The document discusses the digital divide within developed countries like Australia. While most think of the digital divide as between developed and developing nations, there are also differences within developed countries in access to and use of information and communication technologies (ICT). In Australia, factors like education, income, location, and age influence levels of ICT access and skills. The document also examines the impact of ICT on areas like education, participation in services and the economy, and how teachers can help address the digital divide by embracing ICT in their classrooms.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
This document summarizes 10 trends in technology and education identified by CORE over the past 7 years. Each trend is explained and its drivers, impacts, examples, and implications are discussed. The trends include personalization, user control, virtual learning, smart web, data engagement, 3D thinking, and citizenship in a technology-enabled world. The document aims to monitor these trends over time and help educators understand how technology is changing teaching and learning.
The document discusses the issue of the digital divide and efforts to address it. It provides background on the digital divide, how it affects people globally. It presents a case study on Guangxi Province in China where access to technology is limited. It then discusses the One Laptop Per Child initiative that aims to provide affordable laptops to children in developing areas to help bridge the digital divide. It outlines a student group's action plan to raise awareness and funds to support this initiative to address unequal access to technology worldwide.
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
The document discusses bringing your own device (BYOD) programs in schools. It provides context on BYOD, including definitions and reasons for BYOD programs such as leveraging students' personal devices and developing 21st century skills. The document also covers concerns with BYOD like equity issues and distractions. It then outlines different models of BYOD programs and their implications. Finally, it discusses the impact of pedagogy on device and software requirements for BYOD and important steps to implementing a BYOD program, such as defining goals, collaborative planning, and consultation.
The document discusses the digital divide within developed countries like Australia. While most think of the digital divide as between developed and developing nations, there are also differences within developed countries in access to and use of information and communication technologies (ICT). In Australia, factors like education, income, location, and age influence levels of ICT access and skills. The document also examines the impact of ICT on areas like education, participation in services and the economy, and how teachers can help address the digital divide by embracing ICT in their classrooms.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
This document summarizes 10 trends in technology and education identified by CORE over the past 7 years. Each trend is explained and its drivers, impacts, examples, and implications are discussed. The trends include personalization, user control, virtual learning, smart web, data engagement, 3D thinking, and citizenship in a technology-enabled world. The document aims to monitor these trends over time and help educators understand how technology is changing teaching and learning.
The document discusses the issue of the digital divide and efforts to address it. It provides background on the digital divide, how it affects people globally. It presents a case study on Guangxi Province in China where access to technology is limited. It then discusses the One Laptop Per Child initiative that aims to provide affordable laptops to children in developing areas to help bridge the digital divide. It outlines a student group's action plan to raise awareness and funds to support this initiative to address unequal access to technology worldwide.
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
The document discusses bringing your own device (BYOD) programs in schools. It provides context on BYOD, including definitions and reasons for BYOD programs such as leveraging students' personal devices and developing 21st century skills. The document also covers concerns with BYOD like equity issues and distractions. It then outlines different models of BYOD programs and their implications. Finally, it discusses the impact of pedagogy on device and software requirements for BYOD and important steps to implementing a BYOD program, such as defining goals, collaborative planning, and consultation.
There are three main types of digital divides discussed in the document. First, the divide between those who have access to digital technology and those who do not. Second, the divide between those who use technology regularly and those who do not, known as the "new digital divide". And third, a divide in levels of digital literacy and participation, even among those who have access. Barriers to closing these divides include socioeconomic factors, lack of awareness or relevance of technology, and fears related to privacy and security. Reducing these divides requires expanding access to technology, increasing media literacy education, and addressing concerns of digital immigrants and "conscientious objectors".
The document discusses the digital divide between younger and older generations in their use of technology. Younger generations have an easier time using and learning technology due to factors like confidence with education and experience, a desire to learn new things, and being accustomed to multi-tasking and instant gratification. For older generations, technology is foreign, and they may feel fear of the unknown or lack an interest in technology. Statistics show that while computer use among those over 65 has increased 47% from 2000 to 2004, only 20% of older adults went online in 2003 compared to 65% of younger adults.
The Future of Communication Technology in 2022 A.D. By Lydia Matolydia mato
The document discusses predictions for the future of communication technology in 2022. It predicts that communication technology will continue advancing rapidly, with new inventions emerging every 6 years. Television is predicted to have finely-tuned recommendation engines that know exactly what users want to watch without browsing. Smart TVs will be ubiquitous and there will be no commercials. The Apple Watch is predicted to have integrated social media, allowing users to message and post without their smartphone. Education is predicted to change significantly with more online and flexible learning through technology.
