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Due to the large number of students, instructors teaching high enrollment courses often rely on traditional assignments such as scantron exams and research papers. While these types of assignments are functional and satisfy a purpose, they are typically not meaningful or pleasurable for students. In an introductory information technology course, the final paper was redesigned to focus on visuals rather than on written words. The redesigned visual learning experience – a digital infographic – gave students the opportunity to rely primarily on images rather than text to communicate their message about an emerging technology to an external audience. Throughout this creation process, where students had to analyze and synthesize complex information, they gained new understanding about their topic as they were thinking and making. Further, this experience had personal significance to the students – one that gave them a sense of pride and accomplishment. The students also recognized that their unique digital artifact had a life beyond the classroom, and they wanted to share their creation with others. [ABSTRACT FROM AUTHOR]

The aim of this paper is to provide a new approach for assessing the input-output efficiency of education and technology for national science and education department. We used the Data Envelopment Analysis (DEA) method to analyze the efficiency sharing activities in education and technology sector, and classify input variables and output variables accordingly. Using the panel data in the education and technology sector of 53 countries, we found that the countries with significant progress in educational efficiency and technological efficiency mainly concentrated in East Asia, especially in Japan, Korea, Taiwan and some other developing countries. We further evaluate the effect of educational and technological efficiencies on national competitiveness, balanced development of the country, national energy efficiency, export, and employment. We found that the efficiency of science and technology has an effect on the balanced development of the country, but that of education has played a counter-productive role; Educational efficiency has a large role and related the country's educational development. In addition, using the panel data analysis, we showed that educational and technological efficiency has different degrees of contributions to the development from 2000 to 2014. It mainly depends on the economic development progress and the push for the education and technological policy. The proposed approach in this paper provides the decision-making support for the education and technological policy formulation, specially the selection of the appropriate education and technological strategies for resource allocation and process evaluation. [ABSTRACT FROM AUTHOR]

In this paper, a study is presented in which engineering students at a Danish university developed Continuous Improvement (CI) and innovation capabilities through action research and experiential learning methods. The paper begins with a brief overview of the literature on CI and innovation, followed by an account of how the students designed and implemented solutions to self-identified problems within their educational program using the principles of CI, and how these learning activities facilitated the development of basic innovation capabilities. The paper concludes with insights regarding how such an innovative design of teaching methods based on learning-by-doing may not only support the development of CI and innovation in engineering students, which is increasingly demanded by industry, but also represent a way in which to enhance sustainability and innovation of the education itself. [ABSTRACT FROM AUTHOR]

The stated aim of technology education in New Zealand is to develop students' level of technological literacy. This paper introduces the Technology Assessment Framework (TAF) as an organisational tool for the development and delivery of technology programmes that focus on increasing students' technological literacy through the enhancement of their technological practice across technological areas and contexts. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project, and integrated within a national professional development programme in 2000 designed for preservice and inservice teacher educators in New Zealand. This paper backgrounds the sociocultural theoretical position of the TAF and explains how it reflects and furthers the aim of technology education in New Zealand. The TAF is then presented and explained with the aid of illustrative examples from classroom practice. [ABSTRACT FROM AUTHOR]

New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research. [ABSTRACT FROM AUTHOR]

Technology and education are merging in today's society. Students in primary and secondary education recognize technology incorporated into teaching as a standard practice, not a unique experience. Curriculum standards in professional health sciences education have changed to promote the increased use of technology, with the purpose of enhancing student skills and engagement. The classroom and experiential settings offer opportunities for technology to be incorporated in a variety of ways. Technology can be useful for the teacher and student; however, challenges do exist. This paper highlights the benefits and challenges of incorporating technology into the settings of classroom and experiential teaching. Specifically, the purpose and use of technology, equipment, accessibility, time, and costs are discussed and example software programs are described. [ABSTRACT FROM AUTHOR]

This paper is a reflection on the history and future of educational media. Over the last century various new media technologies were introduced in education. Most of these failed to meet the high expectations. The paper reviews the rise and fall of various 'revolutionary' learning media and analyses what went wrong. Three main driving factors are identified that influence the educational system: 1) educational practice, 2) educational research, and 3) educational technologies. The role and position of these factors is elaborated and critically reviewed. The paper concludes with identifying a number of relevant developments that substantiate a favourable future outlook of media for learning. [ABSTRACT FROM AUTHOR]

