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and technology</title> <meta name="description" content="Search results for: education and technology"> <meta name="keywords" content="education and technology"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="education and technology"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 13862</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: education and technology</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13802</span> The Use of Computer Simulation as Technological Education for Crisis Management Staff</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ji%C5%99%C3%AD%20Barta">Jiří Barta</a>, <a href="https://publications.waset.org/abstracts/search?q=Josef%20Krahulec"> Josef Krahulec</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji%C5%99%C3%AD%20F.%20Urb%C3%A1nek"> Jiří F. Urbánek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education and practical training crisis management members are a topical issue nowadays. The paper deals with the perspectives and possibilities of ‘smart solutions’ to education for crisis management staff. Currently, there are a large number of simulation tools, which notes that they are suitable for practical training of crisis management staff. The first part of the paper is focused on the introduction of the technology simulation tools. The simulators aim is to create a realistic environment for the practical training of extending units of crisis staff. The second part of the paper concerns the possibilities of using the simulation technology to the education process. The aim of this section is to introduce the practical capabilities and potential of the simulation programs for practical training of crisis management staff. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crisis%20management%20staff" title="crisis management staff">crisis management staff</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20simulation" title=" computer simulation"> computer simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=software" title=" software"> software</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20education" title=" technological education"> technological education</a> </p> <a href="https://publications.waset.org/abstracts/39792/the-use-of-computer-simulation-as-technological-education-for-crisis-management-staff" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13801</span> SHIFT: Examining Preservice Teachers’ Perceptions on Digital Citizenship Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cachanda%20K.%20Orellana">Cachanda K. Orellana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined preservice teachers’ perceptions of their role in digital citizenship education. Data was gathered via surveys and coursework from the preservice teachers’ instructional technology course. Pre-service teachers were asked about their role in digital citizenship education during a unit on digital dilemmas. Findings suggest that teacher education programs should consider digital citizenship education as more than the acquisition of a set of skills and behaviors and prepare preservice teachers to support students’ ability to engage in ethical decision-making in digital spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20citizenship" title="digital citizenship">digital citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20dilemmas" title=" digital dilemmas"> digital dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/135188/shift-examining-preservice-teachers-perceptions-on-digital-citizenship-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13800</span> Instructional Leadership, Information and Communications Technology Competencies and Performance of Basic Education Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jay%20Martin%20L.%20Dionaldo">Jay Martin L. Dionaldo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to develop a causal model on the performance of the basic education teachers in the Division of Malaybalay City for the school year 2018-2019. This study used the responses of 300 randomly selected basic education teachers of Malaybalay City, Bukidnon. They responded to the three sets of questionnaires patterned from the National Education Association (2018) on instructional leadership of teachers, the questionnaire of Caluza et al., (2017) for information and communications technology competencies and the questionnaire on the teachers’ performance using the Individual Performance Commitment and Review Form (IPCRF) adopted by the Department of Education (DepEd). Descriptive statistics such as mean for the description, correlation for a relationship, regression for the extent influence, and path analysis for the model that best fits teachers’ performance were used. Result showed that basic education teachers have a very satisfactory level of performance. Also, the teachers highly practice instructional leadership practices in terms of coaching and mentoring, facilitating collaborative relationships, and community awareness and engagement. On the other hand, they are proficient users of ICT in terms of technology operations and concepts and basic users in terms of their pedagogical indicators. Furthermore, instructional leadership, coaching and mentoring, facilitating collaborative relationships and community awareness and engagement and information and communications technology competencies; technology operations and concept and pedagogy were significantly correlated toward teachers’ performance. Coaching and mentoring, community awareness and engagement, and technology operations and concept were the best predictors of teachers’ performance. The model that best fit teachers’ performance is anchored on coaching and mentoring of the teachers, embedded with facilitating collaborative relationships, community awareness, and engagement, technology operations, and concepts, and pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communications%20technology" title="information and communications technology">information and communications technology</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20and%20mentoring" title=" coaching and mentoring"> coaching and mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20relationship" title=" collaborative relationship"> collaborative relationship</a> </p> <a href="https://publications.waset.org/abstracts/115215/instructional-leadership-information-and-communications-technology-competencies-and-performance-of-basic-education-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13799</span> The Challenges of Hyper-Textual Learning Approach for Religious Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elham%20Shirvani%E2%80%93Ghadikolaei">Elham Shirvani–Ghadikolaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Mahdi%20Sajjadi"> Seyed Mahdi Sajjadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> State of the art technology has the tremendous impact on our life, in this situation education system have been influenced as well as. In this paper, tried to compare two space of learning text and hypertext with each other, and some challenges of using hypertext in religious education. Regarding the fact that, hypertext is an undeniable part of learning in this world and it has highly beneficial for the education process from class to office and home. In this paper tried to solve this question: the consequences and challenges of applying hypertext in religious education. Also, the consequences of this survey demonstrate the role of curriculum designer and planner of education to solve this problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyper-textual" title="Hyper-textual">Hyper-textual</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20education" title=" religious education"> religious education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20text" title=" learning text"> learning text</a> </p> <a href="https://publications.waset.org/abstracts/60101/the-challenges-of-hyper-textual-learning-approach-for-religious-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13798</span> Evaluation