Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Enterprise Experience into the Integration of Human-Centered Design and Kanban

he integration of Human-Centered Design (HCD) and Agile Software Development (ASD) promises the development of competitive products comprising a good User Experience (UX). This study has investigated the integration of HCD and Kanban with the aim to gain industrial experiences in a real world context. A case study showed that requirements flow into the development process in a structured manner by adding a design board. To this end, the transparency concerning recurring requirements increased. We contribute to the body of knowledge of software development by providing practical insights into Human-Centered Agile Development (HCAD). On one hand, it is shown that the integration of HCD and Kanban leads to a product with a good UX and makes the development process more human-centered. On the other hand, we conclude that a cross-functional collaboration speeds up product development.Ministerio de Economía y Competitividad TIN2013-46928-C3-3-RMinisterio de Economía y Competitividad TIN2015-71938-RED

Group-centered framework towards a positive design of digital collaboration in global settings

Globally distributed groups require collaborative systems to support their work. Besides being able to support the teamwork, these systems also should promote well-being and maximize the human potential that leads to an engaging system and joyful experience. Designing such system is a significant challenge and requires a thorough understanding of group work. We used the field theory as a lens to view the essential aspects of group motivation and then utilized collaboration personas to analyze the elements of group work. We integrated well-being determinants as engagement factors to develop a group-centered framework for digital collaboration in a global setting. Based on the outcomes, we proposed a conceptual framework to design an engaging collaborative system and recommend system values that can be used to evaluate the system furtherComment: 6 Pages, 3 Figures, Positive computing, International Conference on Industrial Enterprise and System Engineerin

Ethics and Design in the Brazilian Context

Often driven by practical and immediate requirements, more and more people are incorporating technology into a variety of aspects of their lives, often without reflecting on the consequences of using them. On the other hand, studies on interactive system development that lead to behavioral change have been gaining ground on the agenda of large HCI conferences. This movement brings to the forefront the fundamental issues of ethics in design and technology use. A designer’s intentions, when directing certain actions or behaviors, are not always explicit or desired by the stakeholders affected by the use of the technology. Systems that induce an undesired purchase, or even those that use conditioning strategies to cause a behavioral change are examples of such intentions. The challenge proposed is therefore about the relationship between design and personal freedom in a way that these technology users do not become victims, either passively or submissively, of the effects of its use. This advance allows for the redefinition of the relationship between man and technology, and the application of new forms of designing and developing interactive systems that take into account the ethical aspects of this relationship

Factors shaping the evolution of electronic documentation systems

The main goal is to prepare the space station technical and managerial structure for likely changes in the creation, capture, transfer, and utilization of knowledge. By anticipating advances, the design of Space Station Project (SSP) information systems can be tailored to facilitate a progression of increasingly sophisticated strategies as the space station evolves. Future generations of advanced information systems will use increases in power to deliver environmentally meaningful, contextually targeted, interconnected data (knowledge). The concept of a Knowledge Base Management System is emerging when the problem is focused on how information systems can perform such a conversion of raw data. Such a system would include traditional management functions for large space databases. Added artificial intelligence features might encompass co-existing knowledge representation schemes; effective control structures for deductive, plausible, and inductive reasoning; means for knowledge acquisition, refinement, and validation; explanation facilities; and dynamic human intervention. The major areas covered include: alternative knowledge representation approaches; advanced user interface capabilities; computer-supported cooperative work; the evolution of information system hardware; standardization, compatibility, and connectivity; and organizational impacts of information intensive environments

Exploring Current Practice of Using Technology to Support Collaborative Argumentation in Science Classrooms

The purpose of this qualitative study was to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This study employed qualitative case study and drew on data sources of interviews and observations. This study identified two themes. Six teachers regarded scientific argumentation as an important science practice, but five of them integrated this practice into their science class without formally introducing it. All teachers integrated different forms of technology to engage students in scientific argumentation. In this study, the findings suggested there is a need to provide professional development for teachers to learn about scientific argumentation. The findings can be used as a basis for the design and development of professional development training experiences for in-servic

Cognitive and affective perspectives on immersive technology in education

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe

A case study of the integration of ICT in teaching and learning in a smart school in Sabah

This research investigates teachers’ views of their use of ICT in teaching and learning (T&LICT). The objective of this research was to study in depth the thoughts, beliefs and opinions of the teachers’ attempt towards pedagogical improvement as part of the Smart School Project. Specifically this research examines and describes the teachers’ implementation of T&LICT in the classroom in terms of the instructional practice, the instructional roles and the instructional environment. A case study research methodology is employed. The case is Sekolah Menengah Bestari (a psuedonym), which is a Smart School in Sabah. Analysis of data from 52 survey questionnaires complemented the qualitative data from the 13 interviews and 3 observations, as well as document analysis. Findings indicated that hardware and software technology infrastructure were available to support the T&LICT implementation. Nevertheless, the teachers felt it was not enough to implement T&LICT effectively. It was estimated that about half of Sekolah Menengah Bestari staff, mainly Bestari and ETeMS teachers, implemented T&LICT. Findings indicated that teacher practices were little changed. IT was used mainly to support the existing teacher-directed and teacher-centered approach. The role of the teacher extended to that of facilitating without releasing control of lesson to the students