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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">13862</span> Relevance of Technology on Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felicia%20K.%20Oluwalola">Felicia K. Oluwalola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the relevance of technology on education. It identified the concept of technology on education, bringing real-world learning to the classroom situation, examples of where technology can be used. This study established the fact that technology facilitates students learning compared with traditional method of teaching. It was recommended that the teachers should use technology to supplement, not replace, other instructional modes. It should be used in conjunction with hands-on labs and activities that also address the concepts targeted by the technology. Also, technology should be students centered and not teachers centered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20teaching" title=" classroom teaching"> classroom teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/24753/relevance-of-technology-on-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24753.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">451</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">13861</span> The Importance of Science and Technology Education in Skill Acquisition for Self Dependence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olaje%20Monday%20Olaje">Olaje Monday Olaje</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science and technology has been prove to be the back bone for economic development of any country, and for Nigeria, it has more critical role to play. This paper examines the importance of science and technology education for national development and self dependence for Nigerian citizens. A historical overview of the interconnectivity of science and technology and self dependence is heighted. The current situation and challenges facing science and technology education are also highlighted to bring out the theoretical importance of science and technology education for self dependence which actually has not been practically achieved. Recommendations are also made at the of the study so as to skill acquisition through science and technology for self dependence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=self-dependence" title=" self-dependence"> self-dependence</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> </p> <a href="https://publications.waset.org/abstracts/30436/the-importance-of-science-and-technology-education-in-skill-acquisition-for-self-dependence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30436.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">505</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">13860</span> Distance Education Technologies for Empowerment and Equity in an Information Technology Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Goosen">Leila Goosen</a>, <a href="https://publications.waset.org/abstracts/search?q=Toppie%20N.%20Mukasa-Lwanga"> Toppie N. Mukasa-Lwanga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper relates to exploring academics’ use of distance education technologies for empowerment and equity in an Information Technology environment. Literature was studied on academics’ technology use towards effective teaching and meaningful learning in a distance education Information Technology environment. Main arguments presented center on formulating and situating significant concepts within an appropriate theoretical and conceptual framework, including those related to distance education, throughput and other measures of academic efficiency. The research design, sampling, data collection instrument and the validity and reliability thereof, as well as the data analysis method used is described. The paper discusses results related to academics’ use of technology towards effective teaching and meaningful learning in a distance education Information Technology environment. Conclusions are finally presented on the way in which this paper makes a significant and original contribution regarding academics’ use of technology towards effective teaching and meaningful learning in a distance education Information Technology environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance" title="distance">distance</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=Information%20Technology%20Environment" title=" Information Technology Environment"> Information Technology Environment</a> </p> <a href="https://publications.waset.org/abstracts/15746/distance-education-technologies-for-empowerment-and-equity-in-an-information-technology-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15746.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">523</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">13859</span> The Effect of Mobile Technology Use in Education: A Meta-Analysis Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C5%9Eirin%20K%C3%BC%C3%A7%C3%BCk">Şirin Küçük</a>, <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Fe%20K%C3%B6k"> Ayşe Kök</a>, <a href="https://publications.waset.org/abstracts/search?q=%C4%B0smail%20%C5%9Eahin"> İsmail Şahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile devices are very popular and useful tools for assisting people in daily life. With the advancement of mobile technologies, the issue of mobile learning has been widely investigated in education. Many researches consider that it is important to integrate pedagogical and technical strengths of mobile technology into learning environments. For this reason, the purpose of this research is to examine the effect of mobile technology use in education with meta-analysis method. Meta-analysis is a statistical technique which combines the findings of independent studies in a specific subject. In this respect, the articles will be examined by searching the databases for researches which are conducted between 2005 and 2014. It is expected that the results of this research will contribute to future research related to mobile technology use in education. <p class="card-text"><strong>Keywords:</strong> <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=meta-analysis" title=" meta-analysis"> meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technology" title=" mobile technology"> mobile technology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/20062/the-effect-of-mobile-technology-use-in-education-a-meta-analysis-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20062.