Academic literature on the topic 'Information technology – study and teaching (Higher) – Curricula'
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Journal articles on the topic "Information technology – study and teaching (Higher) – Curricula"
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Guneri Sahin, Yasar, and Ufuk Celikkan. "Information Technology Asymmetry and Gaps Between Higher Education Institutions and Industry." Journal of Information Technology Education: Research 19 (2020): 339–65. http://dx.doi.org/10.28945/4553.
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Aim/Purpose: This paper investigates the gaps between industry and academia perceptions of information technology fields, such as computer science, software engineering, and computer engineering, and it identifies areas of asymmetry between curricula and industry expectations. The study mainly focuses on the skills required of IT professionals (graduated students) and on how higher education institutes equip students for industry. Background: Higher education institutes have several IT-related departments. However, it is not clear whether these departments have sufficient content to equip students with industry-related skills. Rapid advances mean that some curriculum topics are redundant before the end of a standard two- or four-year degree programs. Balancing the technical/non-technical skills and adjusting the curricula to better prepare the students for industry is a constant demand for higher education institutions. Several studies have demonstrated that a generic curriculum is inadequate to address current IT industry needs. Methodology: The study involved a comprehensive survey of IT professionals and companies using a Web-based questionnaire sent directly to individual companies, academics, and employers. 64 universities and 38 companies in 24 countries were represented by the 209 participants, of whom 99 were IT professionals, 72 academics, and 38 employers. Contribution: This paper is intended to guide academics in preparing dynamic curricula that can be easily adapted to current industry trends and technological developments, with content directly relevant to student’s careers. In addition, the results may identify the skills that students need to secure employment and the courses that will provide skills in line with current industry trends. Findings: The results indicate a lack of emphasis on personal and non-technical skills in undergraduate education compared to general computer science, software development, and coding courses. Employers’ and software experts’ responses emphasize that soft skills should not be ignored, and that, of these, analytical thinking and teamwork are the two most requested. Rather than a theoretical emphasis, courses should include hands-on projects. Rapid developments and innovations in information technologies demand that spiral and waterfall models are replaced with emerging software development models, such as Agile and Scrum development. Recommendations for Practitioners: A multidisciplinary approach should be taken to the teaching of soft skills, such as communication, ethics, leadership, and customer relations. Establishing multiple learning tracks in IT education would equip students with specialized knowledge and skills in IT. An effective communication channel should be established between students and industry. It is also important to reduce the distance between academics and students and to provide an interactive environment for technical discussions. Enterprise level computing and Framework use provide job market advantages. Recommendation for Researchers: Researchers and department heads, particularly those involved in curriculum design and accreditation, could use the results of this exemplary study to identify key topics for attention. Impact on Society: Changes of various degrees are required in the current curricula in many higher education institutions to better meet student needs. Societies and technology are dynamic in nature, and information technology-related curricula in higher education institutions should be equally dynamic. Future Research: Since technology (especially information technology) transforms and advances itself so rapidly, this study should be replicated t to investigate how these changes affect the gap between revised curricula and current industry expectations.
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Hossain, S. Z., M. A. Haque, and M. T. Rahman. "Matching Accounting Curricula with Market Demands: A Study on the University of Rajshahi in Bangladesh." Archives of Business Research 8, no. 11 (December 8, 2020): 232–47. http://dx.doi.org/10.14738/abr.811.9399.
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The study strived to explore whether the accounting curricula of the University of Rajshahi fit the needs of both domestic and foreign job markets. To accomplish this purpose, we prepared five sets of Likert-type structured questionnaires and administered them to stakeholders viz faculties, students, alumni, non-academic staff, and employers. The Higher Education Quality Enhancement Program (HEQEP) of the University Grants Commission of Bangladesh provided the questionnaires. The study found a notable gap between the courses and content covered in the accounting curricula and the skills acquired by the graduates as well their skills and needs of the job market. The Department of Accounting and Information Systems of the University developed the accounting curricula without any participation of its stakeholders and professional body members. Faculties designed curricula, but it was just routine work. Recently it has mandatory to include a member from alumni, employers, and professionals in the curriculum committee. But they have very little freedom to exercise their rights and give inputs to a curriculum to meet the needs of the job market. Moreover, the prevailing lecture-based teaching-learning pedagogy and exam-based assessment practiced by universities expand the gap. The study recommends proper representation of stakeholders in the curricula Committee and designing market-led forward-looking curricula for accounting programs giving emphasis on information technology and taking into account the demands of the prevailing and prospective job markets.
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CHEN, Yufeng, Zhengtao XIANG, Dengliang CHENG, and Jieren XIE. "A Study on Information Multimedia Integrated Introductory Course of Internet of Vehicles to Students’ Self-Efficacy and Learning Effect." Revista de Cercetare si Interventie Sociala 64 (March 6, 2019): 223–34. http://dx.doi.org/10.33788/rcis.64.18.
