Between New Technologies and New Paradigms in Academic Education. A Non-Reductionist Approach (original) (raw)
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Innovative practices in schools are the outcome of a combination of factors, including the teacher's primary role in directing methodological and technological innovation. In order to make this happen, the teacher – as an expert and educational leader – needs a repertoire of specific skills that allow for critical and situated adoption of tools, processes and learning resources. This paper describes the educational structure and features of some online and blended courses intended for initial and continuous teacher training. These courses are designed to support teachers in acquiring strategic competences for their work. Starting from the experience of the University of Foggia we intend to offer our perspective on the prominence of teacher training within the framework of school innovation.
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Innovative practices in schools are the outcome of a combination of factors, including the teacher's primary role in directing methodological and technological innovation. In order to make this happen, the teacher – as an expert and educational leader – needs a repertoire of specific skills that allow for critical and situated adoption of tools, processes and learning resources. This paper describes the educational structure and features of some online and blended courses intended for initial and continuous teacher training. These courses are designed to support teachers in acquiring strategic competences for their work. Starting from the experience of the University of Foggia, the authors intend to offer their perspective on the prominence of teacher training within the framework of school innovation.
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The purpose of the study is the analysis of best practices in the implementation of new technologies in the system of university education and their impact on the development of the teaching profession. Research tasks: - to conduct a sociological survey of teachers of higher educational institutions on the impact of new technologies on the teaching profession in order to identify problematic and positive aspects of the introduction of new educational technologies; - to analyze the best practices of introduction of new educational technologies in the leading universities of the world for the purpose of formation of the generalized algorithm of adaptation of new technologies to educational process and development of a pedagogical profession; - formulation of recommendations for ensuring high quality of online education and development of the pedagogical profession in the conditions of online learning. we note that new technologies will certainly improve the skills of teachers, but pro...
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From 2006 to December 2016, the Distance Education Office (DED) at the Universidad Iberoamericana in Mexico City, used a commercial LMS to provide support to online courses (OC) and for the application of departmental exams. Only 4 teacher-training courses in the use of the platform and of some of its tools were offered. There was no data that demonstrated the actual use of the LMS since the DED did not have the analytics software, although in 2014 a study on the number of clicks was carried out. It showed that in 87% of the cases, there was little or no use. In 8% of the cases it was used as a repository (intermediate use). In 4% of the cases (high use) it was used as support of face-to-face courses, but with no data that evidenced the way it was used. In 1% of the cases (very high use) for offering OC's. In August 2015, the administration of the DED changed and with it, an initial assessment and interviews with academic department coordinators and professors were carried out. The new administration decided to change the LMS to Brightspace (by D2L) in January 2017. This change was understood as the triggering element for the start of an institutional strategy towards educational innovation and digital transformation through teacher training. From October 2016 to April 2019, the now called Office of Technology-Mediated Teaching and Learning (DEAMeT) has designed and offered 50 different workshops with an enrollment of more than 3600 teachers as part of the techno-pedagogical training permanent program. It includes not only the use of the platform and its different tools, but also workshops to promote the development of digital competencies in teachers, the approach to trends in education (blended learning, flipped classroom, gamification) and the integration of technologies in teaching and learning processes, as well as their implications. The data up to March 2019 are: Increase in the demand of OC design (from 3.4 per semester to 11.3 per semester); Use of the platform in 2018: taking into account the average use of the mobile application Pulse, 6430 students were actively using the platform, that is 50% of the total student population in Autumn 2018. If all online students used it (24.6%), 25.4% used it for face-to-face classes. Increase in the demand of online or blended courses: 5 graduate, 1 for the gender issues program, 1 for the Library, 4 international diploma courses, 1 specialty, teacher induction program, professional practice… Even when we admit that there are other factors that can explain this increase (Z generation, for example), the impact that the teacher techno-pedagogical training in familiarizing them with digital technologies, knowing the advantages of using the LMS, "other ways" of teaching courses in order to benefit student learning and the awareness of the changing roles of teachers, are all signs of the actual use that students are giving to the platform and of the internal demand of online and blended courses. There is specially a lot of research to do, but we are convinced that after almost 4 years, we can allow ourselves to talk about a digital transition in our university.
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With the increasing availability and adoption of Information and Communication Technologies (ICT) to support teaching and learning in the Higher Education (HE) sector, the variety of modes of education provision in this sector has expanded rapidly. The move towards blended and online course delivery needs to be carefully considered in order to preserve the integrity of the teaching and learning environment. In particular, the factors influencing the choice and extent of the blend should be identified and explored in order to maximise the affordances of the new teaching and learning environment, while maintaining a pragmatic approach within a given context. This position paper suggests that in order to conceptualise these factors in relation to one other, a grid representing the variety of dimensions should be considered when planning the mode of delivery for a particular programme or course.
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The article focuses on the need to create a new educational theory taking into account new reality of teaching languages particularly. Both traditional and innovative educational theories are analyzed, as well as their effectiveness are discussed. Based on the research of the axiomatic method the authors studied the postulate that we need new ways of teaching and currently, learning takes place in various ways: both in the traditional way and digital education i.e. through communities of practitioners, social networks, as well as through the performance of professional tasks. Traditional training and electronic work activities are no longer separate. In many situations, one is not separable from the other. We need the theory which would explain communication between an individual and organized training, a learner and the content of education. Many processes that were previously explained by traditional theories of learning (especially in the processing of cognitive information) can now be supported by technology. In turn, the educational technologies should rest on a theoretical basis. In our case, this is a new educational theory of digital education.
BIG CHANGE. LEARNING AND TEACHING IN A DIGITAL WORLD
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The transition from industrial to knowledge based economies will require deep changes in the way we educate children, students and adults. We expect libraries and library educators to be deeply involved in these changes. The future tools of education will be based on the web rather than on paper documents. In this paper we explore the transition from traditional to web-based learning through a concrete case: an international summer course designed on and for the web. We find that the web supports a production-oriented -rather than lectureoriented -approach to learning and allows us to engage and integrate a very heterogeneous group of participants around multimedial production tasks.
EVOLVING PARADIGMS: METHODS OF DELIVERY AND TEACHING PHILOSOPHIES FOR A DIGITAL AGE
Education and the way it is delivered is undergoing profound change. The advent of digital technologies and their increasingly ubiquitous nature has not only educators, but students and administrators alike, on the shifting sands of paradigms in transition. In addition to this, there is a certain amount of conjecture about what is actually happening on the ground. This paper presents research that originates in the practice of sixteen digital technology "champions", all lecturers in the higher education management classroom. The main objective of the research was to explore the impact of technology on teaching practice. Qualitative inquiry, through the use of semi-structured interviews (n=16), provided the methodology for the study. The findings presented in this paper identify issues of major importance to the participants and relate them to the learner-centred paradigm of education. Directions for future paradigm change are discussed and suggestions made for the successful adoption of technology-enhanced learning within this framework.