Abstract: This position paper focuses on how the new national curriculum for school and the new general plan for teacher education in Norway change the underlying premises for teaching and learning in today's teacher education. This has become particularly pressing as a result of the new educational reform ‘Knowledge Promotion’ in schools, whereby digital competence is now the fifth basic competence in all subjects at all levels, as well as in the new teacher education curriculum in Norway. Against this background, the aim of this position paper is to elaborate on how a digital competence model can function on a micro level to fulfil the intentions from the national and institutional policy level. The research question considered by this paper is whether (and if so, how) a digital competence model for TEs can function as a model on an individual level.

Abstract: It is commonly believed that learning is enhanced through the use of technology and that students need to develop technology skills in order to be productive members of society. For this reason, providing a high quality education includes the expectation that teachers use educational technologies effectively in their classroom and that they teach their students to use technology. In this chapter we have organized our review of technology integration research around a framework based on three areas of focus: (1) increasing access to educational technologies, (2) increasing the use of technology for instructional purposes, and (3) improving the effectiveness of technology use to facilitate learning. Within these categories, we describe findings related to one-to-one computing initiatives, integration of open educational resources, various methods of teacher professional development, ethical issues affecting technology use, emerging approaches to technology integration that emphasize pedagogical perspectives and personalized instruction, technology-enabled assessment practices, and the need for systemic educational change to fully realize technology’s potential for improving learning. From our analysis of the scholarship in this area, we conclude that the primary benefit of current technology use in education has been to increase information access and communication. Students primarily use technology to gather, organize, analyze, and report information, but this has not dramatically improved student performance on standardized tests. These findings lead to the conclusion that future efforts should focus on providing students and teachers with increased access to technology along with training in pedagogically sound best practices, including more advanced approaches for technology-based assessment and adaptive instruction.

Abstract: 1. INTRODUCTION Online learning has become an important way to deliver courses in higher education. According to a recent SLOAN-C annual report (Allen and Seaman, 2013), over 6.7 million students were taking at least one online course and 32% of current higher education students have taken at least one course online. Furthermore, over 69% of higher education institutions now say that online learning is a critical part of their long-term strategy (Allen and Seaman, 2013). In the area of information systems, more and more information systems (IS), information technology (IT), and Management Information Systems (MIS) (collectively referred to as IS/IT) programs in the world are offering online courses to their students. About 14 year ago only 2 online programs existed that did not have a campus attendance requirement. At that time email was the primary communication method that was supplemented with web sites, electronic bulletin boards, web boards, listservs, and chat rooms. (Reif and Kruck, 2010). A current internet search indicates that many universities (such as Washington State University and Oklahoma State University) are offering their IS/IT programs completely through online formats. These online programs offer IS/IT students the opportunity to earn degrees without having to come to the physical university campus location (Chong, et al., 2012; He and Yen, 2014). As online learning becomes more prevalent and higher educational institutions continue to expand their online programs, more and more educators and organizations have become concerned with the quality of online courses (Abdous, 2010; Rovai and Downey, 2010; Yang, 2010). In 2007, the AACSB (Association to Advance Collegiate Schools of Business) had recognized the growing importance of distance learning, in particular online courses and programs in business schools and had formed a task force to develop guidelines. Currently, one of the items they look closely at during their accreditation visit is if the school has adequate financial resources to provide technology support for students and faculty appropriate to its online programs (AACSB, 2013). Designing, developing, teaching, and assessing an online IS/IT course effectively is often a challenge. Many IS/IT instructors are new to online teaching and need orientation and training for their own readiness in designing, developing, teaching, and assessing IS/IT courses. It is recognized that effective faculty are key to student success in online courses and to the success of online programs (Meyer and Jones, 2012). Therefore, it is imperative that instructors and administrators in schools of information systems learn more of the best practices and issues of designing, developing, teaching, and assessing online IS courses and programs. 2. ONLINE COURSES VS. FACE-TO-FACE COURSES As more and more administrators and instructors are interested in developing and delivering online courses or programs, the awareness of the quality of online learning is getting more and more important. There are substantial concerns with the quality of online education compared with face-to-face classes (Abdous, 2010; Rovai and Downey, 2010; Yang, 2010). Jahng, Krug and Zhang (2007) conducted a meta-analysis of student achievement comparison-related research and did not find any significant difference between online courses and face-to-face courses in terms of student achievement. Larson and Sung (2009) assessed the effect of three delivery methods (i.e., face-to-face, blended, and online) on student grades in an introductory MIS course taught by the same instructor. They found that student grades were not significantly different across the three delivery modes. Carrol and Burke (2010) compared the final exam and course evaluations of two sections of an MBA course: an online section and a face-to-face section. They only found trivial differences in the final exam scores and student course evaluations. …

Abstract: During the past 15 years of his career, John Furlong’s research and writing has focused—in part—on digital technologies and people’s everyday experiences of education. While hardly a technology expert, his work has shown an acute awareness of the significance of computers, the internet and mobile telephony in making sociological sense of education. This paper contrasts the limited visibility of such issues within the sociology of education over the past 30 years with how the present situation appears to be improving during the 2010s. The paper also identifies opportunities for future work that engages more in the co-production, development and design of new forms of educational technology. As such it is concluded that a future sociology of education and technology needs to be developed that acts not only against, but also in and beyond, the dominant field of education technology.

