This book highlights research and practice where pedagogy effectively utilises as well as leads the technology in teaching, learning and assessment in higher education. The examples provided, not only highlight how teaching practice can become research, an important focus for 21st century academics, but also provides exemplary case studies and theoretical perspectives on the importance of a student-centred approach to adopting technology for teaching and learning.
In recent years, our world has experienced a profound shift and progression in available computing and knowledge sharing innovations. These emerging advancements have developed at a rapid pace, disseminating into and affecting numerous aspects of contemporary society. This has created a pivotal need for an innovative compendium encompassing the latest trends, concepts, and issues surrounding this relevant discipline area. During the past 15 years, the Encyclopedia of Information Science and Technology has become recognized as one of the landmark sources of the latest knowledge and discoveries in this discipline. The Encyclopedia of Information Science and Technology, Fourth Edition is a 10-volume set which includes 705 original and previously unpublished research articles covering a full range of perspectives, applications, and techniques contributed by thousands of experts and researchers from around the globe. This authoritative encyclopedia is an all-encompassing, well-established reference source that is ideally designed to disseminate the most forward-thinking and diverse research findings. With critical perspectives on the impact of information science management and new technologies in modern settings, including but not limited to computer science, education, healthcare, government, engineering, business, and natural and physical sciences, it is a pivotal and relevant source of knowledge that will benefit every professional within the field of information science and technology and is an invaluable addition to every academic and corporate library.
"This 10-volume compilation of authoritative, research-based articles contributed by thousands of researchers and experts from all over the world emphasized modern issues and the presentation of potential opportunities, prospective solutions, and future directions in the field of information science and technology"--Provided by publisher.
Do new technologies mean the end of the university as we know it? Or can they be shaped in a way that balances innovation and tradition? This volume explores these questions through a critical history of online education.
Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices provides real-life examples of those involved in developing and implementing the merge of traditional education curriculum and online instruction.
With the shift towards the knowledge society, the change of working conditions, and the high-speed evolution of information and communication technologies, peoples' knowledge and skills need continuous updating. Learning based on collaborative working, creativity, multidisciplinarity, adaptiveness, intercultural communication, and problem solving has taken on an important role in everyday life.""Technology Enhanced Learning: Best Practices"" goes beyond traditional discussion on technology enhanced learning to provide research and insights on increasing the efficiency of learning for individuals and groups, facilitating the transfer and sharing of knowledge in organizations, and understanding of the learning process by exploring links among human learning, cognition, and technologies. This Premier Reference Source offers estimable, comprehensive research to researchers and practitioners in the field of technology enhanced learning in various disciplines, including education, sociology, information technology, workplace learning, entertainment, healthcare, tourism, and many others.
The selections in this collection explore topics related to the future of information technology and strategic, academic, resource, and facilities planning in institutions of higher education. Part 1, "Developing the Vision: Principles, Paradigms, Life Cycles, and Values," contains: (1) "Mega-Level Strategic Planning: Beyond Conventional Wisdom" (Roger Kaufman and Dale W. Lick); (2) "Change Creation: The Rest of the Planning Story" (Dale W. Lick and Roger Kaufman); (3) "Academic Leadership Strategies: Partnerships for Change" (Gretchen M. Bataille); and (4) "Technology's Contributions to Academic Planning" (J. Thomas Bowen). Part 2, "Implementing the Vision: Principles, Strategies, and Curricula, : contains: (5) "Academic Planning and Technology" (David G. Brown); (6) "The Impact of Technology on Institutional Planning" (Ellen-Earle Chaffee); (7) "Cycles in Curriculum Planning" (John E. Kolb, Gary A. Gabriele, and Sharon Roy); and (8) "Does a College Curriculum Have a Life Cycle?" (John T. Harwood). In part 3, "Supporting the Vision: The Campus Digital Plan," the chapters are: (9) "Planning for IT in Higher Education: It's Not an Oxymoron" (John W. McCredie); (10) "Life-Cycle Costs: More Than the Cost of Hardware" (Christopher S. Peebles); and (11) "Virginia Tech Faculty Development Institute" (John F. Moore and J. Thomas Head) with "Planning Practice: The IT Staffing Puzzle" (Martin Ringle) and "Planning Practice: Community-Based Planning for Technology" (R. Dan Walleri). Part 4, "Integrating the Vision: Physical and Digital Learning Environments," contains: (12)"IT Considerations in Facilities Planning" (Joel L. Hartman); (13) "Planning for Classroom Technology" (Margaret McDermott and David E. Hollowell); and (14) "Developing and Supporting High-Technology Facilities" (Bruce M. Taggart), with "Planning Practice: From Blueprints and Spreadsheets to the Web" (Patricia Seller-Wolff and Mark Wells) and "Planning Practice: New Tools for Community College Facilities Planning" (Patricia C. Williamson). A conclusion, "Realizing the Vision: Concluding Thoughts," summarizes some of the major points. Each chapter contains references. (SLD).