The document discusses communication technology in the future using several frameworks and theories. It describes the Umbrella Perspective for analyzing technologies and how they relate to users. Several adoption models are covered, including Rogers' Diffusion of Innovations theory and Moore's Innovation Adoption Rate. Emerging technologies like electronic textbooks and autonomous vehicles are discussed. Media dependency, uses and gratifications, and social cognitive theories are also referenced in relation to future communication advancements.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
This document discusses digital literacy for adults and young people. It begins by defining digital literacy as the ability to use technology to find, evaluate, create and share information. The scope of digital literacy is broad, impacting many areas of life from relationships to employment. Some adults and young people may lack digital skills due to barriers like access to technology, connectivity issues, disabilities or low literacy levels. People are motivated to improve digital literacy for reasons like job searching, communication, education and supporting others. Barriers can be overcome through education, raising awareness of resources, and providing supportive learning environments.
The differences of hv's and havenot's incase of ICT is called digital divide. The presentation focuses on digital divide in education. The concept explained with facts available on the net. The facts are included and referred in the show. The purpose of the presentation is pure academic and not commercial. the citation has been given. Concept of digital divide, global facts of digital divide with special reference to India, reasons behind digital divide and solutions of it has been mentioned in the presentation
Integrating Social Media Into Prevention Programscraig lefebvre
Presentation on social and mobile media at the Community Anti-Drug Coalitions of America National Leadership Forum XVII. Washington, DC. February 14, 2007.
Digital Divide & Digital Inequality PresentationTravis Kench
This document discusses the digital divide and digital inequality. It defines the digital divide as the gap between those who have access to computers and the internet versus those who do not. Digital inequality refers to socioeconomic factors like income, age, education, and location that limit technology access. It provides statistics on global internet and broadband access and adoption to demonstrate the gaps. It also discusses factors contributing to the digital divide like infrastructure costs, deregulation, and the lack of universal service fund support for broadband. Potential solutions discussed include increasing community access points, partnering with libraries, and providing technology training.
The document discusses the digital divide issue in rural and urban Bangalore, India. It identifies several key issues contributing to the divide, including lack of funding/government support, inadequate infrastructure in poorer areas, unaffordability of ICTs, language barriers, and lack of education. Existing efforts by governments, NGOs, and individuals need to be strengthened to address these issues and narrow the gap. Proposed solutions include increasing literacy/education, developing ICT infrastructure in rural areas, CSR initiatives for computer training and funding education, and empowering individuals. With concerted efforts to develop basic infrastructure and support from all sectors, the digital divide can be reduced to allow more people to benefit from technology.
The document discusses the characteristics of the "Net Generation" or students born after 1982 who have grown up with technology. It notes that these students spend much more time using computers, video games, and the internet than reading books or in classrooms. As a result, they learn differently and educators must adapt teaching approaches to their skills with visuals, games, multitasking and finding information online rather than traditional lectures. The document advocates for teaching students 21st century skills like problem solving, collaboration and information literacy through inquiry-based learning rather than memorization.
Sue Beckingham discusses using social media for learning and teaching in higher education. She outlines the benefits of connecting, communicating, curating, collaborating and creating using social media platforms. Beckingham provides tips for both students and staff on building an online presence and digital network through tools like blogs, Twitter chats and BYOD initiatives. She emphasizes developing a digital identity and engaging in open scholarship through online discussion and sharing work with peers.
Lee Rainie, Director of the Pew Research Center's Internet & American Life Project, gave this speech during Washington, D.C.'s "Digital Capital Week" at the auditorium of the National Geographic.
The document discusses the digital divide, which refers to the gap between those who have access to the internet and technology versus those who do not. It identifies two main aspects of the digital divide: access to computers and related technologies, as well as technological literacy and the ability to use technologies effectively. The document then discusses some potential solutions to bridging the digital divide, such as government policies, NGO programs to increase digital literacy, and initiatives that provide affordable access through technologies like mobile phones and low-cost laptops.
MC502 Media and education presentation.pptx uploadsabz1
The document discusses how technology and new media are changing education and children's development. It predicts that technology will continue to evolve and transform education by allowing virtual classrooms, online learning from home, and new opportunities for collaboration. While technology initially raised concerns about isolating students, it is now seen as facilitating social interaction, creative expression, and cultural exchanges between children, teachers, and parents. Overall, the integration of technology and education will reshape how people are prepared for the future.
