103 research outputs found
A systematic review and meta-analysis of teachers’ development of digital literacy
Full text linkTeachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development of teachers’ as an agenda for the transformation at both individual level and organizational level. Applying the methodology elaborated by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 16 peer-reviewed articles were selected. Constant-comparative method was used for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of pre-service and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements of technical, cognitive, and social aspects. The circumstances and conditions in relation to both pre-service and in-service teachers can help to create a culture that develops DL. Existing DL models can be adopted in teacher education programs and schools and can thus be verified
A systematic review and meta-analysis of teachers’ development of digital literacy
Full text linkTeachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development of teachers’ as an agenda for the transformation at both individual level and organizational level. Applying the methodology elaborated by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 16 peer-reviewed articles were selected. Constant-comparative method was used for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of pre-service and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements of technical, cognitive, and social aspects. The circumstances and conditions in relation to both pre-service and in-service teachers can help to create a culture that develops DL. Existing DL models can be adopted in teacher education programs and schools and can thus be verified
Digital learning technology blend in assessment activities of higher education:a systematic review
Full text linkOnline teaching and assessment in higher educational institutions have become the new normal due to the COVID-19 pandemic. This chapter presents a systematic literature review on various digital assessment activities as the diversity of student assessment and feedback technologies cannot be identified from existing literature. Applying Creswell’s five steps and PRISMA guidelines, 40 peerreviewed articles are reviewed. The synthesis of the digital learning technologies for student assessment and feedback are classified into three categories: regular online examinations, alternative online assessment strategies, and ethical assessment. The authors focus on the recent digital technologies for student assessment as well as feedback and recommend empirical investigation on the functionalities and pedagogical designs.<br/
Digital learning technology blend in assessment activities of higher education:a systematic review
Full text linkOnline teaching and assessment in higher educational institutions have become the new normal due to the COVID-19 pandemic. This chapter presents a systematic literature review on various digital assessment activities as the diversity of student assessment and feedback technologies cannot be identified from existing literature. Applying Creswell’s five steps and PRISMA guidelines, 40 peerreviewed articles are reviewed. The synthesis of the digital learning technologies for student assessment and feedback are classified into three categories: regular online examinations, alternative online assessment strategies, and ethical assessment. The authors focus on the recent digital technologies for student assessment as well as feedback and recommend empirical investigation on the functionalities and pedagogical designs.<br/
Secondary Educational Institution Centered Diffusion of ICT in Rural Bangladesh
Full text linkThis dissertation presents a holistic approach for exploring, analyzing, solving, and circumventing the barriers to the integration and adoption of ICT in relation to the learning environments of secondary educational institutions in rural Bangladesh. It contributes to the fields of ICT for development (ICT4D) and educational technology in the scope and findings as follows. The current literature lacks a holistic understanding of the complexities of the barriers that are rooted and entangled across individual, social, and organizational policies and power structures. Moreover, there is an absence of empirical studies for the diffusion of ICT using mixed methods, methodological appropriation, and practical diffusion strategy identification. Therefore, I have taken my motivation from the “Vision 2021: Digital Bangladesh” initiatives and consider that ICT is a relatively new field in the secondary education systems (i.e., covering grades 6–12) in Bangladesh. Having positioned this investigation within the transformative paradigm, I took six strategic approaches to diffuse ICT in the learning environment of the stakeholders in rural private vocational school. The ICT diffusion strategies were: an integrated purchase and training facilitation, smart classroom implementation, educational administration, extracurricular activities, a non-formal computer literacy center, and school-based internship. Two live-in field studies were conducted: from August 2011 to January 2012 and from August 20, 2012 to September 29, 2012. Building on ethnographic action research (EAR) methodology and applying participatory learning and action (PLA) methods, the