scholarly journals Defeating the digital divide

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Jessica Byrne
Keyword(s):  
Professional Development ◽  
Digital Divide ◽  
Personal Experience ◽  
Learning Experiences ◽  
Digital Technologies ◽  
Educational Tool ◽  
Smart Technology ◽  
Low Socioeconomic ◽  
Access To Technology ◽  
At Home

In my personal experience I witnessed a discrepancy between what was available to schools and students from high and low socioeconomic areas. This made me wonder about their access to digital technologies, specifically how the digital divide affects education and how I can help as an educator. Using information from background research, an anonymous survey completed by my peers and current teachers, and an interview with an expert, I was able to conclude that digital technologies are an effective educational tool used to enrich students’ learning experiences. This can be achieved using a variety of different strategies and tools, including Smart technology, tablets, video blogs, and experiments. Educators should participate in professional development opportunities to help lessen the digital divide. This in-depth knowledge will give them the skills to effectively use digital technologies in their classrooms. Schools can also ensure students have access to technology to balance any lack of access at home.

Information Technologies for Adolescents

2014 ◽  
pp. 202-216
Author(s):  
Lesley Farmer
Keyword(s):  
Social Media ◽  
Digital Divide ◽  
Technology Use ◽  
Information Technologies ◽  
Digital Technologies ◽  
Digital Natives ◽  
Digital World ◽  
Access To Technology

Adolescents live in a technology-enhanced world. However, significant subpopulations lack physical and intellectual access to digital technologies. Content and communications providers format and disseminate information in a variety of ways. In response, teens who use technology tend to employ a variety of platforms, choosing the tool to match the content and purpose. Social media has been the technology of choice for teenagers, leveraging their social and creative needs. Educators of teens need to incorporate technology into their practices, providing access and opportunities for teens to optimize their technology use. Today's adolescents, ages 12 to 18, are often characterized as digital natives because many of them have grown up in a digital world. Most of them have some kind of access to technology, although the digital divide still exists. The technologies teens access and use are described in this chapter.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

scholarly journals Quality Counts: Critical Features for Neophyte Professional Development

2008 ◽  
Vol 22 (4) ◽  
pp. 491-506 ◽  
Author(s):  
Charlotte Woodcock ◽  
Hugh Richards ◽  
Angus Mugford
Keyword(s):  
Professional Development ◽  
Interpretative Phenomenological Analysis ◽  
Journal Writing ◽  
Learning Experiences ◽  
Phenomenological Analysis ◽  
Working Environment ◽  
Sport Psychologist

The aim of the study was to examine and reflect on the learning experiences of a neophyte sport psychologist. Over a 9-week applied internship the first author kept a reflective diary that followed Boud’s (2001) three elements of journal writing. Interpretative Phenomenological Analysis (Smith & Osborn, 2003) of the data identified 11 themes from the diary, 8 of which were contextualized in 3 self-narrative accounts, including the working environment, anxiety, confidence, being a performer, being a learner, relationships, feedback and practical content. Reflecting on these incidents the neophyte’s supervisor offers another perspective, and along with the narrative accounts, furthers our understanding of important factors, and indicates recommendations to ensure quality training for professional development.

Achieving person-centredness through technologies supporting integrated care for older people living at home: an integrative review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Julie MacInnes ◽  
Jenny Billings ◽  
Alexandra Lelia Dima ◽  
Chris Farmer ◽  
Giel Nijpels
Keyword(s):  
Older People ◽  
Integrated Care ◽  
Digital Technologies ◽  
Healthcare Management ◽  
Integrative Review ◽  
Scientific Publications ◽  
Content Type ◽  
Range Type ◽  
Care For Older People ◽  
At Home