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Along with the rapid development of information technology, the information technology education trend is emerged. The enhancement of quality becomes the cross-century direction of education reform. To grasp the trend of time and integrate information multimedia into traditional teaching courses for enhancing teaching quality are the primary issues for professional teachers. With an experimental design model, Total 100 students of Hubei University of Automotive Technology, as the research objects. The class is an 8-week experimental instruction every Thursday (32 hours in total, 16 hours in class, another 16 hours are for out-of-class activities). The research results reveal that information multimedia instruction shows higher self-efficacy than general instruction and achieves the significance, information multimedia instruction reveals higher learning effect than general instruction and reaches the significance, and self-efficacy appears notably positive effects on learning effect. According to the results to propose suggestions, it is expected, through the integration of information multimedia, to induce and maintain students’ interests in the curricula and even the willingness to make efforts towards the learning goal for better learning effect.
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Du, Ting. "Study on Teaching Method of BIM Technology in Universities." Journal of Educational Theory and Management 1, no. 1 (October 16, 2017): 45. http://dx.doi.org/10.26549/jetm.v1i1.576.
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With the extensive rise of BIM technology, universities at home and abroad have carried out BIM teaching. There is no effective teaching model in China, because the curriculum is independent or requires higher teaching conditions. Foreign teaching carried out a long time, has more experienced experience. The main teaching models are: BIM teaching in a single course, BIM teaching in a series of courses, and BIM teaching in integrated design studio. We draw lessons from the advanced experience of foreign countries, and put forward three suggestions for the teaching method of BIM course to universities in our country: design course teaching Integrating BIM information flow, multi-professional integrated teaching and life cycle simulation teaching.
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Sharma, Lavina, and Mallika Srivastava. "Teachers’ motivation to adopt technology in higher education." Journal of Applied Research in Higher Education 12, no. 4 (August 7, 2019): 673–92. http://dx.doi.org/10.1108/jarhe-07-2018-0156.
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Purpose The higher education, universities and institutions across the world have increasingly adopted information and communication technology (ICT) as a tool for curriculum development, learning and teaching, and for administrative activities. The use of technology to facilitate learning is gaining acceptance across various educational institutions. In order to use technology in the best possible manner, it becomes essential that the teacher should be willing to accept the technology and use it for the teaching activities. Thus, the purpose of this paper is to understand the teachers’ motivation toward adopting technology in the higher education. Design/methodology/approach An exploratory-descriptive approach is used in this research. The sampling frame for the study is the teachers employed in the management institutes in Bengaluru, Pune, Indore and Delhi. A simple random sampling technique is used for identifying the sample for the study. A self-administered questionnaire was employed to measure the validity of items measuring the teacher’s intention to use technology. Findings The results of the study confirm a significant positive impact of value beliefs (VB), social influence (SI) and perceived ease of use (PEOU) on the behavioral intention (BI) to use technology by the teachers. However, the study does not establish the relationship between self-efficacy and BI to use technology by teachers. Practical implications The use of technology will be an important area in the field of higher education where it becomes crucial to understand the motivation factors that lead to the adoption of ICT in the classroom and the curriculum. In order to successfully integrate technology into the teaching-learning process, it is concluded that the factors that positively influence the BI to use technology include the VB, PEOU and the SI. Originality/value This study contributes toward the study of teachers’ motivation in the adoption of technology in higher education in India.
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Al-Shwabkah, Younis, Faten Hamad, Nashrawan Taha, and Maha Al-Fadel. "The integration of ICT in library and information science curriculum analytical study of students’ perception in Jordanian Universities." Library Review 65, no. 6/7 (September 5, 2016): 461–78. http://dx.doi.org/10.1108/lr-12-2015-0115.
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Purpose This study aims to explore undergraduate students’ perceptions of teaching information and communication technology (ICT) courses in the library and information science (LIS) program in Jordanian universities. It also aims at investigating the correlation between the impact of some variables, namely, gender, the type of university, academic year and student GPA on and their students’ views. Design/methodology/approach Quantitative methods were adopted. A questionnaire with 40 items was distributed on a stratified random sample of 220 students from four LIS departments in Jordan and, of whom, 203 responded with a response rate of 92.3 per cent. Findings Research findings indicated that teaching ICT courses was considered highly important. Students stressed on the importance of incorporating ICT courses in LIS programs. They also pointed out the competence of the teaching staff and the efficacy of their teaching methods. On the other hand, student assessments of the curriculum content, the teaching pedagogy and methods of assessment were on an average level. In addition, the findings indicated that resources and facilities necessary to teach ICT courses were available and adequate. It was noted that the “university” was the only factor that affected results; the University of Jordan students showed a higher satisfaction. The other factors (gender, academic year and GPA) did not appear to affect student perceptions. Originality/value Previous studies investigated the importance of teaching ICT courses in general but did not consider students’ perceptions. Only a few studies discussed students’ perceptions of studying ICT courses but in a different context, i.e. Kuwait. This research focused on students’ perceptions of studying ICT in Jordan as a new geographic region. This would be beneficial for other developing countries to learn from this experience and refine their ICT curricula and LIS programs accordingly.
