Relevant bibliographies by topics / Non-Academic technology use

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Non-Academic technology use'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Non-Academic technology use"

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Swanson, Joan Ann, and Erica Walker. "Academic Versus Non-academic Emerging Adult College Student Technology Use." Technology, Knowledge and Learning 20, no. 2 (2015): 147–58. http://dx.doi.org/10.1007/s10758-015-9258-4.

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Kornhauser, Zachary George Charles, Andrea L. Paul, and Karen L. Siedlecki. "An Examination of Students' Use of Technology for Non-Academic Purposes in the College Classroom." Journal of Teaching and Learning with Technology 5, no. 1 (2016): 1–15. http://dx.doi.org/10.14434/jotlt.v5n1.13781.

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Previous research has shown that students who use technology in the classroom for non-academic purposes suffer decrements to their academic performance. These findings are consistent with theories and research in cognitive science. However, no current study has examined the sorts of technology that students use in class, their reasons for using it, and whether they feel that it is acceptable to use it. The current study sought to qualitatively explore these questions across a sample (N= 105) of college students. Results reveal that the most common use of technology in the classroom is text mes
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Asher, Curt, Emerson Case, and Ying Zhong. "Serving Generation 1.5: Academic Library Use and Students from Non–English-Speaking Households." College & Research Libraries 70, no. 3 (2009): 258–72. http://dx.doi.org/10.5860/0700258.

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This study examined ways in which the library is utilized by students of Generation 1.5. Generation 1.5 refers to those students who appear fully conversant in English but are in reality still learning the language. The study is based on a survey of 1,396 students at California State University, Bakersfield. Patterns of library use between Generation 1.5 students and their non–Generation 1.5 counterparts were found to differ. The results indicated that, to Generation 1.5 students, the library is a particularly important provider of a physical space, unstructured social learning, and technology
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Cueto, Maria del Carmen Hernandez, Marcela Garcia Ramos, Maria Georgina Ochoa Garcia, and Yun Sang Cheol. "The Use of Technologies in Second Language Learning: The Case of a Mexican University." European Scientific Journal, ESJ 13, no. 25 (2017): 264. http://dx.doi.org/10.19044/esj.2017.v13n25p264.

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Introduction: This research is about the use of technology in learning English as a Foreign Language at higher education in a public University in Mexico. This study is focused on how students use the technology for academic and non-academic issues to learn English. The object of the study a sample of twenty five percent of English language students (375 students) were considered. Students’ average age was 18-25. Methodology: For this research two instruments were used to gather data the first one a questionnaire designed for this purpose, the second one an interview to know what kind of gadge
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Scoulas, Jung Mi. "STEM undergraduate students: library use, perceptions and GPA." Performance Measurement and Metrics 22, no. 2 (2021): 137–48. http://dx.doi.org/10.1108/pmm-04-2020-0021.

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PurposeThis study aims to examine if differences exist in undergraduate students' library use, perceptions and grade point average (GPA) among science, technology, engineering and mathematics (STEM) and non-STEM disciplines.Design/methodology/approachThe current study used data from the 2018 student survey. Among 2,277 students who completed the survey (response rate = 8%), only undergraduate students (n = 1,265) were selected for this study because the current study aims to examine the differences between STEM and non-STEM undergraduate students.FindingsThe findings from a Mann–Whitney U test
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Prihandoyo, Windi Baskoro. "PREFERENSI MEDIA TEKNOLOGI INFORMASI KOMUNIKASI PADA MAHASISWA PROGRAM NON PENDIDIKAN DASAR UPBJJ-UT MATARAM DALAM MENCARI INFORMASI." CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan 4, no. 1 (2016): 63. http://dx.doi.org/10.31764/civicus.v4i1.326.