In our world today, man’s interaction with products and services has changed because more and more physical products are becoming incorporated with digital materiality. Companies have embraced the internet to increase digital experience, and the behavioral pattern of users has changed as a result. The ubiquity of the internet remains the major driver of digitalization; over 3.4 billion people worldwide are connected via the internet, 70% of the world’s youth are online thus a new set of users known as the digital natives have emerged. The Digital Innovation We Need is designed to give you a conceptual framework of digital thinking.
5 digital literacy-and_citizenshipdef - an overviewLisa Somma
The document discusses digital literacy and citizenship for citizens in a digital society. It describes digital natives and immigrants and how they use social media to share information. It argues that digital literacy is important for self-expression and participation online. It also discusses the European Union's Digital Economy and Society Index, which measures countries' digital performance and connectivity. It finds that many Europeans lack basic digital skills and that improving skills and access is important. Finally, it examines approaches to teaching digital citizenship in schools through developing critical thinking about technology use and responsibility online.
The Role of Information Literacy for the Integration of RefugeesJuliane Stiller
Presentation given at the Information and Media Literacy Conference in Passau, 2018. It describes the importance of digital literacy skills for the job searching process of refugees. It also presents the component of a curriculum for digital skills for this target group.
There are three main types of digital divides discussed in the document. First, the divide between those who have access to digital technology and those who do not. Second, the divide between those who use technology regularly and those who do not, known as the "new digital divide". And third, a divide in levels of digital literacy and participation, even among those who have access. Barriers to closing these divides include socioeconomic factors, lack of awareness or relevance of technology, and fears related to privacy and security. Reducing these divides requires expanding access to technology, increasing media literacy education, and addressing concerns of digital immigrants and "conscientious objectors".
The document discusses the digital divide between younger and older generations in their use of technology. Younger generations have an easier time using and learning technology due to factors like confidence with education and experience, a desire to learn new things, and being accustomed to multi-tasking and instant gratification. For older generations, technology is foreign, and they may feel fear of the unknown or lack an interest in technology. Statistics show that while computer use among those over 65 has increased 47% from 2000 to 2004, only 20% of older adults went online in 2003 compared to 65% of younger adults.
The Future of Communication Technology in 2022 A.D. By Lydia Matolydia mato
The document discusses predictions for the future of communication technology in 2022. It predicts that communication technology will continue advancing rapidly, with new inventions emerging every 6 years. Television is predicted to have finely-tuned recommendation engines that know exactly what users want to watch without browsing. Smart TVs will be ubiquitous and there will be no commercials. The Apple Watch is predicted to have integrated social media, allowing users to message and post without their smartphone. Education is predicted to change significantly with more online and flexible learning through technology.
The document discusses communication technology in the future using several frameworks and theories. It describes the Umbrella Perspective for analyzing technologies and how they relate to users. Several adoption models are covered, including Rogers' Diffusion of Innovations theory and Moore's Innovation Adoption Rate. Emerging technologies like electronic textbooks and autonomous vehicles are discussed. Media dependency, uses and gratifications, and social cognitive theories are also referenced in relation to future communication advancements.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
This document discusses digital literacy for adults and young people. It begins by defining digital literacy as the ability to use technology to find, evaluate, create and share information. The scope of digital literacy is broad, impacting many areas of life from relationships to employment. Some adults and young people may lack digital skills due to barriers like access to technology, connectivity issues, disabilities or low literacy levels. People are motivated to improve digital literacy for reasons like job searching, communication, education and supporting others. Barriers can be overcome through education, raising awareness of resources, and providing supportive learning environments.
The differences of hv's and havenot's incase of ICT is called digital divide. The presentation focuses on digital divide in education. The concept explained with facts available on the net. The facts are included and referred in the show. The purpose of the presentation is pure academic and not commercial. the citation has been given. Concept of digital divide, global facts of digital divide with special reference to India, reasons behind digital divide and solutions of it has been mentioned in the presentation
Integrating Social Media Into Prevention Programscraig lefebvre
Presentation on social and mobile media at the Community Anti-Drug Coalitions of America National Leadership Forum XVII. Washington, DC. February 14, 2007.
