Evolving Use of Educational Technologies

2014

This paper highlights key ideas from a review of the research literature on ways in which contemporary learning technologies are influencing teaching and learning experiences in higher education. The diverse ways in which students and professors connect, communicate, collaborate and create knowledge for learning and teaching both on campus and in blended and online learning spaces are explored. Promising and emerging practices from the research literature and the implications for faculty members, leaders and higher education institutions of learning are discussed. Challenges for higher education as teaching and learning undergoes change are described. Contemporary educational technologies can enhance and enrich teaching and learning experiences on and beyond campus and often serve as a disruptive force in higher education. In this article, we share key themes and findings from a review of the research on high quality technology enhanced learning experiences in higher education. Idea...

TECHNOLOGY AND TEACHER EDUCATION ANNUAL, 2005

This presentation reports the findings from our investigation of the professors designated as the most innovative users of technology at our university. After seeking nominations from department heads, we selected thirty-five of the most successful and innovative professors as case studies. After interviewing these cases, and in some instances observing their classes, we identified five major patterns that represented the positive impacts technology was having on their instruction. These patterns were evident in ...

2014

This paper reports on a large longitudinal survey of students and their use of technologies in two Australian universities. The SEET survey is unique in Australia because it includes not just current use, but students’ expectations about their future use of technology. The survey was originally run in 2010 and then repeated, with slight modifications to reflect changes in technologies, in 2013. This paper compares the results from 2013 with the 2010 results. Whilst some changes reflect the wider access to freely available open resources and new technologies such as Smartphones and iPads, other results are remarkably consistent with the 2010 results. Overall students are increasingly satisfied with their use of technologies and despite the increase in uptake of freely available technologies, it is evident that the LMS and its inbuilt tools and functions remain a key platform for learning and teaching at universities.

2016

This workshop will begin with an overview of traditional learning and teaching environments, such as classrooms and lecture theatres, and the technology used within them. It will then provide a summary of the ‘work in progress’ findings from a Learning Landscapes project, undertaken with Architectural Technology and Management students during semester one of the 2015/16 academic year. One of the aims of the project was to investigate how technology can impact upon the learning space and learning approaches both now and in the future. The workshop will outline the approach taken and demonstrate the technology used; including both tablet and cloud based technology, and discuss how this impacted upon the teaching experience, from an academic perspective, and student learning and engagement. There will also be an opportunity for those in attendance to trial some of the technology discussed in the presentation to determine how it could be used within their own discipline areas.

Emerging Paradigms in Commerce and Management Education, 2010

(scirp.org) Creative Education, 2023

The increasing quest for tertiary education in Ghana has assumed an overwhelming magnitude in recent time, mounting pressure on public university management to increase enrolment. This has led to overwhelming student population, overstretching physical learning facilities in various departments on public university campuses. Online electronic learning system that facilitates distance education has become a major panacea in the universities for overcoming these challenges. At Kwame Nkrumah University of Science and Technology (KNUST), this system is being pursued rigorously to avail tertiary education to many eligible students who are unable to gain admission through the regular enrolment scheme. Unfortunately, faculties that run practical-based programmes in studio or laboratory environments have the challenge of delivering practical activities on online learning platforms to enhance effective electronic learning implementation in their departments. The purpose of this paper is to demonstrate to institutional web developers, a simplified strategy for incorporating lecture notes with audio-visuals of practical and demonstrational activities to foster online electronic learning implementation in studio or laboratory-based institutions. The Design-Based Research concept underlined this practice led study, in which two (2) computer application software; Adobe Dreamweaver CS6 and TechSmith Camtasia Studio version 2018 were used to foster practical field studies in the virtual classroom space for the Department of Fisheries and Watershed Management

1989

This document contains the transcript of a 1986-1987 videotape of case studies at five institutions representing the broad range of postsecondary education: a research university (The University of Michigan), a comprehensive regional university (Eastern Michigan University), a community college (Washtenaw Community College), and two liberal arts colleges (Denison University and Kenyon College). The case studies were conducted ir an effort to gauge the types of computer usage, instructional problems using computers, the impact of computer assisted instruction on student learning, the role of computers in higher education, issues involved in computerizing a campus, and a host of other related issues. All interviews were videotaped and diverse perspectives were compiled and edited into a coherent summary. This transcript examines the changing character of instruction in writing, foreign languages, natural and social sciences, mathematics, and professional training, as well as the costs of computing and providing computing resources. Appendices contain a description of the case study design, interview guides, videotape index, case study synopses, and faculty census form. (DB)

2020

Full bibliographic details must be given when referring to, or quoting from full items including the author's name, the title of the work, publication details where relevant (place, publisher, date), pagination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award.