The innovation of education seems to be self-evident. Boosted by a wide range of new technologies, educational institutes all over the world are innovating their educational systems, in order to extend their services, to improve their performances or to reduce costs. The apparent self-evidence of educational innovation hardly prompts the educational staff to reflect on the very idea of innovation and its consequences. This paper treats the basic principles that support the phenomenon of technology-induced educational innovation. It aims to contribute to a better insight and understanding of its implications to anyone engaged in education. It also aims to effect a growing awareness of the premises on technology and to support the right attitude to realise improvements in practice. The paper goes into strategies of change, while discussing both substitutional and transformational strategies. It explains its supposed differences by referring to the philosophical frameworks of Jaspers, Heidegger and Borgmann. Starting from Borgmann's ``devices paradigm'', four principles for educational innovations are formulated, referring to the transparency and interactivity of educational technologies, the socio-cultural significance of products, the importance of values beyond efficiency and the political bias involved with technological innovation. [ABSTRACT FROM AUTHOR]

Universities have discovered that learning need not dwell inside the confines of the four traditional classroom walls. The internet provides a vital link to information like never before. As the number of internet users has increased, universities have begun to rely more heavily on technology in the delivery of course content and instruction. The use of technology has been purported to have the potential to lead the way in developing more competent technology and educational leaders in schools as well as reforming leadership preparation and reaching a more inclusive population of administrator aspirants. Online education seems set on its course to overtake traditional colleges within the next few decades, especially as society becomes ever more dependent on the internet to get work done. This research paper examines areas in which educational programs can meet today's global standards, allow for the greatest flexibility in meeting student needs, and yet continue to increase leadership and educational opportunities for all student groups. The purpose of the study is to outline: whether distance technology is indeed used; what types of distance technology are employed; what goals drive the implementation of distance technology; and what factors inhibit the successful use of distance technology in higher education engagement graduate employability. The paper aims to focus on the issues involve the role of higher education in improving employability in developing the students' potential and flexibility to adapt their knowledge, skills, and attitudes to the labor market. In view of this, distance universities may have an important role in designing and implementing accreditation standards for employability. The attention should be paid to the development of transferable skills such as critical thinking, oral expression and team work to promote employability while raising the quality standards of the Higher Education Degree. [ABSTRACT FROM AUTHOR]

"Virtual realities" and "smart books" will enrich and expand the teaching of reading and writing More and more these days I find myself giving talks that leave me speechless. I […]

Agricultural communications education has evolved over time, shifting in an effort to meet the needs of students through new approaches, new methods, and new technologies. The purpose of this paper was to examine the influence of educational and communications technologies on agricultural communications education. A literature review related to the history of the processes, methods, and technology uses in education and more specifically in agricultural communications education was conducted. Technology was identified as enhancing learning in settings that included secondary education, university settings, continuing education, Extension programming, and professional development. Only a limited number of articles specifically addressed the use of technology to teach agricultural communications. The high rate of change in communication technologies was identified as a critical reason for considering the role of technology in the agricultural communications education context. A virtual environment to teach crisis communications was shared as an example of successful educational technology use. Continued research focusing on teaching methods and tools related to agricultural communications education is needed. New technologies have the potential to encourage innovative learning experiences; however, the ongoing challenge to educators will be to harness the technology for the good of the learner. [ABSTRACT FROM AUTHOR]

The American Psychological Association's Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice. [ABSTRACT FROM AUTHOR]

An important objective of science and technology education is the development of pupils’ capacity for systems thinking. While in science education the term system relates mainly to structures and phenomena in the natural world, technology education focuses on systems designed to fulfill people’s needs and desires: examples include systems to control the local environment, or the position or motion of objects. Despite the centrality of the system concept to technology and technology education, issues relating to the teaching and learning of systems within the technology curriculum have been little addressed. This paper explores some elemental structures common to technological feedback control systems, and highlights the relationships between the structural nature and the dynamic behavior of these systems. It is argued that the study of systems and control concepts in technology has the potential to promote higher learning skills such as interdisciplinary thinking and modeling, and an instructional framework for achieving this goal is proposed. Questions and research issues on the fostering of systems thinking in technology education are identified. [ABSTRACT FROM AUTHOR]