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Suleimen, Nazym. "Appraising the Attitude towards Information Communication Technology Integration and Usage in Kazakhstani Higher Education Curriculum." Journal of Information Technology Education: Research 18 (2019): 355–78. http://dx.doi.org/10.28945/4403.
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Aim/Purpose: The purpose of the study is to examine and understand the attitude of Kazakhstani universities’ instructors towards ICT integration into the curriculum and to find out the relationship between instructors’ attitudes towards ICT and their actual usage of ICT for teaching and learning processes. Background: The Kazakhstani government has taken initiatives and developed state programs to integrate information communication technologies (ICT) into all levels of education. According to previous research studies, instructors’ negative attitude towards ICT integration into curriculum can affect the implementation of ICT-related initiatives in education including higher education. Therefore, this research study examines the attitudes of Kazakhstani higher education instructors towards ICT integration into curriculum. Methodology: The study implemented an explanatory sequential mixed methods design. For quantitative and qualitative data collection paper-based questionnaires and semi-structured interviews were used, respectively. Convenience sampling was conducted, and the sample consisted of 102 instructors working in two universities in Kazakhstan. In quantitative data analysis, descriptive and inferential statistics were used; Spearman’s rho correlation coefficient was used to identify the relationship between variables. Contribution: Understanding instructors’ attitude towards ICT in education and exploring reasons behind attitudes might be beneficial in accomplishing aims and purposes of governmental ICT-related programs in the higher education system. Findings: Quantitative data analysis reveals that instructors generally possess positive to very positive attitude towards using ICT in education. Instructors often use simple basic tools such as multimedia presentation software; however, they very rarely use more advanced tools such as discipline-oriented software. No statistically significant relationship was found between attitude and advanced ICT tools. Qualitative data analysis identifies several barriers to ICT usage: insufficient or lack of provision of ICT tools and software, lack of technical support, and lack of technical knowledge among instructors. Recommendations for Practitioners: As a result of the study, it is firstly recommended to university administrations to create and add positions of information technology (IT) specialists, to each department and on a permanent basis. Secondly, it is recommended to provide faculty members with training courses that focus on ICT in pedagogy. Thirdly, universities could ask for guidance from their existing faculty members who are advanced ICT integrators, that is to say, collegial learning should be encouraged more strongly. Finally, universities are recommended to reward those faculty members who are active and effective in their attempts to integrate ICT into teaching. Future Research: As I was not able to interview those instructors who possessed negative attitude towards ICT in education, I would recommend filling this gap in the future. Interviewing instructors who are reluctant to integrate ICT into teaching can help identify more issues related to using ICT in education which were not discovered in the current research study. Also, the current research study did not investigate instructors’ attitudes in relation to their demographic background. Further research studies can examine how instructors’ age, gender, place of study, place of work, academic degree, or subject area of teaching influence their attitude towards using ICT in education and their actual usage of ICT in teaching practices.
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Stojanovska, Marina, Ivanka Mijić, and Vladimir M. Petruševski. "Challenges and Recommendations for Improving Chemistry Education and Teaching in the Republic of North Macedonia." Center for Educational Policy Studies Journal 10, no. 1 (March 20, 2020): 145–66. http://dx.doi.org/10.26529/cepsj.732.
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The study aims to present the development of education in North Macedonia from the country’s independence to the present day, as documented in several national reports and other official documents. The focus is on development and changes in chemistry education throughout the years of primary, secondary and higher education. Particular attention is devoted to the introduction of the new curricula of natural sciences courses in primary education, which is an adapted curricula of the Cambridge International Examinations, and the use of information and communication technology in increasing the efficiency of the education system. Despite numerous reforms over the years, the country is still faced with various challenges and issues regarding chemistry teaching. Investment in education is constantly decreasing and no notable improvements in conditions for teaching chemistry are being made. Recommendations are made regarding the need for appropriately educated, qualified and motivated teaching staff, well-equipped laboratories and teaching resources, continuous professional development of teachers, mutual cooperation of all stakeholders in the educational process, and continuous support from the authorities and policy makers for gifted pupils and chemistry teachers at all levels.
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Keep, Melanie, Anna Janssen, Deborah McGregor, Melissa Brunner, Melissa Therese Baysari, Deleana Quinn, and Tim Shaw. "Mapping eHealth Education: Review of eHealth Content in Health and Medical Degrees at a Metropolitan Tertiary Institute in Australia." JMIR Medical Education 7, no. 3 (August 19, 2021): e16440. http://dx.doi.org/10.2196/16440.
