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ICT in Education - Science topic

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Readiness for online learning-Survey
Are you a teacher or pre-service teacher, a university lecturer or a trainer in an educational organization? And do you have to move to online teaching because of COVID-19? Share your experiences in our survey and learn what others say! It should take maximum 10 minutes to complete.
If you are happy to participate, please click here: https://forms.gle/6BsuDEfA76SZyxHi8.
If you would like more information about the questionnaire, feel free to contact Jo (jo.tondeur@vub.be). You are also free to share this questionnaire with anyone you wish.
Thank you for your time!
Jo, Sarah, Fazilat and Ronny
- Jo Tondeur, Vrije Universiteit Brussels
- Sarah Howard, University of Wollongong
- Fazilat Siddiq, University of South-Eastern Norway
- Ronny Scherer, University of Oslo �
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Thank you so much, Dr. Fazilat Siddiq
I have filled your questionary as well.
Best Regards.
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I am interested to know more about the ICT tools (including websites, applications, devices) that are adopted to facilitate science education inside and outside the school context.
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I could add also to the thread, the PhET library with HTML5 format (no need for a javascript plugin).
Available in several languages, and new developments due to the pandemic.
Physics, Math and General Sciences, as said in previous posts, with STEM subjects content.
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I am in the process of writing a literature review paper on Massive Open Online Courses (MOOC). Google Scholar shows more than 52700 publications talking about MOOC and I assume most of Edu. Databases will show more or less number. This is even if the first MOOC was introduced in 2008!
I know your recommendations and insights will enlighten the work. Please tell me first what you believe the future of MOOC will be and then recommend the keystones articles in your point of view.
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The technics of MOOCs and also nano MOOCS (NOOCs) will improve more and more, Prof Alaa Aldahdouh.
It takes time, but some platforms are going to be very efficient in delivering MOOC courses.
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During the last 10-11 months almost all countries have been fighting against the most terrible pandemic in the last 100 years. Many things have changed, among them, the teaching and learning process: how in your country and/or your institution have faced the difficulties, imposed by the pandemic to the HE sector? Has the Distance Education been a significant factor in looking for solutions?
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A huge effort for everyone: students, parents and teachers.
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Considering the current context in which many teachers need to migrate / transition their planned activities for face-to-face teaching to a remote / online teaching situation, as there were and still are not safe conditions to carry out face-to-face activities with many students. The need to develop teachers' media and digital skills was very evident. Such competencies will be necessary not only in this moment of transition, but later on for a post-pandemic scenario, to expand the teaching modality by the Blended approach. How are Universities and Institutions responsible for teacher training dealing with the development of media and digital competences of their teachers and the training of future teachers?
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As a result, teachers are suddenly faced with the challenge of how to continue their students’ education. While this might seem a daunting task, there are several ways teachers can utilize the technology and resources already available to support online learning and ensure students still receive a quality education. 
cited from
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What type of project is the most frequent, the research project, the developmental project, both? What part of Educational Technology and e-Learning is currently the most frequent subject of the projects? Is Artificial Intelligence involved in some way?
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I do believe that Microsoft Team is actively engaged as a current trend worldwide because it is an online collaboration workspace that brings together instant messaging, threaded conversations, meetings, audio or video calls, desktop and file sharing.
In addition, it works with all Office 365 apps like Word, Excel, PowerPoint, OneDrive, SharePoint, OneNote, and probably with 365 Dynamics and Azure as well.
Some features are free for educators. The speed of the computer can be a problem although.
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Microlessons -an animated presentation, interactive and ICT based in instructions
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I agree with Luis Rodrigo Barba Guamán
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We have designed a module to help students learn the basic astronomy concepts. Module used computer applications and gestures as tools. Along with change in conceptual understanding, we want to study the attitudinal change in students. Which is the best available for doing that. Medium of instruction is Hindi.
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I Agree With Todd J.B. Blayone
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References I have been using date back to late 90s to early 90s. I believe social media tools do not replace the security within VLE discussions. A more recent reference is Vlachopoulos, Panos and Cowan, John (2010) Choices of approaches in e-moderation: conclusions from a grounded theory study. Active Learning in Higher Education, 11 (3). pp. 213-224. ISSN 1469-7874, Official URL is http://dx.doi.org/10.1177, Another source: All Things In Moderation Ltd, The 5 stage model at http://www.atimod.com/e-moderating/5stage.shtml
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Nice Dear Patrick Brannigan
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I plan to use internet comics to assess students comprehension. How do I determine whether the graphics in the comics can help students to understand a text better apart from interviewing the students after sessions of reading comprehension with comics?
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Following
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Which software may be user-friendly and educationally appropriate for early-primary school children which combining movement and sound can be used by digital (e.g. tablets) or non-digital technologies (e.g. desktops)?
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I consider ScratchJr as a developmentally appropriate mobile application (but run also in PC as an open source initiative) for preschoolers to teach and learn CT, maths but literach as well through projects.
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In a country where Graphing Calculators are still out of reach by secondary level students and considering the positive effects of the use of graphing calculators in facilitating understanding of math concepts , what alternatives are being used in teaching and learning of mathematics? Are they as effective as using actual graphing calculators?
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Literature says that graphing calculators are helpful for students at the secondary level. But in some countries, students are not able to have their own graphing calculators because of the hefty price. I wanted to know if this has been addressed using alternative forms (i.e. Desmos, Grapes, etc) and are they as effective?
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Hello All,
I am Ali Aqsam, an undergraduate from Department of Education, Sukkur IBA University, currentlu I am a third year student and want to do my research work in some emerging fields in education. Can someone suggest me for which topics i should go?
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Hi Ali!
If you mean emerging educational content areas, with their specific subject didactics, I would recommend the field of alternative energy, electrification of transport, actions concerning climate change, etc - since this kind of subject will go through a lot of change and new design of educational solutions on many levels. There are other emerging fields like this – another is elderly care.
If you are thinking of ICTs role in education, I would recommend learning analytics, adaptive learning and such applications that do not only lower the friction of information, but brings the power of machine information processing into education, enabling highly customised and personalised learning.
If you are thinking of educational theory, I would advise you to look into constructionism (not constructivism) since I think this has renewed actuality. Learning as creating and making artifacts, not learning as a spectator sport. Read Seymour Papert and Luciano Floridi.
If you are thinking of educational justice and ethics – study what development of ICTs in education can mean for the right to education for previously non-served social groups. Ethnic minorities, individuals with disabilities, individuals living far away from educational institutions, individuals growing up among people with tradition of low or no education, etc.
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Good morning
Maybe you have the same problem:
By this moment my articles have:
2 names Ingrid del Valle
and 2 last names
García(father) and Carreno (mother)
I have a lot of references as Carreno.
How can I fix it, because the h indice is not real?
In Spain we have to sign complte is a cultural way.
For example
Carreño, I.D.V.G. (2009). E-mentoring and e-leadership importance in the quality of distance and virtual education Century XXI. In A. Méndez Vilas, A. Solano Martín, J. Mesa González, & J. A. Mesa González (Eds.), Research, Reflections and Innovations in Integrating ICT in Education (pp. 728–732). Badajoz, Spain: Formatex.