stakeholders’ problems and inquiries were identified and the diffusion strategies were initiated or adapted. This dissertation is based on papers submitted, accepted, and published during the PhD period and consists of two parts. Part I introduces and positions the study in terms of ICT adoption barriers, introduces Rogers’ theory of diffusion of innovations as the guide for a change agent, and theoretically frames the strategic interventions. Part II consists of eight papers that focus on but are not limited to different aspects of the topic: project plan, literature review, application of PLA methods, and mapping the barriers in a framework of macro-meso-micro levels, current practices, and investigation of different diffusion strategies. Central to these papers are participatory methods and the iterative phases of methodology, which demonstrate the application of Rogers’ theory in qualitative research using mixed methods. What I found was that central to the barriers are lack of funds, high distrust, a lack of skilled human resources—particularly computer graduates, subject-specific teachers—and a lack of technical support for computers, electrical devices, and electronics. These barriers are situated at the levels of individual stakeholders, organizations that are part education systems’ rules and regulations, and the external environment comprised of social and non-social factors. The public policies governing secondary education systems’ employment, curriculum, and assessment form a central diffusion system, where the overall control of decisions and the direction of diffusion is in the hands of government administrators and technical subject-matter experts. The barriers faced by the schools’ stakeholders do not have the scope to be heard and facilitated. Therefore, this dissertation devises a hybrid diffusion system that recommends applying two-way communication and appropriating skilled human resources at local levels. The question remains as to how a scale-up experiment of a hybrid diffusion system can be conducted to address the barriers to funding, knowledge, and skills in relation to ICT in secondary education.LIST OF PAPERSPaper I: Khalid, M. S. (2011). ICT in education: Secondary technical vocational education and training institute centered diffusion of innovation in rural Bangladesh. In Proceedings of International Technology, Education and Development Conference (INTED 2011) (pp. 1126–1134). Presented at the International Technology, Education and Development Conference (INTED 2011), Valencia, Spain: International Association of Technology, Education and Development (IATED).Paper II: Khalid, M. S., & Buus, L. (Submitted, 2013). A theoretical framework mapping barriers of integrating and adopting educational technology. Research and Practice in Technology Enhanced Learning. Accepted for peer review.Paper III: Khalid, M. S., & Nyvang, T. (2013). Application of PLA methods in educational technology research: A rural Bangladeshi case. In M. Georgsen & P.-O. M. Zander (Eds.), Changing Education Through ICT in Developing Countries (pp. 107–130). Aalborg: Aalborg University Press. Paper IV: Khalid, M. S., Nyvang, T., & Islam, M. K. (Submitted, 2013). Moving beyond adoption barriers through exploration of teachers’ and students’ practice of ICT in education—a rural Bangladeshi case. Research and Practice in Technology Enhanced Learning. Accepted for peer review.Paper V: Khalid, M. S., Islam, M. K., & Nyvang, T. (2013). Integrated Resources and Training Facilitation: A Strategic Priority when Promoting ICT in Developing Countries. Contemporary Educational Technology, 4(4), 263–280.Paper VI: Khalid, M. S., & Nyvang, T. (Accept with change, 2013). From change agent to sustainable scaffolding. Presented at the International Conference on Participation and Power in Participatory Research and Action Research, Aalborg University Copenhagen. To be published as a chapter of a book published by Aalborg University Press.Paper VII: Khalid, M. S., & Nyvang, T. (Revisions required, 2013). A change agent’s facilitation process for overcoming the barriers of ICT adoption for educational administration—a case of rural-Bangladesh vocational institution. Australasian Journal of Educational Technology.Paper VIII: Khalid, M. S. (Submitted, 2013). School-based extracurricular contests as a strategy to diffusing Internet literacy in rural Bangladesh. Research and Practice in Technology Enhanced Learning. Accepted for peer review
Secondary Educational Institution Centered Diffusion of ICT in Rural Bangladesh