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">721</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">13858</span> A Pattern Practise for Awareness Educations on Information Security: Information Security Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fati%CC%87h%20Apaydin">Fati̇h Apaydin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education technology is an area which constantly changes and creates innovations. As an inevitable part of the changing circumstances, the societies who have a tendency to the improvements keep up with these innovations by using the methods and strategies which have been designed for education technology. At this point, education technology has taken the responsibility to help the individuals improve themselves and teach the effective teaching methods by filling the airs in theoretical information, information security and the practice. The technology which comes to the core of our lives by raising the importance of it day by day and it enforced its position in computer- based environments. As a result, ‘being ready for technological innovations, improvement on computer-based talent, information, ability and attitude’ doctrines have to be given. However, it is today quite hard to deal with the security and reinforcement of this information. The information which is got illegally gives harm to society from every aspect, especially education. This study includes how and to what extent to use these innovative appliances such as computers and the factor of information security of these appliances in computer-based education. As the use of computer is constantly becoming prevalent in our country, both education and computer will never become out of date, so how computer-based education affects our lives and the study of information security for this type of education are important topics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20security" title=" information security"> information security</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a> </p> <a href="https://publications.waset.org/abstracts/35678/a-pattern-practise-for-awareness-educations-on-information-security-information-security-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35678.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">594</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">13857</span> Technology, Music Education, and Social-Emotional Learning in Latin America</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jinan%20Laurentia%20Woo">Jinan Laurentia Woo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the intersection of technology, music education, and social-emotional learning (SEL) with a focus on Latin America. It delves into the impact of music education on social-emotional skills development, highlighting the universal significance of music across various life stages. The integration of artificial intelligence (AI) in music education is discussed, emphasizing its potential to enhance learning experiences. The paper also examines the implementation of SEL strategies in Latin American public schools, emphasizing the importance of fostering social-emotional well-being in educational settings. Challenges such as unequal access to technology and education in the region are addressed, calling for further research and investment in tech-assisted music education. <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=social%20emotional%20learning" title=" social emotional learning"> social emotional learning</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=Latin%20America" title=" Latin America"> Latin America</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a> </p> <a href="https://publications.waset.org/abstracts/183500/technology-music-education-and-social-emotional-learning-in-latin-america" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183500.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">59</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">13856</span> Integration of Technology in Business Education: Emerging Voices from Business Education Classrooms in Nigeria Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clinton%20Chidiebere%20Anyanwu">Clinton Chidiebere Anyanwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Secondary education is a vital part of a virtuous circle of economic growth within the context of a globalised knowledge economy. The teaching of Business Education entails teaching learners the essentials, rudiments, assumptions, and methods of business. Hence, it was deemed necessary for the study to investigate technology integration in Business Education. Drawing from the theoretical frameworks of technological pedagogical content knowledge (TPACK), and unified theory of acceptance and use of technology (UTAUT), the study observes teachers’ level of technology use in Business Education classrooms. Using a mixed-methods sequential explanatory design, probability, and purposive sampling, the majority of participants were found to be not integrating technology to an acceptable level and a small percentage was. After an analysis of constructs from UTAUT, some of this could be attributed to the lack of facilitating conditions in the teaching and learning of Business Education. The implication of the study findings is that poor investment in technology integration in secondary schools in Nigeria affects pedagogical implementations and effective teaching and learning of Business Education subjects. The study concludes that if facilitating conditions and professional development are considered to address the shortfalls in terms of TPACK, technology integration will become a reality in secondary schools in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20education" title="business education">business education</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <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=TPACK" title=" TPACK"> TPACK</a>, <a href="https://publications.waset.org/abstracts/search?q=UTAUT" title=" UTAUT"> UTAUT</a> </p> <a href="https://publications.waset.org/abstracts/124290/integration-of-technology-in-business-education-emerging-voices-from-business-education-classrooms-in-nigeria-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124290.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">217</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">13855</span> Information and Communication Technology in Architectural Education: The Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluropo%20Stephen%20Ilesanmi">Oluropo Stephen Ilesanmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Oluwole%20Ayodele%20Alejo"> Oluwole Ayodele Alejo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architectural education, beyond training the students to become architects, impacts in them the appreciation of the responsibilities relating to public health, safety, and welfare. Architecture is no longer a personal philosophical or aesthetic pursuit by individuals, rather, it has to consider everyday needs of the people and use technology to give a liveable environment. In the present age, architectural education must have to grapple with the recent integration of technology, in particular, facilities offered by information and communication technology. Electronic technologies have moved architecture from the drawing board to cyberspace. The world is now a global village in which new information and methods are easily and quickly available to people at different poles of the globe. It is the position of this paper that in order to remain relevant in the ever-competing forces within the building industry, architectural education must show the impetus to continue to draw from technological advancements associated with the use of computers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <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> </p> <a href="https://publications.waset.org/abstracts/122132/information-and-communication-technology-in-architectural-education-the-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122132.