Carreño, I.D.V.G. (2014). Emergent leadership: E-leadership implications for virtual education. Revista de Estudios Para El Desarrollo Social de La Comunicación, 10, 308–324. https://doi.org/10.15213/redes.n10.p309
Thanks
Ingrid
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I think, you should not worry: it's quite ok with spelling of your name. The most important is to have a DOI and an official web-link for your paper, and to identify your authorship. Variations in the name may happen. For example, my case. My forename is 'Polina'. In some of my German papers I was twice spelled as 'Paulina', once in another publication as 'Pauline', and sometimes as 'Polina A.' (using patronymic middle name). In many Russian papers my name was just written in Cyrillic letters. But all my work are in my ORCiD and other profiles with my authorship. So, the main point is your identity. I think, your case is quite Ok, no worries.
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Articles References and factor h
Good morning
Maybe you have the same problem:By this moment my articles have:2 names Ingrid del Valleand 2 last namesGarcía(father) and Carreno (mother)I have a lot of references as Carreno.How can I fix it, because the h indice is not real?In Spain we have to sign complte is a cultural way.
For example
Carreño, I.D.V.G. (2009). E-mentoring and e-leadership importance in the quality of distance and virtual education Century XXI. In A. Méndez Vilas, A. Solano Martín, J. Mesa González, & J. A. Mesa González (Eds.), Research, Reflections and Innovations in Integrating ICT in Education (pp. 728–732). Badajoz, Spain: Formatex.
Carreño, I.D.V.G. (2014). Emergent leadership: E-leadership implications for virtual education. Revista de Estudios Para El Desarrollo Social de La Comunicación, 10, 308–324. https://doi.org/10.15213/redes.n10.p309ThanksIngrid
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Dear Cristobal
yes I have my ORCID but they reference my papers as Carreno my second last name
Thanks
ingrid
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I wonder where the main difference lies between personalized learning platform (PLP) and intelligent tutoring system (ITS)? Is PLP the ITS with some additional features? What it the proper classification?
Any ideas?
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Personalised Learning Platform (PLP) refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner.Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs.
Intelligent Tutoring System (ITS) is more problem-based, concerning few specific exercises, assessing fine-grained skills, analysing steps of similar difficulty.
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If so, I invite you on behalf of the organizers (to which I will also belong) for registering. Below I quote the invitation that we send to potential participants with full information.
Dear Sir/Madam,
We invite you kindly to take part in the 10th Annual International Scientific Conference entitled “Theoretical and Practical aspects of Distance Learning” DLCC2018 (subtitle “E-learning and Smart Learning Environment for Preparing the Specialists of New Generation". that will be held on the 15th and 16th October 2018 organizes by the Faculty of Ethnology and Sciences of Education in Cieszyn, University of Silesia in Katowice, Poland.
Conference partners and co-organizers are:
Ostrava University (OU, Czech Republic),
Silesian University in Opava (SU, Czech Republic),
Constantine the Philosopher University in Nitra (UKF, Slovakia),
University of Extremadura (UEx, Spain),
University of Twente (UT, Netherlands),
The Lisbon Lusíada University (LU, Portugal),
Curtin University in Perth (CU, Australia),
Borys Grinchenko Kyiv University (BGKU, Ukraine),
Herzen State Pedagogical University of Russia, St.Petersburg, (HSPU, Russia)
Dniprodzerzhinsk State Technical University (DSTU, Ukraine),
Ministry of Science and Higher Education, (Republic of Poland),
IADIS – International Association for Development of the Information Society, a non-profit association,
Polish Pedagogical Society, Branch in Cieszyn,
Polish Scientific Society for Internet Education.
The theme of the conference is:
"E-learning and Smart Learning Environment for Preparing the Specialists of New Generation".
Ecosociety, the knowledge society, the digital society are transforming into an intelligent society. It is built on "smart" work, which is done by "intelligent" government and business representatives, based on "intelligent" infrastructure and "intelligent" citizens, playing a key role in creating intelligent culture. In addition, the priority is the development of such industries as smart transport, smart health, smart energy, smart food, etc., which will eventually lead to the creation of a smart world. SMARTs will play a special role in the preparation of new-generation specialists, in which e-learning and personalized learning will have priority positions. In an intelligent society, technologies, previously based on information and knowledge, are transformed into technologies based on interaction, cooperation, exchange of experiences - smart technologies. Citizens, new generation specialists, turn their activities into "intelligent" and implement innovative changes in management strategies. This means that society needs more creative and open thinking, so that human dignity, based on flexibility and originality, is a priority. The most important issue is the training of staff with creative, creative potential, able to work and think in the new world.
(Smyrnova–Trybulska, E. (2018). Technologie informacyjno-komunikacyjne i e-learning we współczesnej edukacji [Information and communication technologies and e-learning in modern education]. Katowice: Wydawnictwo Uniwersytetu Śląskiego. 572 s. ISSN 0208-6336 ISBN 978-83-226-3070-9 (print version) ISBN 978-83-226-3071-6 (digital version).
The conference topics include the following thematic sections:
1. E-environment and Cyberspace
· E-environment of the University.
· SMART-Universities
· SMART Technology in education
· E-learning in a sustainable society,
· Internet of things
2. Effective development of teachers' skills in the area of ICT and e-learning
· Computer training for prospective and practicing teachers in the area ICT and e-learning,
· Teachers’ and learners’ competences in distance learning and computer science.
· Distance Learning and Lifelong Learning
· Self-learning based on Internet technology
3. E-learning and Intercultural Competences Development in Different Countries:
· Legal, social, human, scientific, technical aspects of distance learning and e-learning in different countries,
· Psychological and ethical aspects of distance learning and e-learning in different countries,
· Collaborative learning in e-learning,
4. E-learning Methodology – Implementation and Evaluation:
· European and national standards of e-learning quality evaluation,
· Evaluation of synchronous and asynchronous teaching and learning, methodology and good examples,
· MOOCs – methodology of design, conducting, implementation and evaluation,
· Contemporary trends in world education – globalization, internationalization, mobility.
5. ICT Tools – Effective Use in Education:
· Selected Web 2.0 and Web 3.0 technology,
· LMS, CMS, VSCR, SSA, CSA,
· Cloud computing environment, social media,
· Multimedia resources and didactic materials, Video-tutorial design.
6. Theoretical, Methodological Aspects of Distance Learning:
· Successful examples of e-learning,
· Distance learning in humanities and science,
· Quality of teaching, training programs and assessment,
· E-learning for the disabled.
7. E-learning in the Development of Key Competences:
· Key competences in the knowledge society,
· Use of e-learning in improving the level of students’ key competences,
8. Alternative Methods, Forms and Techniques in Distance Learning:
· simulations, models in distance learning,
· networking,
· distance learning systems,
· m-learning.
The official language of the conference is English.
Dissemination of conference proceedings
Conference materials and authors’ paper will be reviewed and published in a monograph entitled E-learning and Smart learning environment for preparing the specialists of new generation” (notified in ISBN catalogue), 9th vol. of the publishing series on E-learning (notified in ISSN catalogue, ISSN 2451-3644 (print edition) ISSN 2451-3652 (digital edition)), http://weinoe.us.edu.pl/nauka/serie-wydawnicze/seria-e-learning
Series on E-Learning is indexed in the international scientific bibliometric databases, in particular, in:
- Thomson Reuters Conference Proceedings Citation Index (Web of Science)
- Academic Research Index https://www.researchbib.com/
- Polska Bibliografia Naukowa https://pbn.nauka.gov.pl
- Google Scholar.
It is our plesure to inform you that the 9th International Scientific Conference DLCC2017 monograph (“Effective Development of Teachers’ Skills in the Area of ICT and E-learning”) has been just indexed in the Thomson Reuters Conference Proceedings Citation Index (Web of Science).