Digital Divide & Digital Inequality PresentationTravis Kench
This document discusses the digital divide and digital inequality. It defines the digital divide as the gap between those who have access to computers and the internet versus those who do not. Digital inequality refers to socioeconomic factors like income, age, education, and location that limit technology access. It provides statistics on global internet and broadband access and adoption to demonstrate the gaps. It also discusses factors contributing to the digital divide like infrastructure costs, deregulation, and the lack of universal service fund support for broadband. Potential solutions discussed include increasing community access points, partnering with libraries, and providing technology training.
The document discusses the digital divide issue in rural and urban Bangalore, India. It identifies several key issues contributing to the divide, including lack of funding/government support, inadequate infrastructure in poorer areas, unaffordability of ICTs, language barriers, and lack of education. Existing efforts by governments, NGOs, and individuals need to be strengthened to address these issues and narrow the gap. Proposed solutions include increasing literacy/education, developing ICT infrastructure in rural areas, CSR initiatives for computer training and funding education, and empowering individuals. With concerted efforts to develop basic infrastructure and support from all sectors, the digital divide can be reduced to allow more people to benefit from technology.
The document discusses the characteristics of the "Net Generation" or students born after 1982 who have grown up with technology. It notes that these students spend much more time using computers, video games, and the internet than reading books or in classrooms. As a result, they learn differently and educators must adapt teaching approaches to their skills with visuals, games, multitasking and finding information online rather than traditional lectures. The document advocates for teaching students 21st century skills like problem solving, collaboration and information literacy through inquiry-based learning rather than memorization.
Sue Beckingham discusses using social media for learning and teaching in higher education. She outlines the benefits of connecting, communicating, curating, collaborating and creating using social media platforms. Beckingham provides tips for both students and staff on building an online presence and digital network through tools like blogs, Twitter chats and BYOD initiatives. She emphasizes developing a digital identity and engaging in open scholarship through online discussion and sharing work with peers.
Lee Rainie, Director of the Pew Research Center's Internet & American Life Project, gave this speech during Washington, D.C.'s "Digital Capital Week" at the auditorium of the National Geographic.
The document discusses the digital divide, which refers to the gap between those who have access to the internet and technology versus those who do not. It identifies two main aspects of the digital divide: access to computers and related technologies, as well as technological literacy and the ability to use technologies effectively. The document then discusses some potential solutions to bridging the digital divide, such as government policies, NGO programs to increase digital literacy, and initiatives that provide affordable access through technologies like mobile phones and low-cost laptops.
MC502 Media and education presentation.pptx uploadsabz1
The document discusses how technology and new media are changing education and children's development. It predicts that technology will continue to evolve and transform education by allowing virtual classrooms, online learning from home, and new opportunities for collaboration. While technology initially raised concerns about isolating students, it is now seen as facilitating social interaction, creative expression, and cultural exchanges between children, teachers, and parents. Overall, the integration of technology and education will reshape how people are prepared for the future.
In our world today, man’s interaction with products and services has changed because more and more physical products are becoming incorporated with digital materiality. Companies have embraced the internet to increase digital experience, and the behavioral pattern of users has changed as a result. The ubiquity of the internet remains the major driver of digitalization; over 3.4 billion people worldwide are connected via the internet, 70% of the world’s youth are online thus a new set of users known as the digital natives have emerged. The Digital Innovation We Need is designed to give you a conceptual framework of digital thinking.
5 digital literacy-and_citizenshipdef - an overviewLisa Somma
The document discusses digital literacy and citizenship for citizens in a digital society. It describes digital natives and immigrants and how they use social media to share information. It argues that digital literacy is important for self-expression and participation online. It also discusses the European Union's Digital Economy and Society Index, which measures countries' digital performance and connectivity. It finds that many Europeans lack basic digital skills and that improving skills and access is important. Finally, it examines approaches to teaching digital citizenship in schools through developing critical thinking about technology use and responsibility online.
The Role of Information Literacy for the Integration of RefugeesJuliane Stiller
Presentation given at the Information and Media Literacy Conference in Passau, 2018. It describes the importance of digital literacy skills for the job searching process of refugees. It also presents the component of a curriculum for digital skills for this target group.
