A review of the research literature relating to ICT and attainment

Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

THE DISCOURSE ON THE INTEGRATION OF ICT IN STEM EDUCATION: APPROACHES EXPRESSED IN TEXTS ON EDUCATION IN GREECE (1984-2006)

The views on the integration of Information and Communication Technologies (ICT) in education move towards various approaches regarding the aims and/or the nature of computerization that could be adopted in the Greek curricula, during the period 1984-2006, in which the most important curricular reforms related to this integration were completed. By employing the methodological tool of Aviram & Tami, this research carries out a quantitative and qualitative analysis of texts published in the Greek scientific Journal “Contemporary Education” and studies the discourse formulated about the integration of ICT in Greek Science, Technology, Engineering and Mathematics (STEM) education. This analysis attempts to distinguish and “map” the different approaches expressed by the articles' authors on this integration. The research results revealed a strong tendency of Greek STEM education to attach primarily didactic and administrative approaches to ICT integration leading to micro level changes. It is quite interesting that – during the time period of this study - none of authors' approaches were adopted a systemic view, in the direction of extensive changes in the Greek educational system, in order to facilitate the integration of ICT in STEM education.  Article visualizations

Theacher Training In ICT-Based Learning Settings: Desing And Implementation Of An On-Line Instructional Model For English Language Teachers.

Inmersos de lleno en la Sociedad del conocimiento, la incorporación de las Tecnologías de la Información y la Comunicación en los procesos de enseñanza y aprendizaje suponen un gran reto a alcanzar por parte tanto de instituciones educativas, como de un profesorado todavía poco formado y menos consciente de los cambios metodológicos a los que se enfrenta.En el marco de la formación del profesorado,la formación a lo largo de la vida se establece como prioridad en los programas educativos y de formación de la agenda europea (2007-2013) y a nuestro entender, ésta puede ser claramente ejemplificada por la creación de comunidades virtuales de aprendizaje en las que individuos con objetivos similares se unen para alcanzar retos en común. El uso de herramientas tecnológicas y de modalidades de formación basadas en entornos virtuales ayudan a la comunidad a generar e intercambiar conocimiento en un entorno en el que se participa de forma colaborativa, se comparten experiencias y se solucionan problemas, produciendo procesos de formación y aprendizaje continuos y en constante evolución.Tomando estas y otras reflexiones como punto de partida se originó la tesis doctoral que presentamos. Así pues, nos propusimos, en primer lugar, realizar un análisis de la situación actual de dicho profesorado en el uso de las tecnologías de la información y la comunicación. El primer gran bloque de esta tesis -o marco teórico y referencial- lo constituyen apartados tales como los grandes cambios metodológicos surgidos a raíz de la incorporación de las TIC y su impacto en la enseñanza y aprendizaje de la lengua inglesa. Seguidamente se realiza un exhaustivo y detallado análisis de los órganos que ofrecen formación al profesorado y a la oferta formativa en TIC dirigida específicamente al colectivo mencionado. Posteriormente se lleva a cabo una compilación de herramientas, recursos y actividades electrónicas dirigidas específicamente al profesorado de inglés teniendo muy en cuenta el ámbito pedagógico y su implantación en el aula, proponiendo pautas didácticas de fácil integración.El segundo gran bloque de la tesis lo constituye una investigación llevada a cabo durante tres años para obtener datos fehacientes respecto del conocimiento en TIC que posee dicho profesorado, la detección de sus demandas formativas reales, la situación actual de este colectivo en relación al acceso e infraestructuras tecnológicas y posibles barreras tanto metodológicas como actitudinales. Así pues se desarrolló una investigación tomando como muestra profesores tanto de educación primaria como de secundaria de todo Catalunya. Dicha investigación fue llevada a a cabo entre los participantes de ocho cursos de formación TIC para profesorado de inglés y para ello se utilizó la modalidad formativa semi-presencial. Para dar soporte a la formación a distancia se utilizaron dos plataformas diferentes: BSCW y Moodle que fomentaron la comunicación y la colaboración entre los participantes hasta límites insospechados.Los resultados obtenidos permitieron observar una realidad muy alejada de los parámetros que deberían ser considerados normales por lo que respecta al grado de formación TIC que tienen el profesorado de inglés. Por otra parte, el feedback recibido tras la realización de los diferentes cursos de formación también nos permitió realizar una propuesta de Plan de Acción formativo con el principal objetivo de capacitar al profesorado de inglés en el uso de las TIC. Así pues, se ofrece una propuesta formativa con los diferentes módulos y contenidos que, a nuestro entender, debería conocer y gestionar dicho profesorado. Finalmente, una de las revelaciones de todo el proceso fue la gestación y consolidación de una comunidad virtual de aprendizaje formada por los profesores participantes en el proceso de formación.Deeply immersed in the Society of knowledge, the integration of ICT in teaching and learning processes suppose a great challenge to be achieved both by competent institutions and by a collective of teachers, which is still far from being well-trained and not conscious of the methodological trenes and changes to which they are confronted.Within the framework of teacher training, life-long training is established as a priority in the European agenda (2007-2013) and, according to our opinión this can be exempolified by the creation of virtual learning communities in which individuals with similar objectives unite in order to achieve common goals. The use of technological tools and training modalities help the community to generate and exchange knowledge in an environment in which oparticipation is done collaborately, experiences are shared and problems are solved, producing, thus, continuous processes of learning and training, which are in constant evolution.Taking these and other reflexions as departing point this thesis was originated. We carried in the first place a detailed analysis of the present situation of English as a foreign language teachers in the use of ICT. This first great section of this thesis orreferential and theoretical basis- is conformed by chapters which deal with the great methodological changes emerged out of the integartion of ICT and their impact in the teaching and learning of foreign languages. Followingly, there is an exhaustive analysis of the different organizations which offer teacher training in ICT , especially regarding the collective mentioned. Secondly there is a compilation of tools, resources and e.activities especifically addressed to the English as a foreign language teachers, taking into account the pedagogical field as well as its integration into the classrooms.The second main section of this thesis is conformed by an investigation which was carried out during three years in order to obtain relevant data regarding the knowledge of ICT that teachers have, the detection of their training needs and the real situation of this collective regarding their access to technology and the barriers that prevent them form using ICT.Tus, we Developer an investigation which took as sample teachers belonging to both Primary and Secondary Education from the whole of the catalan territory. The research was carried out with participants of eight courses of teacher training in ICT and used the blended modality. In order to support the virtual teaching we used two different platforms: BSCW and Moodle, which encouraged communication among participants and enhanced collaboration as well.The obtained results allowed us to observe that there are many challenges to be overcome. Otherwise, the feedback obtained after the courses were delivered allowed us to account for a Training Action Plan whose main aim is that of providing training and capacitation to teachers of English as foreign language teachers

