System upgrade: realising the vision for UK education

A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education

Pedagogy of Higher and Secondary Education

Збiрник наукових праць «Педагогiка вищої та середньої школи» мiстить матерiали, присвяченi висвiтленню теоретико-практичних проблем педагогiки вищої та загальноосвiтньої школи, становлення i розвитку освiтньої парадигми, iнтеграцiї психолого-педагогiчних чинникiв в органiзацiю навчально-виховного процесу. Випуск пiдготовлено за матерiалами шостого мiжнародного семiнару «Хмарнi технологiї в освiтi» (Кривий Рiг, Україна, 21 грудня 2018 року). Оригiнальна онлайн публiкацiя — у 2433 томi CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613–0073).The Collection of Scientific Papers of "Pedagogy of Higher and Secondary Education" contains materials devoted to the coverage of theoretical and practical problems of pedagogy of higher and secondary schools, the formation and development of educational paradigm, the integration of psycho-educational and pedagogical organs. The issue was prepared on the basis of the materials of the sixth International Workshop on Cloud Technologies in Education (Kryvyi Rih, Ukraine, December 21, 2018). The original online publication is in vol. 2433 of CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613–0073)

Хмарні технології в освіті: матеріали 6-го семінару CTE 2018

This volume represents the proceedings of the 6th Workshop on Cloud Technologies in Education (CTE 2018), held in Kryvyi Rih, Ukraine, in December 21, 2018. It comprises 36 contributed papers that were carefully peer-reviewed and selected from 59 submissions. The accepted papers present the state-of-the-art overview of successful cases and provides guidelines for future research. The volume is structured in five parts, each presenting the contributions for a particular workshop track.Цей том представляє матеріали 6-го семінару "Хмарні технології в освіті" (CTE 2018), який відбувся у Кривому Розі, Україна, 21 грудня 2018 р. Він включає 36 доповідей, які були ретельно перевірені та відібрані з 59 подань. Прийняті матеріали представляють сучасний огляд успішних прикладів використання та надають рекомендації щодо майбутніх досліджень. Том складається з п'яти частин, кожна з яких представляє відповідну секцію семінару

Доповнена реальність в освіті

This volume represents the proceedings of the 1st International Workshop on Augmented Reality in Education (AREdu 2018), held in Kryvyi Rih, Ukraine, in October 2, 2018. It comprises 24 contributed papers that were carefully peer-reviewed and selected from 41 submissions. The accepted papers present the state-of-the-art overview of successful cases and provides guidelines for future research.Цей том репрезентує матеріали 1-го Міжнародного семінару "Доповнена реальність в освіті" (AREdu 2018), що відбувя 2 жовтня 2018 року в м. Кривий Ріг, Україна. До нього входять 24 статті, які були ретельно переглянуті та обрані з 41 подання. У прийнятих роботах представлений найсучасніший огляд успішних випадків та окреслено напрями майбутніх досліджень

The role of Web 2.0 tools in collaborative learning

Web 2.0 is a debatable term and draws much argument. In spite of one’s opinion towards the term, Web 2.0 tools such as blogs, wikis, podcasts and RSS feeds are enormously used in learning environments. In this sense, the overall purpose of this research was to investigate potential of using different Web 2.0 tools in collaborative learning as well as their advantage. Four interviews have been conducted with the user of Web 2.0 tools and number of documents has been taken as empirical data to analysis what Web 2.0 tools are preferred to use in collaborative learning and what will be the advantages of using Web 2.0 tools in education. This research work represents a framework for Web 2.0 tools through the assembly of literature and empirical data which describe the course of action in learning and benefits of these tools

An investigation of ICT policy implementation in an EFL teacher education program in Vietnam