Per-reviewed journal
ISSN 2451-2583 (Print) ISSN 2543-6155 (Online)
IJREL indexed in the international scientific bibliometric databases, in particular, in:
- ICI Journals Master List – Index Copernicus (82.36 points)
- ERIH PLUS
- The Central and Eastern European Online Library CEEOL
- Academic Research Index https://www.researchbib.com/
- Google Scholar
- CEJSH
- BazHum
- Polska Bibliografia Naukowa https://pbn.nauka.gov.pl
- Journal Factor
- CEON
Venue of the conference:
Hotel STOK
43-460 WISŁA,
ul. Jawornik 52A
Contact for accommodation:
Izabela Sikora
phone: +48 33 856 41 24
mobile. +48 692 472 457
In framework of the conference a trip to the Residence of the President of the Republic of Poland in Wisła is planned as well as a walk along the crown of the Czerniańskie Lake dam (the place where Biała and Czarna Wisełka join).
Please find in attached of the Conference Invitation, the Application form for participants and the Guide for authors of a paper.
More detail information about conference you can find on the conference Web-site: www.dlcc.us.edu.pl
Thank you very much in advance for your interest in participating in the conferences. We are looking forward to meet you in this international scientific forum in October.
Sincerely,
Eugenia Smyrnova-Trybulska
Coordinator of the DLCC2015 Conference
In behalf of the Organizational Conference Committee
--------------------------------------------------------------------------
Contact:
Eugenia Smyrnova-Trybulska, dr hab., associate prof. – Coordinator of the conference
Conference Organizing Committee:
Anna Porczyńska-Ciszewska, dr – Sekretarz konferencji, e-mail: anna.porczynska@us.edu.pl
Małgorzata Bortliczek dr, e-mail: malgorzta.bortliczek@us.edu.pl
Natalia Ruman dr, e-mail: natalia.ruman@us.edu.pl
Andrzej Szczurek mgr. inż., e-mail: andrzej.szczurek@us.edu.pl
Tel: (+ 48) 33-8546-113, (+ 48) 33-8546-224,
Fax: (+ 48) 33-8546-101 , Mobile: (+ 48) 608-655-386
The Faculty of Ethnology and Sciences of Education in Cieszyn, Bielska 62, 43-400 Cieszyn
University of Silesia in Katowice, Poland, Bankowa 12, 40-007 Katowice
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Dear Christine,
Thank you so much for interest DLCC2018 conference and participation in remote mode. YEs, I hope that it is possible via Adobe Connect virtual room. I will additionally check the speed Internet connection in STOK hotel, and belive that it would be enough for conducting on-line lecture. The price of participation on remote mode with publication of article is 300 PLN. Thank you very much for your cooperation!
Kind regards,
Eugenia
-------------------------------
Eugenia Smyrnova-Trybulska, dr hab., associate professor,
Head of Department of Humanistic Education and Auxiliary Sciences of Pedagogy,
University of Silesia in Katowice
Bankowa 12, 40-007 Katowice, Poland
Faculty of Ethnology and Sciences of Education
Bielska 62, 43-400 Cieszyn
Coordinator of the IRNet Project
Coordinator of the Theoretical and Practical Aspects of Distance Learning Conference
Coordinator of the Faculty Distance Learning platform
Editor in Chief IJREL
Editor in Chief of series on E-learning
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This is to help build the teaching methods of creative Arts in school
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The Creative Arts tab above has similar questions and answers that can be helpful for you: https://www.researchgate.net/topic/Creative-Arts?ev=tp_pst_dtl_xkey
Best regards,
Debra
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Hi,
I'm planning to organise a series of workshops on English Language Teaching (ELT).
What can be an interesting way / topic to start with?
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My suggestions would include:
1. Incorporating authentic materials
2. Using digital storytelling in the classroom
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Hi Experts
I want to examine the relationship between Information and Communication Technology (ICT) and Knowledge Management. I found dimensions of knowledge management from literature e.g. knowledge acquisition, knowledge absorption, knowledge sharing etc. but am still struggling to find concrete dimensions (or factors) of information and communication technology. Can you please suggest some dimensions of ICT so that I can investigate their relationship with knowledge management's dimensions?
Thanks
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ICT is an enabler for KM. However, KM is much more than technology, rather the combination of people, processes and technology. If you aren't able to motivate people to share knowledge, then technology is redundant. There is a vast literature on KM systems, but adoption of these systems has often been problematic, as not enough attention has been placed on the human factors of technology adoption and knowledge sharing.
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Several sets of pedagogical ideas and theories have emerged during the last years, one of them, connectivism. What, among them, could be considered an emerging pedagogy, not only because it is an emerging one, but because of its consistency and/or completeness?
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Dear Rey Segundo Guerrero-Proenza
You ask the following: What are those theories, or set of ideas, you think would be considered an emerging pedagogy?
As I see it, one of these pedagogies is a constructivist approach to education and pedagogy.  Even though this type of pedagogy relies at the heart of the Suiss psychologist Jean Piaget's views on education or the process of teaching/learning, the constructivist pedagogy is now very much in vogue.
A key idea in a constructivist approach to education is that teachers are more mentors and organizers of learning experiences and situations than simple transmitters of ready made and established truths. When teachers are mentors and organizers of learning experiences and situations, not mere transmitters of established truths, students come up to understand, reinvent, and reconstruct, not to simply memorize, what they learn qua learners.
The idea that sudents are highly responsible for what they learn is another key idea in a constructivist approach to pedagogy and education.
A constructivist approach also espouses the idea that students learn more by doing than listening to.
More to the point, a constructivist approach to pedagogy and education makes use of the active methods. Contrary to the traditional and conservative methods, the active methods aim to give rise to creative and innovative, not to conformist, students.
Another central idea in a constructivist approach to education is the idea that teachers should master what they teach but also be well versed in the details of the individual's psychological development. If the former is not the case, teachers are no teachers at all. If the latter is not the case teachers risk teaching to their students material that is much above or below their cognitive capacities. For exemple, it would be a pure waste of time to try to teach the proportionality concept to a 6/7-year-old child, In the same vein, no learning takes place when a teacher "teaches" to his/her students material they already know.
To my understanding, these are central points in a constructivist approach to pedagogy, eduaction and development.
I hope I has got your question and that this helps.
Best regards,
Orlando
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I am now writing a thesis on comparing the use of TPACK and SAMR, yet I still get confused whether they are the same that they are MODEL or FRAMEWORK. can somebody help me explain how TPACK and SAMR take a role in teaching (especially teaching language). Thank you
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Hello,
I just started my journey with PhD in computer science, and I am completely new to research field since I did my master in course mode.
I want to choose a topic related to M2M communication and not deeply using math, I picked resource allocation in M2M, I spent a couple of months reading about it and seems quite difficult for me since it involved a lot of math.
Is there any area in M2M communication that does not involved a lot of math or very few?
In case I have to learn math , what area of math should I learn eg,
probabilities, ...?
if there is an area/topic that does not involved a lot of math such as big data,...
Please help me,
Many thanks in advance
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Hi Jihad
The first thing I would say is that mathematics can be a very useful tool to help you express concepts in a very elegant way, a way that will be the same regardless of the language you speak. There is no reason why you cannot express yourself well without mathematics, but that might become more challenging, especially where you have to express yourself in a language you are less familiar with. You won't need to be an absolute expert, but could probably pick up a few basics if you can find say a mathematics student who would be willing to give you some tuition, perhaps in exchange for help with their computer. You can also get books and tutorials online for free.