of Distance Education Needs of Athletes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yunus%20Emre%20Karakaya">Yunus Emre Karakaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Sebahattin%20Devecioglu"> Sebahattin Devecioglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Bilal%20Coban"> Bilal Coban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, information technology’s presence is felt in every field of life. Fields of education and sports sciences have their own share too. Especially developments in informatics technologies changed the perspectives of these fields. The altered technological conditions made distance education argumentative in these fields. Due to advantages distance education provides to students, they can access the desired education without concerns about time and place. Education facilities are seen to head for distance education in this manner and expedite the process. Distance education applications, which was first started to be applied in the mid-1800s, have been implemented in Turkey since 1970s and still continues today. In this study, the historical development of distance education in the world and Turkey and the problems athletes face in education were discussed. Accordingly, suggestions were made evaluating the importance and requirements of distance education in sports education facilities at higher education level. Additionally, Questions of “Is distance education important in sports education in Turkey?”, “What are the problems of athletes in the education field in Turkey?” and similar questions were attempted to be answered. Finally, in Turkey, distance sports education applications in universities should be launched to ensure that athletes’ educations are not deficit and unfinished. Within this framework, legal regulations should be implemented by “Council of Higher Education” to develop the distance sports education in Turkey and utilize distance education efficiently in solving the sports education problems. By ensuring the advancement of athletes with this method, it is expected for athletes to contribute to sports in the country in both government and the private sector in the medium and long terms. Individuals who participated in the distance sports education will set an example in extending the country’s youth to national and international fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=athletes" title="athletes">athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20education" title=" sports education"> sports education</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a> </p> <a href="https://publications.waset.org/abstracts/55677/evaluation-of-distance-education-needs-of-athletes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55677.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13797</span> Connecting Lives Inside and Outside the Classroom: Why and How to Implement Technology in the Language Learning Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geoffrey%20Sinha">Geoffrey Sinha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is primarily addressed to teachers who stand on the threshold of bringing technology and new media into their classrooms. Technology and new media, such as smart phones and tablets have changed the face of communication in general and of language teaching more specifically. New media has widespread appeal among young people in particular, so it is in the teacher’s best interests to bring new media into their lessons. It is the author’s firm belief that technology will never replace the teacher, but it is without question that the twenty-first century teacher must employ technology and new media in some form, or run the risk of failure. The level that one chooses to incorporate new media within their class is entirely in their hands. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20media" title="new media">new media</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/44262/connecting-lives-inside-and-outside-the-classroom-why-and-how-to-implement-technology-in-the-language-learning-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44262.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13796</span> Challenges of Embedding Entrepreneurship in Modibbo Adama University of Technology Yola, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Ubale%20Cyril">Michael Ubale Cyril</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Challenges of embedding entrepreneurship in tertiary institutions in Nigeria requires a consistent policy for equipping schools with necessary facilities like establishing incubating technology centre, the right calibres of human resources, appropriate pedagogical tools for teaching entrepreneurship education and exhibition grounds where products and services will be delivered and patronised by the customers. With the death of facilities in public schools in Nigeria, educators are clamouring for a way out. This study investigated the challenges of embedding entrepreneurship education in Modibbo Adama University of Technology Yola, Nigeria. The population for the study was 201 comprising 34 industrial entrepreneurs, 76 technical teachers and 91 final year undergraduates. The data was analysed using means of 3 groups, standard deviation, and analysis of variance. The study found out, that technical teachers have not been trained to teach entrepreneurship education, approaches to teaching methodology, were not varied and lack of infrastructural facilities like building was not a factor. It was recommended that technical teachers be retrained to teach entrepreneurship education, textbooks in entrepreneurship should be published with Nigerian outlook. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=embedding" title=" embedding"> embedding</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20pedagogical" title=" entrepreneurship pedagogical"> entrepreneurship pedagogical</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20incubating%20centres" title=" technology incubating centres"> technology incubating centres</a> </p> <a href="https://publications.waset.org/abstracts/44350/challenges-of-embedding-entrepreneurship-in-modibbo-adama-university-of-technology-yola-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44350.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13795</span> The Application of ICT in E-Assessment and E-Learning in Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyyed%20Hassan%20Seyyedrezaei">Seyyed Hassan Seyyedrezaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of computer and ICT thereafter has introduced many irrevocable changes in learning and teaching. There is substantially growing need for the use of IT and ICT in language learning and teaching. In other words, the integration of Information Technology (IT) into online teaching is of vital importance for education and assessment. Considering the fact that the image of education is undergone drastic changes by the advent of technology, education systems and teachers move beyond the walls of traditional classes and methods in order to join with other educational centers to revitalize education. Given the advent of distance learning, online courses and virtual universities, e-assessment has taken a prominent place in effective teaching and meeting the learners' educational needs. The purpose of this paper is twofold: first, scrutinizing e-learning, it discusses how and why e-assessment is becoming widely used by educationalists and administrators worldwide. As a second purpose, a couple of effective strategies for online assessment will be enumerated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-assessment" title="e-assessment">e-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e%20learning" title=" e learning"> e learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title=" online assessment"> online assessment</a> </p> <a