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">209</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">13854</span> Developing an Indigenous Mathematics, Science and Technology Education Master’s Program: A Three Universities Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mishack%20Thiza%20Gumbo">Mishack Thiza Gumbo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The participatory action research study reported in this paper aims to explore indigenous mathematics, science, and technology to develop an indigenous Mathematics, Science and Technology Education Master’s Programme ultimately. The study is based on an ongoing collaborative project between the Mathematics, Science and Technology Education Departments of the University of South Africa, University of Botswana and Chinhoyi University of Technology. The study targets the Mathematics, Science and Technology Education Master’s students and indigenous knowledge holders in these three contexts as research participants. They will be interviewed; documents of existing Mathematics, Science and Technology Education Master’s Programmes will be analysed; mathematics, science and technology-related artefacts will also be collected and analysed. Mathematics, Science, and Technology Education are traditionally referred to as gateway subjects because the world economy revolves around them. Scores of scholars call for the indigenisation of research and methodologies so that research can suit and advance indigenous knowledge and sustainable development. There are ethnomathematics, ethnoscience and ethnotechnology which exist in indigenous contexts such as blacksmithing, woodcarving, textile-weaving and dyeing, but the current curricula and research in institutions of learning reflect the Western notions of these subjects. Indigenisation of the academic programmecontributes toward the decolonisation of education. Hence, the development of an indigenous Mathematics, Science and Technology Education Master’s Programme, which will be jointly offered by the three universities mentioned above, will contribute to the transformation of higher education in this sense. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous" title="indigenous">indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</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=master%27s%20program" title=" master's program"> master's program</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a> </p> <a href="https://publications.waset.org/abstracts/149674/developing-an-indigenous-mathematics-science-and-technology-education-masters-program-a-three-universities-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149674.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">159</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">13853</span> Information Construction of Higher Education in Teaching Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Meng">Yang Meng</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20L.%20Patnao"> James L. Patnao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid development of information technology and the impact of the epidemic environment, the traditional teaching model can’t longer meet the requirements of the development of the times. The development of teaching mechanism is the inevitable trend of the future development of higher education. We must further promote the informatization of higher education in teaching practice, let modern information technology penetrate and practice in classroom teaching, and provide promising opportunities for the high-quality development of higher education. This article mainly through the distribution of questionnaires to teachers of colleges and universities, so as to understand the degree of informatization in the teaching of colleges and universities. And on the basis of domestic and foreign scholars' research on higher education informatization, it analyzes the existing problems, and finds the optimal solution based on the needs of education and teaching development. According to the survey results, most college teachers will use information technology in teaching practice, but the information technology teaching tools used by teachers are relatively simple, and most of them only use slides. In addition, backward informatization infrastructure and less informatization training are the main challenges facing the current teaching informatization construction. If colleges and universities can make good use of information technology and multimedia technology and combine it with traditional teaching, it will definitely promote the development of college education and further promote the modernization and informatization of higher education. <p class="card-text"><strong>Keywords:</strong> <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=teaching%20practice" title=" teaching practice"> teaching practice</a>, <a href="https://publications.waset.org/abstracts/search?q=informatization%20construction" title=" informatization construction"> informatization construction</a>, <a href="https://publications.waset.org/abstracts/search?q=e-education" title=" e-education"> e-education</a> </p> <a href="https://publications.waset.org/abstracts/158573/information-construction-of-higher-education-in-teaching-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158573.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">122</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">13852</span> Disability, Technology and Inclusion: Fostering and Inclusive Pedagogical Approach in an Interdisciplinary Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Lopez-Pereyra">M. Lopez-Pereyra</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Cisneros%20Alvarado"> I. Cisneros Alvarado</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Del%20Socorro%20Lobato%20Alba"> M. Del Socorro Lobato Alba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to discuss a conceptual, pedagogical approach that foster inclusive education and that create an awareness of the use of assistive technology in Mexico. Interdisciplinary understanding of disabilities and the use of assistive technology as a frame for an inclusive education have challenged the reality of the researchers’ participation in decision-making. Drawing upon a pedagogical inquiry process within an interdisciplinary academic project that involved the sciences, design, biotechnology, psychology and education fields, this paper provides a discussion on the challenges of assistive technology and inclusive education in interdisciplinary research on disabilities and technology project. This study is frame on an educational action research design where the team is interested in integrating, disability, technology, and inclusion, theory, and practice. Major findings include: (1) the concept of inclusive education as a strategy for interdisciplinary research; (2) inclusion as a pedagogical approach that challenges the creation of assistive technology from diverse academic fields; and, (3) inclusion as a frame, problem-focused, for decision-making. The findings suggest that inclusive pedagogical approaches provide a unique insight into interdisciplinary teams on disability and assistive technology in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assistive%20technology" title="assistive technology">assistive technology</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20pedagogy" title=" inclusive pedagogy"> inclusive pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20research" title=" interdisciplinary research"> interdisciplinary research</a> </p> <a href="https://publications.waset.org/abstracts/101432/disability-technology-and-inclusion-fostering-and-inclusive-pedagogical-approach-in-an-interdisciplinary-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101432.