Developing New Indicators To Describe Digital Technology Infrastructure In Primary And Secondary Education

Provides sets of metrics for describing digital technology provision in primary and secondary education (schools and beyond) based on analysis of the literature and testing against a range of vignettes representing a wide range of settings in 'developing world' contexts

The Digital Textbook: Methodological and Didactic Challenges for Primary School

The potentialities of ICT in education bring about changes in the teaching and learning methodologies, in the places where you learn and in the way you learn. This demands a reflection not only on the ways of learning, but also on the support resources, so that learning can take place and, of course, it is indispensable to understand the teachers’ answer to the digital challenges. Thus, the purpose of this analysis is to reflect about technological trends in an educational context and their underlying models by analyzing the role played by digital textbooks in Portugal in an innovating context. This way, we intend to contribute to an educational policy as we plan to relate the teachers’ training to the increasing development of the digital textbooks and we also intend to contribute to the understanding of a didactic resource which is closely related to the learning processes which resort to advanced technology.El potencial de las TIC en la educación requiere cambios en las metodologías de enseñanza y aprendizaje, en los lugares dónde se aprende y cómo se aprende. Esta realidad exige una reflexión no sólo sobre las formas de aprendizaje, sino también sobre los recursos para apoyar a los alumnos, siendo imprescindible para entender la respuesta de los docentes a los retos digitales. Por lo tanto, nuestro análisis tiene como objetivo reflexionar sobre las tendencias de la tecnología en el contexto educativo y los modelos subyacentes, analizando el papel de los manuales digitales en Portugal en un contexto innovador. De hecho, tenemos la intención de contribuir a la política educativa, con el fin de mejorar la coordinación de la formación del profesorado con el creciente desarrollo de manuales digitales, y la comprensión de un recurso didáctico que responda a los procesos de aprendizaje que integran tecnología avanzada

Teaching-learning methodologies: use of blended learning in chemistry laboratory

For a proper teaching-learning environment in the European Higher Education Area (EHEA) it is mandatory to follow an integral educational program that considers the presential and non-presential activities as a whole, in the understanding of the utmost importance of the out of class students’ time. From this point of view, it seems more than appropriate the use of a learning system that combines Internet and digital media with established classroom forms that require the physical co-presence of teacher and students, i.e. the blended learning. In this contribution the authors make a proposal of implementation of virtual technological tools in non-presential activities with the aim of building a blended learning pedagogical framework for the subject “Chemistry”, which is being taught in the first year of the mathematics degree at the University of Alicante (Spain). Two virtual tools were selected for the mentioned purpose: video-tutorials and virtual laboratories. Both were implanted in a complete teaching methodology that, properly integrated with presential lectures, pursues the two main objectives that follow: i) be a solid reinforcement of the concepts developed in class and ii) have enough scientific entity to launch new ideas on the less developed items in the presential lectures

eHealth Conversations : using information management, dialogue, and knowledge exchange to move toward universal

