Integrating technology in contemporary legal education

Smith, Marcus

doi:10.1080/03069400.2019.1643647

Cited by 11 publications

(8 citation statements)

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“…Killean and Summerville (2020) explored the potential for creative podcasting as a tool for sharing legal knowledge, communication and digital literacy skills development but found this area to be 'under-researched ' (p. 33). Smith (2020) found that there is a need to incorporate into the law school curriculum 'a broader range of technology-based pedagogical approaches' and to ensure that graduates develop familiarity with different forms of communication, ranging from technology platforms for trial preparation in commercial law cases to legal/data analytics, for example, as used by judges for bail and sentencing decision-making (p. 220).…”

Section: Literature Reviewmentioning

confidence: 99%

A study of university law students’ self-perceived digital competences

Μαρτζούκου

Κωσταγιόλας

Lavranos

et al. 2021

Journal of Librarianship and Information Science

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The concept of digital competences incorporates the effective use of constantly-changing digital tools and media for learning and performing digital tasks, digital behaviours (such as online communication, teamwork, ethical sharing of information), as well as digital mindsets that value lifelong digital learning and development. The current pandemic crisis has accelerated the need to diagnose and understand more systematically Higher Education students’ digital competences and the way in which they shape academic performance and outcomes. This empirical study explores the digital competences of students, studying in Law related courses, by means of a self-assessment survey tool, which has been previously tested with information and library science students, and was developed to study students’ technology mastery (i.e. the abilities, competences, capabilities and skills required for using digital technology, media and tools) and their digital citizenship mindsets (consisting of attitudes and behaviours necessary to develop as a critical, reflective and lifelong learners). The study found age demographic differences, which presented significant correlations pointing to the presence of diverse levels of competences in the student group. Correlation statistics of the survey data demonstrated that students’ prior everyday participation as a digital citizen was connected to a number of important academic skills, such as the ability to identify information in different contexts, students’ digital learning and development, their digital abilities to complete academic work, their information literacy skills and their skills around managing their digital wellbeing and identity. Focus groups data with academics revealed that they valued the development of students’ digital competences for the purposes of learning, while studying at university and placed less emphasis on digital citizenship skills. These academics also considered the value of digital platforms and tools (the focus on ‘ICT Proficiency’) to be more relevant for academic study than digital citizenship mindsets.

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Section: Literature Reviewmentioning

confidence: 99%

A study of university law students’ self-perceived digital competences

Μαρτζούκου

Κωσταγιόλας

Lavranos

et al. 2021

Journal of Librarianship and Information Science

View full text Add to dashboard Cite

show abstract

“…These digital technologies have shaped education and have supported both lecturers and students in facilitating learning (Delgado et al, 2015;Hart & Laher, 2015). These tools have transformed learning and prepared students for the world of work (Smith, 2020). The tools help students practice new concepts and allow for a holistic type of learning within the classroom, which will develop students' knowledge base using various forms of technology (Smith, 2020).…”

Section: New Ways Of Learningmentioning

confidence: 99%

“…These tools have transformed learning and prepared students for the world of work (Smith, 2020). The tools help students practice new concepts and allow for a holistic type of learning within the classroom, which will develop students' knowledge base using various forms of technology (Smith, 2020).…”

Section: New Ways Of Learningmentioning

confidence: 99%

Covid 19 and Education” The Untold Story of the Barriers to Technology Adoption From A Tertiary Viewpoint

2021

JEP

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The Covid-19 Pandemic has changed the way Higher learning institutions normally conduct learning. Educational technology is a learning tool that helps lecturers enhance learning through instructional practices; however, lecturers are having difficulties adopting technology. The purpose of this study was to examine the barriers that lecturers' face when attempting to adopt technology and the support needed to be successful within their instructional practices. The conceptual frameworks for this study were Bandura's self-efficacy theory and Rogers' diffusion of innovation. The study included eight lecturers from a Caribbean college in Antigua and Barbuda as participants. Data were collected through interviews and analyzed using open coding and thematic analysis. Findings from the study indicated that there were barriers that were preventing lecturers from adopting technology. These barriers included the need for professional training, institutional support, and observational learning of others which would assist with lecturers' pedagogy, content knowledge, and technology adoption.The results of the study may lead to social change by revealing potential barriers that lecturers face during technology use. The study can also provide both lecturers and stakeholders with data that is Caribbean-specific and can provide the most effective plan to support lecturers' adoption of technology.

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“…To discuss the types of technology to be taught to Islamic law students, it can be started by referring to the reasons why the technology is needed in Islamic legal education.Which are to expose students with technical literacy, and keep up with the legal technology applied by the judiciary, [11] and legal research and writing. This means that the students are taught the existing technological-based legal application, the use of e-resources, digital referencing systems, and other technological-based teaching aids.…”

Section: B "What Kind Of Technology To Be Taught To the Islamic Law mentioning

confidence: 99%

Islamic Legal Education in the 4.0 Era: Does It Need to Consider Technology?

Triana¹,

Zada²

2020

Proceedings of the 2nd International Conference on Islam, Science and Technology (ICONIST 2019)

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This paper discusses the encountering of Islamic legal education with the advancement of technology. Islamic legal education that is identical with a more traditional type of legal education, in fact, cannot avoid considering the need for technology in this 4.0 era. This study is built upon the reflection of the practice of Islamic legal education in the Faculty of Sharia and Law of State Islamic University SyarifHidayatullah Jakarta and a survey on various literature on the relationship between legal education and technology. It is found that the respond of Islamic legal education to the advancement of technology is exceptionally slow. In fact, the adoption of technology is needed not only to respond to the use of technology by the Islamic judiciary but also to make the Islamic legal education more effective with the evolvement of technology-based teaching aids.

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Integrating technology in contemporary legal education

Cited by 11 publications

References 0 publications

A study of university law students’ self-perceived digital competences

A study of university law students’ self-perceived digital competences

Covid 19 and Education” The Untold Story of the Barriers to Technology Adoption From A Tertiary Viewpoint

Islamic Legal Education in the 4.0 Era: Does It Need to Consider Technology?

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