Change and Continuity in Educational Uses of New Digital Technologies

Ng, Wan

doi:10.1007/978-3-319-05822-1_1

Cited by 7 publications

(7 citation statements)

References 53 publications

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“…Hardware includes computers, projectors, interactive whiteboards, and smart mobile devices, while software involves office applications (e.g. word processors and presentation tools), online learning management systems, social networking sites and applications, online encyclopedias and search engines, communication software, as well as serious games (De Gloria, Bellotti, & Berta, 2014;Ng, 2015;Spector, Merrill, Elen, & Bishop, 2014). The contribution of ICT in education supports the sharing of material and teaching tasks, while also enhancing connectivity, cooperative work, and expands experiential learning opportunities outside of the classroom (Augusto, 2009).…”

Section: Definitions and Rationalementioning

confidence: 99%

“…The contribution of ICT in education supports the sharing of material and teaching tasks, while also enhancing connectivity, cooperative work, and expands experiential learning opportunities outside of the classroom (Augusto, 2009). In addition, it has been argued that digital technologies: (i) support learning by increasing students' motivation, providing demonstrations of the topics taught and adapting to each student's individual pace; (ii) contribute to the development of the so called twenty-first century skills, such as • Technology will be a vital component of any daily activity • Intelligent environments will cater for humans' needs, prosperity, and well-being • Digital inequality and lack of universal access will not only pertain to access to information, but also to humans' health, well-being, and eudaimonia communication, collaboration, problem-solving, critical and creative thinking; and (iii) foster the development of digital citizenship and lifelong learning (Ng, 2015).…”

Section: Definitions and Rationalementioning

confidence: 99%

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Seven HCI Grand Challenges

Stephanidis

Salvendy

Antona

et al. 2019

International Journal of Human–Computer Interaction

365

111

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This article aims to investigate the Grand Challenges which arise in the current and emerging landscape of rapid technological evolution towards more intelligent interactive technologies, coupled with increased and widened societal needs, as well as individual and collective expectations that HCI, as a discipline, is called upon to address. A perspective oriented to humane and social values is adopted, formulating the challenges in terms of the impact of emerging intelligent interactive technologies on human life both at the individual and societal levels. Seven Grand Challenges are identified and presented in this article: Human-Technology Symbiosis; Human-Environment Interactions; Ethics, Privacy and Security; Well-being, Health and Eudaimonia; Accessibility and Universal Access; Learning and Creativity; and Social Organization and Democracy. Although not exhaustive, they summarize the views and research priorities of an international interdisciplinary group of experts, reflecting different scientific perspectives, methodological approaches and application domains. Each identified Grand Challenge is analyzed in terms of: concept and problem definition; main research issues involved and state of the art; and associated emerging requirements. BACKGROUNDThis article presents the results of the collective effort of a group of 32 experts involved in the community of the Human Computer Interaction International (HCII) Conference series. The group's collaboration started in early 2018 with the collection of opinions from all group members, each asked to independently list and describe five HCI grand challenges. During a one-day meeting held on the 20th July 2018 in the context of the HCI International 2018 Conference in Las Vegas, USA, the identified topics were debated and challenges were formulated in terms of the impact of emerging intelligent interactive technologies on human life both at the individual and societal levels. Further analysis and consolidation led to a set of seven Grand Challenges presented herein. This activity was organized and supported by the HCII Conference series.

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Section: Definitions and Rationalementioning

confidence: 99%

Section: Definitions and Rationalementioning

confidence: 99%

Seven HCI Grand Challenges

Stephanidis

Salvendy

Antona

et al. 2019

International Journal of Human–Computer Interaction

365

111

View full text Add to dashboard Cite

show abstract

“…Digital platforms and technologies are argued by many to have a pivotal role in the dynamics of changing landscape of clinical treatment. The main arguments include improved support for treatment by 1) contextualizing and increasing motivation of students and promoting engagement through interactive environments and reward structures, 2) providing a learning experience which caters to pace of patient's individual learning, and 3) providing continuous and life-long learning through mobile learning platforms [4].…”

Section: Augmenting Teaching and Precision Treatmentmentioning

confidence: 99%

AI-Augmented Behavior Analysis for Children With Developmental Disabilities: Building Toward Precision Treatment

Ghafghazi

Carnett

Neely

et al. 2021

IEEE Syst. Man Cybern. Mag.

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Autism spectrum disorder is a developmental disorder characterized by significant social, communication, and behavioral challenges. Individuals diagnosed with autism, intellectual, and developmental disabilities (AUIDD) typically require long-term care and targeted treatment and teaching. Effective treatment of AUIDD relies on efficient and careful behavioral observations done by trained applied behavioral analysts (ABAs). However, this process overburdens ABAs by requiring the clinicians to collect and analyze data, identify the problem behaviors, conduct pattern analysis to categorize and predict categorical outcomes, hypothesize responsiveness to treatments, and detect the effects of treatment plans. Successful integration of digital technologies into clinical decision-making pipelines and the advancements in automated decision-making using Artificial Intelligence (AI) algorithms highlights the importance of augmenting teaching and treatments using novel algorithms and high-fidelity sensors. In this article, we present an AI-Augmented Learning and Applied Behavior Analytics (AI-ABA) platform to provide personalized treatment and learning plans to AUIDD individuals. By defining systematic experiments along with automated data collection and analysis, AI-ABA can promote self-regulative behavior using reinforcement-based augmented or virtual reality and other mobile platforms. Thus, AI-ABA could assist clinicians to focus on making precise data-driven decisions and increase the quality of individualized interventions for individuals with AUIDD.

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“…Often, the results of analysis of studies regarding the issues of introducing cloud technologies into the modern educational process are presented, the feasibility and necessity of their pedagogically balanced use in the educational process are justified (Deltsova, 2020;Molnar, 2018). A considerable number of publications of periodicals was analysed and common tendencies in covering the issues of introducing modern ICT into the educational process were identified (Ng, 2015;Fizeshi, 2018). The main idea is to discuss the development of an oriented learning (information-educational, educational) environment in the institution of general secondary education (Grimaldi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Preparing future teachers to use digital educational resources in primary school

Aidarbekova

Abildina

Odintsova

et al. 2021

WJET

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The use of digital educational resources is based on ensuring that control measures are fixed and that the educational process as a whole is more transparent. The purpose of this article is to research the use of digital educational resources in primary school. The methodological basis of the study is determined by the possibility of using the design method. The novelty of the study is determined by the fact that the digital educational environment is understood primarily as the function of knowledge transfer and the desire to combine conventional teaching methods with innovative principles. It was concluded that the digital environment should be designed and taught to future teachers not only as an applied subject but also as an infrastructural component. By comparing the experimental and control groups, the authors empirically confirmed that pedagogical influence using web-based technologies is more effective than previously used ones. Keywords: blended learning; education; conventional teaching; technologies; web resources.

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Change and Continuity in Educational Uses of New Digital Technologies

Cited by 7 publications

References 53 publications

Seven HCI Grand Challenges

Seven HCI Grand Challenges

AI-Augmented Behavior Analysis for Children With Developmental Disabilities: Building Toward Precision Treatment

Preparing future teachers to use digital educational resources in primary school

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