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">189</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">13851</span> Transformative Leadership and Learning Management Systems Implementation: Leadership Practices in Instructional Design for Online Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felix%20Brito">Felix Brito</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the growth of online learning, several higher education institutions have attempted to incorporate technology in their curriculum. Successful technology implementation projects really on technology infrastructure and on the acceptance of education professionals towards innovation. This research study is aimed at illustrating the relevance of the human component in technology implementation projects in higher education by describing the Learning Management System implementation project executed by instructional designers working for a higher education institution in the southeast region of the United States. An analysis of the Transformative Leadership Theory, the Technology Acceptance Model, and the Diffusion of Innovation Process provide the support for a solid understanding of this issue and address recommendations for future technology implementation projects in higher education institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diffusion%20of%20innovation%20process" title="diffusion of innovation process">diffusion of innovation process</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20systems" title=" learning management systems"> learning management systems</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=technology%20acceptance%20model" title=" technology acceptance model"> technology acceptance model</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20leadership%20theory" title=" transformative leadership theory"> transformative leadership theory</a> </p> <a href="https://publications.waset.org/abstracts/61023/transformative-leadership-and-learning-management-systems-implementation-leadership-practices-in-instructional-design-for-online-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61023.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">329</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">13850</span> Home Education in the Australian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Karaali">Abeer Karaali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will seek to clarify important key terms such as home schooling and home education as well as the legalities attached to such terms. It will reflect on the recent proposed changes to terminology in NSW, Australia. The various pedagogical approaches to home education will be explored including their prominence in the Australian context. There is a strong focus on literature from Australia. The historical background of home education in Australia will be explained as well as the difference between distance education and home education. The statistics related to home education in Australia will be explored in the scope and compared to the US. The future of home education in Australia will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20education" title="alternative education">alternative education</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=home%20education" title=" home education"> home education</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20schooling" title=" home schooling"> home schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20resources" title=" online resources"> online resources</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/34419/home-education-in-the-australian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34419.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">405</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">13849</span> Application of Web Aided Education on Laboratory of the Physics Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nigmet%20Koklu">Nigmet Koklu</a>, <a href="https://publications.waset.org/abstracts/search?q=Dundar%20Yener"> Dundar Yener</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, distance education that make use of web technology is used widely all around the world to overcome geographical and time based problems in education. Graphics, animation and other auxiliary visual sources help student to understand the subjects easily. Especially some theoretical courses that are quite difficult to understand such as physics and chemistry require visual material for students to understand topics clearly. In this study, physics applications for laboratory of physics course were developed. All facilities of web-based educational technology were used for students in laboratory studies to avoid making mistakes and to learn better physics subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title="physics education">physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory" title=" laboratory"> laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=web-based%20education" title=" web-based education"> web-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/abstracts/14604/application-of-web-aided-education-on-laboratory-of-the-physics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14604.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">515</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">13848</span> Science Education in Nigeria: Issues and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ogbeta%20I.%20Joseph">Ogbeta I. Joseph</a>, <a href="https://publications.waset.org/abstracts/search?q=Habiba%20B.%20A.%20Awwalu"> Habiba B. A. Awwalu</a>, <a href="https://publications.waset.org/abstracts/search?q=Otokiti%20Jimoh"> Otokiti Jimoh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper entitled science education in Nigeria issues and challenges highlighted the role of science education to the development of science and technology in Nigeria. Science embraces every attempt of human to explore and manage the natural world, the contribution of science education to the technological development of the nation, the role of science education in ICT development, the importance of mathematics in the development of science education, the paper also analyzed the challenges facing the development of science education to include corruption, insecurity, and political instability, the paper concluded by encouraging the government and other stakeholders in educational sector to pay more attention to the teaching and learning of science in our schools. Therefore recommended the development that emphasizes should be on the teaching and learning of science base subjects in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</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%20and%20national%20development" title=" technology and national development"> technology and national development</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a> </p> <a href="https://publications.waset.org/abstracts/25860/science-education-in-nigeria-issues-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25860.