If you absolutely do not want to learn any mathematics, then you would do well to trun your attention to a different aspect of computing entirely, possibly a human related aspect.
One area of M2M you might want to consider might be security or privacy. What happens if one machine gets hacked?
The bottom line is that you need to find an area that interests you, that you find yourself comfortable with, and of course, where there is a gap in the literature that you can address.
The key is the literature. You need to broaden your search until you find something you are comfortable with, and such that you can find a gap to address. If you want a PhD, you need to make a contribution, so you certainly need to find that gap, which will allow you to address it and come up with something to contribute.
I hope that helps to get you thinking a bit more positively.
Regards
Bob
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transition to classroom education
statistic on failed transitions to classroom teaching from bedside nursing
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Hi Cindy,  I found some references which I hope is relevant to your request.
Schoening, A.M. (2009). The Journey from Bedside to Classroom: Making the transition from Nurse to Nurse Educator. University of Nebraska. Accessed on 19th March 2017 from: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1006&context=cehsedaddiss
Mc Hugh, M.D. & Lake, E.T. (2011). Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context. Res Nurs Health. 33(4): 276–287. Accessed on 19th March 2017 from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2998339/pdf/nihms239174.pdf
Sorrell, J.M. & Cangelosi, P.R. (2016). Expert Clinician to Novice Nurse Educator. From First Hand Narratives. New York. Springer.
Schoening, A.M. (2009). The Journey from Bedside to Classroom: Making the transition from Nurse to Nurse Educator. University of Nebraska. Accessed on 19th March 2017 from: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1006&context=cehsedaddiss
Penn, B.K., Wilson, L.D. & Rosseter, R. (2008). Transitioning From Nursing Practice to a Teaching Role. Online Journal of Issues in Nursing. 13(3). Accessed on 19th March 2017 from: http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No3Sept08/NursingPracticetoNursingEducation.html
Whicker, M. (2015). Bedside Nurses influence on Patients Continuum of Care Through Effective Discharge Teaching. Doctoral Thesis. Walden University. http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1313&context=dissertations
National Advisory Council on Nurse Education. Addressing New Challenges Facing Nursing Education: Solutions for a Transforming Healthcare Environment. https://www.hrsa.gov/advisorycommittees/bhpradvisory/nacnep/Reports/eighthreport.pdf
Culleiton, A.L. & Shellenburger, T. (2007). Transition of a Bedside Clinician to a Nurse Educator. Medsurg Nursing; Pitman16(4), pp. 253-7.
 Salminen, L., et al. Future challenges for nursing education – A European perspective. Nurse Educ. Today (2009), doi:10.1016/j.nedt.2009.11.004. https://www.researchgate.net/profile/Arja_Suikkala/publication/40683420_Future_challenges_for_nursing_education_-_A_European_perspective/links/573b3a6008ae9f741b2d7c2d.pdf
 Diane M. Billings, Judith A. Halstead, Teaching in Nursing. (2016). A Guide for Faculty. (5th Ed). USA. Elsevier.
National Advisory Council on Nurse Education. Addressing New Challenges Facing Nursing Education: Solutions for a Transforming Healthcare Environment. https://www.hrsa.gov/advisorycommittees/bhpradvisory/nacnep/Reports/eighthreport.pdf
Laurencelle, F.L., Scanlan, J.M. & Brett, A.L. (2016). The meaning of being a nurse educator and nurse educators' attraction to academia: A phenomenological study. Nurse Educ Today. 39, pp. 135-40. doi: 10.1016/j.nedt.2016.01.029.
Suplee PD, Gardner M. Fostering a smooth transition to the faculty role. J Contin Educ Nurs. 2009;40(11):514-520. doi:10.3928/00220124-20091023-09.
Murphy J. Role transition: using partnerships and cognitive apprenticeship to become a nurse educator. In: Moyer BA, Wittmann-Price R, eds. Nursing Education: Foundations for Practice Excellence. Philadelphia, PA: F.A Davis; 2007.
Cangelosi P, Cocker S, Sorrell JM. Expert to novice: clinicians learning new roles as clinical nurse educators. Nurs Educ Perspectives. 2009; 30(6):367-371.
Whitehead, P.S. (2015). Role Ambiguity, Role Strain, Job Dissatisfaction, and Difficulty Transitioning Into Academia Among Nursing Faculty. Doctoral Thesis.  Walden University. http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3054&context=dissertations
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My primary interest is in applications used in secondary, higher, and professional education. I am also interested in applications that can be used with under-served populations in economically depressed areas.
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Oh, this is a frustrating topic for me.  Bless you for getting serious about it!
I have attempted to imitate activities which work in the classroom:  Socratic Tutorials,  "clicker" discussions,  homework group presentations, all with poor results.  Online seems to predispose students to behave more passively.
I have attempted to engage our online staff in this question.  The bitter part of me says that they must have Googled it and found nothing.  They appeared to want to dash off a quick answer, and be done with the ticket.
As per the proverb, they are looking for the keys under the lamp post where they can see, rather than where they lost them.
I will be anxious to see the research rather than the products being marketed.
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I am sure there are methods to reduce the time for course development and support students.For example, make digital content in the classroom (webinar, voice recorder, photo blackboard), consultation only in forum of the course (not social networks and e-mail), estimation via smartphone during travel by bus / sunway, the views that the responses from students only in text form (not  files), the involvement of students in forum to help each other. What else?
Please recommend me study or ideas to optimize work in Moodle
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Artem:
You can try developing quizzes in advance and use them in your courses to test knowledge acquisition. Here's an article that speaks to online quizzes that can reduce your time but for academic test writing that I hope will be helpful for you.
Best regards,
Debra
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Can you help me with a model of indicators to evaluate the use of ICT in educational environments? And an example of an institution that using.
Thanks,
Me pueden ayudar con un modelo de indicadores para evaluar el uso de las TIC en ambientes educativos?   Y un ejemplo de alguna isntitución que los este utilizando.
Gracias.
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Can you help me with a model of indicators to evaluate the use of ICT in educational environments?
Perhaps you can consider these 2 model / theory.  If you search these 2 model /  theory from university's eLibrary / eJournal or Google Scholar or Internet, you can find what are the questionnaire items / indicators representing each construct / variable in the model / theory.
  1. Technology Acceptance Model (TAM)
  2. Unified Theory of Acceptance and Use of Technology (UTAUT)
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We want to choose some ICT tools and software for supporting students learning .We need know why it is needed in under development countries then  to get also the advantages and disadvantages of the proposed one
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It should not be an issue whether we beling to a developed or underdeveoped country so as to use/ not use ICT tools for teaching/learning. Because the ICT tools  make the Teaching/ learning process easier/interesting that's why people go for these. Many choices have already been suggested and any one or more of these can be considered depending upon requirement and suitability.
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The situation is: in our Institution there is a Msc. Program that have been taught during more than 30 years. Frequently this program is updated, accordingly to knowledge progress in the field. Now we are in that kind of proccess, and one of the courses we want to update is ICT in Education. It should be introductory, basic course, because later, will be several courses related with ICT on Education, more specific.
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For me, the first and most important thing is pedagogy and getting students to realise that it is about education before it is about ICTs. Too many students, wide-eyed and intimidated by ICTs, fixate on the technology and don't get the alignment between the pedagogy selected and the chosen tech.
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Currently, I am trying to find data about the use of ICT with SEN children in the schools contexts. I am a SEN teacher, but a student too, and I am investigating why it is so hard to find teachers that use these technologies with these children when the results are quite promising. There is a little evidence of this, and it is comes down to specific technologies to use with specific disabilities. That 's okey for my investigation but I need another information, focus on teachers and their concepts, aptitude and attitude towards the use of ICT with their special pupils. Because finally, they are gonna be the ones who use it and decide how to use it.
