (ICTs) in the classroom. This challenge places many demands on schools and classrooms, teachers and students. Teachers develop strategies to enable them to cope with the many changes required of them, both in their thinking about teaching and learning and in their ability to use software and hardware. Schools and teachers often reflect on their practices and consider how best to connect teaching and learning with the use of learning technologies. This colloquium shares the journey of one early childhood teacher and describes the processes related to integration of learning technologies into classroom practices.

scholarly journals Diseño del arte visual y animación digital de la plataforma educativa interactiva

2021 ◽  
Vol 2 (2) ◽  
pp. 58-71
Author(s):  
F.B. Rodríguez Alanís ◽  
L.A. Dena Caldera ◽  
L.R. Garza Moya
Keyword(s):  
Teaching And Learning ◽  
Information And Communications Technologies ◽  
Community Centers ◽  
Common People ◽  
Digital Animation ◽  
Digital Community ◽  
The People ◽  
Communications Technologies ◽  
Subsequent Conversion ◽  
Improving Teaching And Learning

En el siguiente documento se presenta el diseño de una plataforma educativa de herramientas y temas de salud para el ciudadano, realizado por la filial mexicana de la empresa Compax, la cual trabaja en proyectos de centros comunitarios digitales, para su conversión posterior en ciberescuelas. Con el objetivo de ser un elemento transformador de la sociedad ante un entorno cambiante, donde la aplicación de Tecnologías de la Información y la Comunicación (TIC) en la Educación, se presenta como una oportunidad para promover el aprendizaje y mejorar la enseñanza en el marco del desarrollo de comunidades de aprendizaje virtuales. En este contexto la animación digital juega un papel muy importante, al tener el poder de atrapar la atención de una persona, ayudando a generar interés en temas poco atractivos –como la prevención en la salud- así como ayudándole a entender ideas complejas más fácilmente. The present document thus presents the design of an educational platform of tools and issues relating to the importance of health care to the common people, undertaken in the Mexican company Compax, which develops digital community centers projects, for the subsequent conversion into e-Schools. This for the purpose of being an active element in society, facing a rapidly changing environment where implementation of information and communications technologies in education presents itself as an opportunity for improving teaching and learning within the framework of virtual learning communities. In this context, Digital Animation plays a key role to catch the attention of the people, helping to generate interest on topics considered particularly neither attractive nor unattractive –such as public health prevention- therefore helping to understand ideas that are far more complex.

scholarly journals Teachers' Perspective on Personal Learning Environments via Learning Management Systems Platform

2021 ◽  
Vol 16 (24) ◽  
pp. 57-73
Author(s):  
Sarah Alserhan ◽  
Noraffandy Yahaya
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Information And Communications Technologies ◽  
Personal Learning ◽  
Communications Technologies ◽  
Personal Learning Environments ◽  
Learning Management ◽  
K 12

In recent years, the landscapes of teaching and learning has changed because of the utilization of information and communications technologies. In this context, the most illustrative innovations are Learning Management Systems (LMS) and Personal Learning Environments (PLEs). Despite of the LMS and PLEs popularity in ed-ucational contexts as well as the expand set of tools and services that they offer to learners and teachers; they are still in fancy stages. In order to present the challenges Personal Learning Environments were presented; however, it is obvious that PLEs will not replace LMS. Therefore, both types of environments should coexist and interact. In this manner, the current study took teachers’ perspective on integrating the third generation LMS into PLEs. In addition, this study conducted to find out the teachers’ perspective on how the LMS could enhance PLEs in terms of planning before applying the PLE's; designing a framework in the PLE’s; imple-menting the PLEs; interacting in PLEs; managing the learning process through the PLEs and utilizing technolo-gy in PLEs. The participants of the study were 575 teachers who were selected randomly from Saudi Arabia schools. The findings of this study found that teachers must apply a positive teaching approach, holding that knowledge is composed upon student-to-student interaction as well as student-to-teacher interaction. Further-more, this study revealed that teachers must enterprise, deliver, and support K-12 online learning.

scholarly journals Pengintegrasian Aplikasi ICT Berkaitan Hadis dalam Pengajaran dan Pembelajaran Kursus Berkaitan Hadis di Universiti Awam Malaysia

2018 ◽  
Vol 14 (2) ◽  
pp. 131-138
Author(s):  
A. Irwan Santeri Doll Kawaid ◽  
Syed Najihuddin Syed Hassan ◽  
Mohd Zohdi Mohd Amin ◽  
Shumsudin Yabi ◽  
Mohd Yusuf Ismail
Keyword(s):  
Teaching And Learning ◽  
Public Universities ◽  
New Technology ◽  
Primary Source ◽  
Second Primary ◽  
Information And Communications Technologies ◽  
Huge Amount ◽  
Communications Technologies ◽  
Ict Tools ◽  
Integrated Or

The applications of information and communications technologies (ICT) have become an important instrument of education nowadays. Besides being as tools for presentation and communication, there are many more ICT tools that could help the teaching and learning process. In the field of hadith (Prophetic tradition), there are many ICT applications that have been developed. The applications were developed mainly to ease the Muslim to get close and comprehend their second primary source of religion legislation which is their Prophet's hadith. The functions of the applications were rapidly upgraded besides its ability to digitizing the resources, it can store huge amount of data, facilitate quick access to databases, analyze and classify the data simultaneously. Thus, this study tries to look over the integration of the applications in the study of hadith in Malaysian public universities whether it being exposed, integrated or consolidated. Moreover, this study also tries to ponder over the lecturers’ perception, acknowledgment, skill level as well as the barriers hindered the integration of the applications. The findings of this study are most Malaysian public universities lecturer are skillful at using applications related hadith, most of them accepted the new technology well and integrated it into their teaching and there is no barrier of integrating ICT at their institution. Instead, their institutions offered full support for the integration. However, there is some disagreement from some lecturer for the full integration of ICT in the study of hadith for their opinion that the study of hadith must persevere its traditional method of teaching.

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