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">587</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">13847</span> Reshaping of Indian Education System with the Help of Multi-Media: Promises and Pitfalls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geetu%20Gahlawat">Geetu Gahlawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The education system accustomed information on daily basis in term of variety i.e Multimedia channel. This can create a challenge to pedagogue to get hold on learner. Multimedia enhance the education system with its technology. Educators deliver their content effectively and beyond any limit through multimedia elements on another side it gives easy learning to learners and they are able to get their goals fast. This paper gives an overview of how multimedia reshape the Indian education system with its promises and pitfalls. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia" title="multimedia">multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=techniques" title=" techniques"> techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/36225/reshaping-of-indian-education-system-with-the-help-of-multi-media-promises-and-pitfalls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36225.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">281</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">13846</span> Developing Elusive Frame for Creativity, ICT and Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahul%20Malhotra">Rahul Malhotra</a>, <a href="https://publications.waset.org/abstracts/search?q=Anu%20Malhotra"> Anu Malhotra</a>, <a href="https://publications.waset.org/abstracts/search?q=Veena%20Bana"> Veena Bana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and Communication Technology (ICT) plays an imperative part in enhancing the quality of life, together with education. This research work is an important consequence to endow with substantiation for the effective use of Information and Communication Technology (ICT) tools for educational rationale. Perspective teachers and students of technical education from various regions of Rajasthan participated in the survey based research work. Condensed from the analysis and interpretations of the data collected from Perspective teachers and students of technical education from various regions of Rajasthan, it is inevitable that use of Information and Communication Technology (ICT) for educational purpose can augment student’s creativity and achievement ability. The Chi-Square statistics produce the evidence of the effective use of Information and Communication Technology (ICT) in enhancing the creativity and achievement ability of the perspective teachers and students of technical education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=elusive%20frame" title=" elusive frame "> elusive frame </a> </p> <a href="https://publications.waset.org/abstracts/35101/developing-elusive-frame-for-creativity-ict-and-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35101.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">464</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">13845</span> Educational Robotics with Easy Implementation and Low Cost</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20R.%20A.%20R.%20Moreira">Maria R. A. R. Moreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20R.%20O.%20Da%20Silva"> Francisco R. O. Da Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Andr%C3%A9%20O.%20A.%20Fontenele"> André O. A. Fontenele</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%89rick%20A.%20Ribeiro"> Érick A. Ribeiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with the influence of technology in education showing educational robotics as pedagogical method of solution for knowledge building. We are proposing the development and implementation of four robot models that can be used for teaching purposes involving the areas of mechatronics, mechanics, electronics and computing, making it efficient for learning other sciences and theories. One of the main reasons for application of the developed educational kits is its low cost, allowing its applicability to a greater number of educational institutions. The technology will add to education dissemination of knowledge by means of experiments in such a way that the pedagogical robotics promotes understanding, practice, solution and criticism about classroom challenges. We also present the relationship between education, science, technology and society through educational robotics, treated as an incentive to technological careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=mecatronics" title=" mecatronics"> mecatronics</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/41312/educational-robotics-with-easy-implementation-and-low-cost" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41312.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">383</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">13844</span> Educating Children with the Child-Friendly Smartphone Operation System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wildan%20Maulana%20Wildan">Wildan Maulana Wildan</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Annisa%20Rahmayani%20Icha"> Siti Annisa Rahmayani Icha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays advances in information technology are needed by all the inhabitants of the earth for the sake of ease all their work, but it is worth to introduced the technological advances in the world of children. Before the technology is growing rapidly, children busy with various of traditional games and have high socialization. Moreover, after it presence, almost all of children spend more their time for playing gadget, It can affect the education of children and will change the character and personality children. However, children also can not be separated with the technology. Because the technology insight knowledge of children will be more extensive. Because the world can not be separated with advances in technology as well as with children, there should be developed a smartphone operating system that is child-friendly. The operating system is able to filter contents that do not deserve children, even in this system there is a reminder of a time study, prayer time and play time for children and there are interactive contents that will help the development of education and children's character. Children need technology, and there are some ways to introduce it to children. We must look at the characteristics of children in different environments. Thus advances in technology can be beneficial to the world children and their parents, and educators do not have to worry about advances in technology. We should be able to take advantage of advances in technology best possible. <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=smartphone%20operating%20system" title=" smartphone operating system"> smartphone operating system</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=character" title=" character"> character</a> </p> <a href="https://publications.waset.org/abstracts/54719/educating-children-with-the-child-friendly-smartphone-operation-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54719.