Abstract: Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorised according to a taxonomy of integration types synthesised from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.

Abstract: Using technology can help students with disabilities to enhance and improve their independence in academic and employment tasks, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. This paper discusses the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. A summary of the important principles that need to be considered in the integration of technology in educating or training students with disabilities is provided.

Abstract: Recent statistics on the use of mobile technology proclaim that the world is becoming mobile. People use their phones to socialize, to conduct business, to search for information, and more. For the first time in history, people around the world have the potential to learn from any location at their own convenience. But first, education systems must change, to facilitate mobile access to education. As this article describes, the most important change will be training teachers, both in pre-service programmes and through professional development, to use the technology to design and deliver education and to create bridges to informal learning. The article also describes some projects around the world that are helping to prepare teachers for the mobile world, and some pilot projects using the technology. Most such research, however, is limited to short-term studies focusing on learners’ satisfaction with mobile learning. Future studies must consider its long-term benefits and its impacts on performance and retention. As mobile technologies emerge, teachers have to keep up with the changes so that they can take advantage of the power of the technology to design and deliver education.

Abstract: Although technology holds great promise for improving policing, research on police technology is not well developed and raises questions about technology's impacts. This article presents selected results from a multi-agency study to improve understanding of both technology's effects on policing and the contextual aspects of policing that shape the uses and effectiveness of police technology. Focusing on selected technologies, the authors investigated these issues through interviews, focus groups, surveys, and other methods. Findings suggest that the effects of technology are complex and that technological advancements do not always produce obvious or easy improvements in productivity, communication, cooperation, management, or job satisfaction. Further, police often fail to make strategically optimal uses of technology for reducing crime and serving citizens. The article offers suggestions for organizational strategies, training, and research that may help police to improve their acquisition and use of technology.

Abstract: According to Sanders (2009), the National Science Foundation (NSF) in the 1990’s began to use the acronym SMET, as a “… shorthand, for ‘science, mathematics, engineering, and technology”’ (p. 20). SMET was perceived to sound too much like “smut” and STEM, became the acronym of choice. While this may explain the modern label, …interest in education involving the study of the STEM subjects began in the colonial era …” (Salinger & Zuga, 2009, p. 4). They further note that the U.S. federal government has offered continual support for career and technology education though legislation such as the Vocational Education Act of 1917.

Abstract: The nature of technology. The concept of technology. The nature of technological change. The economics of technology. Technology and management. Corporate technology strategy. Analysis for technology strategy. The realisation of new technology. The adoption of new manufacturing technology. Project management for new technology. Investment in new technology. Accounting for technology. Appropriate technologies. The transfer of technology. The management of improvement. Technology and standards. Technology: an instrument of competition. Technology and government. National technology policy. Appendices.

Abstract: We argue for the increasing importance of providing graduate students with skills in technology entrepreneurship and the commercialization of technology. We describe the lessons we have learned from 14 years of developing commercialization of technology pedagogy and adapting it for use on four continents and within numerous corporations. We demonstrate that the theory-driven approach that we use to shape the curriculum improves our ability to learn from our mistakes and to structure small experiments to improve the curriculum and pedagogy.

Abstract: The impact of the global aging of the population on social, economic, political, and health care institutions is unequaled. Parallel to this, evolving developments in technology promise opportunities for sales and product development to support positive aging. Older adults are excited to utilize technologies that they perceive as practical. However, age, education, technical knowledge, and technological anxiety affect interest in new technologies, creating a technology divide. Providing more accessible and relevant technologies for today's older adults may make the technology more universally accessible. This article reports the results of a survey on technology and education among a sample of 77 adults between the ages of 52 and 92 who attended a week-long lifelong-learning event at Indiana University. Familiarity with technology, age, education, and gender were found to be correlated with familiarity with new technologies as well as operating and shopping for new electronic devices.

Abstract: Swedish technology teachers’ views of technological knowledge are examined through a written survey and a series of interviews. The study indicates that technology teachers’ understandings of what constitutes technological knowledge and how it is justified vary considerably. The philosophical discussions on the topic are unknown to them. This lack of a proper framework for what constitutes technological knowledge and how it is justified might affect both how curricula are interpreted and how pupils’ knowledge is assessed.