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Abstract: This study aims to analyze the information and communications technology media preferences of Non Basic Education Program Student in UPBJJ-UT Mataram and analyzes the factors that influence the media preference information communication technology of Non Basic Education Program Student in UPBJJ-UT Mataram. The results in this study is 1) generally known that most respondents own dan able to use information technology communication tools to seek administrative and academic information for higher education at the Open University, 2) generally known that the media of information most us
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Dahraj, Maheen Tufail, Hina Manzoor, and Mahnoor Tufail. "Use of Digital Technological Tools among Undergraduate English Language Learners in Pakistan." International Journal of English Linguistics 10, no. 4 (2020): 61. http://dx.doi.org/10.5539/ijel.v10n4p61.

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Technology has become an important source for enhancing the knowledge of the students. Apart from the non-academic purposes, the use of technology for the academic purposes also has greater impact on the process of learning specifically on tertiary education. Therefore, it has become essential for higher education institutions to focus on the available opportunities for integrating technology in the academic setting. The developing countries like Pakistan, however; are facing some major challenges in technology integration due to the unavailability of sufficient financial resources. Hence, thi
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SELWYN, NEIL, STEPHEN GORARD, JOHN FURLONG, and LOUISE MADDEN. "Older adults' use of information and communications technology in everyday life." Ageing and Society 23, no. 5 (2003): 561–82. http://dx.doi.org/10.1017/s0144686x03001302.

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Social commentators in countries such as the United Kingdom and the United States are beginning to recognise that encouraging older adults' use of information and communication technologies (ICTs) is essential for the creation of bona fide information societies. To date, however, few studies have examined in detail older adults' access to and use of ICTs. This important aspect of the interaction between population ageing and societal change is more complex than the published literature's portrayal of a dichotomy between ‘successful users’ and ‘unsuccessful non-users’. The paper examines the ex
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Pinho, Cláudia, Mário Franco, and Luis Mendes. "Acceptance and use of information technology: context of Portuguese universities." Information and Learning Sciences 121, no. 11/12 (2020): 869–87. http://dx.doi.org/10.1108/ils-02-2020-0030.

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Purpose Based on the technology acceptance model (TAM), this study aims to determine the influence of personality traits on the acceptance and usage of Web portals in Portuguese universities. Design/methodology/approach To this end, a quantitative study was conducted using structural equation modelling and a structured questionnaire, directed to teaching and non-teaching staff in Portuguese universities. Findings The results obtained from 338 valid responses indicate a positive influence between personality traits and the use of Web portals. Practical implications The study emphasizes the impo
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Vázquez-Cano, Esteban, José Gómez-Galán, Alfonso Infante-Moro, and Eloy López-Meneses. "Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa." Sustainability 12, no. 2 (2020): 749. http://dx.doi.org/10.3390/su12020749.

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This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of
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Dissertations / Theses on the topic "Non-Academic technology use"

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Ramberg, Zachary. "Exploring the Relationship Between Academic Technology Use, Non-Academic Technology Use, and Gross Domestic Product on the 2009 Program for International Student Assessment (PISA) Digital Reading Assessment." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18720.

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Students' use of technology for the purpose of academic and leisure pursuits is ever increasing. Technology access, and its subsequent use for the many varied forms of digital reading, is particularly timely and relevant for high school aged students that will likely interact with digital reading for years to come. The relationship between academic technology use, non-academic technology use, and students' scores on the 2009 Program for International Student Assessment (PISA) supplemental Digital Reading Assessment (DRA) as they related to gross domestic product (GDP) were explored in this s
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Books on the topic "Non-Academic technology use"

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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university
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Johansen, Bruce, and Adebowale Akande, eds. Nationalism: Past as Prologue. Nova Science Publishers, Inc., 2021. http://dx.doi.org/10.52305/aief3847.

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Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living t
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Book chapters on the topic "Non-Academic technology use"

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Pesonen, Joonas A. "‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities." In Learning and Collaboration Technologies: Games and Virtual Environments for Learning. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77943-6_13.