Thanks in advance.
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Hi Yolanda
Yes, I have done a lot of work in this area - although nearly all of it with adults with learning disabilities. I am attaching a reference list - let me know if you think any of them might be of interest (don't worry - I won't be offended if none of them are!) Suerte!
Pete
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I mean that for some social media and social information systems, a ritual view may play some roles in facilitating the user engagement and involvement.
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I would suggest reading as follows:
Managing Enterprise Information Technology Acquisitions: Assessing Organizational Preparedness
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i want research on detecting learning style. I need dataset for compare my research . many thanks
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Muhammad:
I am attaching an article that contains a tested instrument for measuring learning styles that you can administer to the two different target groups you want to compare for your research. I hope that the latter would give you the data set you need.
Best regards,
Debra
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I have F value, df, sum of squares, mean squares but neither sample size of control group and experimental group nor mean for control and experimental group. Could you please advice me how to insert data in comprehensive meta-analysis?
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You can calculate the effect size without sample size, but I would argue that you cannot do a meta-analysis without it. This is because the result of the meta-analysis is a weighted d, meaning it takes into account the number of participants. Shortly put, the average of two effect sizes, 0.1 and 0.3, is 0.2. But say that the 0.3 effect size was based on an N of 2000, while the first was an N of 10, then one has more weight than the other, and the "average" would be closer to 0.3 than 0.2.
I may be wrong, but you should be able to calculate effect sizes with the data you report, but you cannot conduct a comprehensive meta-analysis without knowing the N of both the control and experimental group. Or, you could, but it wouldn't be weighted.
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There are some tools exploring teachers attitude towards ICT, It would be better if there is any for the teachers attitude towards using ICT Tools in Classroom practice ?
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Well - I have developed a number of scales -  You are welcome to peruse and take anything that you might find helpful  You can modify them for "classroom practice".  It's actually quite a good idea.  I recommend the Azjen & Fisgenin - Affective, Cognitive, Behavioural approach - it's pretty  robust (see Attitude papers in link.  I would also encourage you to look at evidence-based pedagogy and merge it with your scale.  The focus should problem be attitude toward pedagogy and ICT - not just ICT use per se.
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I am aware of TPACK framework but the question remains.
How can we ensure and measure teachers long-term skills development and positive attitudes towards ICT without appeal permanently CPD training sessions?
Thanks,
Rita Tavares
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I would suggest my thesis, but it is in catalan! (http://www.tdx.cat/handle/10803/306600)
I think the best value are with a analysis of professional development in class, the perceptions of teachers and the conversion in TPACK, but in my study I prefer the SAMR model and I extend the model taking into account these perceptions of teachers by creating a third axis. 
This model extended -SAMR adopted once made the analysis is based on three schools axes, two layers and four levels. The model takes SAMR layers -Improved
and transformation- and  the four levels -replacement, increase , modification and re- definition- and adds a third variable phase corresponding to the S curve with change impact methodology based on the perceptions of teachers. I gather perceptions by more than 250 teachers surveyed four different schools.  This was my idea.
Sincerely,
NF
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Dear all, could you please provide some examples of really innovative ways of using ICT to support teaching and learning? I am looking for un-orthodox, unusual and perhaps radical implementations and/or interventions. It does not matter if it is in a formal school setting, e.g. grade 3, or upper-secondary (high-school), or higher education (college/university), or outside formal teaching, e.g. informal learning, web sites etc. The main thing is that there is a curricula (some sort of plan), leaders/teachers, participants, a content (stuff that is being taught), and that the teaching and learning is supported by some sort of ICT technical solution. This ICT solution should also be a part of the plan, i.e. not just tossed in for the sake of being modern. Rather, the technology is used with a clear goal of enhancing the teaching and learning. All the Best and Thanks in advance! Kent
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Hi,
The tool screencastify of google can be easy and well used for capturing screens and recording lessons as well as for giving recorded feedback to students.
Moanes
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Interested to learn about best practices of ICT in inclusive education - preferably in developing countries.
Any information on successful programs and projects would help.
Thanks!
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Johanna:
Perhaps our recent evaluation of a one-one- laptop initiative from  a Caribbean perspective might be useful to your research. I extend best wishes for every success with your research. Merry Christmas and Happy New Year!
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Several years ago, I ran a debate with one of my professors at Education Department about human working memory. He insisted that technology has ruined human memory; many people rely more and more on their mobiles and laptops instead of their own memories. He also presented some research evidence showing that.
At that time, it was hard for me to accept this idea. I argued that human is a clever being. If tools or technologies would help us to save our memories, then is it logical to kick these technologies out or even reduce our usage of them because they harm our memories? However, my opinion was not supported by a solid theory. Cognitivism and Constructivism clearly state that our inner memories are important in a learning process.
This debate has carved in my mind and the case was not closed, at least for me. Recently, we have investigated some of new learning theories. Among a long list, we visited Actor-Network Theory, Community of Practice, and Connectivism. And to be honest, I found Connectivism wide enough to answer my question and to build upon. Knowledge is a network and learning is a process of finding patterns reside in this network. Inside or outside human skull, it does not matter.
This is not to end the discussion; actually, it is to open it. Are you with or against of proposing new learning theory? Our understanding of knowledge network, learning and Connectivism presented in this paper.
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This article by George Siemens (2004) may interest you:
Connectivism: A learning Theory for digital Age
There is a more recent article by Terry Anderson and Jon Dron (2011).
The authors examine “The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences” (Extracted from the abstract).
As stated by many responses that technology changes the pace and method of teaching, learning including our lifestyle and new laws need to be established in accordance to our digital environment. Winston and Edelbach (2011) theorize that the world is now experiencing a technological revolution. The authors state that the predecessor of the technological revolution was the industrial revolution, which followed the earlier agricultural revolution. The industrial and agricultural revolutions had longer lifespans than the technological revolution, in which new technologies have a shorter lifecycle and faster pace of change.
I believe that constructivism constructs knowledge in cognitive stages, and pragmatism builds knowledge on learners’ past experiences. Pragmatists may possess past relevant technological knowledge that may be useful to conduct research on the complexities of online learning. I argue that the learning paradigm shift follows the cycle of constructivism, social constructivism, and then pragmatism. The cycle will go back to social constructivism when a new demarcation point for learning process is integrated, which includes all the influential factors, such as technological tools.
Finally, I do agree that new learning theories should be proposed. You have posed an interesting discussion question. 
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What are the emotional, psychological and cultural impacts of ICT use on learners from marginalized and/or minority communities?
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Godwin:
Unfortunately, ICT integration for the marginalized and/or minority communities is not always done in a sensitive way, so their views and culture are misrepresented. As such, they can be impacted negatively by the cultural insensitivity display in such media like videos and readings. Here are a few articles that I have written on the topic.
Best regards,
Debra
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This is an invitation to participate in the next special issue of EDUCAR titled “Emerging technology for formative assessment in pre-professional practice”
End date: 26 February 2016
Pre-professional practices have assumed a relevant role at curricula, with a great concern about continuous evaluation, linked to improvement processes of development of competences. This monograph aims to inquire about opportunities of Information and Communication Technology to evaluate learning, for learning and from authentic learning of professional practice. During last years new emerging technologies have been consolidating. They are technologies oriented to evaluation of learning process (digital portfolios, blogs and audio-visual or virtual resources) and of collaborative work (multimedia annotations and digital rubrics).