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Background With the increasing use of digital technology in society, there is a greater need for health professionals to engage in eHealth-enabled clinical practice. For this, higher education institutions need to suitably prepare graduates of health professional degrees with the capabilities required to practice in eHealth contexts. Objective This study aims to understand how eHealth is taught at a major Australian university and the challenges and suggestions for integrating eHealth into allied health, nursing, and medical university curricula. Methods Cross-disciplinary subject unit outlines (N=77) were reviewed for eHealth-related content, and interviews and focus groups were conducted with the corresponding subject unit coordinators (n=26). Content analysis was used to identify themes around challenges and opportunities for embedding eHealth in teaching. Results There was no evidence of a standardized approach to eHealth teaching across any of the health degrees at the university. Where eHealth content existed, it tended to focus on clinical applications rather than systems and policies, data analysis and knowledge creation, or system and technology implementation. Despite identifying numerous challenges to embedding eHealth in their subjects, unit coordinators expressed enthusiasm for eHealth teaching and were keen to adjust content and learning activities. Conclusions Explicit strategies are required to address how eHealth capabilities can be embedded across clinical health degrees. Unit coordinators require support, including access to relevant information, teaching resources, and curriculum mapping, which clearly articulates eHealth capabilities for students across their degrees. Degree-wide conversations and collaboration are required between professional bodes, clinical practice, and universities to overcome the practical and perceived challenges of integrating eHealth in health curricula.
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Shu, Xiaoyang. "An Empirical Study on a Flipped Classroom in Open University Teaching Based on an Ecological Perspective: A Case Study on a Translation Theory and Practice Course." Asian Association of Open Universities Journal 10, no. 1 (June 1, 2015): 53–63. http://dx.doi.org/10.1108/aaouj-10-01-2015-b006.
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A flipped classroom refers toa model of learning which reverses how time is spent in and out of the class to shift the ownership of learning from the teachers to learners. But from the perspective of ecology, education can be healthily developed in a harmonious and dynamically-balanced ecological system. Therefore, this project, exemplified through translation teaching, constructed a flipped teaching model based on an ecological perspective that open university distance learners will adapt to after revisiting the flipped classroom. Through the teaching experiment in the course on Translation Theory and Practice, the author highlighted that a good ecological relationship should be established in the translation subject, the translation object, the objectives of the translation course, and translation sources and requirements from the translation market — based on which the basic teaching process of a flipped classroom was developed. Using a questionnaire and interviews, the results of a one-year experiment showed that the flipped teaching model with the integration of modern information technology (functions of interaction, virtual simulation and social networking) in translation teaching could foster greater student engagement and higher levels of motivation and translation competence; and the teachers were excited by the opportunity to enhance their teaching practice and the profession. However, some major challenges were also posed to the students and teachers, viz.: (1) how to make the students transform from knowledge-receivers to knowledge-producers; and (2) how to improve the teacher's TPACK(technology integrated into some curricula) — for example,how to explaina concept in a bite-sized video (the pace, the visual representation, and the aligned assessment practices) and how to extend these activities into the classroom.
Dissertations / Theses on the topic "Information technology – study and teaching (Higher) – Curricula"
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Charlesworth, Matthew. "An investigation of an undergraduate course module on the ethical aspects of information systems." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/199/.
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Marc, Rosales R. "A Modified Delphi Study to Determine QSEN Informatics Competencies Recommended for Associate Degree Nursing Curricula." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1492195505156655.
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Rogers, Christian. "A Study of Student Engagement with Media in Online Training." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364393833.
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Gomana, Lindokuhle Gcina, and Kerry-Lynn Thomson. "Towards a framework for the integration of information security into undergraduate computing curricula." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13691.
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Information is an important and valuable asset, in both our everyday lives and in various organisations. Information is subject to numerous threats, these can originate internally or externally to the organisation and could be accidental, intentional or caused by natural disasters. As an important organisational asset, information should be appropriately protected from threats and threat agents regardless of their origin. Organisational employees are, however, often cited as the “weakest link” in the attempt to protect organisational information systems and related information assets. Additionally to this, employees are one of the biggest and closest threat-agents to an organisation’s information systems and its security. Upon graduating, computing (Computer Science, Information Systems and Information Technology) graduates typically become organisational employees. Within organisations, computing graduates often take on roles and responsibilities that involve designing, developing, implementing, upgrading and maintaining the information systems that store, process and transmit organisational information assets. It is, therefore, important that these computing graduates possess the necessary information security skills, knowledge and understanding that could enable them to perform their roles and responsibilities in a secure manner. These information security skills, knowledge and understanding can be acquired through information security education obtained through a qualification that is offered at a higher education institution. At many higher education institutions where information security is taught, it is taught as a single, isolated module at the fourth year level of study. The problem with this is that some computing students do not advance to this level and many of those that do, do not elect information security as a module. This means that these students may graduate and be employed by organisations lacking the necessary information security skills, knowledge and understanding to perform their roles and responsibilities securely. Consequently, this could increase the number of employees who are the “weakest link” in securing organisational information systems and related information assets. The ACM, as a key role player that provides educational guidelines for the development of computing curricula, recommends that information security should be pervasively integrated into computing curricula. However, these guidelines and recommendations do not provide sufficient guidance on “how” computing educators can pervasively integrate information security into their modules. Therefore, the problem identified by this research is that “currently, no generally used framework exists to aid the pervasive integration of information security into undergraduate computing curricula”. The primary research objective of this study, therefore, is to develop a framework to aid the pervasive integration of information security into undergraduate computing curricula. In order to meet this objective, secondary objectives were met, namely: To develop an understanding of the importance of information security; to determine the importance of information security education as it relates to undergraduate computing curricula; and to determine computing educators’ perspectives on information security education in a South African context. Various research methods were used to achieve this study’s research objectives. These research methods included a literature review which was used to define and provide an in-depth discussion relating to the domain in which this study is contained, namely: information security and information security education. Furthermore, a survey which took the form of semi-structured interviews supported by a questionnaire, was used to elicit computing educators’ perspectives on information security education in a South African context. Argumentation was used to argue towards the proposed framework to aid the pervasive integration of information security into undergraduate computing curricula. In addition, modelling techniques were used to model the proposed framework and scenarios were used to demonstrate how a computing department could implement the proposed framework. Finally, elite interviews supported by a questionnaire were conducted to validate the proposed framework. It is envisaged that the proposed framework could assist computing departments and undergraduate computing educators in the integration of information security into their curricula. Furthermore, the pervasive integration of information security into undergraduate computing curricula could ensure that computing graduates exit higher education institutions possessing the necessary information security skills, knowledge and understanding to enable them to perform their roles and responsibilities securely. It is hoped that this could enable computing graduates to become a stronger link in securing organisational information systems and related assets.