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AbstractChatbots show promise as a novel way to provide support to students. However, a central issue with new technologies such as chatbots is whether students trust the technology. In the present study, we use a chatbot to proactively offer academic and non-academic support to students (N = 274) in a Finnish vocational education and training (VET) organization. Students responded to the chatbot with a very high response rate (86%), and almost one-fifth (19%) of the respondents disclosed a need for support. Survey with a subset of participants (N = 49) showed satisfactory trust (total trust score 71% as measured by a human-computer trust scale) and satisfaction (average of 3.83 as measured by a five-point customer satisfaction instrument) with the chatbot. Trust was positively correlated with satisfaction as well as students’ likelihood to respond to the chatbot. Our results show that this kind of approach is applicable for recognizing students’ latent needs for support. Future studies should target the formation of trust in more detail and cultural differences in trusting chatbots.
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Hanshaw, George, and Frank Rojas. "Use Andragogy and Technology to Facilitate a Greater Sense of Connectedness for Online Students." In Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6762-3.ch007.

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The use of andragogy and technology helps non-traditional adult students create a greater sense of connectedness within online courses and programs. When students feel a greater sense of connectedness, they tend to have higher academic efficacy and are more likely to complete their degree programs. Technology is continuously evolving. When we embrace technology's evolution and anchor its use to andragogical principles, we create courses and learning experiences that foster a more profound sense of connectedness for our online learners. Hanshaw, Helm-Stevens, and Lopez found that utilizing technology and a student-centered approach increased a student's sense of connectedness and intrinsic motivation to learn. The use of technology in the online classroom has to evolve to match our non-traditional learners' expectations. This chapter will explore the use of technology and the application of andragogical principles to create a learning environment where non-traditional adult learners thrive.
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Feist, David, and Doug Reid. "Technology and Teaching." In Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2953-8.ch004.

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Teachers at a technology diverse school explored ways to shift toward a more student- centered pedagogical practice. The project determined whether a shift in teacher practices could impact student engagement and success. The results were positive: many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning that includes non-linear learning approaches can work in more generalizable settings than what have been expansively published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.
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Argüello, Georgina. "Virtual Academic Advising in Challenging Times." In The Impact Of COVID19 On The International Education System. Proud Pen, 2020. http://dx.doi.org/10.51432/978-1-8381524-0-6_14.

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With the rapid shift to remote learning because of the pandemic, the academic advisors of colleges and universities had to adapt and change some of the ways they were advising the traditional higher education students. In this new normal, where social distance needs to be present and non-traditional education takes precedence in the learning environment, academic advisors had to rapidly adjust and use different technology tools of virtual advising. Over the past few years, colleges and universities that offer distance education programs have been struggling in engaging and retaining their non-traditional online learners. However, with the pandemic, these institutions may encounter the challenge of not only retaining the non-traditional students but also, the new distance learners. Therefore, academic advisors will need to use creative ways of providing advising services in this new learning environment. Many studies have demonstrated that virtual advising has been helpful to aid the distance education students. Virtual advising uses different technology applications and platforms. Using it correctly can help students and advisors with the registration cycles and with any other concerns the students may have. In this chapter, the author explains academic advising and the role of an advisor, the definition of virtual advising, the importance of combining the different approaches of academic advising into virtual advising, and the different technology tools that can assist academic advisors when doing their job of supporting the students in the new learning environment.
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Nguyên, Thanh Trúc T., and Lauren K. Mark. "Cyberbullying, Sexting, and Online Sharing." In Internet and Technology Addiction. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8900-6.ch005.