The current generation of young children has been described as “digital natives”, having been born after1980 into a ubiquitous digital media environment. The greater majority of people today are digital natives. They are tech savvy with a very vibrant social media presence. They were born into a world of peak tech¬no¬log¬i¬cal inno¬va tion, where infor¬ma¬tion was imme¬di¬ate¬ly acces¬si¬ble and social media increas¬ing¬ly ubiquitous. They have some peculiar characteristics which have attracted the attention of researchers. These unique characteristics create predictable, serious problems between digital native learners and digital immigrant teachers, indicating that educational systems must change to catch up with modern times. The traditional education systems do not cater to the needs and interests of digital natives. This paper presents some ways educators can understand digital natives and change their teaching styles accordingly. Matthew N. O. Sadiku | Uwakwe C. Chukwu | Abayomi Ajayi-Majebi | Sarhan M. Musa "Education for Digital Natives" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49580.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/49580/education-for-digital-natives/matthew-n-o-sadiku
Unlock Your Futures Mindset TanjaFutureMe Digital Mind Change Presentation Tanja Schindler
Slidedeck from my workshop during the Digital Mind Change Vol.2 in Munich on 11th October 2018.
The workshop results in German can be found here: https://www.slideshare.net/TanjaSchindler/digital-mind-change-workshop-results-unlock-your-futures-mindset-tanjafutureme-slideshare
More than ever before, digital transformation is putting managers under pressure to navigate organizations into the future successfully. It is not enough to only design digital processes & innovations, but we have to rethink organizations and their purpose entirely. This requires a new mindset that builds on resilience and adaptability, as well as courage and creativity. The workshop taught various tools to deal with this uncertainty and to change our current ways of thinking so that we can actively shape the future.
The document discusses the concept of digital literacy and some of the challenges it presents for both staff and students. It provides various definitions of digital literacy, explores whether it is a useful term, and examines issues around whose online identity is owned, boundaries between work and personal life online, and how academic disciplines can develop digital literacy. It also touches on policies around digital literacy and questions of best practices for students, staff, and libraries regarding the "visual web" represented by tools like Twitter and Facebook.
ABSTRACT: Open data has great potential, but it risks becoming a lost opportunity if the insiders' knowledge and tools to process it remain their prerogative. By analysing two case studies, the talk unveils the design approach of Sheldon.studio to turn open data into a digital commons, supporting a better-informed debate, a more vital civic consciousness, and fostering stronger participation in the democratic processes.
BIO: Matteo Moretti is an award-winning designer. He is co-founder of Sheldon.studio, the first studio on information-experience-design, and vice-director of the Iiteraction & Experience master at the University of the San Marino Republic. His projects, presented in many academic conferences and events, received the Data Journalism Award 2015, the European Design Award 2016, and 2017. Moretti has also been a jury member at the World Press Photo 2017-18 and one of the 100 ambassadors of Italian design in the world 2018.
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
The document discusses the importance of digital skills in schools and how terminology has shifted from "ability to use digital tools" to "digital skills". It argues this shift in terminology better emphasizes cognitive dimensions like attitudes, understanding, and communication. It also discusses the concepts of the "first digital divide" and the "second digital divide" as well as how connectivity does not automatically translate to benefits and proposes the concept of "connectedness" as the ability to benefit from connectivity for personal, social, work or economic purposes.
Awareness, attitude, access and action requiredMichelle Cook
The document discusses the importance of digital citizenship for students living in a digital age. It notes the dichotomy between students' real world and online experiences and the need to prepare them to safely and responsibly participate in the digital world. Developing policies and procedures requires balancing technology access with effective teaching and a safe learning environment. Educators must help bridge the gap between students' digital and physical experiences and address both the risks and possibilities of technology. Strategic planning and action are needed to help students achieve digital citizenship goals.
The growing interaction between technologies and the society led to the development of the concept of digital society. At no other time in human history have people’s interactions and behaviors been so extensively recorded and remembered in perpetuity.Digital society is characterized by information flowing through global networks at unprecedented speeds. It represents a fundamentally new situation for people and social institutions. This paper provides an introduction to on digital society, including its meaning, applications, benefits, and challenges. Matthew N. O. Sadiku | Uwakwe C. Chukwu | Abayomi Ajayi-Majebi | Sarhan M. Musa "Digital Society: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51871.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/51871/digital-society-an-overview/matthew-n-o-sadiku
Digitalization is the process of employing digital technologies and information to transform work, enhance customer experience, ensure employee efficiency, create new solutions, and revamp the business operations. It is the most significant technological trend that is changing society, business, and everything we do. Digitalization occurs in all lines of life, including the fields of education, healthcare, economy, business, and manufacturing. It is a catalyst which will promote innovation and transform the operation of companies. This paper provides an overview of digitalization, its opportunities and challenges. Matthew N. O. Sadiku | Uwakwe C. Chukwu | Abayomi Ajayi-Majebi | Sarhan M. Musa "Digitalization: A Primer" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50387.pdf Paper URL: https://www.ijtsrd.com/engineering/computer-engineering/50387/digitalization-a-primer/matthew-n-o-sadiku
This document discusses concepts of digital literacy. It provides definitions of digital literacy from Martin and Bawden that emphasize the ability to use digital tools to identify, access, manage, integrate, evaluate, analyze and synthesize digital resources. It also discusses core competencies of digital literacy like internet searching and content evaluation. The document explores how digital literacy is important in today's digital society and education, where students are digitally literate and schools need to integrate technology effectively into teaching. It concludes that digital literacy allows individuals to understand their relationship with digital tools and retain control in an era of increasing digital influence.