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">513</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">13843</span> Exploring the Potential of Blockchain to Improve Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tony%20Cripps">Tony Cripps</a>, <a href="https://publications.waset.org/abstracts/search?q=Larry%20Kimber"> Larry Kimber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will begin by briefly explaining how blockchain technology works. Then, after highlighting a few of the ways it promises to heavily impact all aspects of the digital landscape, the focus will shift to Blockchain in the field of education, with specific emphasis placed on practical applications in foreign language education. Blockchain is a decentralized Internet-based software application that guarantees truth in transactions. This means whenever two parties engage in a transaction using Blockchain, it is time-stamped, added to a block of other transactions, and then permanently attached to an unalterable ‘chain’ of blocks. The potential for developing applications with Blockchain is therefore immense, since software systems that ensure the impossibility of outside tampering are invaluable. Innovative ideas in every imaginable domain are presently being entertained and Blockchain in education is no exception. For instance, records kept within and between institutions of students’ grade performance, academic achievement and verification of assignment/course completion are just a few examples of how this new technology might potentially be used to revolutionize education. It is hoped that this paper will be of use to all educators interested in the application of technology in the field of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blockchain" title="blockchain">blockchain</a>, <a href="https://publications.waset.org/abstracts/search?q=disruption" title=" disruption"> disruption</a>, <a href="https://publications.waset.org/abstracts/search?q=potential" title=" potential"> potential</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/107802/exploring-the-potential-of-blockchain-to-improve-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107802.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">138</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">13842</span> Education, Technology and Geopolitics: The Arab World as an Instance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulrahman%20Al%20Lily">Abdulrahman Al Lily</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article spans the domains of education, technology and geo-politics. It uses as an instance the Arab scholarship of education and technology, viewing its scholarly community through the geographical lens of regionalism. It enquires into the power relations among scholars in the Arab region and between scholars in the Arab region and their fellows from outside the region. It addresses the research question: to what extent have region-informed factors affected the scholarly community of education and technology in the Arab region? This question was answered by both qualitative and numerical enquiry, analysing documents, interviews and a survey of native Arabic-speaking scholars. Having analysed the data using the grounded theory approach, two categories of power relations among scholars were identified: power relations within a particular region and power relations across regions. Considering these two categories, a theoretical proposition could be posited that there could be power relationships among scholars that exist on a regional basis. The recommendation is therefore that research should further shed light upon the regionalistic (and thus geographically informed political) dynamics of scholarly communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a>, <a href="https://publications.waset.org/abstracts/search?q=geography" title=" geography"> geography</a>, <a href="https://publications.waset.org/abstracts/search?q=regionalism" title=" regionalism"> regionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=Arab" title=" Arab"> Arab</a> </p> <a href="https://publications.waset.org/abstracts/32805/education-technology-and-geopolitics-the-arab-world-as-an-instance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32805.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">509</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">13841</span> Challenges Caused by the Integration of Technology as a Pedagogy in One of the Historically Disadvantaged Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Gugu%20Mkhasibe">Rachel Gugu Mkhasibe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Incorporation of technology as a pedagogy has many benefits. For instance, improvement of pedagogy, increased information access, increased cooperation, and collaboration. However, as good as it may be, this integration of technology as a pedagogy has not been widely adopted in most historically Black higher education institutions especially those in developing countries. For example, the socioeconomic background of students in historically black universities, the weak financial support available from these universities, as well as a large population of students struggle to access the recommended modern physical resources such as iPads, laptops, mobile phones, to name a few. This contributes to an increase in the increase of educational inequalities. The qualitative research approach was utilized in this work to gather detailed data about the obstacles created by the integration of technology as a pedagogy. Interviews were conducted to generate data from 20 academics from 10 Leve two students from one of the historically disadvantaged higher education Institutions in South Africa. The findings revealed that although both students and academics had overwhelming support of the integration of technology as a pedagogy in their institution, the environment which they found themselves in compromise the incorporation of technology as a pedagogy. Therefore, this paper recommends that Department of Higher Education and University Management should intervene and budget for technology to be provided in all the institutions of higher education regardless of where the institutions are situated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/170106/challenges-caused-by-the-integration-of-technology-as-a-pedagogy-in-one-of-the-historically-disadvantaged-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170106.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">82</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">13840</span> Effective Use of Educational Technology for Teaching in Nigerian Colleges of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edo%20O.%20Ekanem">Edo O. Ekanem</a>, <a href="https://publications.waset.org/abstracts/search?q=Eme%20S.%20Ndeh"> Eme S. Ndeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ubong%20M.