262,049 research outputs found

    Making connections in science: engaging with ICT to enhance curriculum understanding

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    The “Teaching Teachers for the Future” (TTF) project (DEEWR, 2012) provided the La Trobe University School of Education with the opportunity to rethink the integration of Information and Communication Technology in the science curriculum subjects offered in their teacher education programs. The La Trobe University iteration of the Teaching Teachers for the Future (TTF) project focused initially on subject in the second semester, third year of the Bachelor of Education course called the Multi-Disciplinary Science & Technology Integrated Experience (MSTIE). Two pairs of pre-service teachers were placed in the school where the TTF ICT Pedagogy Officer (ICTPO) worked as an ICT specialist. The two teams worked with classroom teachers and the ICTPO to cooperatively plan, teach and evaluate a science curriculum project enhanced by strong ICT integration. The experience was a catalyst for significant educational insight, for the students involved, but also for other pre-service teachers and teachers from the school and university. In the second cycle of the project the ICTPO worked with academics from the university to draw on findings from the first cycle in order to design and implement integrated ICT initiatives in a first semester, second year Science curriculum subject. This structure means that students who will take MSTIE in their third year will have a strong foundation of Science ICT integration on which to base their MSTIE preparation and implementation. &nbsp

    Utilization of Robotics in Higher Education

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    The use of technology in the classroom has evolved from the most primitive to the widespread use of personal computers. One of the trends in technological advancements to enter the classroom is the use of robotics. The relationship between robotics and education spans many years. This paper details Papert’s Constructionism theory defining learning as being more effective when students are “constructing” or “doing” activities that are personally meaningful. Research includes assessment of experiences of this method of teaching Information Technology through robotics at such institutions as West Point, Reykjavik University and University of South Florida. Based on the experiences reported at the various institutions, authors conclude with recommendations to Bryant College as the college launches an integration of the utilization of robotic components into the Information Technology curriculum to more effectively introduce students to Information Technology concepts

    Information and Communication Technology in Education in China: Policies and Practices

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    This seminar is co-organised by the Centre for Information Technology in Education (CITE) and Faculty of Education, HKU Current policies and practices in ICT in education in China were developed on the basis of its achievements in the area of instructional technology. Therefore, past policies and implementation strategies in instructional technology provided the foundation for the fast development in the area of ICT in education. This seminar will start with a brief review of the history of ICT in education in China. The current state of development in integration ICT into the school curriculum will be examined from five perspectives: curriculum development, resources development, contemporary distance education, application of information technology and teacher professional development. Finally, the seminar will discuss problems, challenges and strategies for further developments in this area in China.Ms Joy Hu is a Research Fellow at the China National Institute of Educational Research (CNIER). Ms Hu graduated from the Beijing Normal University with a BSc in Biology in 1991. She started her career as a biology teacher and then quickly moved into research on teaching and curriculum/textbook development in science and technology. Since joining CNIER in 1995, Ms Hu has been engaged in several large scale national research projects and contributed to curriculum and textbook development projects connected with the basic education reform in collaboration with scholars in Canada.published_or_final_versionCentre for Information Technology in Education, University of Hong Kon

    The use of technology in music education in North Cyprus according to student music teachers

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    Today, the rapid changes and developments in information and communication technologies affect all sectors, which includes a positive impact in the field of education. For this reason, it is important that teachers make effective use of technologies and keep up with innovation to meet the needs of the new generation. This research focuses on describing technology use in music education at a university in North Cyprus, according to 18 student music teachers, to highlight the extent to which technology has been integrated into music education, making recommendations for further integration. This mixed-methods study employed a questionnaire containing closed-ended questions, which were analysed quantitatively, as well as open-ended questions, which were analysed based on content analysis. Results underline the importance of curriculum updates to integrate information and communication technology into student music teacher training and the need for in-service training to keep established teachers up-to-date with innovative technologies. Future research is recommended to compare music education practices cross-culturally and to identify ways of maximising the benefits of innovations in technology for music educators.Keywords: information-communication technology (ICT); music technology; social media; student music teache

    Curriculum analytics: Application of social network analysis for improving strategic curriculum decision-making in a research-intensive university

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    This paper provides insight into the use of curriculum analytics to enhance learning-centred curricula in diverse higher education contexts. Engagement in evidence-based practice to evaluate and monitor curricula is vital to the success and sustainability of efforts to reform undergraduate and graduate programs. Emerging technology-enabled inquiry methods have enormous potential to inform evidence-based practice in complex curriculum settings. For example, curriculum analytics, including data from student learning outcomes, graduate qualities, course selection and assessment activities, can be mined from various student learning systems and analysed to inform curriculum renewal strategies and demonstrate impact at both the program and course level. Curriculum analytics can serve to foster a culture of inquiry and scholarship regarding program improvements that is characterised by information sharing within and across disciplinary borders. This paper presents an innovative technology that draws on social network methodologies for assessing and visualising the integration and linkages across individual courses that ultimately form a student’s complete program of study. Insights are grounded in the literature and curriculum leadership experiences in a Canadian research-intensive university setting

