Emerging trends on the topic of Information Technology in the field of Educational Sciences: a bibliometric exploration

The paper presents a bibliometric analysis on the topic of Information Technology (IT) in the field of Educational Sciences, aimed at envisioning the research emerging trends. The ERIC data base is used as a consultation source; the results were subjected to productivity by authors, journals, and term co-occurrence analysis indicators for the period 2009-2013. The productivity of Computers & Education, and Turkish Online Journal of Educational Technology-TOJET, as well as the preceding authors from Canada, have been emphasized. The more used terms are the following: Information technology, foreign countries, educational technology, technology integration, and student attitudes. Researches performed here seem to have a largely qualitative character, highlighting computers and internet as the mostly explored technological objects. The largest subject matter trend refers to the integration of IT in the higher education learning context, and its incidence over the teaching methods

Teaching and Learning in First Year Seminars

This Journal of Information Technology Education article compares the relative successes of three different teaching techniques in seminars for a first year university course. This paper tests to see if there is one overriding approach that enables all students to learn effectively in seminars or whether different students benefit from different teaching techniques. Educational levels: Graduate or professional

Publishing in Information Systems Journals (Panel)

Interested in publishing your research? Editors from the Journal of Information Systems Education (JISE), Journal of Computer Information Systems (JCIS), Journal of the Association for Information Systems (JAIS), Journal of Information Technology Case Studies and Applications (JITCAR), Journal of Organizational and End User Computing (JOEUC), and Journal of Global Information Technology Management (JGITM) will be hosting a panel on publishing. In this session, you will hear directly from, and ask questions of, editors of these journals as to what they\u27re looking for, how to avoid a rejection or endless R&R\u27s. In addition, each editor will cover the review process and other opportunities to become involved. Attendees are encouraged to ask questions and explore publishing opportunities

Possibilities of quality enhancement in higher education by intensive use of information technology

Quality of higher education is a multi-dimensional concept. It lies in effectiveness of transmitting knowledge and skill; the authenticity, content, coverage and depth of information; availability of reading/teaching materials; help in removing obstacles to learning; applicability of knowledge in solving the real life problems; fruitfulness of knowledge in personal and social domains; convergence of content and variety of knowledge over space (countries and regions) and different sections of the people; cost-effectiveness and administrative efficiency. Information technology has progressed very fast in the last three decades; it has produced equipments at affordable cost and it has now made their wider application feasible. This technology has made search, gathering, dissemination, storing, retrieval, transmission and reception of knowledge easier, cheaper and faster. Side by side, a vast virtual library vying with the library in prints has emerged and continues growing rapidly. One may hold that the e-libraries are the libraries of tomorrow when the libraries in prints will be the antiques or the archival objects of the past. This paper discusses in details how information technology can be applied to enhance the quality of higher education at affordable cost. It also discusses the major obstacles to optimal utilization of information technology and measures to remove them.Information Technology; Quality in Higher Education; e-library; e-book; e-journal

Preface

In recent years the involvement of Information Technology in business, governments, and education has increased dramatically. More and more research works have been conducted in different areas of Information Technology such as Artificial Intelligence, Database Managements, Algorithms, Web Technologies, Computer Graphics, Networks, etc. In recognizing the importance and major advances, Information Technology has been chosen to be the theme of this special issue of the Information Science Journal

Hypermedia computer-based education in social work education

Journal ArticleHypermedia computer-based education (CBE) is an emerging information technology that makes possible user-directed, nonsequential exploration of, and interaction with, information presented through a variety of media including text, animation, graphics, sound, and video