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Schools are pushing to implement more technology use to promote student learning. Yet, adults may not be completely aware of the non-academic online activities students engage in, like cyberbullying, sexting, and online sharing. In this study, parents (N = 663) and educators (N = 548) from four US states were surveyed on their understanding and awareness of their children's/students' online activities. Adult awareness levels and perspectives were compared. Parents and educators were found to be similarly supportive of computer use adding value to student education, but significantly differed in their trust levels of students' computer usage, preparedness to talk to students about Internet safety issues, and comfort regarding students using online social media. Additionally, parents and educators differed significantly in their understanding of how sharing of explicit material occurs online.
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Torrisi-Steele, Geraldine. "Academics' Perceptions of Using Technology with Face-to-Face Teaching." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch085.

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Many academics are using technology in their teaching, and universities are strongly involved in the provision of support to help academics make the most effective use of the technology. How academics perceive technology for teaching partly filters their response to the provided support. It is therefore useful to explore academics' perceptions of the use of technology in teaching. The study (N=53) reported on in this chapter provides insights into academic perceptions of teaching with technology by addressing the questions: (1) Which teaching tools (both face-to-face teaching and digital) are most popular? (2) For what purpose are the tools being used? (3) Do academics intend to extend their current use of technology with face-to-face teaching for the purposes of implementing learning strategies? and (4) Which feasibility conditions do academics perceive to be important to the realization of their intended use of technology ? The results of the study show that, for the academics in the study, face-to-face teaching is perceived as the preferred tool, especially for learning purposes such as helping students to understand concepts. The use of technology by the academics was limited to the simpler digital tools, and these were used mostly for non-learning-related purposes such as communication. However, the academics expressed the intent to increase their use of technology for improving learning in the future, and perceived feasibility conditions such as professional and technical support, teaching facilities, and especially time to be important to the realization of their intentions.
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Bayraktar, Muhammet Mustafa. "Evaluation of Studies on Technology in Religious Education Published in Turkey." In Enriching Teaching and Learning Environments With Contemporary Technologies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3383-3.ch014.

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The aim of this study was to examine the studies conducted in Turkey on the use of technology in religious education. The Turkish National Academic Network and Information Center and the Journal of Theology Religious Foundation of Turkey's Islamic Research Center databases and the literature on religious education were screened (in February 2019) using the keywords “technology in religious education,” “technology in formal religious education,” “technology in non-formal religious education,” and “technology in the religious culture and moral knowledge course.” Relevant articles were first classified into two as “formal religious education” and “non-formal religious education.” However, investigating the articles in both classes would be beyond the scope of one study; therefore, this study focused only on the 17 studies (published between 2000 and 2018) in the “formal religious education” class. The aim of this study was to determine the direction, trends, and problems of religious education studies in Turkey in terms of technology.
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Jackson, Thomas. "Ways to Mentor Methods’ Faculty Integration of Technologies in their Courses." In Developing Technology-Rich Teacher Education Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch033.

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This chapter reveals the significant and authentic challenges that methods faculty face as they step into a zone of uncertainty when integrating computer technology into lessons, classroom teaching, and student learning. While faculty may perceive that current instructional strategies are successful as measured by classroom scores, a look into the student perceptions of classroom practices, students’ preferences for learning efficiently using technology demonstrates how they are undernourished and dissatisfied with current instructional strategies. The lack of modeling of technology use in higher education is a problem as new teachers leave the academic venue and venture into the classrooms of today. Energetic K-12 students prefer to use familiar technology tools to probe for dynamic knowledge and stimulate personal learning. Pedagogy, at all levels, must “open-up” and encourage students to seek enriched information and answers to questions for which “clarification and improvement” is the best answer. In this chapter, several themes are explored including challenges faced by faculty, significance of non-integrated technology, pathways to implementation, overcoming wait-long-enough attitudes, effective mentoring-coaching models for success, and conditions to begin a successful technology integration process.
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Nicholson, Scott, and Jeffrey Stanton. "Bibliomining for Library Decision-Making." In Encyclopedia of Information Science and Technology, First Edition. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch050.