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Addam, Billey Bright Kwadwo. "Integrating information and communications technology (ICT) into teaching and learning: the case of mathematics, science and technology education in one higher education institution." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019736.
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This study explores the integration of Information and Communication Technologies (ICT) into teaching and learning within one Higher Education institution. The main question driving the study was: How is ICT integrated in the teaching and learning of mathematics, science and technology education (MSTE) in a Bachelor of Education programme? This is a case study of lecturers and students in Mathematics, Science and Technology Education. It makes use of questionnaires, interviews, field notes and document analyses to collect data. MSTE lecturers and students were assumed to be well versed in ICT usage and, therefore, well placed to assess its integration into teaching and learning. There were five main findings: First, that Mathematics, Science and Technology Education lecturers showed some ambivalence in their ontological and epistemological orientation to using ICT. Some leaned towards the instruction paradigm and used ICT as a tool for the transmission of knowledge; others leaned towards the learning paradigm, showing an awareness of the need to elicit discovery through ICT. Secondly, that lecturers’ understanding of ICT integration was oriented towards teaching and learning from technologies rather than with technologies. Thirdly, that processes of ‘pedagogical evolution’ were taking place, in terms of which there was a gradual but perceptible shift in the teaching and learning practice of both students and lecturers. Fourthly, there was no evidence to show that lecturers used ICT to promote innovative and creative teaching; in fact, students appeared to be more creative in using ICT resources, than lecturers. Fifthly, and finally, lecturers did not assign ICT-based tasks that promote conceptual understanding. They assigned tasks that asked students to extract and reproduce information from computers, without demonstrating understanding. When used in this way, ICT can, in fact, be de-skilling. From these findings, it can be concluded that ICT integration cannot be understood without exploring the ontological and epistemological orientations, as well as the theoretical orientations, at play in the teaching and learning situation. It is on the basis of these that people, that is, lecturers and students, make use of, ICTs to achieve desired goals. It is therefore recommended that, for the improvement of integration, there should be a greater emphasis on developing and sharing pedagogical expertise concerning ICT use in teaching and learning. It is recommended that a country-wide research survey should be undertaken, based on probability sampling and focussing on pedagogical issues in ICT integration in teaching and learning.
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Tsang, Currie, and 曾嘉勵. "Higher education in information technology & its impacts on a changingurban job market: case study: Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974922.
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Li, Ling. "Culture as inhibitors of change : an ethnographic study on the impact of culture on teachers' ICT adoption in a university faculty in China." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709258.
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Khan, Gillian. "Investigating the need for costing and estimating in information technology academic programs at technikons." Thesis, Peninsula Technikon, 2005. http://hdl.handle.net/20.500.11838/1380.
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Thesis (MTech (Information Technology))--Peninsula Technikon, 2005"This study was initiated to determine whether cost estimation is a necessary skill for an Information Technology (IT) consultant. The historic poor record in the software industry for delivering software projects within budget has highlighted a need for IT students to receive adequate preparation for future experiences in the world of work especially if they were to become self-employed. The literature revealed that a variety of employability skills are required when preparing students for entrepreneurship. In IT there is a particular need for project management skills when the entrepreneur is responsible for all aspects of the software project. Cost estimation is a key function of project management.
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Marais, Debbie. "Information Technology (IT) with a human face : a collaborative research project to improve higher nutrition training in Southern Africa /." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019.1/1252.
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Wessels, Philippus Lodewikus. "A framework for the integration of information technology in the education of professional accountants at South African universities." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1349.