Assistive Technology in Early Childhood

This capstone will be focusing on assistive technology in early childhood special education as it relates to students with physical health disabilities. This project is important because there seems to be a lack of information about supporting early childhood students with physical health disabilities in home and school settings. As an early childhood special education teacher, it can be difficult to determine what assistive technologies would be appropriate for each individual student. This project focuses on exploring assistive technology within early childhood to promote inclusion. Assistive technology is any product or tool that helps individuals with disabilities learn, work, and live more productive lives. Assistive technology increases students opportunities for education, social interaction, and participation in all aspects of life (home, school, and community). Assistive technology helps students to access their right to a free and appropriate education in their least restrictive environment. Assistive technology can range from simple pencil grips to sophisticated software. Literature findings explain that it is a fundamental responsibility of educators to provide students with the tools needed to fully participate and learn in the inclusive classroom. In this capstone project, a literature review will be used to include studies on the process of determining appropriate assistive technology in early childhood, evaluating assistive technology in early childhood, and how to develop and implement assistive technology in early childhood education. This project will also include a resource file that I have created to gather information about specific types and examples of assistive technology that would be appropriate to use with students with physical health disabilities in home and preschool early childhood settings. References Abend, A. (2017). Achieving the promise of assistive technology: Why assistive technology evaluations are essential for compliance with the individuals with disabilities education act. Cardozo Law Review, 38(3), 1171-1210. Dugan, L., Campbell, P., & Wilcox, J. (2006). Making decisions about assistive technology with infants and toddlers. Topics in Early Childhood Special Education, 26(1), 25-32. Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology, 21(4), 17-24. Judge, S., Floyd, K., & Jeffs, T. (2008). Using an assistive technology toolkit to promote inclusion. Early Childhood Education Journal, 36(1), 121-126. Kling, A., Campbell, P., Wilcox, J. (2010). Young children with physical disabilities caregiver perspectives about assistive technology. Infants and Young Children, 23(3), 169-183. Lyons, C. & Tredwell, C. (2015). Steps to implementing technology in inclusive early childhood programs. Computers in the Schools, 32, 152-166. Murchland, S., Parkyn, H. (2011). Promoting participation in schoolwork: assistive technology use by children with physical disabilities. Assistive Technology, 23, 93-105. Parette, H., Blum, C. & Boeckmann, N. (2009). Evaluating assistive technology in early childhood education. Early Childhood Education Journal, 37, 5-12. Parette, H. & Stoner, J. (2008). Benefits of assistive technology user groups for early childhood educational professionals. Early Childhood Education Journal, 35(1), 313-319. Tamakloe, D. & Agbenyega, J. (2017). Exploring preschool teachers’ and support staff’s use and experiences of assistive technology with children with disabilities. Australasian Journal of Early Childhood, 42 (2), 29-36

Sustainable Higher Education Development through Technology Enhanced Learning

[EN] Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL¿s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency¿s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.This research was co-funded by the European Commission through the Erasmus+ KA2 project "Promoting Excellence in Teaching and Learning in Azerbaijani Universities (PETRA)" project number 573630-EPP-1-2016-1-ES-EPPKA2-CBHE-JP.Orozco-Messana, J.; Martínez-Rubio, J.; Gonzálvez-Pons, AM. (2020). Sustainable Higher Education Development through Technology Enhanced Learning. Sustainability. 12(9):1-13. https://doi.org/10.3390/su12093600S113129Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238-256. doi:10.1016/j.chb.2015.11.036Becker, H. J., & Ravitz, J. (1999). The Influence of Computer and Internet Use on Teachers’ Pedagogical Practices and Perceptions. Journal of Research on Computing in Education, 31(4), 356-384. doi:10.1080/08886504.1999.10782260Mumford, S., & Dikilitaş, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144, 103706. doi:10.1016/j.compedu.2019.103706Lee, D., Watson, S. L., & Watson, W. R. (2020). The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 23-39. doi:10.19173/irrodl.v20i5.4389Passey, D. (2019). Technology‐enhanced learning: Rethinking the term, the concept and its theoretical background. British Journal of Educational Technology, 50(3), 972-986. doi:10.1111/bjet.12783Lai, Y.-C., & Peng, L.-H. (2019). Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education. Sustainability, 12(1), 28. doi:10.3390/su12010028Lee, S., Lee, H., & Kim, T. (2018). A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning. Sustainability, 10(3), 850. doi:10.3390/su10030850“Continuous Improvement in Teaching Strategies through Lean Principles”. Teaching & Learning Symposium, University of Southern Indiana http://hdl.handle.net/20.500.12419/455The DeLone and McLean Model of Information Systems Success: A Ten-Year Update. (2003). Journal of Management Information Systems, 19(4), 9-30. doi:10.1080/07421222.2003.11045748Goodman, J., Melkers, J., & Pallais, A. (2019). Can Online Delivery Increase Access to Education? Journal of Labor Economics, 37(1), 1-34. doi:10.1086/698895Alexander, J., Barcellona, M., McLachlan, S., & Sackley, C. (2019). Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom. Research in Learning Technology, 27(0). doi:10.25304/rlt.v27.2073How Can Adaptive Platforms Improve Student Learning Outcomes? A Case Study of Open Educational Resources and Adaptive Learning Platforms https://ssrn.com/abstract=3478134Sun, A., & Chen, X. (2016). Online Education and Its Effective Practice: A Research Review. Journal of Information Technology Education: Research, 15, 157-190. doi:10.28945/3502EU Commission https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_enEssence Project https://husite.nl/essence/Orozco-Messana, J., de la Poza-Plaza, E., & Calabuig-Moreno, R. (2020). Experiences in Transdisciplinary Education for the Sustainable Development of the Built Environment, the ISAlab Workshop. Sustainability, 12(3), 1143. doi:10.3390/su12031143Kurilovas, E., & Kubilinskiene, S. (2020). Lithuanian case study on evaluating suitability, acceptance and use of IT tools by students – An example of applying Technology Enhanced Learning Research methods in Higher Education. Computers in Human Behavior, 107, 106274. doi:10.1016/j.chb.2020.10627