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Most people think of a library as the little brick building in the heart of their community or the big brick building in the center of a campus. These notions greatly oversimplify the world of libraries, however. Most large commercial organizations have dedicated in-house library operations, as do schools, non-governmental organizations, as well as local, state, and federal governments. With the increasing use of the Internet and the World Wide Web, digital libraries have burgeoned, and these serve a huge variety of different user audiences. With this expanded view of libraries, two key insights arise. First, libraries are typically embedded within larger institutions. Corporate libraries serve their corporations, academic libraries serve their universities, and public libraries serve taxpaying communities who elect overseeing representatives. Second, libraries play a pivotal role within their institutions as repositories and providers of information resources. In the provider role, libraries represent in microcosm the intellectual and learning activities of the people who comprise the institution. This fact provides the basis for the strategic importance of library data mining: By ascertaining what users are seeking, bibliomining can reveal insights that have meaning in the context of the library’s host institution.
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Glivin, Godwin, Mariappan Vairavan, Premalatha Manickam, and Joseph Sekhar Santhappan. "Techno Economic Studies on the Effective Utilization of Non-Uniform Biowaste Generation for Biogas Production." In Anaerobic Digestion in Natural and Built Environments [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98314.

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Environmental effects from traditional energy sources and government regulations, necessitate the use of alternative energies like biogas for many uses including drying and refrigeration. Biowaste produced in educational institutions will not be uniform over the year. The non-uniform supply of biowastes, the absence of studies on bio digestion of likelihood biomass, the unreliability of energy from such conversion and the profitability of its usage in most applications are some of the factors to be considered while implementing this technology. In this regard, theoretical and experimental evaluations were carried out to accurately forecast biogas generation capabilities in educational campuses for obtaining biofuels with quantity and efficiency. It is observed that biogas generation with 52 to 58% methane content can be possible during an academic year. The quality of biogas shows that it is appropriate for almost any application. A broader analysis on different types of biogas digesters was conducted for their suitability in academic institutions. The economic benefits are analyzed for incorporating three biogas digesters namely KVIC, Fiber Reinforced Plastic (FRP) type and JANATA. There are some encouraging results to confirm the economic feasibility of biogas plants including positive net present value. Biogas generation with digesters of capacities varying between 25 and 450 cubic meter shows payback periods varies from 3.18 to 7.59 years, which confirms that it is profitable to use digesters in this range of capacities.
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Conference papers on the topic "Non-Academic technology use"

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J. Beirne, Thomas, H. David Brecht, and Eugene Sauls. "Using the Web to Serve Students as Information Clients." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2440.

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This paper presents an information-client strategy for an academic department’s use of the web. The goals of this strategy are to maintain the department’s range of course offerings in the face of low enrollments and budget constraints, serve different student constituencies, and engage faculty who have diverse web-capabilities and interests in web-sites and web courses. The paper illustrates web-delivery technology that is currently available rather than develop advances in web course or web site methods. Our discussion is based on our experience as accounting educators at a state-supported,
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Mattern, Jana. "A classification of organizational interventions to enable detachment from work." In Enabling Technology for a Sustainable Society. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-362-3.8.

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Negative effects of extensive connectivity to work through excessive use of technology have yielded discussions about the right to disconnect for employees. Organizations are beginning to introduce interventions that aim at enabling their employees to detach from work (i.e., refrain from work-related thoughts and activities during non-work hours). However, there is limited academic research on how organizations should introduce interventions that lead to a successful disconnection of their employees. Based on an interdisciplinary literature review and reports on companies’ best practices, this
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Fojcik, Martyna K., and Marcin Fojcik. "TEACHERS EXPERIENCE WITH INTRODUCING PROGRAMMING IN DIFFERENT COURSES FOR NON-COMPUTER SCIENCE STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end104.