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Thesis (PhD (Accountancy))--University of Stellenbosch, 2006.ENGLISH ABSTRACT: The accountancy profession operates within an environment that is changing at a rapid pace. It is the responsibility of the profession to ensure that all its members (including future members) meet the expectations placed on them by the users of their services. Professional accountants need to stay relevant in this changing environment that may require them to change or adapt the services they offer to their clients. It is the responsibility of professional accountancy bodies to strategically plan for these changes to ensure that members that join the profession posses the required knowledge and skills to be relevant and to stay relevant within the environment they operate in. One of the key drivers of change in the environment has been identified as the advances in information and communication technologies. Information and communication technologies have an impact on the role that accountants play in the environment (i.e. what they do) as well as on how they perform their role (i.e. how they do it). The main aim of this research was to determine if, and to what extent, students, that have completed their formal education and enter the profession as trainee accountants, possess the knowledge and skills to enable them to interact with and use information technology to be regarded as competent accountants within the South African business environment. Accountants are educated in South Africa at universities that offer programmes that have been accredited by a professional accountancy body as well as through practical training offered by training organisations. During this education process, accountants are imparted with the knowledge and skills as prescribed by the professional accountancy body so that they can join the profession as competent accountants. This research showed that there are serious shortcomings in the formal education of students regarding information technology that results in students entering the profession as trainee accountants not being competent in using information technology. The reasons for students not being competent in information technology are: • the lack of clear guidance on the IT skills required of students completing their formal education because of professional accountancy bodies setting IT syllabi that are too vague and/or concise; • ignorance of the demands on trainee accountants as to the IT skills they require to be competent in the South African business environment; and • the lack of proper IT training offered by South African universities that deliver trainee accountants that possess a limited range of IT skills that may not be relevant to the environment students will function in. Through a survey the perceptions of role-players at South African universities on the strategies that universities would have to employ to ensure that the students they deliver to profession, acquire the relevant IT skills to be competent in the use of information technology, were determined.
Books on the topic "Information technology – study and teaching (Higher) – Curricula"
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Ennals, J. R. Taking responsibility: Information technology. London: Pluto Press, 1994.
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Elaine, Magusin, ed. Exploring the digital library: A guide for online teaching and learning. San Francisco, CA: Jossey-Bass, 2005.
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Teaching geographic information science and technology in higher education. Chichester, West Sussex: Wiley Blackwell, 2011.
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Association of College and Research Libraries. Information literacy competency standards for higher education. Chicago, IL: ACRL, 2000.
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University of the State of New York. Division of Occupational Education Programs. Financial information processing. Albany, N.Y: University of the State of New York, State Education Department, Office of Occupational and Continuing Education, Division of Occupational Education Programs, 1988.
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1942-, Saber Al, and Saber Sherry 1944-, eds. Information technology education in the new millennium. Hershey, PA: IRM Press, 2002.
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ITEA Task Force on Technology Education as Liberal Education. Technology as liberal education ; a model course: A monograph proposal to the Publications Committee of International Technology Education Association. Reston, Va: International Technology Education Association, 1993.
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Ottevanger, Wout. Developing science, mathematics, and ICT education in Sub-Saharan Africa: Patterns and promising practices. Washington, D.C: World Bank, Africa Region, Human Development Dept., 2007.
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Gilbert, Steven W. Teaching, learning, & technology roundtable program: Regional TLTR workshop "Levers for change" ; workbook, version 1.0. Washington, D.C: American Association for Higher Education, 1996.
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Bouya, Alphonsine. African girls and the school science and technology curricula. Dakar: UNESCO, Dakar Regional Office, 1994.
Find full textBook chapters on the topic "Information technology – study and teaching (Higher) – Curricula"
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Painho, Marco, and Paula Curvelo. "Building Dynamic, Ontology-Based Alternative Paths for GIS&T Curricula." In Teaching Geographic Information Science and Technology in Higher Education, 97–115. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch7.
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Foote, Kenneth E. "Scope and Sequence in GIS&T Education: Learning Theory, Learning Cycles and Spiral Curricula." In Teaching Geographic Information Science and Technology in Higher Education, 81–95. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch6.
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Presadă, Diana, and Mihaela Badea. "A Study on Extensive Reading in Higher Education." In Encyclopedia of Information Science and Technology, Fourth Edition, 3945–53. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch342.
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As practicing university teachers, we have noticed that students tend to focus exclusively on syllabus reading materials ignoring reading for pleasure outside the classroom. Rarely taught in ordinary university classes, extensive reading skills may play an important part in the foreign language teaching and learning process. Given these facts, we have decided to pilot an extensive reading program at academic level, the ultimate aim being to implement it in the future. Therefore, the purposes of the paper are to discover students' attitude towards extensive reading and to assess the results of the pilot as reflected in their opinions with a view to conceiving a large-scale future reading program. The study attempts to shed light on the issues triggered by the introduction of such a program into the curriculum of philological students, being mainly concerned with the practical side of the phenomenon and highlighting the interdependence between our findings and the latest theories in the field.
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Jaipal-Jamani, Kamini, and Candace Figg. "Application of Gamification to Blended Learning in Higher Education." In Encyclopedia of Information Science and Technology, Fourth Edition, 3238–47. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch282.