Due to the increasing pace of advances in technology and attempts to integrate Information and Communications Technology (ICT) into education in Vietnam, teachers are now expected to make routine use of ICT in their teaching. The Vietnamese government has promulgated ambitious policies aimed at engaging in an increasingly globalised world and promoting the country’s economic development. These policies focus on education, and in particular, the development of ICT and English as a Foreign Language (EFL) competencies, seen as key requirements for greater international participation. The competencies of teachers are a major factor in the successful implementation of these educational changes. Given the key role played by ICT and EFL knowledge and skills in the educational reforms under way in Vietnam, this study investigated the process of implementing ICT into a pre-service EFL teacher education program. It was aimed at exploring and understanding lecturers’ and pre-service EFL teachers\u27 perceptions, knowledge and skills in the use of ICT in their teaching and learning practice, particularly as they related to pedagogical reforms in EFL that were occurring at the same time. The theoretical framework for this study, derived from Fullan’s (2007) Educational Change and the TPACK framework (Mishra & Koehler, 2006), was used to determine the factors that affected the implementation of new policies and reforms in the use of ICT in EFL teacher education in Vietnam. The study applied a mixed method design involving a quantitative data collection phase followed by a qualitative data collection phase (Creswell & Clark, 2018) through an analysis of national ICT policy, institutional translation and classroom implementation. At each level the analysis provided useful insights into the factors that impeded and supported the implementation progress. The quantitative data were derived from a questionnaire, and the qualitative data, from document analysis, focus groups and face-to-face interviews. Additional data were provided from analyses of policies, teacher education and course documents, lecturers’ teaching outlines and pre-service teachers’ lesson plans. The participants included faculty managers, EFL lecturers and pre-service teachers. The key findings of the study were that, despite the noble goals of national ICT policies, conducive conditions at the university and the positive perceptions of lecturers and pre-service teachers, ICT was not fully integrated into the teacher training program. Evidence of a gap emerged between ICT-related policies and classroom practice, mainly due to barriers at every level of the educational system. The absence of clear ICT policies and guidelines at both national and institutional levels was a major cause of ineffective leadership, inappropriate allocation of ICT resources, and a lack of professional development, maintenance and support. Based on the findings, a number of recommendations have been provided to address the development, translation and embeddedness of ICT policies and assist all stakeholders to solve the relevant issues. In addition, a model has been presented to address the interrelationships between the relevant factors and effectively guide lecturers and pre-service teachers to integrate ICT and enhance their EFL teaching and learning practice

Хмарні технології в освіті: матеріали 7 семінару CTE 2019

This volume represents the proceedings of the 7th Workshop on Cloud Technologies in Education (CTE 2019), held in Kryvyi Rih, Ukraine, in December 20, 2019. It comprises 42 contributed papers that were carefully peer-reviewed and selected from 66 submissions. The accepted papers present the state-of-the-art overview of successful cases and provides guidelines for future research. The volume is structured in four parts, each presenting the contributions for a particular workshop track.Цей том представляє матеріали 7-го семінару "Хмарні технології в освіті" (CTE 2019), який відбувся у Кривому Розі, Україна, 20 грудня 2019 року. Він містить 42 доповіді, ретельно перевірені та відібрані з 66 робіт. Прийняті документи представляють сучасний огляд успішних випадків та надають рекомендації щодо майбутніх досліджень. Том складається з чотирьох частин, кожна з яких представляє внески для певного тематичного напряму семінару

K-12 Mobile learning

Mobile devices have been the focus of a push in many nations and internationally as part of efforts to achieve greater literacy and numeracy among students. Research has shown a strong link between Internet usage, the spread of broadband in a country, and its GDP. Those coun - tries that are the highest performing educationally already integrate mobile devices in their education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also clear that the pedagogy needed to be successful in creating positive outcomes in the use of technology has to be student-centered with the aim of personalizing the learning experience. Research found that students could become collaborators in designing their own learning process. As students become independent learners, they become more prepared in the skills needed for college and in their careers

Empowering Digital Language Literacy in Writing Instructions: Lecturers’ and Students’ Voices

In facing the metaverse era, technology in language instruction plays an essential role in elevating students’ digital literacy. It leads teachers to integrate digital tools utilization in the instructional context to accommodate the students’ need for productive and meaningful learning. Following this issue, this research explores teachers’ and students’ voices regarding the empowerment of Digital Language Literacy in writing instructions. The research method used in this study is a case study. Researchers administered interviews and questionnaires as data collection instruments in obtaining the data. The open-ended interview was carried out with the lecturers of writing courses. Besides, the close-ended questionnaire was also administered to the students of writing courses. The participants of this current study were 3 lecturers and 40 students from two universities in Indonesia. To uphold the theoretical lens of Digital Language Literacy, this research uses and adapts the theory of Eshat (2004) and Porat, Blau & Barack (2018) as the underlying framework. The results showed the three aspects of lecturers’ and students’ perspectives in which they cover Digital Language Literacy implementation, Digital Language Literacy challenges and opportunities, and the ways to empower Digital Language Literacy in the writing instructions. As a result, the research findings contribute to improving digital language literacy implementation, specifically in teaching writing in EFL Higher Education context