    Integration of building information modeling into the undergraduate curriculum: case of Eastern Mediterranean University

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    One of the essential requirements of construction education is to remain up to date and current. It is quite important for universities to adopt new technologies in construction education curriculum. Building Information Modelling (BIM) as a new technology and tool is one of the latest developments in construction industry. The function of BIM as an advantageous course and also an educational assistant in Civil Engineering education at universities is not completely understood to date. Many construction companies prefer to employ BIM enabled graduates nowadays. Thus the question is to what extent students are aware of BIM and are ready to begin learning such a new technology. In order to answer this question, a survey was conducted among different undergraduate students at Civil Engineering Department of Eastern Mediterranean University. Focus of the survey was on AutoCAD knowledge and students’ abilities together with their awareness of BIM. Adding BIM as a standalone course in the curriculum of the Civil Engineering Department was also studied. The outcomes of the survey proved students’ interest in integrating BIM as a separate course in undergraduate curriculum. Details of such an integration including how and when to consider BIM were also proposed. The authors suggest including BIM in the Civil Engineering undergraduate curriculum to have knowledgeable and up to date graduates while it is also recommended to be used as an educational assistant in other Civil Engineering courses

    Shaping the Education to Meet the Global Demands: Industrial Inclusiveness in University Curriculum

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    The world entered to knowledge-based economy which is based on the production and use of information. Today computer technology, language proficiency and logistics play a major role. University Curriculum connects the secondary level education and the industry. Therefore, industry inclusiveness is essential in transforming children to an industry worker or an entrepreneur. This paper is derived from an opinion survey, desk research, and a case study. Reports of international institutions were studied extensively in the literatures survey. The respondents of the survey consisted key personnel in the government and private sector covering a cross section of the stakeholders in education and business world. The report analyses are then evaluated and discussed though a case study in Sri Lanka. The practices and procedures in the contemporary education system in the country is systematically explained in this section. The report presents its key recommendation under seven areas as policy recommendations. It includes innovative concepts such as, vertical integration between schools, universities, and industry; extended academic disciplines at tertiary level; changes in the university; review to selection criteria of state universities; new academic disciplines in the school curriculum; technical and vocational education; focus on children with different skills etc

    3D -printing Studying as a Component of Modern STEAM Education

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    The world revolves around innovation, new ideas, new products, and new problems solutions. Science, technology, engineering and STEM is the foundation for innovation. The development of STEM education is crucial to the development of modern information society. In Ukraine, the implementation process of STEAM and STEM education is gaining rotation. Courses on issues of Internet-things, embedded systems and other areas of modern engineering are introduced at universities. One of these courses is to teach students of different specialties of 3D technology printing and forming their skills in the use of this technology to create their own innovative projects within their professional competence. In Borys Grinchenko Kyiv University the curriculum and appropriate methodological support for the implementation of such course in the educational process have been created under the support of the Tempus project 544091-TEMPUS-1-2013-1-BE-TEMPUS-JPCR. Development courses on embedded systems using innovative approaches for virtual integration of science, education and industry in Ukraine, Georgia and Armenia and features of training students under these courses have been revealed in the article

    The use of new technologies in advanced Italian classes

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    This paper discusses the results of a blended learning strategy which has recently been adopted in advanced Italian classes at the University of Wollongong. The embracing of new technologies in education has engendered a deep innovation in teaching and learning processes. Language learning, in particular, seems to have been more receptive than other fields thanks to the dynamics which characterize the subject and to the communicative approach currently used. However, if the information and communication technology curriculum integration offers powerful tools to enhance language learning, in terms of greater emphasis upon flexibility, transferability, individualisation, modularisation, mobility and interaction, it also creates critical points which require an attentive evaluation to make the impact on teaching and learning significant

    Teaching & Learning with ICT

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    The presenter Albert Chieng will discuss the integration of ICT in schools and the curriculum by using various models developed by various authors. Integration of ICT will be dependent on many factors ranging from teachers' ICT skills, knowledge and their attitude to ICT, eLeadership of the school (policy, principal, IT coordinator), hardware and software (ICT infrastructure), the cost of implementation, the pedagogies used in the classroom, the subject areas, the students, and others. His discussion will also include strategies used to promote collaborative learning in the classroom and the importance of various objectives of ICT in education. He will also brief on the preliminary finding of his research on the inclusion of objectives of ICT in education by HK schools and teachers.Albert Chieng is Lecturer in the Centre for Information Technology in School and Teacher Education within the Faculty of Education. He is teaching in both Bachelor of Education (IT in education) and Master of Science (IT in education) programs. Prior to his current appointment in September 2001 he was a senior lecturer and the coordinator of language education programs at the University of New England (Armidale, Australia). He was appointed as the Founding Director of the Wuxi (China) off-campus of the University of New England (Australia) in 2000-1 , which offers Bachelor of IT and Bachelor of Business in China.published_or_final_versionCentre for Information Technology in Education, University of Hong Kon
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