Abstract: Open and distance learning is getting more dependent on information and communication technology (ICT) and has been playing an important role in the delivery strategies of distance learning. With the advancement in technology in the field education has introduces variety of new techniques for educators and learners to enhance knowledge. Educational technologies (information and communication technology) are replacing direct teacher-student interaction. Anything that helps distance learners to communicate: learner with instructor, learner with learner and learner with the learning materials may be term as information technology. Technological advancements especially in the area of ICT allow teachers to employ various strategies that could actively engage student’s interest. This paper focuses the role of information and communication technologies (ICT) in open and distance education. This study also explores technology-based media which is very important for distance learners.

Abstract: Context Given the power and pervasiveness of technology, this paper considers whether it can help doctors to access, use and share knowledge and thus contribute to their ability to uphold the part of the Hippocratic Oath concerned with respecting ‘the hard-won scientific gains of those physicians in whose steps I walk’ and sharing ‘such knowledge as is mine with those who are to follow’. How technology supports connections between doctors and knowledge is considered by focusing on the use of mobile technology in the workplace and Web 2.0 tools. Methods Sfard's ‘acquisition’ and ‘participation’ models are employed to help develop an understanding of what these uses of technology mean for learning and knowledge sharing. Discussion The employment of technology is not neutral in its effects. Issues relate to knowledge ownership, information overload, quality control and interpretations attached to the use of mobile devices in the workplace. These issues raise deeper questions about the nature of knowledge and social theory and socio-material research questions about the effect of technology on workplace learning. Conclusion Although the empirical and theoretical evidence presented shows how technology has clear potential to contribute both to accessing evidence and sharing knowledge, there is need for further research that applies theoretical frameworks to the analysis of the impact of technology on workplace learning.

Abstract: Technology acceptance studies are a common medium of determining approval and predicting future use of technologies in the field of Information Systems. Numerous technology acceptance studies have been done in the area of education however there still remain hindrances in the use of computer in education. The aim of this study is to analyse published research materials in the area of technology acceptance in education and identify the current research patterns. Upon identifying these patterns, a future research path is presented. For this purpose, initially the popular technology acceptance theories are studied so as to build a firm base for examining the technology acceptance works in education domain. The technology acceptance research works were thoroughly scrutinized to identify important aspects like acceptance theory used, constructs used, causal relationships and user types. Based on all these aspects a future research pathway is suggested.

Abstract: This Article is brought to you for free and open access by the Engineering Technology at ODU Digital Commons. It has been accepted for inclusion in Engineering Technology Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact digitalcommons@odu.edu. Repository Citation Katsioloudis, Petros; Jovanović, Vukica; and Jones, Mildred, "A Comparative Analysis of Spatial Visualization Ability and Drafting Models for Industrial and Technology Education Students" (2014). Engineering Technology Faculty Publications. 8. https://digitalcommons.odu.edu/engtech_fac_pubs/8

Abstract: Innovative curriculum frameworks that support children as active researchers and designers in everyday learning contexts remain unprioritized in school settings. Design literacies challenge and expand existing curriculum structures at a time when state and national curriculum privilege literacy and numeracy testing. Drawing on a broader ethnographic study that examined children's inhabitation of school food gardens through pedagogies of food production, ecology and design in three Australian primary schools [Green, M. 2011. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria], this paper focuses on the design literacies or ‘design-centered pedagogy’ [McLaren, S. 2008. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland] that supported children's engagement with everyday learning in one sch...

Abstract: A diverse group of 20 high school students from four states in the US were individually provided with an engineering design challenge. Students chosen were in capstone engineering courses and had taken multiple engineering courses. As students considered the problem and developed a solution, observational data were recorded and artifacts collected. Quantitative methods were used to identify how students allocated their time across different types of modeling. Qualitative methods were used to review data from three students who spent substantial time engaged in graphical and two kinds of mathematical modeling. These students were profiled and their patterns of modeling are represented visually and described in context. Much of the modeling done by these 20 students was graphical in nature. Few students informed their thinking with mathematical representations, yet predictive mathematical modeling is essential to engineering design. Implications for the classroom include encouraging students to transfer understanding of science and mathematics into technology and engineering contexts through modeling.

Abstract: There is currently a resurgence in recognition of the vital role technology plays in corporate profitability. Unfortunately, interest in technology has been coupled with the difficult problem of the proliferation of technological options, many of which are unknown to the company at the time they become important. This means that much careful attention to acquiring and deploying advanced technology is needed. This paper describes a structured approach called ASSETS, which integrates business and technology actions. The process is based on a set of basic questions that must be addressed in seeking a well–grounded business and technology strategy. Answers to these questions follow a number of conventional planning steps with both the technological and business issues integrated through the use of a basic technology strategy. The paper describes these steps and shows how they are used to generate and use a strategy based on future impacts. Resource allocation, implementation and control considerations are included.

Abstract: Creative Technology is a new bachelor programme at the University of Twente. Goal of Creative Technology is to design products and applications that improve the quality of daily life in its manifold aspects, building on Information and Communication Technology (ICT). The application domains range from recreation to work, from entertainment to learning and from health to art. A paradigm of Creative Technology is to make use of existing technology in novel combinations –in contrast to developing new technology. In this paper we identify and elaborate the Design Methods of Creative Technology in a consistent overview. On one side, the focus on human daily life suggests that user centred design approaches from Industrial Design and Interaction Design are relevant for Creative Technology. On the other side, the development of prototypes will make use of “classical” engineering design principles. Between these areas of design is a field that is not covered by other disciplines: the exploration of the potential of existing ICT technology, focussing on applicability for the user. To foster this process, our design method is a balanced combination of Divergence-Convergence and Spiral models of design practice. The purpose of this model is mainly for education. However, for Creative Technology as a multidisciplinary field, it is also relevant to position itself in contrast to the neighbouring disciplines, which in our context are Industrial Design Engineering and ICT.

Abstract: Intergenerational learning (IGL) is the process of bringing seniors and juniors together in a collaborative space. Universities have been known to create a stimulating context for generations to share and acquire skills. The purpose of this paper is to present the results of research in the field of intergenerational learning and skills sharing. The topic is important as the ideas of teacher-student (T-S) and teacher-teacher (T-T) collaboration based on the principles of interdependence and reciprocity between generations have become acute in the era of the information society when the generation gap is widening. Learning Management System (LMS) projects are believed to enforce human development and collaboration of adults and young learners in universities. The paper dwells upon the importance of needing to be aware of peculiarities of human development in applying IGL policies to education. Better understanding of such internal psychological factors as motivation, creativity and intelligence will allow the level of generation integration and knowledge creation to rise. The paper proposes the idea that LMS training sessions and LMS products as a virtual platform can be effective tools for intergenerational learning collaborations. In this paper we are mainly interested in presenting the results of the projects aimed at increasing ICT competence of teachers. The description of the LMS programs, project outcomes and the LMS product itself are given in the paper. We think that LMS projects can be an effective and proper platform of intergenerational e-learning in universities.

Abstract: Dr. Firoz Alam is an Associate Professor and Deputy Head of School for Teaching & Learning in the School of Aerospace, Mechanical and Manufacturing Engineering at RMIT University. He completed his PhD in road vehicle aerodynamics and aero-acoustics from the same university in 2000. He completed his Masters degree combined with Bachelors degree in aeronautical engineering with 1st class honours from Riga Civil Aviation Engineers Institute, Latvia in 1991. Dr. Alam’s research interest is in road vehicle aerodynamics, train aerodynamics, sports aerodynamics, HVAC, noise and vibration. He has also strong interest in continuous improvement of teaching and learning methodology and offshore learning in engineering education. Associate Professor Alam has developed “a there step teaching and learning method for thermo-fluid labs” for undergraduate engineering students. He was a recipient of 2004 RMIT University Teaching Award. He has over 150 peer reviewed publications that include scholarly book, book chapters, journal articles and conference papers. • Educational Technologies • Curriculum Development • Best Practices in Educational Technology • Collaborative Software • Course Material Development • Transnational Education Many can now conclude that utilizing educational technologies can be considered the primary tools to inspire stu-

Abstract: Changing teachers’ perceptions about the value of technology and equipping them with appropriate knowledge and skills in pedagogical use of technology is often regarded as a key determinant of success in technology infusion in schools However, recent studies have indicated that changing teachers’ epistemological beliefs about the use of technology in teaching and learning may not necessarily bring about change in their practice, and that technology implementation in schools can be affected by other instrumental forces, such as collegial trust, support for risk taking and access to expertise within an organization In this article, we delineate collegial trust, access to expertise, willingness to take risks, etc as manifestations of social capital in an organization We argue that social capital plays a pivotal role in leveraging pedagogical change in schools To gauge teachers’ self-perceived change in their pedagogical use of technology, we take a constructivist perspective to explore how technology serves as a tool for facilitating students to articulate their thoughts, to explore and construct knowledge, and to become more autonomous in learning The results of our questionnaire survey indicate that (1) the social capital of a school had a strong direct effect on teachers’ self-perceived changes in their pedagogical use of technology, and that the effect of social capital on pedagogical change outweighed that of teachers’ perceived effectiveness of professional development; (2) teachers’ receptivity towards technology use had a direct effect on their perceived effectiveness of professional development but a very weak effect on fostering changes in their pedagogical use of technology; and (3) the social capital of a school had a direct influence on teachers’ receptivity towards technology use and their perceived effectiveness of professional development To further unfold the complexity of technology implementation, more in-depth qualitative studies on how social forces shape the change process are deemed necessary