href="https://publications.waset.org/abstracts/29752/the-application-of-ict-in-e-assessment-and-e-learning-in-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">568</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13794</span> Theology of Science and Technology as a Tool for Peace Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonas%20Chikelue%20Ogbuefi">Jonas Chikelue Ogbuefi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science and Technology have a major impact on societal peace, it offers support to teaching and learning, cuts costs, and offers solutions to the current agitations and militancy in Nigeria today. Christianity, for instance, did not only change and form the western world in the past 2022 but still has a substantial role to play in society through liquid ecclesiology. This paper interrogated the impact of the theology of Science and Technology as a tool for peace sustainability through peace education in Nigeria. The method adopted is a historical and descriptive method of analysis. It was discovered that a larger number of Nigerian citizens lack almost all the basic things needed for the standard of living, such as Shelter, meaningful employment, and clothing, which is the root course of all agitations in Nigeria. Based on the above findings, the paper contends that the government alone cannot restore Peace in Nigeria. Hence the inability of the government to restore peace calls for all religious actors to be involved. The main thrust and recommendation of this paper are to challenge the religious actors to implement the Theology of Science and Technology as a tool for peace restoration and should network with both the government and the private sectors to make funds available to budding and existing entrepreneurs using Science and Technology as a tool for Peace and economic sustainability. This paper viewed the theology of Science and Technology as a tool for Peace and economic sustainability in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=theology" title="theology">theology</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=peace%20education" title=" peace education"> peace education</a> </p> <a href="https://publications.waset.org/abstracts/161372/theology-of-science-and-technology-as-a-tool-for-peace-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161372.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13793</span> Environmental Teachers’ Perceptions about Science-Technology-Society (STS) Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christiana%20Fwenji%20Zumyil">Christiana Fwenji Zumyil</a>, <a href="https://publications.waset.org/abstracts/search?q=Toma%20Maina%20Antip"> Toma Maina Antip</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Environmental Science subject is currently not an independent subject taught in secondary schools in Nigeria like Biology, Agricultural Science, Chemistry, Geography and other subjects that students take final exams (West Africa Examination Council, WAEC, National Examination Council, NEC, National Board for Technical Education, NABTED)., on it but its elements/topics/contents are integrated into the curriculum of the subjects mentioned, and because of that, it becomes difficult to know what should be taught and how it should be taught. Currently, it is still difficult to implement student-centered strategies in the classroom. Through this study, we sought to diagnose the difficulties, advantages and perceptions that Environmental Teachers experience when conceiving and implementing Science-Technology-Society (STS) strategies in SS2 classes at the Secondary Education level. Four semi-structured interviews were conducted with Secondary School Environmental Teachers. Despite the difficulties found, the advantages, the motivation and the involvement of the students that this teaching perspective enables to lead the teacher to continue developing and implementing STS strategies in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environment" title="environment">environment</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a>, <a href="https://publications.waset.org/abstracts/search?q=science-technology-society" title=" science-technology-society"> science-technology-society</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20teaching" title=" secondary teaching"> secondary teaching</a> </p> <a href="https://publications.waset.org/abstracts/162004/environmental-teachers-perceptions-about-science-technology-society-sts-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13792</span> New HCI Design Process Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jongwan%20Kim">Jongwan Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human Computer Interaction (HCI) is a subject covering the study, plan, and design of interactions between humans and computers. The prevalent use of digital mobile devices is increasing the need for education and research on HCI. This work is focused on a new education method geared towards reducing errors while developing application programs that incorporate role-changing brainstorming techniques during HCI design process. The proposed method has been applied to a capstone design course in the last spring semester. Students discovered some examples about UI design improvement and their error discovering and reducing capability was promoted. An UI design improvement, PC voice control for people with disabilities as an assistive technology examplar, will be presented. The improvement of these students' design ability will be helpful to the real field work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HCI" title="HCI">HCI</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20process" title=" design process"> design process</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20reducing%20education" title=" error reducing education"> error reducing education</a>, <a href="https://publications.waset.org/abstracts/search?q=role-changing%20brainstorming" title=" role-changing brainstorming"> role-changing brainstorming</a>, <a href="https://publications.waset.org/abstracts/search?q=assistive%20technology" title=" assistive technology"> assistive technology</a> </p> <a href="https://publications.waset.org/abstracts/24919/new-hci-design-process-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13791</span> Education Quality Development for Excellence Performance with Higher Education by Using COBIT 5</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kemkanit%20Sanyanunthana">Kemkanit Sanyanunthana </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <h5>The purpose of this research is to study the management system of information technology which supports the education of five private universities in Thailand, according to the case studies which have been developing their qualities and standards of management and education by service provision of information technology to support the excellence performance. The concept to connect information technology with a suitable system has been created by information technology administrators for development, as a system that can be used throughout the organizations to help reach the utmost benefits of using all resources. Hence, the researcher as a person who has been performing these duties within higher education is interested to do this research by selecting the Control Objective for Information and Related Technology 5 (COBIT 5) for the Malcolm Baldrige National Quality Award (MBNQA) of America, or the National Award which applies the concept of Total Quality Management (TQM) to the organization evaluation. Such evaluation is called the Education Criteria for Performance Excellence (EdPEx) focuses on studying and comparing education quality development for excellent performance using COBIT 5 in terms of information technology to study the problems and obstacles of the investigation process for an information technology system, which is considered as an instrument to drive all organizations to reach the excellence performance of the information technology, and to be the model