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Digital game-based learning (DGBL) has been identified as an effective digital teaching strategy to foster 21st century learning. The inclusion of digital game-based learning in instruction is challenging for educators to structure in higher education learning environments, often because of the lack of coherence with curriculum. Gamification is a recent DGBL strategy that enables the instructor to incorporate the motivational and engagement elements of games in ways that can be adapted to curriculum requirements. Gamification, supported with digital technologies such as web-based tools and learning management systems, offer the instructor the benefits of both face-to-face traditional instruction and online learning. An example of how blended learning in higher education incorporates gamification is presented. Study findings indicate that the blended gamified learning environment motivated learners and promoted cognitive, skill, and attitude development.
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Adedokun-Shittu, Nafisat Afolake, and Abdul Jaleel Kehinde Shittu. "Critical Issues in Evaluating Education Technology." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 230–45. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch012.
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This chapter highlights some issues that are critical in evaluating technology in education such that it will be implemented to meet educational goals, and it will also serve as a spotlight for policy makers and educators to make a worthwhile return on their technology investment. Schools and institutions of learning invest heavily on technology before establishing clear plans on how it will be integrated into teaching and learning to achieve educational goals. Even though many studies have reported positive impact of technology on students’ learning, few studies have been carried out to investigate whether the investment on technology in schools have been commensurate with the investment. Particularly, needs assessment on both students and teachers’ technology needs is often ignored before technology implementation. Educators and policy makers need to consider certain evaluation issues before committing huge budget percentages into technology. It is crucial to ask what can technology do that cannot be done without it, what percentage of the institution’s budget should be invested on technology, how should technology be integrated in the curriculum to achieve educational goals, and lots more before investing on educational technology to avoid resource wastage. Thus, this chapter highlights these critical issues in the light of a study conducted on the integration of information and communication technology (ICT) in the teaching and learning of science and mathematics in Malaysian secondary school (Adedokun, 2008). The research investigated some concerns that culminated from the integration of ICT in the instruction of English, mathematics, and science in Malaysia among which are: Can the teachers deliver? Do they have the strong will to deliver? Are there adequate facilities for them to carry out this new task? Do they possess the necessary skills for them to be able to deliver? Does the government provide adequate training on the integration of ICT in subject content? Are the students prepared for the change in the medium of instruction? What is the present situation in schools with regards to the use of ICT? And is better teaching and learning achieved with the integration of ICT?
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Dee, Merideth. "Teaching Digital Natives Using Technology." In Handbook of Research on Technologies for Improving the 21st Century Workforce, 157–77. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2181-7.ch011.
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Students currently entering higher education are faced with a variety of new learning challenges and, over the course of their career in higher education, will develop a variety of skills that enable them to succeed in the workforce. Furthermore, students today use many different forms of technology on a day to day basis. As such, academic institutions are supplementing their curricula with additional information and communication technology (ICT) resources. These resources happen to include but are not limited to multimedia technology, which can be essential to students’ lifelong learning needs. This chapter discusses characteristics of today’s student entering higher education, ICT, multimedia learning, multimedia design elements, and perceived effectiveness of multimedia technology. Moreover, this chapter examines how these topics can help to promote workforce readiness, meaningful learning, and lifelong learning among today’s technology capable students.
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McKenna, Kelly. "Technology Policies and Practices in Higher Education." In Encyclopedia of Information Science and Technology, Fourth Edition, 3954–62. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch343.
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This study investigated the personal technology policies practiced and modeled in teacher preparation courses at a teaching intensive university in the Rocky Mountain region. Both explicit and implicit classroom policies were revealed for teacher preparation classes to determine support for the allowance of technology by preservice teachers during their coursework. These teacher preparation classrooms are filled with digital learners who are mandated to integrate technology into their future teaching. But, how is personal technology assimilation being demonstrated to preservice teachers? Syllabi from all teacher preparation classes were reviewed, revealing that 45% contained an explicitly stated technology policy. Teacher education instructors were then surveyed with primarily open-ended questions to further investigate technology policies and use in the classroom. Overall integration of smart devices is not being modeled in teacher preparation classrooms at this teaching intensive university.
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Usoro, Abel, and Rosemary C. Akuchie. "E-Learning in Higher Education." In Leveraging Developing Economies with the Use of Information Technology, 228–37. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1637-0.ch014.
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Technological innovations have enhanced performance in all sectors of economic and social activities including education. The purpose of the educational system is to achieve efficient communication, which involves transmission of information, knowledge, skills, values, and attitudes to the learner. This study therefore seeks to survey the extent to which e-learning is applied in Nigerian Universities for effective teaching and learning processes. The sample comprised four government universities in the north central geopolitical zone of Nigeria. Twenty five lecturers and 25 students (from second year level and above) totaling 100 in each case were randomly selected. Six research questions guided the study. The findings of the work showed that lecturers are better exposed to Information and Communication Technology (ICT) than students, most e-learning facilities though available in the universities are not entirely functional and adequate. Also lecturers and students do not employ most ICT facilities for teaching and learning respectively.
