Technology Integration

This book consists of 8 chapters, appeals teachers who want to understand technology integration to education and how it looks like in action in classrooms. High Possibility Classrooms (HPC) models are examined by case studies in different educational settings. In Introduction, the author explains reason for writing this book, origins of HPC, difficulty of technology integration in education, and suggestions for future. In chapter 1, the author provides a broad overview of research in technology integration and sociopolitical education environment in Australia, USA, United Kingdom, Singapore and South Korea. In Australia education policy agendas are determined at the national level, but administered on a state or territory. In the USA, recent curriculum development, classroom practices and school education reform determine technology policy agendas. In the UK, as a government agency, British Educational Communications and Technology Agency (BECTA) supports technology integration in the country. Singapore has implemented technology in its education system by three-step Masterplan since 1997. In South Korea, technology integration movement was initiated in the 1980s, and was ultimately implemented in an initiative called the Plan for the Renovation of Education 5.31 which is proposed by the Education Renovation Committee in 1995. Chapter 2 examines the frameworks of Technological Pedagogical Content Knowledge (TPACK) which was developed by Mishra and Koehler in 2006 and Substitution, Augmentation, Modification, and Redefinition (SAMR) which was developed by Ruben Puentedura in 2006, and how they complement a new model of technology integration. High Possibility Classrooms are developed out of research in particular teachers' classrooms. The model with its five conceptions (theory, creativity, public learning, life preparation, and contextual accommodations), 22 themes of pedagogical strategies and student learning processes specifies a group of teachers Action Knowledge.

This qualitative study described the uses of technology by a first grade teacher and her students in each phase of a project on animals and their habitats. Some experts, for example, Cordes and Miller (1999), have written about the potential dangers of using technology by young ...

This article focuses on the critical role ICT policy design and implementation can play in developing a knowledge-based economy in distressed US communities. Using a multiple case study research design, the study tests three hypotheses: (1) linkages among government, education and industry are a critical success factor for ICT interventions; (2) due to the long-term nature of ICT, vision and leadership are also critical; and (3) investments in technology infrastructure must be part of a larger local planning process to succeed. These hypotheses are supported, but the strength of the article is in the details about how communities crafted unique responses to critical issues.

Determination of the teachers’ technology integration levels gives important information about not only investigating the usefulness of educational technologies but also deciding how to plan the support and training activities for teachers. At this study, it is aimed to develop an instrument that can determine teachers’ ICT integration levels. For this aim, a draft item pool is prepared, interviews with teachers are made and the draft instrument is implemented after asking the experts’ opinion. At the first trial implementation, although the results of the exploratory factor analysis were acceptable, the results of the confirmatory factor analysis were not at the acceptable level. So instrument development steps were repeated. After the second implementation the exploratory and confirmatory factor analysis results were between acceptable levels. In light of the foregoing, it can be said that a valid and reliable instrument, which can be used to determine teachers ICT integration levels is developed with this study. These findings are discussed with the light of literature.
Key Words: ICT integration in education, development of instrument, ICT usage at education

The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model...

With global cuts in defense budgets, air forces have to sustain the same level of readiness with a reduced number of aircraft. To succeed with this challenge, it is not sufficient to improve current maintenance concepts, but also new ones have to be introduced. Traditionally, the development of on-board functions and maintenance concepts has been performed rather independently. The new

How does teachers' technological pedagogical content knowledge ("TPACK") inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers' planning, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in their planning processes.

Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures in the areas of teacher skill (technology competency and technology integration), teacher morale, and perceived student learning (impact on student content acquisition and higher order thinking skills acquisition). Stepwise regression resulted in models to explain each of the five dependent measures. Teacher technology competency was predicted by teacher openness to change. Technology integration was predicted by teacher openness to change and the percentage of technology use with others. Teacher morale was predicted by professional development and constructivist use of technology. Technology impact on content acquisition was predicted by the strength of leadership, teacher openness to change, and negatively influenced by teacher non-school computer use. Technology impact on higher-order thinking skills was predicted by teacher openness to change, the constructivist use of technology, and negatively influenced by percentage of technology use where students work alone. Implications for the adoption and use of school technologies are discussed. #

PictoPal is the name of a technology-supported intervention designed to foster the development of emergent reading and writing skills in four and five year old children. Following the theoretical underpinnings and a brief description of PictoPal, this article describes how children worked with the technology; how the intervention elicited their engagement with literacy concepts both on the computer and off; and effects on early literacy learning. Observation results indicate that children are able to work independently with the program after a few instruction sessions. Observation data yield insight in the nature of adult guidance and the way the results of computer activities were implemented in off-computer classroom activities, as well as areas where this could be improved. Comparison of the four pre-post test experiments used to assess learning effects, suggest that the on-computer activities in PictoPal can yield a statistically significant learning effect, but only when integration with off-computer activities is present.

Personal computers, the Internet, smartphones, and other forms of information and communication technology (ICT) have changed our world, our job, our personal lives, as well as how we manage our knowledge and time effectively and efficiently. Research findings in the past decades have acknowledged and affirmed that the content the ICT medium carries is as important as the ICT medium itself. These studies also added a third constituent to the structure of ICT usage and integration; that is the pedagogical approach of teaching and learning. One of the modern ICT trends of organizations involves the incorporation and integration of a blended approach of teaching and learning; which combines the traditional face-to-face instructor-led method with ICT-based online teaching and learning environment. This quasi-experimental research study was deployed to evaluate and identify the effect and usefulness of a blended pedagogical approach of teaching and learning on students' academic achi...

To become successful in any professional practice today, students need to
demonstrate the ability to locate information in an efficient and effective
manner. They also need to be able to demonstrate proficiency in evaluating
information once it has been collected, and apply it appropriately.
Information and Communication Technologies (ICTs) tools have been very
useful in knowledge gathering and information sharing. Unfortunately, many
students are using the same ICTs tools wrongfully for academic dishonesty,
cheating, and plagiarism. This paper seeks to provide an overview of the
literature related to the issue of academic dishonesty in institutions of higher
education and suggest some prevention methods. Hopefully, this paper will
provide educators with the information they need to better battle the
increasingly prevalent issue of cheating in our institutions

Abstract
It is evident that our society is becoming more and more computer literate. The advent of the
computer has transformed the way and manner things are done in most industries such as the
transport, communication, medical, commerce, art and science. The traditional way of executing
art which enhances creativity is gradually giving way to art through the computer. The focus of
this paper therefore, is:-what role does the computer play in enhancing the teaching of art
education? Will the students’ creative skills be enhanced or de-valued as a result of computer
usage in art education? Questionnaires were used to collect data, while the simple random
sampling technique was used in selecting the respondents. The information gathered was
analyzed using descriptive analysis. The test revealed that one of the implications of not
implementing the use of computers in art curricula is that, the art students will be well trained in
the traditional media, but will become novices in the computer art. They will become
incapacitated in the use of computers for educational purposes. To facilitate professional
capability and efficiency therefore, students need to be orientated towards the vast opportunities
computers can afford as to the execution of art in this dynamic society and how they can be
effective and versatile.
Key Words: Art, Art Education, Computer, Implication, Prospects.

Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers' uses of technology. To measure value beliefs, teachers' uses (and reasons for those uses) of technology for teaching and learning were examined. Data were collected from eight award-winning teachers through an interview, observation, and electronic portfolio. Findings indicated that teachers used technology to address professional (e.g., creating customized classroom materials, improving classroom management by engaging students) and student needs (e.g., enhancing student comprehension, equipping students with technology skills), all of which related to the underlying value belief of promoting student learning. Based on these findings, professional development activities should emphasize the potential impact of specific technology uses on student learning.

Özet─ Bu çalışma; Atatürk Üniversitesi (AÜ) Kâzım Karabekir Eğitim Fakültesi'ndeki (KKEF) öğretim elemanları ile öğrencilerin teknolojik hazır bulunuşluk düzeylerini tespit etmek, teknolojinin etkin kullanımı konusunda ki sınırlılıkları belirleyerek alternatif çözüm yollarını tartışmak ve yükseköğretimde teknolojinin etkin kullanımını destekleyen faktörleri ortaya çıkarmak amacıyla yapılmıştır. Veriler, KKEF'deki 67 öğretim elemanı ile 755 öğretmen adayından anketler ve görüşmeler yoluyla elde edilmiştir. Bulgulara göre çağdaş bir üniversitenin; etkin teknoloji planlamasına, dijital kütüphanelere, ders kaynaklarına çevrim içi erişime, öğretim elemanları ile İnternet üzerinden sürekli haberleşme olanaklarına sahip olması gerekir.

This qualitative study described the uses of technology by a first grade teacher and her students in each phase of a project on animals and their habitats. Some experts, for example, Cordes and Miller (1999), have written about the potential dangers of using technology by young ...

This Impact Report identifies and summarises the diverse impacts, resulting from the £500m of UK funding of Science and Technology in 2013, using numerous quantitative metrics and short case study extracts.  It shows how the varied impacts of a national science and technology organization and its many funded programmes can be annually identified, captured, tracked, and summarised in a public document.

The report was produced for, and by, the Science and Technology Facilities Council (STFC) -  the UK Research Council responsible for funding: (1) all UK astronomy, particle and nuclear physics research, (2) related UK science and technology facilities (e.g. as Harwell and Daresbury), (3) the UK contribution to international science (e.g. CERN, international telescopes and space missions), (4) innovation and business spin-off programmes, and (5) UK public engagement activities.

The Report was co-researched and co-authored by the STFC Impact Team, including myself while Impact Evaluation Manager in 2013, with Dr. Claire Dougan-McCallie (lead author/Head of Impact) and Jenny Beard, with additional input from senior managers, and many data and case study contributions from other key managers across STFC.

Varied key impacts are identified and reported including:

• Research amongst the best (by citation impact) in astronomy, nuclear and particle physics.
• Supported research of 226 Principal Investigators in 70 universities, led to 1,100 peer-reviewed papers in 2012.
• Facilities (the Diamond Light Source, ISIS and CLF) were used in 2012/13 by over 4,200 unique users , in over 2,400 experiments, producing over 1,000 papers in peer-reviewed journals.

• Technology from CERN benefited the UK economy by over £100 billion every year.
• Funding the development of the UK’s space, internet and computer animation industries, returned over £500 billion to the UK economy per annum.
• Funded Innovation Campuses hosted over 230 enterprises and supported over 5,000 jobs.
• UK industry won £43 million in contracts from the international subscriptions funded, and had accumulated a total of £150 million since 2005.

• Funded research inspired future generations to study STEM subjects, attracting 90% of UK undergraduates to study physics, funded 782 PhD students  and 16,800 student training days.
• Between 2009 to 2012 public engagement programmes engaged people on 58 million occasions, with 2 million people engaged in face-to-face activities in 2013 alone.

Matematik öğretiminde öğrencilerin matematiksel bilgi sahibi olma, matematiksel kavramları ve ilişkileri keşfetme, tanımlama ve derse karşı motivasyonlarının arttırılmasında eğitim teknolojilerinin azımsanmayacak bir potansiyeli olduğu araştırmacılar tarafından vurgulanmaktadır (Koehler & Mishra, 2009; Polly & Orrill, 2016). Araştırmalar, matematik öğretmenlerinin bu potansiyele olan inanışlarının, benimsedikleri öğretim yöntemlerini değiştirdiğini, teknolojiyi derslerine entegre edip etmeyeceklerini ve eğer etmeye karar verirlerse nasıl entegre edeceklerini etkilediğini ileri sürmektedir (Ernest, 1989; Saralar, 2016). Bahsi geçen öğretmen inanışları, öğretmenlerin önceki deneyimleri ile bağlantılı ve/ya kültürel olarak şekillenmiş olabilir (Correa, Perry, Sims, Miller & Fang, 2008). Ülkemizde yapılan çalışmalar, matematik öğretiminde öğretmenlerin teknolojiyi kullanırken bazı sorunlar yaşadığını göstermiş ve sorunlara getirilen çözüm önerilerine genellikle ülkemiz perspektifinden bakmıştır (Bozkurt & Çilavdaroğlu, 2011; Yazlık, 2019). Bu çalışmada matematik eğitiminde öncü olarak kabul edilen İngiltere ve Çin’deki matematik öğretmenlerinin yaşadıkları sorunlar ve çözüm önerileri tespit edilmiştir. Bunun temel amacı ülkemizde bu konu özelinde yapılan ve yapılacak çalışmalara farklı bir perspektiften ışık tutmaktır. Son zamanlarda, öğretmen değişimi projesiyle İngiltere’ye, çok sayıda Çinli matematik öğretmeni ilk ve ortaokullarda çalışmak üzere gelmiştir ve İngiliz-Çin matematik öğretmeni değişim projesi en az iki yıl daha uzatılmıştır (Liang, 2018; NCETM, 2018). Geçmiş deneyimler ve kültürel farklılıklar göz önüne alındığında, Çinli ve İngiliz matematik öğretmenlerin matematik derslerine teknolojinin entegrasyonu konusundaki inanışlarını tartışmak, ülkemizde yapılan çalışmalara ışık tutması açısından önemlidir. Bu nedenle, bu çalışmanın amacı, Çinli ve İngiliz matematik öğretmenlerinin derslerine teknoloji entegrasyonuna ilişkin algı ve inançları arasındaki benzerlik ve farklılıkları incelemektir. Durum çalışması olarak tasarlanan bu araştırmada veriler, sekiz Çinli ve İngiliz matematik öğretmeni ile yapılan yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Bu bildiride, İngiliz ve Çinli matematik öğretmenlerinin sınıfta eğitim teknolojileri kullanımı açısından bakış açılarını ve uygulamada gerçek sınıflarda eğitim teknolojisi kullanımı farklılıklarını ortaya çıkarmak için tasarlanan çalışmanın temelini oluşturan literatür taraması sunulmaktadır. Anahtar Kelimeler: Matematik Öğretmenleri, Teknoloji Entegrasyonu, Eğitim Teknolojileri

Teaching practice is an important part of teacher training. Preparation of teacher professional documents is one among the major activities student teachers do during the teaching practice. This paper discusses the preparation of scheme of work and lesson plan as teacher professional documents and the professional support provided by experienced teachers in the teaching practice centers. The study was done in the southern highland of Tanzania during the 2015/2016 teaching practice period of the University of Dar es Salaam. Document analysis and interviews were done and qualitative data was collected. Content analysis was done and some descriptive statistics were used to describe the findings. Finds show that student teachers' scheme of work and lesson plan had some variation based on the perception they had from the university and that little is learnt from the teaching practice stations. Some of the entries in the documents were wrongly constructed and in most cases differed among student teachers working in the same teaching practice station. It was also found out that little collaboration and assistance was offered from regular school teachers in the preparation of the documents. The paper suggests among others that schools should prepare their experienced teachers to actively be involved in the mentorship process.

Smart textile technologies integrate computer functionality into textiles. Since a few years, smart clothing has been coming up in the sport and health sector and is increasingly implemented in everyday objects within private spaces. Especially the use of textiles for medical reasons and their potential use within Ambient Assisted Living-Concepts (AAL) make it necessary to understand users' perspectives on these technologies and the willingness to use them. Today, the understanding in which way individual attitudes and emotional and cognitive abilities, may impact the acceptance of pervasive health care technologies, is restricted. This research is focused on the users' hopes and fears towards smart clothing and examines perceived benefits and barriers. As women have a higher life expectancy and will dominate the group of old people in the future -gender was chosen as one central factor of interest. As the second factor we examined technical experience in order to learn if the acceptance for smart clothing is connected to the degree of users previous experience with technology. Outcomes revealed both factors --gender and technical experience --to be decisive factors for the acceptance of smart clothing. Generally, women and persons with low technical experience show considerable caveats towards the usage of smart clothing technologies what becomes most evident in the perceived barriers and fears connected to the usage of this new technology.

Abstract  There is growing interest in the integration of technology into the classroom. A range of initiatives have been launched to develop in-service teacher training processes that will strengthen this integration. In the present paper, we systematize the findings of a large selection of studies on this topic, focusing on domains and competencies linked to teacher training propositions for technology integration. Our main result is the presentation of six such domains that have been proposed in the existing literature: instrumental/technological, pedagogical/curricular, didactic/methodological, evaluative/investigative, communicational/relational and personal/attitudinal. A set of teaching competencies for each domain is also identified. These domains and competencies together form the bases for creating a technology integration training model.

MEMS (Microelectromechanical Systems) refers to the technology integrating electrical and mechanical components with feature size of 1~1000 microns. MEMS comb accelerometers have been successfully applied for air-bag deployment systems in automobiles. In this paper, the design optimization of a poly- silicon surface-micromachined MEMS comb accelerometer is discussed. The device uses folded-beam structure to enhance the sensitivity. The movable mass is

... G. Bitelli, VA Girelli, MA Tini, L. Vittuari DISTART – University of Bologna, Viale Risorgimento 2 – 40136 Bologna, Italy e-mail: (gabriele.bitelli, valentina.girelli, mariaalessandra.tini, luca.vittuari)@mail.ing.unibo.it ... I. Bitelli G., Capasso M., Davoli P., Pernigotti S., Vittuari L., 2003b. ...

Preservice teachers’ beliefs and attitudes increases the likelihood that they will integrate technology in their future teaching. Consequently, teacher preparation programs should provide courses designed to enhance preservice teachers’ attitudes and beliefs towards technology use in the classroom. However, many programs instead focus solely on technology skills and knowledge and are not designed to encourage positive attitudes towards technology integration. It is therefore important for teacher educators to integrate technology effectively in their own classes choosing their options on the basis of best practices in this area across the globe. Present article explores the practices adopted by teacher- fraternity in this regard so as to provide them with some of the options.

This is a study about the integration of translation technology in a course named Translation of Specific Fields IV given at the Division of Translation and Interpreting in English of Istanbul University. The educator of the course decided to make use of a ‘cloud-based translation management system (TMS)’. The term can be defined as a translation management system where the translation memory system and all other resources for translation are hosted on a remote server and can be accessed via Internet. The purpose of study was to find out whether the use of this type of translation tool in translation courses can help students become self- and life-long learners and what advantages and disadvantages this practice can offer. For this purpose, the author (who was also the educator) made use of her observations on her own course practices. It was seen that cloud-based TMSs could easily be integrated in translation courses. Advantages are more than disadvantages. The advantages are not only for the students but also for educators and
departments. These systems could be used in a way that contributes to self-learning and self-discovery skills of students.
Keywords: Cloud-based translation management systems, IT translation, technology
integration, translation technology, translation education.

This study aims to assess the state of the art of practices and technologies of energy saving and renewable energy sources in hotels. This will contribute to determining the potential of efficient and sustainable energy technologies integration. Hotel managers were interviewed face to face and information sessions were provided. Special energy and environmental awareness campaigns, sectoral tourism programs for climate change mitigation and adaptation, supportive policies and hotel energy investments and renovation programs are some recommendations elicited from the results of this study.

At this study Holistic Evaluation Model (HEM), which can be used for evaluating teachers’  professional development programs, is proposed. This model is based on context, input, process, participants’ learning, organizational support and change, participants’ use of new knowledge and skills, student learning outcomes and cost effectiveness analysis. To test HEM Intel Teach Program (ITP) is evaluated. ITP has some problems about context, input and process, ITP supports teachers technology usage skills, there are problems at organizational support and change level, teachers’ new knowledge and skills limitedly used at classroom levels and there are very little change at students after ITP. There is little change at class level implementations. So, it can be said that the professional development program could not achieve its goals, and also it can be said that evaluated ITP courses were not cost effective. Consequently, HEM is useful to evaluate the professional development programs for teachers.

Despite significant amount of investment, there seems to be obstacles to technology integration in education. In order to shed light on the nature of perceived obstacles to technology integration, opinions of 117 professionals, who were selected by Turkish Ministry of National Education as experts in their respective fields, about the obstacles to integration of technology into education were investigated. After categorizing the perceived obstacles by factor analysis, associations of those categories with personal and professional differences were further investigated for better contextualizing the findings. Correlations were analyzed by Pearson's product moment coefficient and point-biserial coefficient. The results revealed that it's not the hardware itself that constitute obstacles to technology integration. Insufficiency of in-service and pre-service training, content support, and incentive system emerged as major perceived obstacles to technology integration. Inadequacy of physical and technological infrastructure was also found to be an important obstacle to successful integration. Novelty of the technologies compared to older ones were not found to be an obstacle to technology integration. Moreover, participants stressed the lack of education in teacher training institutions about current technologies that Ministry of National Education officially requires teachers to use as part of their jobs to be another important obstacle. There were no correlations between sex, age, level of education, job position, year of experience in other careers, and any of the categories of perceived obstacles. However, there was a strong negative correlation between year of experience in teaching and * Dr., Akdeniz Üniversitesi Eğitim Fakültesi,

This article reports the impacts of technology integration on teaching and learning from a study that examines the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and the survey instrument employed for both the students and the lecturers is a 64-item questionnaire that was each subdivided into seven parts. The study finds many ICT impacts in teaching and learning such as: learning aid and resourcefulness, comfort with ICT, psychoanalytical and psychosocial aid, task enabler, interdependence with ICT and learning collaboration. It also identifies factors that need to be recognized in ICT impact study settings such as: perception, integration, motivation and challenges.

Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers' uses of technology. To measure value beliefs, teachers' uses (and reasons for those uses) of technology for teaching and learning were examined. Data were collected from eight award-winning teachers through an interview, observation, and electronic portfolio. Findings indicated that teachers used technology to address professional (e.g., creating customized classroom materials, improving classroom management by engaging students) and student needs (e.g., enhancing student comprehension, equipping students with technology skills), all of which related to the underlying value belief of promoting student learning. Based on these findings, professional development activities should emphasize the potential impact of specific technology uses on student learning.

Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice and inservice teachers, has focused on helping teachers overcome firstorder barriers (e.g., acquiring technical skills needed to operate a computer). More recently, training programs have incorporated pedagogical models of technology use as one means of addressing second-order barriers. However, little discussion has occurred that clar~es the relationship between these d~jerent types of barriers or that delineates effective strategies for addressing d~ferent barriers. If pre-and inservice teachers are to become effective users of technology, they will need practical strategies for dealing with the d~j:erent types of barriers they will face. In this paper, I discuss the relationship between first-and second-order barriers and then describe spec~c strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve technology integration.

The current study aims to analyse and substantiate the impact of use and importance of Computer Assisted Language Learning (CALL) to students writing in English as a second/foreign language (ESL/EFL). It is an explicatory study based on the main findings of researchers in the field and the practical involvement and observation of the researcher as an ESL/EFL teacher in writing classrooms. The scientific literature on the subject as well as the analytical work done on it have been critically examined for efficacy and proof. The study also investigates the usefulness of the various CALL-based materials and tools employed in the teaching process, and it examines how far they can help students in their classroom practices. The major outcomes of the study demonstrated that most teachers and students have found that CALL has helped them in a positive way, has motivated them to learn ESL/EFL writing, and has improved their knowledge and capability in writing English effortlessly. It has also been discovered that this method of teaching writing enriches their information and plays an important role in developing their academic skills. The current study, therefore, recommends that students should use computers in learning English writing, in particular, in order to increase the level of learning.

Technological Pedagogical Content Knowledge (TPACK) is considered as a valuable frame for describing and understanding technology integration into different educational settings, including English as a Foreign Language (EFL) classroom. There is an accumulated body of literature on TPACK among teachers engaged in different areas of education. However, few studies have addressed the assessment of TPACK through students' perspectives in EFL settings. To address this gap, the purpose of this study was set to assess Iranian EFL students' perspectives regarding their teachers' TPACK. A total of 148 Iranian EFL students participated in this survey study. The data were collected through administering a previously validated TPACK questionnaire to the participants of the study. The findings obtained from the survey indicated that most EFL students perceived that their EFL teachers excelled in four components of TPACK such as technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), but the teachers were perceived to be relatively less proficient in the other three components of the scale such as technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK. The results suggest that Iranian EFL teachers may require further training in these latter elements of the TPACK to gain the required proficiency to integrate technology more effectively into their language classrooms.

The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in their lessons. The second study presented was part of the wider SET-IT project in Cambridge; 11 teachers in eight schools were observed using multimedia simulations, data logging tools and interactive whiteboards. Teachers were interviewed in all cases to elicit their pedagogical thinking about their classroom use of ICT.

Federal legislation in the United States currently mandates that technology be integrated into school curricula because of the popular belief that learning is enhanced through the use of technology. The challenge for educators is to understand how best to teach with technology while developing the technological expertise of their students. This article outlines a framework of technological literacy designed to help educators understand, evaluate, and promote effective and appropriate technology integration.

There is a body of evidence suggesting that instead of concentrating only on teaching and learning (the education task), teachers believe that their tasks are to care for their students social, emotional, and physical needs (the caring task), and to raise them to be and become functional members of society (the socialization task). However, this diversity has not been acknowledged in teachers’ beliefs research done in technology integration context. To provide a more nuanced understanding of the variety and role of teachers’ beliefs about technology integration this study has synthesized 35 qualitative empirical research studies via the method of meta-ethnography. The focus is on early childhood education (ECE) as so far, no reviews on early childhood teachers’ beliefs have been conducted. The synthesis suggests, that education, socialization, and care all have a meaningful role in teachers’ beliefs towards technology use in ECE. Each of these tasks and dimensions were identified from teachers’ beliefs for or against integrating technology into ECE practices. The synthesis also suggests, that teachers’ beliefs are shaped by macro- and micro-contextual factors including national educational policies and personal experiences. Implications for teacher education are discussed.

A primary concern with Information Technology (IT) training has been that IT-based training focuses upon the technical or point and click aspects of learning management system (LMS) platforms and pedagogy-enhancing software without any concern for the content of the courses. The Digital Course Training Workshop (DCTW) approach examined in this article addresses this concern by supporting a content-first approach. The DCTW approach—an initiative at a Midwestern University—is aimed at supporting faculty through the process of transitioning from face-to-face (F2F) courses to online teaching. Participating faculty enter the week-long seminar with traditional course content and leave with digital content transitioned into the appropriate LMS platform. This article is intended to stimulate reflections on the need for systematic faculty professional development programs and activities to help higher education faculty in the transition process from traditional to online courses.

Continued innovation is at forefront of organizations success and survival. This principle holds for new entrepreneurial ventures and equally holds for large global organizations. One could ask the legitimate question: How do large technology-based organizations manage technological innovation to maintain growth and incumbency over the years? To answer this question, we will analyze the case of a large company I am most familiar with (Schlumberger), for having employed me for over a decade. Our approach to this paper will take the shape of a case study analysis, where we will probe Schlumberger (SLB) innovation management strategies in the lights of sound technological innovation principles that we studied throughout this course. We cannot be exhaustive due to the limited time available for this research, yet we will use the company’s most relevant and public source of information at our disposal: SLB history book titled “This is Schlumberger – 90 years of technical innovation”. We found that innovation strategies contributing to SLB success include but are not limited to: dynamic capabilities, strategic acquisitions, integration of technology, fostering innovation as a core value, customer focused organization structure, effective knowledge management and sustaining innovation.

La extensión universitaria como función sustantiva ha venido construyendo
discursos y formas de gestión contribuyendo a la formación y la
construcción de conocimiento en las universidades brindando condiciones
y posibilidades para que la universidad asuma un papel activo y transformador
de las dinámicas sociales propias de un territorio, para este caso
Colombia y América Latina. Este libro consolida la experiencia de gestión
social como forma de extensión en la educación superior, tomando como
referencia la Universidad Simón Bolívar, sede Cúcuta quien por su filosofía
institucional ha definido una apuesta clara de gestión social explicita en su
proyecto educativo institucional y el horizonte pedagógico socio crítico. Se
presentan resultados de la gestión realizada en el marco del plan de desarrollo
comunitario 2013-2015 construido con comunidades en situación de
vulnerabilidad mediante un trabajo interdisciplinario de los distintos programas
académicos, abordando los siguientes ejes: convivencia, construcción
de paz, familia y salud, derechos humanos, desarrollo productivo y las
Tic como mecanismo de inclusión social.

Megaproject Planning and Management: Essential Readings contains the seminal articles from the growing body of research on megaproject planning and management along with an original introduction by the editor, Bent Flyvbjerg. The leading and most cited authority in the field, Flyvbjerg has used crowdsourcing and 25 years of experience to cherry-pick from several hundred articles and books the writings that define the field. This volume will be an indispensable source for those wishing to speak with authority about how megaprojects are prepared, delivered, and fought over. The target audience is students, academics, practitioners, and media pundits alike, as well as communities affected by megaprojects.