PurposeThe purpose of this paper is to identify the range, type and outcomes of technological innovations aimed at supporting older people to maintain their independence within the context of integrated care at home. We also discuss key emergent themes relevant to the use of person-centred technology for older people in integrated care and propose recommendations for policy and practice.Design/methodology/approachAn integrative review methodology was used to identify and describe recent scientific publications in four stages: problem identification, literature search, data evaluation and data analysis.FindingsTwelve studies were included in the review. Three studies described remote consultations, particularly telemedicine; five studies described tools to support self-management; three studies described the use of healthcare management tools, and one study described both remote consultation and self-care management. Emergent themes were: acceptability, accessibility and use of digital technologies; co-ordination and integration of services; the implementation of digital technologies; and safety and governance. Several recommendations are proposed relevant to integrated care teams, technology developers and researchers.Originality/valueThis review uniquely considers the extent to which novel digital technologies used in integrated care for older people are person-centred.

Papacy, Crusade, and Christian-Muslim Relations

2018 ◽  
Keyword(s):  
Personal Experience ◽  
Religious Life ◽  
Trade Agreements ◽  
Muslim World ◽  
Peace Movements ◽  
The Stability ◽  
The Way ◽  
At Home

This book examines the role of the papacy and the crusade in the religious life of the late twelfth through late thirteenth centuries and beyond. Throughout the book, the contributors ask several important questions. Was Innocent III more theologian than lawyer-pope and how did his personal experience of earlier crusade campaigns inform his own vigorous promotion of the crusades? How did the outlook and policy of Honorius III differ from that of Innocent III in crucial areas including the promotion of multiple crusades (including the Fifth Crusade and the crusade of William of Montferrat) and how were both pope’s mindsets manifested in writings associated with them? What kind of men did Honorius III and Innocent III select to promote their plans for reform and crusade? How did the laity make their own mark on the crusade through participation in the peace movements which were so crucial to the stability in Europe essential for enabling crusaders to fulfill their vows abroad and through joining in the liturgical processions and prayers deemed essential for divine favor at home and abroad? Further essays explore the commemoration of crusade campaigns through the deliberate construction of physical and literary paths of remembrance. Yet while the enemy was often constructed in a deliberately polarizing fashion, did confessional differences really determine the way in which Latin crusaders and their descendants interacted with the Muslim world or did a more pragmatic position of ‘rough tolerance’ shape mundane activities including trade agreements and treaties?

scholarly journals Student access to and skills in using technology in an open and distance learning context

2012 ◽  
Vol 13 (4) ◽  
pp. 250 ◽  
Author(s):  
Hanlie Liebenberg ◽  
Yuraisha Chetty ◽  
Paul Prinsloo
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Digital Divide ◽  
South African ◽  
Learning Context ◽  
Access To Technology ◽  
Critical Issues ◽  
Information And Communication ◽  
Definition Of ◽  
South African Higher Education

<p>Amidst the different challenges facing higher education, and particularly distance education (DE) and open distance learning (ODL), access to information and communication technology (ICT) and students’ abilities to use ICTs are highly contested issues in the South African higher education landscape. While there are various opinions about the scope and definition of the digital divide, increasing empirical evidence questions the uncritical use of the notion of the digital divide in South African and international higher education discourses.</p><p>In the context of the University of South Africa (Unisa) as a mega ODL institution, students’ access to technology and their functional competence are some of the critical issues to consider as Unisa prepares our graduates for an increasingly digital and networked world.</p><p>This paper discusses a descriptive study that investigated students’ access to technology and their capabilities in using technology, within the broader discourse of the “digital divide.” Results support literature that challenges a simplistic understanding of the notion of the “digital divide” and reveal that the nature of access is varied.</p>

scholarly journals Shame, the scourge of supervision

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Valérie Perret
Keyword(s):  
Professional Development ◽  
Personal Experience ◽  
Professional Competence ◽  
Transactional Analysis ◽  
It Impact

How do we construct shame?How does it impact in supervision?How can the supervisor deal with it?My motivation in writing this article is born from my personal experience with shame. It inhibited my thinking, my spontaneity, my creativity, and therefore limited my personal and professional development. Freeing myself allowed me to recover liberty, energy and legitimacy. I gained in professional competence and assertiveness within my practice as supervisor.My purpose in writing this article is that we, as supervisors, reflect together on how we look at the process of shame in our supervision sessions. Citation - APA format:Perret, V. (2017). Shame, the scourge of supervision. International Journal of Transactional Analysis Research & Practice, 8(2), 41-48.