This paper will examine the contours of design-based education within the context of an innovation-driven knowledge economy. Focusing on design as an emergent educational practice, I will consider the advancement of mediational tools and resources for systems of education in the 21st century. Looking at sociocultural theory, I will show that the nature of cultural literacy is becoming increasingly anchored to the use of information and communications technologies (ICTs). As Eric von Hippel (2005) observes, the distributed nature of ICTs is giving rise to an emergent mode of economic and cultural production that is best described as the "democratization of innovation". With this in mind, I will argue that the application of collaborative innovation to education should be the locus of concern for educators and educational policy-makers over the coming decades. [ABSTRACT FROM AUTHOR]

During the last decade, technological developments in computer hardware, software and networks, combined with increasing pressures on staff and students, have led to a proliferation of Communication and Information Technology (C&IT) within the Geography, Earth and Environmental Sciences (GEES) disciplines. This research investigates the role of C&IT within field courses, which in this paper are conceived of as a specific approach to teaching in the GEES disciplines. Through a national survey of field courses, the general level of usage of C&IT in the field was established. This was supplemented by an expert group analysis, which focused on the reasons behind the use of C&IT in the field. It was concluded that most use of C&IT in the field is driven by technological rather than pedagogic innovation. [ABSTRACT FROM AUTHOR]

While the last decade has been marked by widespread advocacy for integrating information and communication technologies (ICTs) across school curriculum, teachers' understandings of the nature of electronic literacies in the learning process have received far less attention. This has been the case despite the accelerated growth, miniaturisation and convergence of new media, all of which have accentuated the need for educators to understand how student learning in digital environments might be engaged and enhanced. In this paper, our focus is on how working with electronic literacies can open up new ways of learning in schools. We identify some key challenges and opportunities for designing classroom tasks to promote the development of effective digital learning through the construct of ‘students-as-designers’. Further, we explore possible implications of this construct for the agency of teacher and student as both strive to use and create knowledge in digital contexts. [ABSTRACT FROM AUTHOR]

In France, during the Restoration, various attempts at industrial modernization were made. One of these consisted in the circulation of technical ideas through industrial exhibitions and the technical press, the latter channel being represented by treatises, manuals, dictionaries and technological journals. One of the first of these journals was the Annales de l'industrie. This paper considers two aspects. First, the institutional environment: the French tradition of technological writing, the national industrial exhibitions, the legacy of the école centrale experiment, and the influence of the Parisian Royal Academic Society of Sciences. Second, an analysis of the contents of the journal is the occasion for a discussion of technological progress on the level of the traditional arts and crafts, the dominant mode of industrial production during the 1820s. Other themes discussed are the avoidance of scientific terminology, official innovation policy, Great Britain as the model to be emulated, and the tension between apprenticeship and modern technical education. [ABSTRACT FROM AUTHOR]

This paper reviews and analyzes 12 horizontal and vertical design attributes of devices for school-related use. Horizontal design is the familiar all-things-to-all-people, 'just-in-case' design associated with desk-top, laptop, and mainframe computing. Less familiar is the 'vertical' or 'just-enough' dimension of computational design, where device functionality is tightly coupled with specific needs in identifiable speciality markets. We believe that equitable access to key forms of learning functionality for all students and issues of total cost of ownership will provide the impetus for K-12 schooling to integrate horizontal and vertical technologies. We use two physically similar but functionally distinct portable handheld devices to illustrate the 12 design attributes. Representing horizontal design are Palm|otm| operating system-based handhelds and representing vertical design are graphing calculators. [ABSTRACT FROM AUTHOR]

Terms such as "digital divide," normally understood to mean the gap in access between technologically disenfranchised populations and the information elite, take on a different resonance when the focus of university faculty, administrators, and an increasing number of potential students is on how education is to be conducted. This paper discusses the pedagogical, technological, and business trends that together affect the direction of innovation in virtual education. A discussion is presented on how traditional higher education (campus-based, lecture-bound, and faculty-driven) can benefit from the explosion of opportunities born of technological innovation and development by adopting changes in operational models-both administrative and pedagogical. Also addressed are the scope of services that comprise the engagement of information technology in academic environments necessary to fulfill evolving charters and missions that respond to current trends and future demands of educational innovations in the digital age where education and business-in their operational models and management styles-are moving toward complementary, even comparable strategies. [ABSTRACT FROM AUTHOR]