of evaluation and analysis of the process to be in accordance with the strategic plans of the information technology in the universities. This research is conducted in the form of descriptive and survey research according to the case studies. The data collection were carried out by using questionnaires through the administrators working related to the information technology field, and the research documents related to the change management as the main study. The research can be concluded that the performance based on the APO domain process (ALIGN, PLAN AND ORGANISE) of the COBIT 5 standard frame, which emphasizes concordant governance and management of strategic plans for the organizations, could reach only 95%. This might be because of some restrictions such as organizational cultures; therefore, the researcher has studied and analyzed the management of information technology in universities as a whole, under the organizational structures, to reach the performance in accordance with the overall APO domain which would affect the determined strategic plans to be able to develop based on the excellence performance of information technology, and to apply the risk management system at the organizational level into every performance process which would develop the work effectiveness for the resources management of information technology to reach the utmost benefits. </h5> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COBIT5" title="COBIT5">COBIT5</a>, <a href="https://publications.waset.org/abstracts/search?q=APO" title=" APO"> APO</a>, <a href="https://publications.waset.org/abstracts/search?q=EdPEx%20Criteria" title=" EdPEx Criteria"> EdPEx Criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=MBNQA" title=" MBNQA"> MBNQA</a> </p> <a href="https://publications.waset.org/abstracts/52433/education-quality-development-for-excellence-performance-with-higher-education-by-using-cobit-5" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52433.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">326</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13790</span> Technology Use by African Smallholder Farmers and the Significant Mediating Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enobong%20Akpan-Etuk">Enobong Akpan-Etuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The willingness of smallholder farmers in Africa to adopt new agricultural technologies has been low, despite the technological advancement in agriculture. Although technology is seen as the main route out of the traditional methods of food production and poverty, the rate of adoption of agricultural technology remains low among farmers in Africa. Factors affecting the adoption of agricultural technologies include the acquisition of information, characteristics of the technology, education of farmers, social capital, farm size, and household size. This paper explored the literature on the influence of the factors that determine the adoption of technology by smallholder farmers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smallholder" title="smallholder">smallholder</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=adoption" title=" adoption"> adoption</a> </p> <a href="https://publications.waset.org/abstracts/151721/technology-use-by-african-smallholder-farmers-and-the-significant-mediating-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13789</span> The Antrophological Determination of Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Kakuk">Sara Kakuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pedagogy has always been open to other disciplines that reflect about the educational process (philosophy, sociology, psychology, anthropology, technology, etc.). Its interdisciplinary openness puts education, as the subject of pedagogy within a broader context of the community, enabling the knowledge of other disciplines to contribute to a better understanding of the fundamental pedagogical notion of education. The purpose of pedagogy as a science serves humans, strives towards humans, must be for humans, and this is its ultimate goal. Humans are essentially dependent on education, which is also considered as a category of humans’ being, because through education an entire world develops in humans. Anthropological assumptions of humans as "deficient beings" see the solution in education, but they also indicate a wealth of shortcomings, because they provide an opportunity for enrichment and formation of culture, living and the self. In that context, this paper illustrates the determination of pedagogy through an anthropological conception of humans and the phenomenon of education. It presents a review of anthropological ideas about education, by providing an analysis of relevant literature dealing with the anthropological notion of humans, which provides fruitful conditions for a pedagogical reconsideration of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title="pedagogy">pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=humans" title=" humans"> humans</a>, <a href="https://publications.waset.org/abstracts/search?q=anthropology" title=" anthropology"> anthropology</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a> </p> <a href="https://publications.waset.org/abstracts/17803/the-antrophological-determination-of-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">450</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13788</span> ICT in Education – A Quest for Quality Learning in the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Johnbull">Adam Johnbull</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper discusses ICT in Education as a quest for quality learning in the 21st century. Education is the key that unlock the door to development, without adequate education of the citizenry, the development of a nation becomes a sham. Information Communication Technologies (ICTs) has revolutionized the way people work today and are now transforming education systems. As a result, if schools train children in yesterday’s skills and technologies they may not be effective and fit in tomorrow’s world. This is a sufficient reason for ICT’s to win global recognition and attention and thus ensure desire quality in our school system. Thus, the purpose of the paper is to discuss amongst others, what is ICT. The roles of ICT’s in education, limitation and key challenges of integrating ICT to education in the enhancement of student learning and experiences in other to encourage policy makers, school administrators and teachers pay the required attention to integrate this technology in the education system. The paper concludes that regardless of all the limitation characterizing it. ICT benefit education system to provide quality education in the 21st century. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICTs" title="ICTs">ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=quest" title=" quest"> quest</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=global" title=" global"> global</a>, <a href="https://publications.waset.org/abstracts/search?q=sham" title=" sham"> sham</a>, <a href="https://publications.waset.org/abstracts/search?q=century" title=" century"> century</a> </p> <a href="https://publications.waset.org/abstracts/33976/ict-in-education-a-quest-for-quality-learning-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33976.