This collection of essays is a genuinely interdisciplinary exploration of the changing relationship of pedagogy, technology, and human beings in contemporary educational and cultural settings. The authors draw upon the most recent theoretical developments in education, the arts, the human body, and technology to interrogate changing pedagogical practices both inside and beyond educational institutions. Their focus on new forms of cultural exchange constitutes a radical re-thinking of the nature of pedagogical events beyond the boundaries of the traditional educational disciplines.
Educators, parents, policy-makers, and communities across the country will find this a significant addition to American educational literature and a gold mine of both current information and detailed historical facts. Latinos in the United States have fought hard to attain equality, especially in the field of education. This book focuses on the fight for equal educational access. The contributors reveal that many Latino children still face decades-old challenges. In addition to such obstacles as cultural conflicts and racism, they also face teachers, curricula, and assessments that are not always respectful to their backgrounds. Three major questions form the framework for this landmark work: How can schools address issues of educational equity for Latino students in the United States? How can curricula be reformed to address the needs of these students? How can scholars, community activists, and parents collaborate for the benefit of Latino learners in the United States?
This research investigates teacher candidates' theories of knowledge in a technological environment and a post-secondary teacher educator's pedagogy of technology teacher education. This dissertation attends to the pedagogical interdependence of purposeful technological environments with a view to narrowing the epistemic gap between students and teachers through the design of educational technology within an undergraduate course. The research uses self-study methodology to investigate and improve my pedagogy of technology teacher education and simultaneously advance the fields of educational technology and learning design and technology teacher education. Self-study of teaching and teacher education practices (S-STTEP) is a type of educational research methodology that is concerned with the understanding and improvement of one's practice and the relationship between teaching and learning in teacher education. A four-part analytical framework in this self-study is used to provide an account of my practice as a technology teacher educator through an analysis of my espoused theories (Argyris & Schön, 1974) (the explicit reasons we give for our actions) and my theories-in-use (Argyris & Schön, 1974) (implicit theories that explain how we behave). The analytical framework coalescences my professional knowledge in an epistemology of practice to help me articulate my assertions for actions as a technology teacher educator using maker pedagogy and experiential learning as technological and educative learning environments. The study of practice as an epistemic source of knowledge supports accesses to one's authority of practice, which is an ontological lens used to study what resides in knowing-in-action. An authority of practice is the warrant that leads to an understanding of professional identity and professional knowledge, and how it develops and is reframed. The epistemic study of practice in this research makes contributions to educational research in the professional development of the teacher educator through the self-study of educational practices and actions.
"This book provides extensive information about pervasive computing, its implications from operational, legal and ethical perspective so that current and future pervasive service providers can make responsible decisions about where, when and how to use this technology"--Provided by publisher.
Author: Council on Library and Information Resources
Publisher: Washington, D.C. : Council on Library and Information Resources
Category: Academic libraries
The Council on Library and Information Resources' (CLIR's) College Libraries Committee began its study of the innovative uses of technology on college campuses in the spring of 1998. A letter was sent to heads of libraries of colleges and mid-sized universities in the United States encouraging librarians who felt their institutions had used technology in a way that significantly enhanced teaching and learning and who were willing to host a study team for a site visit to apply to the project. Nine campuses were selected out of the 41 applicants and site visits were conducted between September 1998 and January 1999. A two-day conference in March 1999 focused on the environment that is most conducive to organizational change. Representatives from each of the nine case study sites were present to discuss which features of the programs they studied had been most successful. Sites included: (1) California Institute of Technology, Sherman Fairchild Library - A New High-Tech Library; (2) Carnegie Mellon University - A New Electronic Archives; (3) Indiana University/Purdue University at Indianapolis - Librarian-Scholar Collaboration in Learning Communities; (4) Lafayette College - An Interdisciplinary Team Approach; (5) Point Park College and the Carnegie Library of Pittsburgh, Library Center - A Public-Private Library Partnership; (6) Southern Utah University, Gerald R. Sherratt Library - One Librarian Introduces EAD (Encoded Archival Description) Finding Aids; (7) Stevens Institute of Technology - Electronic Access, Not Subscriptions; (8) Wellesley College, Margaret Clapp Library - A New High-Tech Center; and (9) West Virginia Wesleyan College - Laptops for Every Student. Four speakers provided additional perspective on the case studies. William Haden opened the conference by noting that with rapid developments in information technology, colleges today face new pressures to remain relevant, competitive, and effective. This was followed by two presentations, by Susan Jurow and Barbara Hill, on making change in higher education. Brian Hawkins then prepared participants with observations on the transformation of higher education. The presentations are provided in part 1 of this report, as are summaries of the ensuing discussion and recommendations for follow-up activities. Case studies appear in part 2 of the report. The CLIR Belmont conference participant list is appended. (AEF)