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"Study and practice on teaching mode in electric automation technology specialty of higher vocational colleges based on CDIO." In Management, Information and Educational Engineering, 61–66. CRC Press, 2015. http://dx.doi.org/10.1201/b18558-11.
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Rinke, Carol R., Divonna M. Stebick, Lauren Schaefer, and M. Evan Gaffney. "Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education." In Information Technology and Constructivism in Higher Education, 303–18. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-654-9.ch020.
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This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated Weblogs (blogs) into two constructivist-oriented teacher preparation courses with the goal of helping students learn to think like a teacher through enhanced inquiry, collaboration, and feedback. The authors found that, through the use of blogs, pre-service teaching candidates grew in their abilities to reflect on their own teaching and to provide constructive comments to peers. The authors’ experience also indicated that while instructor and peer feedback via blogs was valuable, it functioned best when paired with face-to-face meetings between the instructors and students. They discussed design principles for combining online and face-to-face environments and offer possibilities for the expanded use of blogs in pre-service teacher education.
Conference papers on the topic "Information technology – study and teaching (Higher) – Curricula"
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Zhang, Zongfei. "Application of Project-Based Learning in Teaching of the Curriculum of Combining Study with Work of Higher Vocational Education." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.165.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Nieuwenhuysen, Paul. "Information Literacy Didactics for Higher Education and Research: Some Lessons from an International Workshop." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3497.
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This contribution identifies challenges in information literacy didactics in contemporary higher education all over the world: • Heterogeneity among organizations for higher education hinders co-operation. • Information literacy is competing with media literacy. • Leadership and responsibility are needed in information literacy education. • Developing information literacy training materials requires an adequate budget. • Expertise in didactics is also needed for teaching in the area of information literacy. • Marketing should support information literacy didactics. • Information literacy should be integrated in the curriculum of all students. • Libraries should not neglect contemporary information systems. • Study materials should be adapted to the upcoming mobile information technology tools. • Regional training and workshops on information literacy didactics would be welcome. • Data management skills become important besides information literacy. These challenges should be faced constructively and therefore we formulate for each challenge also a recommendation towards stakeholders. This paper is based mainly on recent project activities of organizations of higher education in Flanders, Belgium, aimed at 1. getting a view on the growing expertise in didactics to upgrade the level of information literacy in their region, and paving the way towards more efficient cooperation on information literacy didactics with partner universities, mainly in developing countries, 2. sharing their experience with universities in developing countries, in Asia, Africa and America, in the form of a fruitful international workshop and follow-up activities.
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Fosu, Agyei. "Technology versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former Ciskei Homeland in Eastern Cape." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3780.
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Aim/Purpose: This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background: This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution: The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings: Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners: In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers: More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research: The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive repositioning of society.
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Farren, Margaret, Yvonne Crotty, Tom Lonergan, Sofoklis Soutirou, and William McTiernan. "EU action in developments in the curricula and teaching methods appropriate for the future global technical challenges." In 2014 Information Technology Based Higher Education and Training (ITHET). IEEE, 2014. http://dx.doi.org/10.1109/ithet.2014.7155670.
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Marti´n-Gutie´rrez, Jorge, and Manuel Contero. "Augmented Books Applied to Engineering: An Attractive Tool for the Student and Useful for Learning." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48163.
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Learning and teaching procedures need to evolve, regarding the high technological profile most students have. The Teacher might consider that in some cases, outdated teaching methods create barriers for students who are used to interaction with modern technological gadgets and computers. Augmented Reality technology emerges as a great potential tool in the teaching environment. Augmented reality (AR) is a cost-effective technology which has the ability to coexist with paper books supplying students with more attractive and didactic contents meaning rebirth of classic textbooks. In this work we present the developed didactic material supported by AR technology for learning sketching, designation and rules of standard mechanical elements. This book has been included in the curriculum of engineering graphics subject of the Mechanical Engineering Degree in a Spanish University for performing a pilot study seeking comparison of academic performance acquired and motivation for study between two groups of students. One group uses AR based material meanwhile the other uses traditional class notes.
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Ji, Xiaofeng. "Study on Internet Information Technology in English Teaching in Higher Vocational College." In 2016 8th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2016. http://dx.doi.org/10.1109/itme.2016.0177.
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Zhang, Yongbin, Ronghua Liang, and Shulin Yang. "Cloud Based Working and Teaching System in Higher Education A Case Study of Teaching Computer Networking." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.128.
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Mujacic, Samra, Muhdin Mujacic, Samira Mujkic, and Tea Hasanovic. "Transforming teaching and learning with innovative use of technology - case study." In 2015 International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2015. http://dx.doi.org/10.1109/ithet.2015.7218023.
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Ameerbakhsh, Omair, Savi Maharaj, Amir Hussain, Tim Paine, and Solene Taiksi. "An exploratory case study of interactive simulation for teaching Ecology." In 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2016. http://dx.doi.org/10.1109/ithet.2016.7760725.
Full textReports on the topic "Information technology – study and teaching (Higher) – Curricula"
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.