Data Colonialism and Digital Sustainability: Problems and Solutions to Curren...Matthias Stürmer
The global datasphere is growing from 60 Zettabytes today to 175 Zettabytes in 2025. Much of this data and software is privately controlled by American and Chinese corporations with enormous market power. Only the seven largest big tech companies such as Microsoft, Facebook, Alibaba or Tencent already have a market capitalization of over USD 8700 billion, which is almost three times India's GDP. This trend is called data colonialism of the cyber space. What problems arise from this and how can they be solved? The concept of digitale sustainability addresses this challenge by presenting a new pathway towards greater data sovereignty.
ICT prepares students to participate in a rapidly changing world where work is increasingly transformed by technology. Students use ICT tools to find, explore, analyze, exchange, and present information responsibly and creatively. ICT also allows students to access ideas from diverse people and cultures. Increased ICT capability promotes independent learning and allows students to make informed choices about using ICT now and in their future careers.
The Trouble with Terminology: rehabilitating and rethinking digital literacyJane Secker
Paper given as part of a symposium at the Society for Research in Higher Education Conference - 9-11th December. The paper suggests that digital literacy is a problematic term - it ignores 40 years of work in information literacy.
Similar to Pitfalls of (post) COVID-19 education: time for a critical reflection by Hannah Teras [EMPOWER COVID-19 webinar week, day 2] (20)
Mobility opportunities with Erasmus+ (action line KA171 & KA171) - Larissa Sl...EADTU
This document provides information about the Erasmus+ program for higher education mobility opportunities. Erasmus+ is a European subsidy program that covers education, training, youth, and sport with a budget of €26 billion for 2021-2027. It aims to promote economic growth, employment, equal opportunities, and social inclusion in Europe. The program offers students and staff the opportunity to study, train, teach, and volunteer abroad. Key actions under Erasmus+ for higher education include KA131 for mobility within Europe and KA171 for mobility outside of Europe.
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. Digitalization (and des
Pudels Kern)
”Everyone knows what digitalization is” – or do they?
”There is a need for a digital leap because education
must not be left behind as the world changes and
digitalizes”(Olli-Pekka Heinonen, 2016)
Digitalization is important because digitalization is
important?
Image: Deb Watson CC BY-NC 2.0
4. Digitalization of education
Kuvat: Anders Sandberg CC BY-NC 2.0 & Antti T. Nissinen CC BY 2.0
We tend to actually talk about digitization and let the social change go unnoticed.
5. Endless potential
”The ENORMOUS potential of digitalization is always waiting just
behind the corner.
Innovation = always good?
Research:
So far very little evidence of benefits, a gap between the potential and
reality (Cuban & Jandric, 2015, Selwyn 2010, Mertala 2019)
Digital environments redefine, simplify and reduce learning, no space
for critical evaluation (Bayne, 2015, Mertala, 2019, Knox et al.
2020).
Techno-scientific innovation has not solved societal problems,
sometimes quite the opposite. Innovations often benefit edtech
companies themselves. (Birch et al. 2020)
Kuva: Jeff Sullivan. CC BY-NC-ND 2.0
6. Ed-tech speech
Digital technologies revolutionizing learning! Since A.D. X. (Koch,
1973; Postman, 1992)
”Education is broken, technology will fix it”. (Williamson 2020,
Birch et al. 2020, Mertala, 2019)
Ed-tech speech is characterized by value-laden, political and
deterministic language that leaves no room for alternative
interpretations or doubt. (Mertala, 2019, s. 27)
Closed universe of discourse: commenting only within a strictly
defined space (Teräs, Suoranta & Teräs, 2022)
Kuva: Robert Ball. CC BY-NC-ND 2.0
7. Teachers and
digitalization?