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13787</span> Future Education: Changing Paradigms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Girish%20Choudhary">Girish Choudhary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is in a state of flux. Not only one need to acquire skills in order to cope with a fast changing global world, an explosive growth in technology, on the other hand is providing a new wave of teaching tools - computer aided video instruction, hypermedia, multimedia, CD-ROMs, Internet connections, and collaborative software environments. The emerging technology incorporates the group qualities of interactive, classroom-based learning while providing individual students the flexibility to participate in an educational programme at their own time and place. The technology facilitating self learning also seems to provide a cost effective solution to the dilemma of delivering education to masses. Online education is a unique learning domain that provides for many to many communications as well. The computer conferencing software defines the boundaries of the virtual classroom. The changing paradigm provides access of instruction to a large proportion of society, promises a qualitative change in the quality of learning and echoes a new way of thinking in educational theory that promotes active learning and open new learning approaches. Putting it to practice is challenging and may fundamentally alter the nature of educational institutions. The subsequent part of paper addresses such questions viz. 'Do we need to radically re-engineer the curriculum and foster an alternate set of skills in students?' in the onward journey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=on-line%20education" title="on-line education">on-line education</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20learning" title=" self learning"> self learning</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20and%20power%20engineering" title=" energy and power engineering"> energy and power engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=future%20education" title=" future education"> future education</a> </p> <a href="https://publications.waset.org/abstracts/19356/future-education-changing-paradigms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19356.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13786</span> Perceived Barriers and Benefits of Technology-Based Progress Monitoring for Non-Academic Individual Education Program Goals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Drelick">A. Drelick</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Sondergeld"> T. Sondergeld</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Decarlo-Tecce"> M. Decarlo-Tecce</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20McGinley"> K. McGinley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 1975, a free, appropriate public education (FAPE) was granted for all students in the United States regardless of their disabilities. As a result, the special education landscape has been reshaped through new policies and legislation. Progress monitoring, a specific component of an Individual Education Program (IEP) calls, for the use of data collection to determine the appropriateness of services provided to students with disabilities. The recent US Supreme Court ruling in Endrew F. v. Douglas County warrants giving increased attention to student progress, specifically pertaining to improving functional, or non-academic, skills that are addressed outside the general education curriculum. While using technology to enhance data collection has become a common practice for measuring academic growth, its application for non-academic IEP goals is uncertain. A mixed-methods study examined current practices and rationales for implementing technology-based progress monitoring focused on non-academic IEP goals. Fifty-seven participants responded to an online survey regarding their progress monitoring programs for non-academic goals. After isolated analysis and interpretation of quantitative and qualitative results, data were synthesized to produce meta-inferences that drew broader conclusions on the topic. For the purpose of this paper, specific focus will be placed on the perceived barriers and benefits of implementing technology-based progress monitoring protocols for non-academic IEP goals. The findings of this study highlight facts impacting the use of technology-based progress monitoring. Perceived barriers to implementation include: (1) lack of training, (2) access to technology, (3) outdated or inoperable technology, (4) reluctance to change, (5) cost, (6) lack of individualization within technology-based programs, and (7) legal issues in special education; while perceived benefits include: (1) overall ease of use, (2) accessibility, (3) organization, (4) potential for improved presentation of data, (5) streamlining the progress-monitoring process, and (6) legal issues in special education. Based on these conclusions, recommendations are made to IEP teams, school districts, and software developers to improve the progress-monitoring process for functional skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20education" title="special education">special education</a>, <a href="https://publications.waset.org/abstracts/search?q=progress%20monitoring" title=" progress monitoring"> progress monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20skills" title=" functional skills"> functional skills</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/77602/perceived-barriers-and-benefits-of-technology-based-progress-monitoring-for-non-academic-individual-education-program-goals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77602.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13785</span> Exploring Factors Affecting the Implementation of Flexible Curriculum in Information Systems Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clement%20C.%20Aladi">Clement C. Aladi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhaoxia%20Yi"> Zhaoxia Yi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates factors influencing the implementation of flexible curricula in e-learning in Information Systems (IS) higher education. Drawing from curriculum theorists and contemporary literature, and using the Technology, Pedagogy, and Content Knowledge (TPACK) framework, it explores teacher-related challenges and their impact on curriculum flexibility implementation. By using the PLS-SEM, the study uncovers these factors and hopes to contribute to enhancing curriculum flexibility in delivering online and blended learning in IS higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flexible%20curriculum" title="flexible curriculum">flexible curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/185952/exploring-factors-affecting-the-implementation-of-flexible-curriculum-in-information-systems-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185952.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13784</span> Integration of Technology for Enhanced Learning among Generation Y and Z Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tarandeep%20Kaur">Tarandeep Kaur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generation Y and Z nursing students have a much higher need for technology-based stimulation than previous generations, as they may find traditional methods of education boring and disinterested. These generations prefer experiential learning and the use of advanced technology for enhanced learning. Therefore, nursing educators must acquire knowledge to make better use of technology and technological tools for instruction. Millennials and generation are digital natives, optimistic, assertive, want engagement, instant feedback, and collaborative approach. The integration of technology and the efficacy of its use can be challenging for nursing educators. The SAMR (substitution, augmentation, modification, and redefinition) model designed and developed by Dr. Ruben Puentedura can help nursing educators to engage their students in different levels of technology integration for effective learning. Nursing educators should understand that technology use in the classroom must be purposeful. The influx of technology in nursing education is ever-changing; therefore, nursing educators have to constantly enhance and develop technical skills to keep up with the emerging technology in the schools as well as hospitals. In the Saskatchewan Collaborative Bachelor of Nursing (SCBSCN) program at Saskatchewan polytechnic, we use technology at various levels using the SAMR model in our program, including low and high-fidelity simulation labs. We are also exploring futuristic options of using virtual reality and gaming in our classrooms as an innovative way to motivate, increase critical thinking, create active learning, provide immediate feedback, improve student retention and create collaboration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=generations" title="generations">generations</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=SAMR" title=" SAMR"> SAMR</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/117307/integration-of-technology-for-enhanced-learning-among-generation-y-and-z-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117307.