Full text linkThis dissertation presents a holistic approach for exploring, analyzing, solving, and circumventing the barriers to the integration and adoption of ICT in relation to the learning environments of secondary educational institutions in rural Bangladesh. It contributes to the fields of ICT for development (ICT4D) and educational technology in the scope and findings as follows. The current literature lacks a holistic understanding of the complexities of the barriers that are rooted and entangled across individual, social, and organizational policies and power structures. Moreover, there is an absence of empirical studies for the diffusion of ICT using mixed methods, methodological appropriation, and practical diffusion strategy identification. Therefore, I have taken my motivation from the “Vision 2021: Digital Bangladesh” initiatives and consider that ICT is a relatively new field in the secondary education systems (i.e., covering grades 6–12) in Bangladesh. Having positioned this investigation within the transformative paradigm, I took six strategic approaches to diffuse ICT in the learning environment of the stakeholders in rural private vocational school. The ICT diffusion strategies were: an integrated purchase and training facilitation, smart classroom implementation, educational administration, extracurricular activities, a non-formal computer literacy center, and school-based internship. Two live-in field studies were conducted: from August 2011 to January 2012 and from August 20, 2012 to September 29, 2012. Building on ethnographic action research (EAR) methodology and applying participatory learning and action (PLA) methods, the stakeholders’ problems and inquiries were identified and the diffusion strategies were initiated or adapted. This dissertation is based on papers submitted, accepted, and published during the PhD period and consists of two parts. Part I introduces and positions the study in terms of ICT adoption barriers, introduces Rogers’ theory of diffusion of innovations as the guide for a change agent, and theoretically frames the strategic interventions. Part II consists of eight papers that focus on but are not limited to different aspects of the topic: project plan, literature review, application of PLA methods, and mapping the barriers in a framework of macro-meso-micro levels, current practices, and investigation of different diffusion strategies. Central to these papers are participatory methods and the iterative phases of methodology, which demonstrate the application of Rogers’ theory in qualitative research using mixed methods. What I found was that central to the barriers are lack of funds, high distrust, a lack of skilled human resources—particularly computer graduates, subject-specific teachers—and a lack of technical support for computers, electrical devices, and electronics. These barriers are situated at the levels of individual stakeholders, organizations that are part education systems’ rules and regulations, and the external environment comprised of social and non-social factors. The public policies governing secondary education systems’ employment, curriculum, and assessment form a central diffusion system, where the overall control of decisions and the direction of diffusion is in the hands of government administrators and technical subject-matter experts. The barriers faced by the schools’ stakeholders do not have the scope to be heard and facilitated. Therefore, this dissertation devises a hybrid diffusion system that recommends applying two-way communication and appropriating skilled human resources at local levels. The question remains as to how a scale-up experiment of a hybrid diffusion system can be conducted to address the barriers to funding, knowledge, and skills in relation to ICT in secondary education.LIST OF PAPERSPaper I: Khalid, M. S. (2011). ICT in education: Secondary technical vocational education and training institute centered diffusion of innovation in rural Bangladesh. In Proceedings of International Technology, Education and Development Conference (INTED 2011) (pp. 1126–1134). Presented at the International Technology, Education and Development Conference (INTED 2011), Valencia, Spain: International Association of Technology, Education and Development (IATED).Paper II: Khalid, M. S., & Buus, L. (Submitted, 2013). A theoretical framework mapping barriers of integrating and adopting educational technology. Research and Practice in Technology Enhanced Learning. Accepted for peer review.Paper III: Khalid, M. S., & Nyvang, T. (2013). Application of PLA methods in educational technology research: A rural Bangladeshi case. In M. Georgsen & P.-O. M. Zander (Eds.), Changing Education Through ICT in Developing Countries (pp. 107–130). Aalborg: Aalborg University Press. Paper IV: Khalid, M. S., Nyvang, T., & Islam, M. K. (Submitted, 2013). Moving beyond adoption barriers through exploration of teachers’ and students’ practice of ICT in education—a rural Bangladeshi case. Research and Practice in Technology Enhanced Learning. Accepted for peer review.Paper V: Khalid, M. S., Islam, M. K., & Nyvang, T. (2013). Integrated Resources and Training Facilitation: A Strategic Priority when Promoting ICT in Developing Countries. Contemporary Educational Technology, 4(4), 263–280.Paper VI: Khalid, M. S., & Nyvang, T. (Accept with change, 2013). From change agent to sustainable scaffolding. Presented at the International Conference on Participation and Power in Participatory Research and Action Research, Aalborg University Copenhagen. To be published as a chapter of a book published by Aalborg University Press.Paper VII: Khalid, M. S., & Nyvang, T. (Revisions required, 2013). A change agent’s facilitation process for overcoming the barriers of ICT adoption for educational administration—a case of rural-Bangladesh vocational institution. Australasian Journal of Educational Technology.Paper VIII: Khalid, M. S. (Submitted, 2013). School-based extracurricular contests as a strategy to diffusing Internet literacy in rural Bangladesh. Research and Practice in Technology Enhanced Learning. Accepted for peer review
