Digital Education

Digital education is the process of using digital technology in teaching and learning. Teachers are under pressure to use digital technologies in teaching students and prepare them for work in a globalized digital economy. Digital education prepares students for becoming digital citizens by making them acquire skills for navigating and existing in the digital world. This paper provides a brief introduction to digital education

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

CFMC Digital Education Research

Through this project, our group was able to understand how to use market research as a tool for representing diverse perspectives. This is incredibly relevant as the business issue we investigated was how to digitally educate a collective/unified voice to a diverse group of end users. To achieve this, we included both qualitative and quantitative research in our project to get as rich and varied insights as possible, accounting for accessibility and ensuring people have multiple avenues to share. This guiding principle relates nicely to our group\u27s anti-racist values as we have made sure to value all perspectives while gathering research and commit to including input from all voices

Digital education as a catalyst for museum transformation: the case of the” Museums and New Digital Cultures” course

To embrace digital transformation, Continuing Professional Development (CDP) has become a strategic asset. In the cultural sector, new educational needs are emerging around the concept of “digital”, but how to approach them in a way that supports the evolution of previous roles as well as the overall organisational change? This paper addresses the aforementioned issue through the case study of a training programme, promoted by the Veneto Region and aimed at updating the digital skills of the regional cultural workforce. A qualitative study was implemented to explore the impact of such training programme, “Museums and New Digital Cultures”, which involved 120 professionals from 34 cultural organisations, at both individual and organisational levels. The research outcomes show how the introduction and implementation of new digital practices can be a key tool in transforming the individual evolution of different professional roles and trigger a broader organisational change

The Future Affordances of Digital Learning and Teaching within The School of Education

This report illustrates the discussion outcome on digital education within the University of Glasgow School of Education. It is not a strategy document but it does explore the conditions for nurturing digital culture and how these can be channelled into a strategy on digital learning and teaching. The report is based on a review of literature and on a number of local, national and international case study vignettes

Digital education governance: an introduction

Educational governance today increasingly needs to be understood as digital educational governance. The monitoring and management of educational systems, institutions and individuals is taking place through digital systems that are normally considered part of the backdrop to conventional policy instruments and techniques of government; technical systems that are brought into being and made operational by certain kinds of actors and organizations, and that are imbued with aims to shape the actions of human actors distributed across education systems and institutions. The aim of the original articles collected in this special issue of the European Educational Research Journal is to bring into the foreground the digital technologies, software packages, database platforms and related forms of technical expertise involved in the rise of digital educational governance. The authors seek to understand how such digital technologies and techniques may be contributing to, or transforming, trends such as governing through data, the globalizing and Europeanizing of educational policy, accountability and performativity, global comparison and benchmarking, and to emerging local, national and supranational objectives

Human Capital for Digital Education

This article is devoted to the role of information and communication technologies (ICT) in forming the human capital that meets the needs of modern world economies. The quality of employees’ education and the ability to use digital and information technologies are closely related to the digital competencies in the qualification requirements of educational employees. The creation of a “smart society” depends on the skills related to using digital ICT in the educational process. The study of the human capital development in education has been based on the indicators suggested by UNESCO in Guide to Measuring Information and Communication Technologies in Education. In order to compare countries with high, medium and low levels of using and mastering ICT, the Final Report Survey of Schools: ICT in Education and the OECD Statistical database have been used