Contents could include themes as:
New opportunities for learning at pre-professional practice:
Adaptive learning
Gamification
Learning analytics
Peeragogy
Evaluation of processes with ICT
e-portfolio
blogs
audiovisual and virtual supports
Evaluation of collaborative work
Multimedia annotations
e-rubrics
Mobile apps
BYOD
Cordially,
Antonio Bartolomé (UB)
Manuela Raposo (Uvigo)
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Thank you for the invitation.
I'm interested to contribute because I'm applying Evaluation of processes with 
e-portfolio and collaborative work to evaluate Pre-professional practices.
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Students at elementary level sometimes struggle within the school system to learn basic literacy skills. How can a school monitor and share information with teachers as students are promoted using ICT?
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Hope this can be helpful 
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ICT influences the learning process. Hence is there any previous study to measure it.
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I don't know which sector you are looking for, but in the school sector the choking point is the uptake if ICT. Every year (or two) there is something new in ICT that schools are expected to deal with. Hence it is better to look for an approach that is facilitating the uptake. The results of a comprehensive USD 15 million project addressing this have been published with Springer and can be downloaded from http://link.springer.com/book/10.1007%2F978-3-319-19366-3 For example in chapter 2 you will find an approach using scenarios. This approach was used in more than 2000 classrooms.
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Greetings to all! Please help me to find a country statistics on the use of information and communication technologies in higher education (2002-2014). I'll appreciate any suggestion from your experience.
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Hello, Dimitry,
Go to the International Telecommunication Union (ITU).  The URL is: http://www.itu.int/en/ITU-D/Statistics/Pages/default.aspx
Each year they publish a report titled "Measuring the Information Society", and it includes most of the countries in the world.
Good luck.
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I'm trying to put together a list of educational software applications that are more than drilling exercises or trial-and-error. So far I found only a handful, surprised by how few there seem to be! So I throw the question out there: what educational software do you know of, that has been used in regular classrooms for a specific topic? Note: I'm not looking for just technological "tools" or resources that assume a task defined by the teacher, but applications that work more or less independently for training knowledge or a skill within the curriculum (e.g. biology, history, languages, math, however math seems heavily overrepresented). Target age group 4-15, possibly up to 19 years. Some good, well-documented examples I found are Betty's brain, SimStudent and Critter Corral (for young children). Surely there must be more, e.g. for training foreign languages? I'm very grateful for tips & if possible links where one can try the software!
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Colin,
thanks for your comment; I completely agree. I initiated this question for the purpose of approaching the answer scientifically - i.e. what would be the (in my case cognitive-)scientific grounds for assessing whether particular software brings "added value" to the learning process, compared to other teaching material? The fact that the teacher directs the learning process is true also when using a text book, lectures or group work; still there are qualitative differences that enable us to judge one book as better than another, one kind of assignment as more efficient or engaging than another, etc. Looking at reviews of educational apps on the net, I reacted against that there is hardly any coherence whatsoever in terms of what makes the app "good"; e.g. some say because it is cheap, easy to install, contains lots of excercises, etc, whereas "pedagogical value" can apparently mean anything. My starting point (which I hope to follow up) is that the "good" in educational software pertains to the things that tehnology can do that books or humans cannot (or with great difficulty only), e.g. individual adaptivity to each pupil in a class, endless patience, implication feedback, and/or interaction with virtual beings that allow social role-playing that is impossible in rea life. Unfortunately, >90% (at least!) of the apps I have found so far provide little but drilling exercises or provides no direction towards the learning goal (e.g. simulations, which can be great but even more dependent on a good teacher!). Ideally, I think the software should manage things that the teacher cannot. The simple examples are easy. That's why I need more good examples, so we can find what is (potentially) *really good* with using software in school. (In fact, if there aren't some really good things, I see no point in why we should use it at all?). Thanks again all for your contributions!! 
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I'm looking for research reports or scientific papers based on representative national samples. They have to be recent (since 2012), methodologically and statistically explicit. I'm looking for solid and hard data on the topic in North America, Europe or Australasia.
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Hi Francois
I guess the most recent international study is ICILS (including national samples):
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2013). Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study. International Report. Springer Open. Retrieved from: http://link.springer.com/book/10.1007%2F978-3-319-14222-7
For a representative survey in many European countries take a look at this paper:
Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Gaer, E. Van de, & Monseur, C. (2013). The Use of ICT in Education: a survey of schools in Europe. European Journal of Education, 48, 11–27. doi:10.1111/ejed.12020
Some additional information can be obtained by checking out PISA, TIMSS and PIRLS questionnaire data that include some items on ICT use in schools.
Best
Dominik
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We create a research group to study ICT use on the learning improvement of dentistry students. We are basically evaluating the general use of the internet and other tools as complementary methods of presenting content. Our results demonstrate that, here in Brazil, the ICT educational potential still remains poorly explored. We are observing learning improvement when games, pictures, podcasts are offered, however, we are interested on new methodologies and ideas. We are also willing to contact other groups to propose the development of cooperative research.
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Dear Marco, you may also have read above this development at Yale. The post mentions, 'Hands-on sciences are difficult to replicate via a computer", but a large degree of one's course work can probably be presented/\enhanced by means of technology. Good luck with your initiative.
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I am calling for academics who are interested in contributing in a paper. I have already carried out a thorough literature review on the subject... I am enclosing an abstract herewith:
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I should have posted this earlier. MindShift at KQED has a nice guide to digital games in learning:
Shapiro, J., & Tekinbas, K. S. (2014). Mind/Shift guide to digital games & learning (pp. 41). Online: KQED Mind/Shift.
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What are the current studies / researches in the field of " ICT in education / ICT in Teachers Education"? Does anybody have any sources or any link please ? I'm Teaching ' ICT in Education' course to the Masters in Education students and interested to conduct research on my pre and in service teachers, looking for the standard tools ( if there any ) to justify the participants perspective or attitude towards ICT in Education.
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Take a look at the large scale international studies, e.g.:
  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2013). Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study. International Report. Springer Open.
  • Law, N., Pelgrum, W., & Plomp, T. (2008). Pedagogy and ICT use in schools around the world. Findings form the IEA SITES 2006 Study. Hong Kong: CERC / Springer.
If you are looking for measures of knowledge and attitudes, the following article might help you:
  • Christensen, R., & Knezek, G. (2008). Self-Report Measures and Findings for Information Technology Attitudes and Competencies. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 349–365). Berlin: Springer.
Also, take into account measures of technological pedagogical content knowledge (here is a recent overview):
  • Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & Braak, J. van. (2013). Technological pedagogical content knowledge: a review of the literature. Journal of Computer Assisted Learning, 29, 109–121. doi:10.1111/j.1365-2729.2012.00487.x
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Can any one help me to find the right definition of the framework and model ?
Im working in a study investigating the use of ICT in Arabs schools and I would like to create a model or (Framework) that help to improve the use of ICT in education.
before I start I would like to know whats is the difference between Model and framework and what you think is much suitable from your opinion 
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My understanding is similar to Jon's.  As he noted, a framework indicates the perspective you are using to approach educational research.  For example, your investigative framework might suggest whether a quantitative or a qualitative approach is best for addressing your research question.  A model, though, is developed within a framework.  Your model is a descriptive tool that might, for example, help you impose some order on how variables are potentially interrelated so you can begin to formulate questions aligned with your chosen framework.  Theories are different.  They can emerge from models but they are prescriptive, not merely descriptive; therefore, they can be tested.  