%20Nkok"> Ubong M. Nkok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of educational technology in teaching is of great importance because of its systematic way of conceptualizing the execution and evaluation of Educational process. This study therefore examines the use of Educational Technology for teaching in Colleges of Education in south south geo-political zone of Nigeria. Four specific purposes, four research questions and four null hypotheses guided the study. The study adopted descriptive research design of the survey type. A sample of 295 lecturers from six colleges of education was selected using stratified and simple random sampling techniques. The data for this study were collected through a self-designed questionnaire and was analyzed using frequency counts, percentage scores and t-test statistics. The hypotheses for the study were tested at 0.05 significance. Findings from the study reveal that Educational Technology facilities such as Internet, electronic notice boards and projectors were not adequately used for teaching in the Colleges. It was also found that most lecturers use more of visual media than electronic/digital media in the classrooms. Moreover, the study shows that lecturers’ use of educational technology is influenced by their highest academic qualification while their level of awareness about the value of technology in education is not gender based. Lecturers’ lack of competence, inadequate Educational Technology facilities and Power are among the factors that inhibit the adequate use of the facilities. Based on the findings, recommendations were made on how to ensure effective use of Educational Technology for teaching in the Colleges in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title="colleges of education">colleges of 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=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/59882/effective-use-of-educational-technology-for-teaching-in-nigerian-colleges-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59882.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">428</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">13839</span> Implication of E-Robot Kit in Kuwait’s Robotics Technology Learning and Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Murtaza%20Hassan%20Sheikh">Murtaza Hassan Sheikh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20A.%20A.%20AlSaleh"> Ahmed A. A. AlSaleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Naser%20H.%20N.%20Jasem"> Naser H. N. Jasem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kuwait has not yet made its mark in the world of technology and research. Therefore, advancements have been made to fill in this gap. Since Robotics covers a wide variety of fields and helps innovation, efforts have been made to promote its education. Despite of the efforts made in Kuwait, robotics education is still on hold. The paper discusses the issues and obstacles in the implementation of robotics education in Kuwait and how a robotics kit “E-Robot” is making an impact in the Kuwait’s future education and innovation. Problems such as robotics competitions rather than education, complexity of robot programming and lack of organized open source platform are being addressed by the introduction of the E-Robot Kit in Kuwait. Due to its success since 2012 a total of 15 schools have accepted the Kit as a core subject, with 200 teaching it as an extracurricular activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=robotics%20education" title="robotics education">robotics education</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuwait%27s%20education" title=" Kuwait's education"> Kuwait's education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-robot%20kit" title=" e-robot kit"> e-robot kit</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20and%20development" title=" research and development"> research and development</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20and%20creativity" title=" innovation and creativity"> innovation and creativity</a> </p> <a href="https://publications.waset.org/abstracts/52349/implication-of-e-robot-kit-in-kuwaits-robotics-technology-learning-and-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52349.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">417</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">13838</span> Augmented Reality Applications for Active Learning in Geometry: Enhancing Mathematical Intelligence at Phra Dabos School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattamon%20Srithammee">Nattamon Srithammee</a>, <a href="https://publications.waset.org/abstracts/search?q=Ratchanikorn%20Chonchaiya"> Ratchanikorn Chonchaiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the impact of Augmented Reality (AR) technology on mathematics education, focusing on Area and Volume concepts at Phra Dabos School in Thailand. We developed a mobile augmented reality application to present these mathematical concepts innovatively. Using a mixed-methods approach, we assessed the knowledge of 79 students before and after using the application. The results showed a significant improvement in students' understanding of Area and Volume, with average test scores increasing from 3.70 to 9.04 (p < 0.001, Cohen's d = 2.05). Students also reported increased engagement and satisfaction. Our findings suggest that augmented reality technology can be a valuable tool in mathematics education, particularly for enhancing the understanding of abstract concepts like Area and Volume. This study contributes to research on educational technology in STEM education and provides insights for educators and educational technology developers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=area%20and%20volume" title=" area and volume"> area and volume</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=STEM%20education" title=" STEM education"> STEM education</a> </p> <a href="https://publications.waset.org/abstracts/192127/augmented-reality-applications-for-active-learning-in-geometry-enhancing-mathematical-intelligence-at-phra-dabos-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192127.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">24</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">13837</span> The Impact of Technology on Cultural Heritage among Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adenike%20%20Akinrotimi">Adenike Akinrotimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, education has been identified as vital tool for any form of development for any society (community); be it economic, social, political and cultural development. It is the determinant level of prosperity, welfare, security and sustenance of the people of a particular community. Education could be formal, informal and non-formal. Cultural development of an individual and of the community as it were is a lifelong process, where individual learns from daily experiences, exposure to the environment at home, at work, at play and it enriches human and environmental potentials. This type of education can be referred to as cultural heritage. It is built on learner participation and assimilation. Preschool programme also referred to as Early Childhood Education is critical to holistic development of a child cultural development inclusive. This paper examines the impact that technology has on cultural heritage among preschool children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title="cultural heritage">cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school" title=" pre-school"> pre-school</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/38230/the-impact-of-technology-on-cultural-heritage-among-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38230.