2019

Article History Published Online: 10 June 2019 Classroom delivery in the higher education sector is changing with the application of Information and Communication Technologies (ICT). Greater information access, real time communication, cooperation and collaboration, cost-effectiveness and pedagogical enhancement have led to adoption and incorporation of ICTs in classrooms of higher learning. Technological circumstances and socio-economic issues have been a barrier to permeation of ICTs in the echelons of higher learning. This paper discusses the challenges of implementing the new technologies in Universities and sharing the approaches to addressing each challenge.

2016

This paper reports on a small study of students who were required to use communications and document sharing technologies to complete group work for class assignments. The students used a range of technologies and reported on their satisfaction with them and the contribution the technologies made to the learning environment. The objective of the study was to determine whether the technologies made for a good learning environment and if so, what contributed to this. In this study, those students with the confidence and technical ability to use such tools, and in possession of the internet and computing skills and resources to use them successfully, found that they made for an effective, even preferred, learning environment. The authors would like to see more studies with more diverse groups of students.

The phrase " Technology in ELT " is simply a reference to the use of technology – audio, video, and multi-media – more of multi-media in modern times with computer and electronic technology recording several advances. However, it also relates to issues arising out of the use of such technology in an ELT class. It is a development that can be seen as correlated to what has come to be called e-learning, which began to be defined in the early years of this millennium. By all accounts, e-learning is a learner-friendly and learner-centred development that focuses on the learners' needs. Cross (2000) as " the convergence of learning and networks and the new Economy " , and Masie (2000) as " the use of network technology to design, deliver, select, administer, and extend learning ". Goodyear (2000) chooses to call it " the systematic use of networked multimedia computer technologies " for (a) the empowerment of the learners, (b) ensuring improvement in learning, (c) fulfilling the learners' needs by putting them in touch with human and other resources, and (d) putting together learning, learner performance, personal and institutional goals into a unified whole by bringing about their integration. Support for this is available in Egbert, Paulus and Nakamichi (2002), who cite from research reported by Lee (2000) and Warshauer & Healey (1998) which we have been able to access and confirm. We do not intend to give this the shape of a research paper and shall, therefore, focus the seven papers presented at that conference which are being published in this issue.

This paper summarizes the author's experience and student feedback from a sophomore level course on Electric Circuits that was taught using a Tablet PC in Spring of 2006. A Tablet PC (Lenovo X41) was used in the classroom, which was interfaced with a data projector. A screen capture software (Camtasia) was used to record voice and inscriptions on the screen of the Tablet PC. The classroom session was recorded as two files: a Camtasia video file which was converted to a movie file in the "Windows Media File" format, and a "Windows Journal" file for the screen writings which was converted to a PDF file. Both files were uploaded to the Blackboard Learning System within two hours after the end of the class. A detailed survey was conducted at the end of the semester on the effectiveness of using the Tablet PC in the classroom. Contrary to initial skepticism, student attendance remained normal throughout the semester, and students downloaded and replayed the movie files of lectures, and took printout of PDF files of classnotes. Students mentioned that by not taking classnotes during the live classroom session helped them concentrate more on understanding of concepts rather than transcribing the lecture. Movie files are a great supplement to classroom instruction since they can be replayed multiple times by the students to clarify concepts they missed in the classroom, or if they have missed a lecture altogether. From the instructor's perspective, it was a great experience with better than expected student acceptance and classroom interaction.

Computers & Education, 2018

2000

The traditional classroom lectures in engineering do not permit professors or students to keep pace with technological changes within rapidly changing disciplines. By using technology, the classroom lecture can be modified so that class time becomes a laboratory of learning and reinforcement through iteration and application. This approach is also very timely since it directly develops the engineering attributes set