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13783</span> Managing IT Departments in Higher Education Institutes: Coping with the Exponentially Growing Needs and Expectations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Balqees%20A.%20Al-Thuhli">Balqees A. Al-Thuhli</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20H.%20Al-Badi"> Ali H. Al-Badi</a>, <a href="https://publications.waset.org/abstracts/search?q=Khamis%20Al-Gharbi"> Khamis Al-Gharbi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information technology is changing rapidly and the users’ expectations are also growing. Dealing with these changes in information technology, while satisfying the users’ needs and expectations is a big challenge. IT managers need to explore new mechanisms/strategies to enable them to cope with such challenges. The objectives of this research are to identify the significant challenges that might face IT managers in higher education institutes in the face of the high and ever growing customer expectations and to propose possible solutions to cope with such high-speed changes in information technology. To achieve these objectives, interviews with the IT professionals from different higher education institutes in Oman were conducted. In addition, documentation (printed and online) related to these institutions were studied and an intensive literature review of published work was examined. The findings of this research are expected to give a better understanding of the challenges that might face the IT managers at higher education institutes. This acquired understanding is expected to highlight the importance of being adaptable and fast in keeping up with the ever-growing technological changes. Moreover, adopting different tools and technologies could assist IT managers in developing their organisations’ IT policies and strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title="information technology">information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=rapid%20change" title=" rapid change"> rapid change</a>, <a href="https://publications.waset.org/abstracts/search?q=CIO%20roles" title=" CIO roles"> CIO roles</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20managers" title=" IT managers"> IT managers</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20mechanisms" title=" coping mechanisms"> coping mechanisms</a>, <a href="https://publications.waset.org/abstracts/search?q=users%27%20expectations" title=" users' expectations"> users' expectations</a> </p> <a href="https://publications.waset.org/abstracts/12546/managing-it-departments-in-higher-education-institutes-coping-with-the-exponentially-growing-needs-and-expectations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12546.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13782</span> Factors Affecting and Impeding Teachers’ Use of Learning Management System in Kingdom of Saudi Arabia Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omran%20Alharbi">Omran Alharbi</a>, <a href="https://publications.waset.org/abstracts/search?q=Victor%20Lally"> Victor Lally</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advantages of the adoption of new technology such as learning management systems (LMSs) in education and teaching methods have been widely recognised. This has led a large number of universities to integrate this type of technology into their daily learning and teaching activities in order to facilitate the education process for both learners and teachers. On the other hand, in some developing countries such as Saudi Arabia, educators have seldom used this technology. As a result, this study was conducted in order to investigate the factors that impede teachers’ use of technology (LMSs) in their teaching in Saudi Arabian institutions. This study used a qualitative approach. Eight participants were invited to take part in this study, and they were asked to give their opinions about the most significant factors that prevented them from integrating technology into their daily activities. The results revealed that a lack of LMS skills, interest in and knowledge about the LMS among teachers were the most significant factors impeding them from using technology in their lessons. The participants suggested that incentive training should be provided to reduce these challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMS" title="LMS">LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=KSA" title=" KSA"> KSA</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/98970/factors-affecting-and-impeding-teachers-use-of-learning-management-system-in-kingdom-of-saudi-arabia-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98970.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13781</span> Practice of Applying MIDI Technology to Train Creative Teaching Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Zhuo">Yang Zhuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the integration of MIDI technology as one of the important digital technologies in music teaching, from the perspective of teaching practice, into the process of cultivating students' teaching skills. At the same time, the framework elements of the learning environment for music education students are divided into four aspects: digital technology supported learning space, new knowledge learning, teaching methods, and teaching evaluation. In teaching activities, more attention should be paid to students' subjectivity and interaction between them so as to enhance their emotional experience in teaching practice simulation. In the process of independent exploration and cooperative interaction, problems should be discovered and solved, and basic knowledge of music and teaching methods should be exercised in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=MIDI" title=" MIDI"> MIDI</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/167874/practice-of-applying-midi-technology-to-train-creative-teaching-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13780</span> The Current Use of Cell Phone in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elham%20A.%20Alsadoon">Elham A. Alsadoon</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamadah%20B.%20Alsadoon"> Hamadah B. Alsadoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educators try to design learning environments that are preferred by their students. With the wide-spread adoption of cell phones surpassing any other technology, educators should not fail to invest in the power of such technology. This study aimed to explore the current use of cell phones in education among Saudi students in Saudi universities and how students perceive such use. Data was collected from 237 students at King Saud University. Descriptive analysis was used to analyze the data. A T-test for independent groups was used to examine whether there was a significant difference between males and females in their perception of using cell phones in education. Findings suggested that students have a positive attitude toward the use of cell phones in education. The most accepted use was for sending notification to students, which has already been experienced through the Twasel system provided by King Saud University. This electronic system allows instructors to easily send any SMS or email to their students. The use of cell phone applications came in the second rank of using cell phones in education. Students have already