PROFESSIONAL DEVELOPMENT OF TEACHERS FOR THE IMPLEMENTATION OF DISTANCE LEARNING AT SCHOOL

2021 ◽  
Vol 71 (3) ◽  
pp. 143-154
Author(s):  
G. Mailybayeva ◽  
◽  
G. Zholtayeva ◽  
D. Kaldiyarov ◽  
A. Meirambek ◽  
...  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Successful Implementation ◽  
Digital Competence

The article deals with the problem of increasing the level of competence of teachers associated with the use of digital educational technologies in the educational process of the school by organizing advanced training courses. Effective digital educational technologies for organizing distance learning are also described. The formation of digital competence is possible in the process of implementing educational programs of higher education, as well as professional development and professional training programs. The authors, based on the analysis of empirical data obtained during the survey of current teachers and future teachers - students of the pedagogical direction on the use of distance educational technologies in the educational process, identify problems and difficulties in using digital technologies, types of competence improvement for the successful implementation of distance learning. Based on the analysis of ICT competence in the field of education, the authors developed a program of a professional development course on the topic "Kashyktyktan okytudagi tsifrlyk bilim beru technologiyalary" and conducted teacher training. The survey revealed the degree of readiness and desire of teachers to use digital tools and services in the educational process. This suggests the need for further development of the organization of effective online communication of participants in the educational process, productive feedback with students using digital technologies; forming a critical assessment of students 'behavior and correcting their actions when working in a digital educational environment, monitoring the independence of students' performance of educational tasks; using the potential of digital tools and services in organizing group work and project activities of schoolchildren, and others.

The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries

2021 ◽  
Vol 62 (2) ◽  
pp. 115-140
Author(s):  
Josef Kuo-Hsun Ma
Keyword(s):  
Digital Divide ◽  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Digital Competence ◽  
International Student Assessment ◽  
Institutional Settings ◽  
Educational Expenditures ◽  
E Learning ◽  
At Home

Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.

Change in Computer Access and the Academic Achievement of Immigrant Children

2018 ◽  
Vol 120 (4) ◽  
pp. 1-26
Author(s):  
Ui Jeong Moon ◽  
Sandra L. Hofferth
Keyword(s):  
Academic Achievement ◽  
Digital Divide ◽  
Test Scores ◽  
New Technologies ◽  
Immigrant Families ◽  
First Grade ◽  
The United States ◽  
Computer Access ◽  
Mathematics Test ◽  
At Home

Background/Context Increased interest in the correlates of media devices available to children has led to research indicating that access to and use of technology are positively associated with children's academic achievement. However, the digital divide remains; not all children have access to digital technologies, and not all children can acquire technological literacy. Specifically, immigrant families are known to be slow to adopt new technologies in the increasingly digital society of the United States. Purpose/Objective This study examined whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s. Research Design Using data on 2,139 children in immigrant families from the Early Childhood Longitudinal Study-Kindergarten cohort, this study examined the association between children's gaining access to a computer at home and their reading and mathematics test scores between the late 1990s and the early 2000s. Findings/Results We found that if children had access to a computer during the early elementary school years, they demonstrated increased mathematics test scores later on. Conclusions/Recommendations Three characteristics of computer access are discussed in terms of implications for media popular today, including type of media (old vs. new), featured functions of technology, and timing of availability to children. In particular, the computer's spatial and virtual functions may be likely to translate into improved mathematics skills, especially when access occurs early in kindergarten and first grade. Extra effort is needed to inform immigrant and minority parents about the benefits of new technologies so that their children can access them at home as much as children from nonimmigrant and nonminority families. To lessen the digital divide in children's education, timely financial support and educational information should be provided to parents to encourage early adoption of new media technologies, thus ensuring that immigrant and minority children are not left behind in the digital age.

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