The publication of eHealth Conversations, developed with the support of the Spanish Agency for International Development Cooperation (AECID), represents a major step forward for the PAHO/WHO Strategy, since it explores ways of implementing regional mechanisms with free and equitable access to information and knowledge sharing. These initiatives aim to advance the goals of more informed, equitable, competitive, and democratic societies, where access to health information is considered a basic right. This publication is one of the instruments used by PAHO/WHO to develop the initiatives outlined in the Strategy, which coincides with the global eHealth strategy. One of the fundamental needs for the improvement of eHealth is the dissemination of information, and PAHO/WHO is assuming a leading role in this effort. The development of this new electronic publication is a key step in disseminating information that will be useful for decision makers on applying these technologies for the health of the Americas. This electronic book is one of the products of PAHO/WHO’s project: “eHealth Conversations: Using Information Management, Dialogue, and Knowledge Exchange to Move Toward Universal Access to Health.” Participants in these conversations included experts on electronic health and other specialties. Through virtual dialogues, the experts contributed with knowledge and reflections on the present and the future of eHealth in the Americas, analyzed the situation, and made recommendations for the implementation of electronic health initiatives. These recommendations are not only intended for PAHO/ WHO, but also for governments and the private sector. The aim of the project is to guarantee the convergence of local, national, and regional initiatives regarding the adoption and application of ICTs for public health, with special attention on critical issues in this field. It also intends to strengthen individual and collective capacities of health workers and institutions, connecting them in a network of on-line health networks, as well as to reinforce the PAHO/WHO eHealth program.Acknowledge the Spanish Agency for International Development Cooperation (AECID) for its financial support in preparing this publication and developing the project titled “eHealth Conversations: Using Information Management, Dialogue, and Knowledge Exchange to Move Toward Universal Access to Health;

Exploring the application of web 2.0 technologies in the context of e-government

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel UniversityElectronic government (e-Government) in terms of public service delivery and administration has endured signification transformation over the last decade. More recently, modern second generation web technologies (Web 2.0) have started to be used to deliver e-Government. However, this in turn has brought about additional challenges. By its nature, Web 2.0 is more interactive than the traditional model of information provision or creation of digital services and as such opens up a new set of benefits, costs and risks to those who make use of it as part of their e-Government approach. In the main, the usage of Web 2.0 is in its infancy within e-Government and this creates a need for research into exploring the application of Web 2.0 technologies in e-Government and to provide practical advice to practitioners. This research draws on the existing literature to present a novel conceptual model that could be used to guide implementation and evaluation of Web 2.0. The conceptual model draws the existing literature into the traditional information systems (IS) evaluation model (benefits, costs and risks) specifically in terms appropriate to Web 2.0. In turn that evaluation is set in the context of the impact on the organisation in terms of organisational, technological and social consequences. This conceptual model was tested in a United Kingdom local government authority (LGA) that had recently started to make use of Web 2.0 in terms of service delivery and for internal work purposes by its employees. The result was a qualitative enquiry making use of interviews and documentary evidence to explore the validity of the conceptual model as a tool to assist decision making in this field. The findings elicited from the in-depth case study offer an insight into IS evaluation criteria and impact factors of Web 2.0 from both a practical setting and an internal organisational perspective. An interesting finding of this study was the contrast between the agreement on the need for evaluation of Web 2.0 tools and how to carry that out, and the fact that this had not been formally carried out by the case study with respect to its early Web 2.0 projects. This study concludes that a combined analysis of the evaluation and impact factors rather than a singular approach would better assist the decision making process that leads to effective application of Web 2.0 technologies. Keywords: e-Government, Web 2.0, Information Systems Evaluation, Impact, Local Government Authorities (LGAs).Brunel Business School - Graduate Research Assistant scholarship

Global Diffusion of the Internet X: The Diffusion of Telemedicine in Ethiopia: Potential Benefits, Present Challenges, and Potential Factors

Delivery of healthcare services presents many challenges for governments in most developing countries. Some of these challenges include financial and human resources issues that might affect governments\u27 ability to manage and transform scarce resources to meet healthcare needs. Telemedicine, a healthcare delivery technology where physicians examine patients from distant locations using information technologies, is reported to be increasingly helpful in meeting the needs of the healthcare sector in developing nations such as those in sub-Saharan Africa. This conceptual study reports on the sectoral adoption of telemedicine in Ethiopia, a sub-Saharan African country. We examine the potential benefits of telemedicine diffusion in Ethiopia, addressing the country\u27s healthcare needs, and discussing the obstacles and challenges. Based on previous literature, as well as experiences drawn from other developing nations, we address three potential factors that could influence the diffusion of telemedicine in Ethiopia: active participation of institutions of higher education, Ethiopian foreign alliances, and government involvement. Although the initial successes are relatively small and involve isolated projects, they have been promising and have set the stage for researchers to investigate prevailing projects so as to gain better understanding of the aforementioned factors. Our study does not claim that telemedicine can solve all of Ethiopia\u27s medical challenges; however, we contend that it is a starting point to reach Africans that live in areas with limited medical facilities and personnel. Hence, our study could have far reaching implications as the world looks to help this country, and by extension, other developing countries, to overcome their medical challenges and join the information society