experienced the benefits of having these applications handy wherever they go. On the other hand, they did not perceive using cell phones for assessment as practical educational usage. No gender difference was detected in terms of students’ perceptions toward using cell phones in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title="cell phone">cell phone</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sciences" title=" educational sciences"> educational sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/27787/the-current-use-of-cell-phone-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13779</span> Digital Revolution a Veritable Infrastructure for Technological Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osakwe%20Jude%20Odiakaosa">Osakwe Jude Odiakaosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s digital society is characterized by e-education or e-learning, e-commerce, and so on. All these have been propelled by digital revolution. Digital technology such as computer technology, Global Positioning System (GPS) and Geographic Information System (GIS) has been having a tremendous impact on the field of technology. This development has positively affected the scope, methods, speed of data acquisition, data management and the rate of delivery of the results (map and other map products) of data processing. This paper tries to address the impact of revolution brought by digital technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20revolution" title="digital revolution">digital revolution</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20management" title=" data management "> data management </a> </p> <a href="https://publications.waset.org/abstracts/25925/digital-revolution-a-veritable-infrastructure-for-technological-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">449</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13778</span> Digitalising the Instruction: Between Technology Integration and Instrumental Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Zouar">H. Zouar</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Kassous"> I. Kassous</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Benzert"> F. Benzert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relentless pace of technology development in the last two decades has pervaded much of the recent educational discourse on a nation-wide scale. The rippling echoes of the buzz that account for the myriad of advantages the new technologies bring to the pedagogical activity has inevitably transcended from the western world to the Algerian educational contexts. Attempts have been made by Algerian practitioners to heed this digital advancement and push their instructional practices forward. However, due to the still largely existing first-order barriers as exemplified in the forms of deficient institutional infrastructure and unavailability of sufficient digital materials, the results of those attempts have polarised the views of Algerian academics regarding technology integration within higher education context. Hence, this study aims at measuring the possibility of integrating technology in our classrooms in a way that conforms to the philosophy of hybrid education. It also attempts to re-consider teachers’ understanding of technology integration in our context. Furthermore, the purpose of this research is also to reveal the level of teachers’ awareness regarding the distinction between technology integration and instrumental use. In view of the nature of these aims, a mixed-methods mode of investigation has been adopted to collect both qualitative and quantitative data from different perspectives. The data collection tools comprise of an observation as well as students’ and teachers’ questionnaires. The findings show that despite the fact that the examined context is not without its technological limitations, technology integration can be successfully incorporated contingent on teachers' level of knowledge and agency. Technology integration in Algerian universities does not proceed as the bedrock theory of it entails due to issues within teachers' general understanding of utilizing technology in class. It seems that technology is a means to an end, depending on the teachers who make use of it in order to deliver lessons (PowerPoint presentation) and issue commands (Facebook posting). Teachers' ability to clearly discern between integrating technology in their practices versus employing it as an instrument of instruction needs further consideration in order to establish a solid understanding of technology integration within higher education context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology%20integration" title="technology integration">technology integration</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20education" title=" hybrid education"> hybrid education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20understanding" title=" teachers' understanding"> teachers' understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20awareness" title=" teachers' awareness"> teachers' awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=instrumental%20use" title=" instrumental use"> instrumental use</a> </p> <a href="https://publications.waset.org/abstracts/125520/digitalising-the-instruction-between-technology-integration-and-instrumental-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13777</span> Studying Methodological Maps on the Engineering Education Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elsaed%20Elsaed">Elsaed Elsaed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the constant progress in our daily lives through information and communication technology and the presence of abundant in research activities in the hardware and software associated with them, and develop and improve their performance, but still there is a need to provide all combined solutions in one business. A systematic mapping study was conducted to investigate the contributions that have been prepared, and the areas of knowledge that are explored further, and any aspects of the research used to divide the common understanding of the latest technology in software engineering education. Which, we have categorized into a well-defined engineering framework. An overview of current research topics and trends and their distribution by type of research and scope of application. In addition, the topics were grouped into groups and a list of proposed methods and frameworks and tools was used. The map shows that the current research impact is limited to a few areas of knowledge are needed to map a future path to fill the gaps in the instruction activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=methodological%20maps" title="methodological maps">methodological maps</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education%20program" title=" engineering education program"> engineering education program</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20survey" title=" literature survey"> literature survey</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20technology" title=" communication technology "> communication technology </a> </p> <a href="https://publications.waset.org/abstracts/97616/studying-methodological-maps-on-the-engineering-education-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13776</span> Focusing on the Utilization of Information and Communication Technology for Improving Childrens’ Potentials in Science: Challenges for Sustainable Development in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osagiede%20Mercy%20Afe">Osagiede Mercy Afe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After the internet explosion in the 90’s, Technology was immediately integrated into the school system. Technology which symbolizes advancement in human knowledge was seen as a setback by many educators many efforts have been made to help stem this erroneous believes and help educators realize the benefits of technology and ways of implementing it in the classrooms especially in the sciences. This advancement created a constantly expanding gap between the pupil’s perception on the use of technology within the learning atmosphere and the teacher’s perception and limitations hence the focus of this paper is on the need to refocus on the potentials of Science and Technology in enhancing children learning at school especially in science for sustainable development in Nigeria. The paper recommended measures for facilitating the sustenance of science and technology in Nigerian schools so as to enhance the potentials of our children in Science and Technology for a better tomorrow. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20communication%20technology%20%28ICT%29" title=" information communication technology (ICT)"> information communication technology (ICT)</a>, <a href="https://publications.waset.org/abstracts/search?q=potentials" title=" potentials"> potentials</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title="sustainable development">sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/22363/focusing-on-the-utilization-of-information-and-communication-technology-for-improving-childrens-potentials-in-science-challenges-for-sustainable-development-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">488</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13775</span> Perceptions toward Adopting Virtual Reality as a Learning Aid in Information Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Alfalah">S. Alfalah</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Falah"> J. Falah</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Alfalah"> T. Alfalah</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Elfalah"> M. Elfalah</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Falah"> O. Falah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The field of education is an ever-evolving area constantly enriched by newly discovered techniques provided by active research in all areas of technologies. The recent years have witnessed the introduction of a number of promising technologies and applications to enhance the teaching and learning experience. Virtual Reality (VR) applications are considered one of the evolving methods that have contributed to enhancing education in many fields. VR creates an artificial environment, using computer hardware and software, which is similar to the real world. This simulation provides a solution to improve the delivery of materials, which facilitates the teaching process by providing a useful aid to instructors, and enhances the learning experience by providing a beneficial learning aid. In order to assure future utilization of such systems, students’ perceptions were examined toward utilizing VR as an educational tool in the Faculty of Information Technology (IT) in The University of Jordan. A questionnaire was administered to IT undergraduates investigating students’ opinions about the potential opportunities that VR technology could offer and its implications as learning and teaching aid. The results confirmed the end users’ willingness to adopt VR systems as a learning aid. The result of this research forms a solid base for investing in a VR system for IT education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information" title="information">information</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/69029/perceptions-toward-adopting-virtual-reality-as-a-learning-aid-in-information-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69029.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13774</span> Design of Intelligent Scaffolding Learning Management System for Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seree%20Chadcham">Seree Chadcham</a>, <a href="https://publications.waset.org/abstracts/search?q=Niphon%20Sukvilai"> Niphon Sukvilai </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the research and development which is intended to: 1) design of the Intelligent Scaffolding Learning Management System (ISLMS) for vocational education, 2) assess the suitability of the Design of Intelligent Scaffolding Learning Management System for Vocational Education. Its methods are divided into 2 phases. Phase 1 is the design of the ISLMS for Vocational Education and phase 2 is the assessment of the suitability of the design. The samples used in this study are work done by 15 professionals in the field of Intelligent Scaffolding, Learning Management System, Vocational Education, and Information and Communication Technology in education selected using the purposive sampling method. Data analyzed by arithmetic mean and standard deviation. The results showed that the ISLMS for vocational education consists of 2 main components which are: 1) the Intelligent Learning Management System for Vocational Education, 2) the Intelligent Scaffolding Management System. The result of the system suitability assessment from the professionals is in the highest range. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent" title="intelligent">intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/30616/design-of-intelligent-scaffolding-learning-management-system-for-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">795</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13773</span> Transforming ESL Teaching and Learning with ICT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Helena%20Sit">Helena Sit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing skills in using ICT in the language classroom has been discussed at all educational levels. Digital tools and learning management systems enable teachers to transform their instructional activities while giving learners the opportunity to engage with virtual communities. In the field of English as a second language (ESL) teaching and learning, the use of technology-enhanced learning and diverse pedagogical practices continues to grow. Whilst technology and multimodal learning is a way of the future for education, second language teachers now face the predicament as to whether implementing these newer ways of learning is, in fact, beneficial or disadvantageous to learners. Research has shown that integrating multimodality and technology can improve students’ engagement and participation in their English language learning. However, students can experience anxiety or misunderstanding when engaging with E-learning or digital-mediated learning. This paper aims to explore how ESL teaching and learning are transformed via the use of educational technology and what impact it has had on student teachers. Case study is employed in this research. The study reviews the growing presence of technology and multimodality in university language classrooms, discusses their impact on teachers’ pedagogical practices, and proposes scaffolding strategies to help design effective English language courses in the Australian education context. The study sheds light on how pedagogical integration today may offer a way forward for language teachers of tomorrow and provides implications to implement an evidence-informed approach that blends knowledge from research, practice and people experiencing the practice in the digital era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title="educational technology">educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20in%20higher%20education" title=" ICT in higher education"> ICT in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design%20and%20innovation" title=" curriculum design and innovation"> curriculum design and innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=multiliteracies%20pedagogy" title=" multiliteracies pedagogy"> multiliteracies pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/172259/transforming-esl-teaching-and-learning-with-ict" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20and%20technology&page=2" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20and%20technology&page=1">1</a></li> <li class="page-item"><a class="page-link" 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