This paper shares macro-level perspectives drawn from bu-siness and engineering on the widespread efforts to bring innovation to education ecosystems. Significant shifts are occurring in the education marketplace: from content deli-very technologies to video capturing and processing tech-nologies. The changes involve a combination of large cor-porations and small innovative start-ups, for example, there is increased emphasis on engineering approaches to the integration of pedagogy and learning analytics into online education systems, more marketplace-based companies are surfacing, and global edupreneurs are building an array of skill-based training and workforce ecosystems. In short, it is highly predictable that the ways people acquire knowled-ge and learn new skills, evaluate competencies, and secure jobs will change drastically in the future. [ABSTRACT FROM AUTHOR]

To improve the quality of learning, pedagogues have prescribed different pedagogical approaches (constructivist, cognitivist…). However, the effective implementation of the majority of these approaches has not been possible only after the advent of new forms of learning (E_learning, M-learning…). These forms are closely related to technological development. Later with the emergence of technology (pervasive computing, Artificial Intelligent…) a new form of learning is established. It is called Pervasive Learning "P-Learning". P-Learning is a social process that connects learners to communities of devices, people, and situations in a transparent and independent manner. This learning form goes far beyond the predictions suggested by pedagogue. Learning can then take part outside the learner via technology, which will be an extension of his brain by unloading the cognitive practices he performs. The aim of this paper is to answer the following questions: What alliance is there between pedagogy and technology? Are we in need of a new pedagogical approach in the new learning environment "P-Learning"? What are the new pedagogical challenges to resolve? [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify the relationship of pre-service teachers' year of enrollment in the instructional technology course and pre-service teachers' intent of using computer-based technology in educational settings. Data were collected on one survey instruments with 267 participants in this study enrolled in three different cohorts. The survey instrument was Intent to Use Computer-based Technology Survey (ITUCTS). All the participants in this study; were enrolled in "Teaching with Microcomputers" class at a major university in Rocky Mountains. The results showed that pre-service teachers' year of enrollment in the instructional technology course significantly affected their scores on intent to use computer-based technology. The paper concludes by stating the limitations and implications of this study. [ABSTRACT FROM AUTHOR]

As the number of computers accessible to students and teachers has increased, there has been a growing emphasis on integrating technology across the curriculum. Even though schools increasingly invest in new technologies, the actual use of computers in classrooms remains limited. This paper examines a model developed to guide the implementation of a Preparing Tomorrow's Teachers to use Technology (PT³) project and its capacity to promote improvement of teachers' ability to integrate technologies into their instructional practice. The essential conditions, identified by ISTE, provided the foundation on which this model was developed. Emphasis was placed on access, professional development, support, incentives, and assessment, with the remaining conditions embedded within. The findings indicate that the model was effective in improving teachers' technical skills and their ability to integrate technology into instructional practice. [ABSTRACT FROM AUTHOR]

Educators are continuously challenged to use established and new technologies. Educational Change and Technology is a required course in the researchers' Master of Education program. During the 2010-2011 academic year, two of the current study's authors conducted a study and published findings on the impact that graduate coursework had on teachers' technology integration (See Machado & Laverick, 2015). In the summer of 2018, two of the current authors taught the course and studied and presented a descriptive look at the course's influence. The participants (N = 8) were PK-12 educators with experience teaching in various grade levels and disciplines and two teacher educators. While there was a significant difference in the number of participants from the first study (N = 21) as compared to the current study, the current study revealed higher ratings for Overall TPACK Knowledge. Data were similarly collected through pre-assessment and post-assessment questionnaires and analysis of course assignments. Findings in the current study indicate barriers continue to exist that impede educators' integration of technology and consequently present a current issue that needs to be addressed in teacher education and that the participants had much stronger TPACK knowledge at the end of the graduate course. Keywords: technology integration, TPACK, educational technology, educational change, In December of 2016, The United States Department of Education published a policy brief aimed at how to best train novice and in-service teachers to use technology with their students. [...]

We visit schools where the Macintosh computer plays a powerful role in reading and writing, adult literacy, and ESL instruction and assessment and you'll learn about the hottest language arts […]

Mathematics in Education and Industry (MEI) celebrate 50 years of existence in 2013. Over that time much has changed in the world of education, but MEI continue to play its part in being innovative in developing support for the teaching and learning of mathematics. In this article a new A level module that utilizes computer algebra systems is introduced. Its development and the wider implications for this use of technology are given. [ABSTRACT FROM AUTHOR]

Introduces articles in the November 2003 issue of the periodical "Education, Communication & Information," which scrutinize issues related to education and technology at varied levels of analysis. Description of the three levels of perspectives on technology; Questions raised about the affordances of technology to describe the possibilities for action posed by objects.