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An investigation of students’ attitudes to the ICT-based ELT classroom
No full textThe purpose of this study was to assess the attitude of students towards the ICT-enabled classroom. In a study of 113 high school students, an attitude scale was constructed and administered. The findings indicate a significant difference in the attitudes of Grade 9 students, who were found to be more in favour of and happier with ICT-based than normal classrooms on all of the tested items. No change was detected in these attitudes in relation to the type of school in which the participants studied
Fremtiden i Hjerneskadeundervisning: IT Som Medspiller i Undervisning af Hjerneskadede
No full textThis master’s thesis describes the possibilities and implications of implementing ICT, in the practice of teaching adults with acquired brain damage. The thesis focuses on the teachers’ experiences with trying to keep up with development of new technologies, and what problems they might face in this context.Using a hermeneutic approach, the thesis attempts to uncover, what impact the expanding implementation of technology in teaching has on the teachers responsible for it. The thesis will attempt to apply theoretical perspectives in order to expand upon the implications of the teachers’ experiences, and then discuss these perspectives with the teachers involved. The purpose of this method is to create a thesis that is useful for the teachers within the field, to not only come to a possible realization about their practice, but also possibly spark new ideas and approaches, in order to further the implementation of developing technologies, and create a better practice over all. The thesis is intended primarily for two types of audiences:1. Academics outside the field, interested in a study done on the fundamental status of technology in the practice of teaching adults with brain damage. There has not been a whole lot of study done within this particular field, and this thesis is one of the very few. The thesis supply a short introduction to the less obvious terms and words used, which should make it possible for most laymen to understand.2. Teachers and specialists working within or around the field. The thesis can give a new perspective on the practices of the teachers and specialists, working with the adults who need rehabilitating education.The thesis is based on a 4 months of research, analysis and discussion in close collaboration with the involved teachers in the field, who contribute as informants and primary facilitators of discussion. The authors have collected data from interviews and observations of lessons, in institutions at various places around Denmark. The authors then hosted an online discussion workshop, where some of the informants discussed the implications of the research.The discussion workshop was based on three major themes: “ICT in teaching practice”, “The teachers’ ICT-competence” and “Knowledge sharing”. These themes were discussed and used to come to the thesis conclusions.Some of the highlights from the conclusions:Implementing technology can be difficult, especially within this specific field. It is up to the teachers’ own motivation to determine the degree to which they keep up with the development of new technologies. No one technology can solve all problems and the teachers’ own skill and experience will always be a determining factor in the success of new technologies.The people learning within this field are an important factor, and their motivation and eventual independence is crucial for the success of the teaching practice as a whole. One cannot ignore the importance of giving all the learners a chance to influence the teaching, without expecting them to be as independent as regular students, since their ability is usually hampered by their condition
Thesis in Master of Science in Information Technology, Specializing in: ICT, Learning and Organizational Change: Digital Communities of Practice as Professional Development in Danish school content
No full textBlended Learning at Universities of Bangladesh: Initiatives and Challenges during COVID-19 Lockdown
No full textThis empirical qualitative study explores the blended learning implementation decision process perceived by the different stakeholders of the selected universities in Bangladesh amidst the COVID-19 lockdown. The research question addressed in this study is: According to the stakeholders, what are the perceived decision-making and action-taking factors regarding the adoption of blended learning in the universities of Bangladesh? Applying phenomenographic research methodology, 10 academics and management roles affiliated with one international university, three public universities, and two private universities are interviewed and the transcribed texts are analyzed. The identified factors are categorized into 1) institution type and governing system, 2) flexibility to circumvent the barriers: participation and power, 3) location of the university and diversity of the students’ profiles,4) financial need of students and strategy to address the need, 5) technological knowledge and institutional technological resources, and 6) adoption of teaching and assessment methods
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