112,697 research outputs found

    From flowers to palms: 40 years of policy for online learning

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    This year sees the 40th anniversary of the first policy paper regarding the use of computers in higher education in the United Kingdom. The publication of this paper represented the beginning of the field of learning technology research and practice in higher education. In the past 40 years, policy has at various points drawn from different communities and provided the roots for a diverse field of learning technology researchers and practitioners. This paper presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies. Conclusions drawn from the review of 40 years of learning technology policy suggest that there are few challenges that have not been faced before as well as a potential return to individual innovation

    A Discussion of Thin Client Technology for Computer Labs

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    Computer literacy is not negotiable for any professional in an increasingly computerised environment. Educational institutions should be equipped to provide this new basic training for modern life. Accordingly, computer labs are an essential medium for education in almost any field. Computer labs are one of the most popular IT infrastructures for technical training in primary and secondary schools, universities and other educational institutions all over the world. Unfortunately, a computer lab is expensive, in terms of both initial purchase and annual maintenance costs, and especially when we want to run the latest software. Hence, research efforts addressing computer lab efficiency, performance or cost reduction would have a worldwide repercussion. In response to this concern, this paper presents a survey on thin client technology for computer labs in educational environments. Besides setting out the advantages and drawbacks of this technology, we aim to refute false prejudices against thin clients, identifying a set of educational scenarios where thin clients are a better choice and others requiring traditional solutions

    Cultural consequences of computing technology

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    Computing technology is clearly a technical revolution, but will most probably bring about a cultural revolution\ud as well. The effects of this technology on human culture will be dramatic and far-reaching. Yet, computers and\ud electronic networks are but the latest development in a long history of cognitive tools, such as writing and printing.\ud We will examine this history, which exhibits long-term trends toward an increasing democratization of culture,\ud before turning to today's technology. Within this framework, we will analyze the probable effects of computing on\ud culture: dynamical representations, generalized networking, constant modification and reproduction. To address the\ud problems posed by this new technical environment, we will suggest possible remedies. In particular, the role of\ud social institutions will be discussed, and we will outline the shape of new electronic institutions able to deal with the\ud information flow on the internet

    The institutional character of computerized information systems

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    We examine how important social and technical choices become part of the history of a computer-based information system (CB/SJ and embedded in the social structure which supports its development and use. These elements of a CBIS can be organized in specific ways to enhance its usability and performance. Paradoxically, they can also constrain future implementations and post-implementations.We argue that CBIS developed from complex, interdependent social and technical choices should be conceptualized in terms of their institutional characteristics, as well as their information-processing characteristics. The social system which supports the development and operation of a CBIS is one major element whose institutional characteristics can effectively support routine activities while impeding substantial innovation. Characterizing CBIS as institutions is important for several reasons: (1) the usability of CBIS is more critical than the abstract information-processing capabilities of the underlying technology; (2) CBIS that are well-used and have stable social structures are more difficult to replace than those with less developed social structures and fewer participants; (3) CBIS vary from one social setting to another according to the ways in which they are organized and embedded in organized social systems. These ideas are illustrated with the case study of a failed attempt to convert a complex inventory control system in a medium-sized manufacturing firm

    Governing by internet architecture

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    In the past thirty years, the exponential rise in the number of Internet users around the word and the intensive use of the digital networks have brought to light crucial political issues. Internet is now the object of regulations. Namely, it is a policy domain. Yet, its own architecture represents a new regulative structure, one deeply affecting politics and everyday life. This article considers some of the main transformations of the Internet induced by privatization and militarization processes, as well as their consequences on societies and human beings.En los Ășltimos treinta años ha crecido de manera exponencial el nĂșmero de usuarios de Internet alrededor del mundo y el uso intensivo de conexiones digitales ha traĂ­do a la luz cuestiones polĂ­ticas cruciales. Internet es ahora objeto de regulaciones. Es decir, es un ĂĄmbito de la polĂ­tica. AĂșn su propia arquitectura representa una nueva estructura reguladora, que afecta profundamente la polĂ­tica y la vida cotidiana. Este artĂ­culo considera algunas de las principales transformaciones de Internet inducida por procesos de privatizaciĂłn y militarizaciĂłn, como tambiĂ©n sus consecuencias en las sociedades y en los seres humanos

    A short history off-line

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    Emerging technologies for learning report - Article exploring the history of ICT in education and the lessons we can learn from the pas

    The Evolution of E-Inclusion: Technology in Education for the Vision-Impaired

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    The 1970s and 1980s saw a rapid take-up in the use of personal computers. During the same time period, society began to move towards providing equity for people with disabilities. As legislators around the world created new disability and Information Technology policies, more people with disabilities were given access to education and the evolving computing tools provided unprecedented educational opportunities. These opportunities were due to the use of new technologies such as outputting of electronic text to voice synthesizers. The provision of assistive technology was not only helpful; it also provided education through a medium that was previously unavailable, particular to the blind and vision impaired. For much of the 1980s the development of text-processing sensory technologies, connected to personal computers, led to a closer equality between the educational services of the able-bodied and people with disabilities. Unfortunately this evolution as not without notable difficulties: issues surrounding the cost of products, the lack of support from large corporations and choice of platform resulted in substantial difficulties for educators in the assessment of appropriate technology. In addition, many of these products became largely redundant in the late-1980s as corporations began to place more emphasis on the Graphical User Interface (GUI). Although the GUI was remarkably successful in allowing the general public to gain better access to personal computing, it’s non-text nature once again caused a digital divide for people with disabilities. Although it is clear that the evolution of the personal computer has had a significant impact on the provision of education for people with disabilities, this paper highlights the historical repetition where innovation is prioritized above e-inclusion

    Cross‐curricular IT tools for university students: Developing an effective model

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    Information technology is now recognized as a key study‐enhancement measure in higher education, and there is increasing demand for the provision of basic IT awareness and skills across the whole range of subject departments. One response to this demand is the central provision of a generic IT course or programme of courses. We draw upon the experience of such courses at the Universities of Glasgow and York to identify some of the significant dimensions in the development and operation of generic IT programmes. These include the policy context, the structure, content and educational stance of the programme, relationship of the programme to existing curricula, and the extent and nature of resourcing, assessment and certification. Operation of such courses raises important issues, such as questions of compulsory IT preparation, study skills, staff development, standardization, institutional policy and evaluation. This discussion is set within current trends in higher education
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