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In recent times and because of the rapid development, easy access and application of ICT in language education it is said that it can be well integrated with several approaches, especially with collaborative language teaching and learning. It would be important for a foreign language situation to have an understanding of  the shared features that these two domains have for language teaching and learning.
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Excellent point John. Just to reiterate the  point you raised: access for most if not all. As John observed, collaboration  in learning is further promoted by the elimination of the cost of foreign study visits. Foreign culture and scenarios are made available readily and learners can collaborate in the class to interpret and analyse these scenarios. Thanks to ICT
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The Saudi Ministry of Education 2007 supplied many schools with the most ICT equipment but found that after 2 years that most of the devices like (computer, Ipad and Laptop) didnt use by teachers and students and that half of those devices were broken. MOE 2014
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I would suggest that there is an instructional design element to the implementation.  How, when and to what educational purpose these are integrated into each course of instruction should be planned in advance --  by or with input from the instructor.  Good instructional design would also answer the questions about which technology to use (including necessary infrastructure) and what prerequisite skills are needed by teacher and learner to implement.
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Digitalisation (and not to be mixed with digitization, which means converting analogue signals into digital signals) of schools is a multifaceted social process involving multiple stakeholder groups, such as: teachers; pupils; and IT managers.
I would like to ask you all this specific question:
How and to which extent do you think that Information and Communication Technology (ICT) would influence/change teachers' daily school-related work situations/activities?   
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Dear Prof. Said Morad Babaheidari,
It is rather more essential than the consequences. The delay in synchronization with the fast growing digitizing world may push behind the school.
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Techhnology in education
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I have copied below an answer to a similar question.
I tend to look at these sort of issues from the other end of the question - in this case, do you think that the skills required for Online Education (other than the technological skills) are different from the skills required for face to face or blended education. My concern is that when we focus on the technology or the platform, we elevate it to a higher position in the list of important factors for a successful learning experience. So from my perspective, the leading items for online education are very similar to the leading items for any education; namely, an ability to connect with learners, an ability to tailor learning to the needs of the learner, effective assessment and feedback etc. If you get the basics right, the particular affordances of the technology can then be utilised; if you don't doesn't matter what you are using.
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I have tried, in some of my works, to provide a measure of ICT skills based on previous works of Steayert 2002.
Does anyone know of similar research on this topic? 
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Hello,
the Swiss Federal Statistical Office offers some information on ICT skills (in German and French):
These informations are part of ICT surveys that are conducted on a regular basis within all EU countries.
Bye, Volker
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I am looking for examples (excluding large-scale initiatives such as LMS implementations) of innovative uses of new technologies created by teaching staff in university courses that have gone beyond the proof-of-concept stage and that continue to be adopted and adapted by other teaching staff?
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Hi Beatriz,
 It would be greit to hear more about your experience.
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+Welcome.
Educational e-portfolio [1] applications facilitate students' reflection on their learning or courses. Through this reflection learning is supported. This approach is referred to as 'learning through reflection'. Please answer to any of the following questions beginning with the first ones.
Which educational e-portfolio web applications have you used or learned about? Could you provide a ranking or suggestion? Which is their type, for example commercial, open source or ad hoc? Do they feature interoperability with VLEs/LMSs? Do they offer social networking? What does their content management system provide (blogs, resumes, file management, views)?
You may also provide any interesting references.
Thank you.
[ Featured references:
]
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Dear colleagues, I experienced first-hand how a properly designed e-portfolio assignment lets one reflect on your learning experience.  As Mariane suggests, it is advisable to provide criteria against which the portfolio will be evaluated.  There indeed may be some degree of self-enhancement involved, but of course, if one can provide some evidence for the self-enhancement, it may be regarded as a realistic self-evaluation! Please see one of the rubrics that I found for evaluating an e-portfolio.
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I want to know, if there are empirical studies, in which the conditions and outcomes of e-learning / blended-learning are evaluated? I'm especially interested in studies which have taken place in western europe. I'm not interested in general guesses or theoretical possibilities. Thank you.
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Hello, take a look at these articles DOE USA; Evaluation of Evidence-Based Practices in Online Learning; A Meta-Analysis and Review of Online Learning Studies
A Meta-Analysis and Review of Online Learning Studies and 
 Is Technology-Enhanced Learning Effective? Recent Research and Best Practices; http://www.oit.umn.edu/researchevaluation/
Blended appears to have the advantage
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Scholars are in agreement that the leadership role of the principal is critical in the implementation of ICT for teaching and learning. However, teachers seems to be reluctant in using ICTs to enhance professional curriculum practice.
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Thank you so much, in-fact I have used it already in my reading. Its powerful indeed.
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My first version of the ICT competences framework aimed at teachers, has three dimensions “technological, pedagogical and research-professional development”, and two skill levels: level 1 (use) and level 2 (application and creation).
The technological dimension is based in interactions aspects with technology, and the efficient development in digital environment, so as the communication and collaboration in an effective way with other users. Furthermore, topics of computer security were added, undoubtedly necessary at present.
The pedagogical dimension include interaction, implementation and collaboration in virtual learning environments, elaboration or re elaboration of the learning resources in different media, so as the application of new didactic strategies, which take advantage ICT resources, oriented to the development of a critical, creative and innovative attitude in the students.
The professional-research dimension include aspects for the treatment of information pertinent to its development area, creation and participation in virtual research networks so as the spreading of its scientific and professional production.
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I suggest a third skill: Developing a useful knowledge network. 21st century learning demands the ability to access relevant knowledge for a changing context. For online students, they may already be learning in a totally different context so they need to understand how knowledge from the classroom is relevant to their own environment. A teacher needs to know how to assess local, regional, and even international environments. Also, the knowledge economy requires that individuals know HOW to access resources when they need them which requires an extensive knowledge network. Teachers and students need to know how to develop, access, and use those knowledge networks and then use the information they have accessed in their own context. This is a new skill that is the result of ICT and one often overlooked.
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It may be said that face-to-face teaching is the best method for EFL/ESL or foreign language learning. Do you believe that the Cloud concept is changing the future for face-to-face teaching and learning?
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It supposed to add alternatif teaching and learning method.Example collaborative learning and conceptual understanding of a lesson. By using google cloud doc you can ask students collaborate in solving a story problem in different places and time, by using google drive adds on like mindup and mindmaster teacher can give an idea and students developed the idea by making sub idea inserting video,link by their own understanding. It can apply for lower level gr 3 primary until university for linguistiv to science from my experience.
For changing face to face it goes to the culture and infrastructure in every country.There are country with dominance on face to culture and bad infrastructure especially internet connection.
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I'm doing my doctoral research in CLIL. Is anyone there with the same area of interest? Would you like to collaborate?
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Thank you sir. I find the book very much useful.
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The advent of printing press was probably the first wholesome and (to date) the last invention that truly revolutionized the information transmission and archiving. It also had shaped the core teaching/learning systems with book(s) as the nucleus. Since then inventions like radio, TV, computer and Internet have created a lot of optimism but, till date, no revolutionary achievements seem to have been made
Do you think any of the contemporary developments have the potential of realizing the big dream?
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Teaching is a method of transfering ideas and knowledge to students through lectures. Teaching can be done by electronic method in which you could followscience through internet
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I'm going to observe students doing learning activities using ICT. What I am looking for is the independent learning within their collaborative learning. Could anyone suggest any categories or pattern I'm supposed to expect from 15 - 16 year old students? Or if you have come across similar research, kindly share it here.