Research focuses largely on digital
skills or technology acceptance.
(esim. Schrerer ym. 2019, Falloon
2020).
Teachers are given the role of
objects for professional
development programs (Teräs, Teräs
& Suoranta)
-> Digitalization becomes the
subject, it is something that
happens to teachers
Kuva: Cynthia Blue. CC BY-NC-ND
8. Educational policy (with
”own cow in the ditch”)
The future of education is influenced by vision papers and
programs that assume a certain kind of future that requires
certain changes in case we wish to adapt to it. Thus they
actually construct a future instead of just predicting it, they
become self-fulfilling prophesies.
OECD recommendations and conclusions are not based on
research knowledge, but on the blogs and vision papers of
consulting companies, Silicon Valley edtech companies,
”techno-evangelists” and the like – togehter with earlier
OECD reports.
The thoughts of those who benefit financially are heard like
the words of prophets.
Kuva: Jim Howard. CC BY-NC 2.0
9. The ”joys” of datafication
Data has become a significant currency -> more data is
better! So everyone is obsessed with getting as much data
from as many sources as possible. Everyone must consent
in the name of ”better education”. (Couldry & Yu, 2018)
The main motivation behind the development of different
learning platforms and datafication is NOT better learning,
but heftier profit. (see Williamson 2020, Mirrlees & Alvi
2020)
Threats: machine behaviorism, algorithm pedagogy,
surveillance capitalism (Knox et al. 2020, Birch et al.
2020, Zuboff, 2019)
10. Agenda for critical studies in
digitalization of education
1. A step out of the ”digital box”, space and
time for critical reflection. Where are we now,
where do we want to go?
2. Critical pedagogy and critical theory offer
useful tools for the research and development
of digitalization.
3. Emancipation and engagement of teachers in
defining and creating desired digital futures!
12. Bayne, S. (2015). What’sthematterwith‘technology-enhanced learning’?Learning, Media and Technology,40(1), 5–20
Birch, K., Chiappetta, M., & Artyushina, A. (2020). The problem of innovation in technoscientific capitalism:data rentiership and the policy implications of turning personal digital data
into a private asset.PolicyStudies,1–20.https://doi.org/10.1080/01442872.2020.1748264
Brennen, S. & Kreiss, D. (2014). Digitalization and Digitization. Culture Digitally, September 8 2014. Available at: https://culturedigitally.org/2014/09/digitalization-and-
digitization/
Couldry, N., & Yu, J. (2018). Deconstructing datafication’s brave new world.New Media & Society, 20(12),4473–4491.https://doi.org/10.1177/1461444818775968.
Cuban, L., & Jandrić, P. (2015). The dubious promise of educational technologies: Historical patterns andfuture challenges.E-Learning and Digital Media, 12(3–4), 425–
439.https://doi.org/10.1177/2042753015579978
Knox, J., Williamson, B., & Bayne, S. (2020). Machine behaviourism: Future visions of‘learnification’and‘datafication’across humans and digital technologies.Learning, Media and
Technology, 45(1), 31–45.https://doi.org/10.1080/17439884.2019.1623251
Mertala, P. (2019). Paradoxes of participation in the digitalization of education: A narrative account.Learning,Media and Technology, 45(2), 1–
14.https://doi.org/10.1080/17439884.2020.1696362.
Mirrlees, T., & Alvi, S. (2020).EDTECH INC. Selling, automating and globalizing higher education in thedigital age. New York & London: Routledge.
OAJ. 2016. Askelmerkit digiloikkaan. OAJ:n julkaisusarja.
Postman, N. (1992).Technopoly: The surrender of culture to technology.NewYork:AlfredA.Knopf,Inc.
Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology.Journal of Computer Assisted Learning, 26(1), 65–73
Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020) Post-Covid-19 Education and Education Technology 'Solutionism': a Seller's Market. Postdigital Science and Education 2(1).
Williamson, B. (2020a). Making markets through digital platforms: Pearson, edu-business, and the(e)valuation of higher education.Critical Studies in
Education.https://doi.org/10.1080/17508487.2020.1737556.
Zuboff, S. (2019).The age of surveillance capitalism: The fight for a human future at the new frontier ofpower. London: PublicAffairs.Postdigital Science and Education