Teachers\u27 Use of YouTube in the United Arab Emirates: An Exploratory Study

Teachers around the world are using YouTube movies for different purposes. This mixed-methods study was a preliminary investigation of United Arab Emirates teachers\u27 perceptions about YouTube\u27s advantages in the classroom, current practices, and major challenges faced. Forty-five teachers completed an open-ended questionnaire. Results indicated that perceived advantages included supporting the learning process, increasing interest and efficiency, and enriching content. Moreover, findings revealed that the majority of participants were using videos for presentation purposes in teacher-led classrooms. Connectivity, technical issues, appropriateness of content, and administrative support were perceived as major challenges. © 2013 Copyright Taylor and Francis Group, LLC

The Effects of Home Computers on Educational Outcomes: Evidence from a Field Experiment with Schoolchildren

Are home computers are an important input in the educational production function? To address this question, we conduct a field experiment involving the provision of free computers to schoolchildren for home use. Low-income children attending middle and high schools in 15 schools in California were randomly selected to receive free computers and followed over the school year. The results indicate that the experiment substantially increased computer ownership and total computer use among the schoolchildren with no substitution away from use at school or other locations outside the home. We find no evidence that the home computers improved educational outcomes for the treatment group. From detailed administrative data provided by the schools and a follow-up survey, we find no evidence of positive effects on a comprehensive set of outcomes such as grades, test scores, credits, attendance, school enrollment, computer skills, and college aspirations. The estimates also do not indicate that the effects of home computers on educational outcomes are instead negative. Our estimates are precise enough to rule out even modestly-sized positive or negative impacts. The lack of a positive net effect on educational outcomes may be due to displacement from non-educational uses such as for games, social networking, and entertainment. We find evidence that total hours of computer use for games and social networking increases substantially with having a home computer, and increases more than total hours of computer use for schoolwork

Mapping the Growth and Demographics of Managerial and Professional Staff in Higher Education

This chapter presents a descriptive analysis of the growth of managerial and professional staff from Fall 1993 to Fall 2011 across institution types and sectors, and a detailed snapshot of the demographic composition of these staff in Fall 2016. Our results indicate tremendous growth in the population of non‐faculty staff over time, and reveal key patterns in staff employment by gender and race/ethnicity.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154664/1/he20352.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154664/2/he20352_am.pd

7 things you should know about Open Educational Resources

Open educational resources (OER) are any resources available at little or no cost that can be used for teaching, learning, or research. The term can include textbooks, course readings, and other learning content; simulations, games, and other applications; syllabi, quizzes, and assessment tools; and virtually any other educational material. Open resources are issued under a license that spells out how they can be used: Some may only be used in their original form; in other cases, resources can be modified, remixed, and redistributed. OER expand the access to educational resources to more learners, more of the time, and they have the potential to spur pedagogical innovation, introducing new alternatives for effective teaching.Els recursos educatius oberts (OER en anglés) són els recursos disponibles gratuïtament o amb baix cost que es poden utilitzar per a l'ensenyament, l'aprenentatge o la investigació. El terme pot incloure llibres de text, lliçons, i altres continguts d'aprenentatge, simulacions, jocs i altres aplicacions, programes d'estudis, proves i eines d'avaluació, i pràcticament qualsevol altre material educatiu. Els recursos en obert es publiquen sota una llicència que especifica com poden ser utilitzats: alguns només poden utilitzar-se en la seva forma original, en altres casos, els recursos poden ser modificats, remesclat i redistribuïts. Els OER amplien l'accés als recursos educatius més enllà dels alumnes, la majoria de vegades, i tenen el potencial per estimular la innovació pedagògica, introduïnt noves alternatives per a l'ensenyament eficaç.Los recursos educativos abiertos (OER en inglés) son los recursos disponibles gratuitamente o con bajo coste que se pueden utilizar para la enseñanza, el aprendizaje o la investigación. El término puede incluir libros de texto, lecciones, y otros contenidos de aprendizaje, simulaciones, juegos y otras aplicaciones, programas de estudios, pruebas y herramientas de evaluación, y prácticamente cualquier otro material educativo. Los recursos en abierto se publican bajo una licencia que especifica cómo pueden ser utilizados: algunos sólo pueden utilizarse en su forma original, en otros casos, los recursos pueden ser modificados, remezclado y redistribuidos. Los OER amplían el acceso a los recursos educativos más allá de los alumnos, la mayoría de veces, y tienen el potencial para estimular la innovación pedagógica, introduciendo nuevas alternativas para la enseñanza eficaz

Artificial intelligence : Where Are We Now?

Educause (USA) propose un dossier « Special Report | Artificial Intelligence: Where Are We Now? » consacré à l’impact de l’intelligence artificielle (IA) dans l’enseignement supérieu