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">398</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">13836</span> The New Economy: A Pedagogy for Vocational and Technical Education Programmes in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunny%20Nwakanma">Sunny Nwakanma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of the new economy has created a new world order for skill acquisition, economic activities and employment. It has dramatically changed the way we live, learn, work and even think about work. It has also created new opportunities as well as challenges and uncertainty. This paper will not only demystify the new economy and present its instrumentality in the acceleration of skill acquisition in technical education, but will also highlight industrial and occupational changes brought about by the synergy between information and communication technology revolution and the global economic system. It advocates among other things, the use of information and communication technology mediated instruction in technical education as it provides the flexibility to meet diverse learners’ need anytime and anywhere and facilitate skill acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20economy" title="new economy">new economy</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20education" title=" technical education"> technical education</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition"> skill acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a> </p> <a href="https://publications.waset.org/abstracts/122265/the-new-economy-a-pedagogy-for-vocational-and-technical-education-programmes-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122265.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">131</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">13835</span> 3D Multimedia Model for Educational Design Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohanaad%20Talal%20Shakir">Mohanaad Talal Shakir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper tries to propose educational design by using multimedia technology for Engineering of computer Technology, Alma'ref University College in Iraq. This paper evaluates the acceptance, cognition, and interactiveness of the proposed model by students by using the statistical relationship to determine the stage of the model. Objectives of proposed education design are to develop a user-friendly software for education purposes using multimedia technology and to develop animation for 3D model to simulate assembling and disassembling process of high-speed flow. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CAL" title="CAL">CAL</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=shock%20tunnel" title=" shock tunnel"> shock tunnel</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a> </p> <a href="https://publications.waset.org/abstracts/19853/3d-multimedia-model-for-educational-design-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19853.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">623</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">13834</span> Principle of Progressive Implementation and Education Policy for Former Combatants in Colombia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ximena%20Rincon%20Castellanos">Ximena Rincon Castellanos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research target was analyzed the education public policy of Colombia according to the content of the right to education. One problematic element of that content is the principle of progressive implementation of economic, social and cultural rights. The research included a complete study of public documents and other papers; as well as, one focus group with former combatants in a city where is located one of some 'hogares de paz', which hosts these people after leaving the illegal group. This paper presents a critical approach to the public policy strategies to guarantee education to former combatants and its tension with the right to a progressive implementation. Firstly, education is understood as a technology level without considering higher education. Former combatant attends to SENA and private institutions, which offer technology education and it is counted by the Colombian Government as higher education. Therefore, statistics report a high level of attendance of excombatant to that education level, but actually, they do not expect to study a university carrier. Secondly, the budget approved has been invested in private institutions, despite public institutions are able to include this population and they need more money to strengthen the public offer, which has been considered as a better strategy to ensure education as a human right but not a good, by the special rapporteur on the right to education. As a consequence, the progressive implementation should be a guide to change and improve current strategies, invest the budget available into the public system of education in order to give former combatants the chance to access to universities. <p class="card-text"><strong>Keywords:</strong> <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=progressive%20implementation" title=" progressive implementation"> progressive implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20service" title=" public service"> public service</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20offering%20and%20technology%20education" title=" private offering and technology education"> private offering and technology education</a> </p> <a href="https://publications.waset.org/abstracts/92437/principle-of-progressive-implementation-and-education-policy-for-former-combatants-in-colombia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92437.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">169</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">13833</span> Gender Differences in Attitudes to Technology in Primary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radek%20Novotn%C3%BD">Radek Novotný</a>, <a href="https://publications.waset.org/abstracts/search?q=Martina%20Man%C4%9Bnov%C3%A1"> Martina Maněnová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents a summary of reviews on gender differences in perception of information and communication technology (ICT) by pupils in primary education. The article outlines the meaning of ICT in primary education then summarizes different studies of the use of ICT in primary education from the point of view of gender. The article also presents the specific differences of gender in the knowledge of modalities of use of specialized digital tools and the perception and value assigned to ICT, accordingly the article provides insight into the background of gender differences in performance in relation to ICT to determinate the complex meaning of pupils attitudes to the ICT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20in%20primary%20education" title="ICT in primary education">ICT in primary education</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes%20to%20ICT" title=" attitudes to ICT"> attitudes to ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20and%20ICT" title=" gender and ICT"> gender and ICT</a> </p> <a href="https://publications.waset.org/abstracts/60878/gender-differences-in-attitudes-to-technology-in-primary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60878.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">485</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20and%20technology&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20and%20technology&page=3">3</a></li> <li class="page-item"><a class="page-link" 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