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I think the only way is to let them express their understanding in writing freely
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In short, there is a general idea that teachers are not much competent in using ICT for instruction and that it is necessary to re-educate them. When we try to do it, beliefs and other personal and professional characteristics, such as their pedagogical ways seem to be the strong barriers for the goal to enable them to use technology regularly in their practices.
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All the discussions are interested and beneficial for teachers and administrators. I think it relates to the institutional environment and teachers beliefs about their teaching strategies in the classroom. We have to develop proper planning for teachers training in the ICT and to eradicate those hurdles faced by the teachers in the real world situations. Curricum development and ICT integration may foster them to change their beliefs about students' learning as well as the ongoing concept of professional development with proper incentives specifically in the context of Pakistan may improve the situation.
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In order to estimate efforts for a WEB software project we need to use a software cost estimation model. I want to know whether we do have methods in place to check the effectiveness and reliability for checking the WEB software cost estimation models.
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please check out my paper for modern software evaluation
"Survey and evaluation of agent oriented software engineering."
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In a previous question, I asked about the top trending technologies in science education, and while having different answers, one answer pointed out that some applications are helping students to be independent, does this mean that the role of teacher will decrease, change? any ideas?
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Actually, I see both little positive impact of ICT in human learning and little evidence of rounded development. I do see a lot of zealots, highly funded ideology proponents who assume it is the main solution for fixing education costs and enrolment turnover measures of learning ... but all too often such motives seem to result in the narrowing of what learning and human development means. I also see an increase in ICT product marketing arrangements (eg. locked in 5 year ICT supply contracts at expense of best ICT fit for use - contracts tend to buy cheapest nasty hardware and software). And I see a risk where teachers are reduced to instructors (only) at expense of Teachers enabled as rounded Educators and social guides.
Where ICT can work is:
* where the ICT feels 'invisible' in use, and is always accessible by all, and functions effortlessly in an affordable mode. If you don't have the right gear, and access to web networks, you are excluded before you start.
* when you have the above conditions, ICT is used to help communicate ideas, concepts and methods that reality cannot do well: e.g., virtual social tours of other lands far away or in space, inter school collaborative projects both live and asynchronous, visual imagery of ideas in 3D colour motion too hard to see in reality like body parts, inside devices, mathematical idea, expensive engineering ideas, how DNA works, and production via such modes as 3D printing to create ideas that are not feasible to make by hand.
In other words, we ought only value ICT to do what cannot be done in reality. Too often ICT is used to replace real-space activity and real social experience - this has to stop.
If ICT is used as a means for a guided awakening that aims to play its role in developing the whole human being affectively, cognitively and in fine and gross motor domains, where such ideas are set in a deep educational philosophy throughout the school community, then ICT and any other learning aid into the future, can give our species a good chance to grow in educational (rather than in factoid snacks, yuk-wow critique, or de-contextualised) modes of development. In short, how does it build a great sophisticated and real context capacity to form judgements in life?
.. Just saying
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For my research, I want to evaluate a university distance learning system
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As I am mathematician who entire career works in the Computer Science, filed of Artificial Intelligence, sub-field Intelligent Tutoring, I have asked some questions to find what other researches think about future of education, in my case future of CS Education and the Education with assist of ICT or as you said learning/teaching in “virtual learning environments".
1. “What are the reasons for drop-out of CS / IT studies (courses)?” (https://www.researchgate.net/post/What_are_the_reasons_for_drop-out_of_CS_IT_studies_courses) and the question “Is Information Technologies part of Computer Science, or vice verse?” (https://www.researchgate.net/post/Is_Information_Technologies_part_of_Computer_Science_or_vice_verse), to find out what kinds of curriculums are offered, and what will be offer in near future.
2. “OO first?” (https://www.researchgate.net/post/OO_first), to find what approaches are used, and thoughts and suggestions of the researches about approaches to teaching and learning programming which could be used in future.
3. “What happened with ‘The Fifth Generation Computer Systems project (FGCS)?’?” (https://www.researchgate.net/post/What_happened_with_The_Fifth_Generation_Computer_Systems_project_FGCS), to thing about the future of Computing (According to ACM Computing Curricula 2005, defines five sub-disciplines of the computing field: Computer Science, Computer Engineering, Information Systems, Information Technology, and Software Engineering.)
4. At the end, question “eEducation - forty years of promises?” I have asked (https://www.researchgate.net/post/eEducation-forty_years_of_promises) is about the resources and the future of education at all.
Maybe you could find some interesting answers there, which could be used in your research.
I hope, that the new goal (of all teachers and researchers) have to be to transform how children learn, what they learn, who they learn from, to reach the utopian Summerville way of learning and teaching, with help of ICT, or as you said with aid of in virtual learning environments.
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These days, we saw the impressive number of 30,000 registration to a map-making course [1], but also a rather negative evaluation of massive open online courses (MOOCs) [2]. What if your opinion, is this teaching concept a thread to well established learning practices or an opportunity to deliver (higher) education?
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In my biased interpretation of what MOOCs are achieving for universities is:
1) Granting access to people who do not have the resources or are geographically displaced.
2) It gives the universities that belong to the program huge amounts of statistical information on what problem areas are in a specific subject to better address them. This is more of a tailored tutoring for the masses.
3) For a professor that likes research and does not like teaching it provides a pre-screening of students so that the when the students show to the "advanced" course it is all about hands on research
4) By catering to the masses, it is a big advertisement to come to that campus to study and complete number 3 of this list
This will definitely impact the universities traditional business model and advertisement.
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E-learning is yet to be adopted as a mode of delivering instruction in Ghana. Most students and teachers in all levels of education in Ghana are yet to know and use any e-learning platform to deliver lessons. This question is therefore meant to solicit views on which e-learning platforms will be good for such a beginner country. It is also meant to collect views on which facilitating method: student led or instructor led best ensures learning.
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The answer depends on context, students, content to be learned, etc. By default, for begginners, Moodle could be a good start. And student led approach should best ensure learning; at least currenly it is the leading trend...
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Do you think there is a potential for using social networks in collaborative learning projects (in science, languages, etc.) between schools in different locations? Any ideas? research papers? resources?
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Sure, there is lot of learning provided the LEARNERS share their challenges, insights and learning in a very simple common language. Hope such Projects could be initiated between say students of grade 8 or 9 - Science, Social Science (India) and any other similar age group students from other countries ! WOULD LOVE TO FACILITATE, any takers ? ? ?
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Interactive technologies (such as mobile applications, social media, games) emphasize some thinking skills such as quick response, multitasking, on the other side interactive technologies might lead us to lose other thinking skills that might be vital for creativity. Any ideas?
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I have no data one way or the other, but would guess it depends on the individual - like graphic art, interactive technologies are also opening up whole new ways to be creative.
I'd also be willing to bet that when pen and paper were invented, the folks who'd grown up scribing in clay tablets lamented the loss of think time during carving, and meditative side of waiting for it to dry... ;)
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Educational software development, autonomous school development.
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Says:-
I would like to join. Please email me the details at sai.theking@yahoo.co.in
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Critical thinking according Ennis, defines four skills, induction, deduction, assumption and observation, among others. Some say the way to use it is the key to developing this kind of thinking. While others emphasize that only the student more concretized.
What are your experiences or ideas?
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Hi Carlos and Boon, With some colleagues, we conducted different transnational studies on the topic you are interested in; to test our ideas, we surveyed clusters of students and managers coming from different parts of the world (Italy, China, Australia, Finland). You can find results and constrast analyses in the following works: