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2016, International Conference on Learning and Collaboration Technologies
Schools from all over the world are moving into the direction of using more e-learning, digital gadgets and BYOD (Bring Your Own Device). In the Estonian Strategy for Lifelong Learning 2020, the switch to 1:1 computing in classroom is called “Digital Turn”. The strategy relies on expectations that smarter use of personal digital devices will improve not only digital literacy of pupils, but also their academic achievements in various subjects. The Estonian government plans to allocate 47 million Euros of national and EU structural funds until year 2020 for this purpose. There is also interest in improving digital skills of school-leavers on the side of the industry, as the Estonian ICT sector expects to double the turnover within the next 4–5 years. The sectoral analysis estimated the need for 8000 new employees in ICT companies. To achieve this, the industry has supported various educational programs like the Look@World Foundation’s Smart Lab project, Samsung Digital Turn project for schools, using Raspberry Pi-s at school supported by TransferWise, Microsoft’s Partners in Learning projects and so on. Challenges for the digital turn are related to people’s involvement (teachers, school leaders, students, parents, officers); resources (gadgets, time, salary, maintenance); promises (this is beneficial for improving the students’ skills and competences and also is the only way); lack of analysis (act more, measure less). In this article we will study the Samsung’s Digital Turn project applications for the schools 2014 and 2015 in order to understand what are the goals for the schools when they think of digital turn; we also have asked school ICT administrators, educational technologists and school leaders to list seven issues that come into their mind that should be death with in the process, and surveyed teachers of one school over a 4-year period, tracking the changes in using technology as well as learning and teaching. We will analyze the data to understand the trends and difficulties schools will face during this journey. This information is needed to train all other 450 schools that have not started their digital turn change yet, but are forced to act soon. The trends in digital turn projects will tell us the maturing process and goals that the schools have as opportunities and strengths while the list of difficulties shows the project’s weaknesses and threats. Looking at one school over 4 years will help us to understand the change, especially the areas that have changed in teachers’ practices. In the conclusion we propose a list of actions that can be used to meet the challenges that can ruin the digital turn for most schools. We also propose an area of measures where the digital turn is the most visible.
This text introduces the results of the first phase in the characterization of the teachers in a school, where a process of shared reflection was initiated, with a view to developing a digital culture in the school community's day to day. Although it may well be assumed that we are dealing with a process of transformation which involves different dimensions and, at this diagnostic stage, that other subjects and areas of intervention have been analysed, we have chosen to broach here the variable of “teachers” as they appear to us as one of the determining pillars in any process of transformation within the school institution. Seven group interviews covering a total of 53 teachers and educators were carried out, in other words, almost half of the teaching body in the school. In accordance with the objectives of the study and the respective guide, the analysis of the content of the interviews' transcripts had to mainly reveal the perceptions of the teachers and educators, and what digital technology they already use in the school. The results presented here confirm the idea that, from the professional point of view, the teachers use technology mainly for the preparation of the classes, although in the case of this school, they also use it regularly to support presenting material to the pupils. The teachers were seen to be very capable especially with the tools of productivity, as well as the tools to gain access to information and communication through the Internet, which they use both for personal ends and to prepare their lessons.
Advances in Early Childhood and K-12 Education
Transforming K-12 Classrooms with Digital Technology2014 •
Pedagogical Research
Promising Digital Schools: An Essential Need for an Educational Revolution2021 •
2019 •
Education is our most powerful tool to improve and shape the lives of young people, but our school systems around the world face huge problems. These problems vary from country to country - from vastly unequal access or crises in teacher recruitment, to the growing costs of modernisation or stalling social mobility - and should leave us with some concern about the future. With our concern should come a degree of optimism. While the challenges our school systems face are big, technology - designed, used and implemented effectively - is providing an increasingly sophisticated set of tools to help us address them. We can find inspiring examples of the benefits for teachers and learners, often with dramatic improvements across a range of measures from attainment or attendance, to parental engagement or teacher workload. However, examples of technology achieving impact at scale and impacting on school systems as a whole (beyond the particular context of a small number of schools) are rarer than we might think. And while we can find extraordinarily clever pieces of software and hardware, often EdTech is too far-removed from the immediate concerns and context of teachers and learners in the classroom. There remains a marked gap between the excitement surrounding a technology-enabled school-system of the future and the reality of technology in most classrooms today. This report examines nine examples - three in Italy, three in the rest of Europe, and three in the rest of the world - of inspiring practice where technology is impacting on large numbers of teachers and learners. Drawing lessons from shared problems and successful approaches from across these examples, this report provides recommendations for making the most of technology in school systems. These recommendations are grouped in three sections. The first relates to scale. How can we ensure that the benefits of investment in technology are felt more widely, and that the exciting practice seen in exceptional schools can be felt elsewhere? The second relates to schools. How can we gain buy-in from schools to wider programmes of change? And how can school leaders support their school community to make the most of change in their school? The third relates to philanthropic foundations. Foundations emerge from many of our case studies as playing a vital role in supporting innovation and brokering complex relationships within our school systems. We explore how foundations can use their resources and status outside government to support innovation and EdTech.
Sınırsız Eğitim ve Araştırma Dergisi
Innovation and the Digital Transformation of Education2023 •
Статия, посветена на осемдесетгодишнината от спасяването на българските евреи/Article devoted to the 80th anniversary of the Salvation of Bulgarian Jews
2010 •
One of the tasks of business entity is building and creating the information system, because in today's business environment is more than ever necessary to make proper and good quality business decisions. If we were a business decision and as efficiently as it is necessary that a business entity you easy distribution of your information in several parts. Therefore, this paper will therefore be focused on the concept of accounting information system as a part of total complex information systems. Upon the basis of the focus will continue to be words on the complexity of accounting system and also the mains functions of their management or managing business information within the system. While in the last part will be discussed in relation to maintain and control of one accounting information system because the system itself requires appropriate controls with adequate maintenance.
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