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Digital literacy has become more and more important in the last decade, and many people predict that in the future, the need for digital skills will be even more crucial than it is today. The dynamic development and use of technology are becoming increasingly common in all areas of life, changing demands of modern life and the labor market, which makes it necessary to educate students from many different study-programs on how to use different digital tools and how to program. Depending on different professions, there are different requirements on what it means to have digital literacy. For som
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Oppenheimer, Nat, and Luis C. deBaca. "Ending the Market for Human Slavery Through Design." In IABSE Congress, New York, New York 2019: The Evolving Metropolis. International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/newyork.2019.1797.

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<p>The design and construction of structures throughout history has too often been realized through the labor of enslaved people, both in the direct construction of these structures and in the procurement and fabrication of building materials. This is as true today as it was at the time of the pyramids.</p><p>Despite the challenges, the design and construction industries have a moral and ethical obligation to eradicate modern human trafficking practices. If done right, this shift will also lead to commercial advances.</p><p>Led by the Grace Farms Foundation, a Con
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Almada, Marco, and Romis Attux. "Ethical design of social simulations." In III Workshop sobre Aspectos Sociais, Humanos e Econômicos de Software. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/washes.2018.3471.

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Computer simulations of social phenomena are used in academic and non-academic contexts as tools for decision-aiding. By combining social scientific knowledge, computational power, and large data sets, those systems may be involved in decisions that affect people who are not even aware of the existence of a simulation. This paper reviews topics from the philosophy of technology and computer ethics literatures in order to identify salient ethical issues related to computer simulations and the steps on the software design cycle on which they can be addressed, offering a checklist that can guide
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Avila Forero, Juan Sebastian. "Design of training materials for teaching anatomy." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2955.

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The present work is part of the Doctoral Research in Design, Manufacturing and Industrial Projects Management of the Universidad Politecnica de Valencia (UPV) and is incorporated in the PhD project called ¨The implementation of digital design and manufacturing technologies in the teaching of anatomy¨. It is based on the experience as a thesis director in the Design Faculty of the University El Bosque in Bogota. The project discussed thereafter aims to strengthen the skills of students in Industrial design. With a strong technological component, the project’s method relies on the elaboration of
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Goldberg, Mary, Jon Pearlman, and Mahender Mandala. "An Innovative Approach to Design Education Across the Academic Pipeline: Technology Innovations for People With Disabilities." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12315.

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This paper describes the model used by the Department of Rehabilitation Science and Technology (RST) at the University of Pittsburgh (Pitt) to teach the fundamentals of design using the development of assistive technology as the design objective. Our program, Technology Innovations for People with Disabilities (TIPeD), creates an ecosystem around design through the conceptualization, development, and commercialization of products. Through two classes, a fabrication lab (FabLab), and programs for both traditional (undergraduate and graduate students) and non-traditional (teachers and veterans)
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Fahmy, Syahrul, Abdul Razak Hamdan, and Aziz Deraman. "IT in Education Organization: A Strategic Planning Approach." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2474.

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Information Technology (IT) has significant impacts to modern organizations especially in assisting daily operations and meeting business targets. Main contributions of IT to organizations are increased efficiency, effectiveness and competitiveness. Non-profit organizations can also benefit as much as for-profit organizations from IT. Education Organizations (EOs) for example, would benefit in terms of effective management of assets, improved communication channels, management of education system changes and systematic dissemination of academic materials. This paper proposes an IT Strategic Pl
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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period
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Mountford, Nicola, Gemma Watts, Luis Fernandez Luque, Ioanna Chouvarda, Threase Kessie, and Tara Cusack. "An Interdisciplinary 4th Level Education Model:Connected Health." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5485.

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This paper responds to the need for interdisciplinary approaches to fourth level education that better reflect the complexity of the world in which we work and conduct research. We discuss this need in technology-enabled healthcare, Connected Health. We propose a model for fourth level interdisciplinary education and discuss its trial application in two European structured PhD programmes in the Connected Health research arena. We suggest broader learning objectives for the emerging fourth level graduate, methods for incorporating multiple disciplinary inputs and perspectives into deep discipli
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