Edutech Enabled Teaching: Challenges and Opportunities
- Length: 232 pages
- Edition: 1
- Language: English
- Publisher: Chapman and Hall/CRC
- Publication Date: 2022-09-02
- ISBN-10: 1032185201
- ISBN-13: 9781032185200
- Sales Rank: #0 (See Top 100 Books)
The primary goal of this book is to address the issues faced by teachers in the adoption of digital tools into their teaching and their students learning. This book also addresses the issues confronting educators in the integration of digital technologies into their teaching and their students’ learning. Such issues include a skepticism of the added value of technology to educational learning outcomes, the perception of the requirement to keep up with the fast pace of technological innovation, a lack of knowledge of affordable educational digital tools and a lack of understanding of pedagogical strategies to embrace digital technologies in their teaching. This book presents theoretical perspectives of learning and teaching today’s digital students with technology and proposes a pragmatic and sustainable framework for teachers’ professional learning to embed digital technologies into their repertoire of teaching strategies in a systematic, coherent and comfortable manner so that technology integration becomes an almost effortless pedagogy in their day-to-day teaching.
Some of the objectives are given below:
- Shares valuable insights into the influence of technology on teaching and learning in higher education
- Provides deeper insights on higher education and sustainability interact
- Studies innovations from various perspectives
- Investigates how the educators and students apply the unique innovative and emotional dimensions in modern age of learning
- Provides a timely overview of changes in education reforms and policy research globally
- Evaluates the problematic relationship between globalization, the state, and education reforms.
Cover Half Title Title Page Copyright Page Table of Contents Preface About the Editors Contributors Chapter 1 Innovative Pedagogy Practices 1.1 Introduction 1.1.1 Origin 1.2 Research Methodology 1.2.1 Objectives of the Research 1.2.2 Research Design 1.2.3 Data Collection Method 1.3 Analysis and Interpretation 1.3.1 Education System 1.3.1.1 Education in Ancient India 1.3.1.2 Education in the First Millennium 1.3.1.3 Education in Modern India 1.3.2 Pedagogy 1.3.2.1 Innovative Pedagogy 1.3.2.2 Pedagogy Practices 1.4 Findings and Suggestions 1.4.1 Findings 1.4.2 Suggestions 1.5 Conclusion References Chapter 2 Education in the Fourth Industrial Revolution: Challenges and Opportunities 2.1 Introduction 2.2 Timeline of the Industrial Revolution 2.3 Components of Technology Advancements in the Fourth Industrial Revolution 2.3.1 Big Data 2.3.2 Artificial Intelligence 2.3.3 Robotics 2.3.4 Internet of Things 2.3.5 3D Printing 2.3.6 Quantum Computing 2.4 Impact of the Fourth Industrial Revolution Reform on Education 2.5 Challenges of the Fourth Industrial Revolution in the Education System 2.6 Major Challenges of the Fourth Industrial Revolution in the Education System 2.7 Opportunities of the Fourth Industrial Revolution in the Education System 2.8 Recommendations for Enhancing Education in India in the Light of Technological Advancements 2.9 Conclusion References Chapter 3 Integration of IoT and Big Data Technologies for Higher Education 3.1 Introduction 3.2 Conceptual Framework for the IoT and Big Data 3.2.1 IoT and Big Data 3.2.1.1 IoT 3.2.1.2 Big Data 3.3 Big Data in Higher Education: A New Approach 3.4 Benefits of Integrating IoT and Big Data in Education 3.5 Challenges of Using IoT and Big Data in Education 3.6 Big Data Analytics as a Component of the Quality Assurance System at Colleges and Universities 3.7 Higher Education and the Use of Big Data Modeling 3.8 Using the IoT and Big Data to Create a Digital Educational Platform 3.8.1 Fundamental Requirements for Big Data Deployment 3.8.1.1 Norms for Contemporary Data Gathering and Processing Systems 3.8.1.2 Real-Time System Training is Required for the Platform 3.8.1.3 Data Management 3.8.1.4 Information Creation and Search that Are Completely Unrestricted and Adaptable 3.8.2 The Many Distinct IoT Platforms 3.8.3 Architecture for IoT and Big Data (Figures 3.3 and 3.4) 3.8.4 Kinds of Cloud Computing 3.9 Conclusions References Chapter 4 Moral, Legal, and Ethical Issues of Technology in Education 4.1 Introduction 4.2 Ethical Concerns of Technology in Education 4.3 Ethical Issues in Technology 4.4 Why Digital Ethics Are Important 4.4.1 Confidentiality 4.4.2 Hacking 4.4.3 Copyright 4.4.4 Economic Rights 4.4.5 Moral Rights 4.4.6 Netiquette 4.4.7 Accuracy 4.4.8 Cyber Security Threats 4.4.9 Types of Security Threats 4.4.9.1 Malware 4.4.9.2 Emotet 4.4.9.3 Denial of Service (DoS) 4.4.9.4 Man in the Middle 4.4.9.5 Phishing 4.4.9.6 SQL Injection 4.4.9.7 Password Attacks 4.5 Importance of Cyber Security in the Education System 4.6 Things to Teach Students While Working Online 4.7 The Main Ethical Concerns in the Classroom Using Technology 4.8 What to Teach Children to Reduce and Prevent Cyberbullying 4.9 Why It Is Important to Talk about Ethics in Technology 4.10 Cybercrime and Cyber Laws in India 4.11 How to Report Cyber Crime in India 4.12 Conclusion References Chapter 5 Competencies and Values for Education 4.0 5.1 Industry 4.0 Harbinger of Education 4.0 5.2 Core Competencies as Essential Prerequisites for Industry 4.0 5.3 Core Competencies to be Integrated in Education 4.0 5.3.1 Technical Competencies 5.3.2 Methodological Competencies 5.3.3 Social Competencies 5.3.4 Personal Competencies 5.4 Values to Be Embedded with Core Competencies 5.4.1 Human Dignity and Respect 5.4.2 Equality, Tolerance, and Freedom 5.4.3 Justice 5.4.4 Global-Mindedness, Responsibility, and Cultural Diversity 5.4.5 Democratic Values 5.5 Conclusion References Chapter 6 ICT Tools for Language, Literacy, and Early Childhood 6.1 Information and Communication Technology in Education 6.1.1 Information Communication Technologies in Edification Forum 6.1.2 Educational Technology as a Concept 6.2 The Application of Information and Communication Technologies (ICT) in Technical Education 6.2.1 Information Gathering 6.2.2 Encouraging Students to Learn 6.2.3 Assisting Educators 6.3 Use of ICT to Assist Language Education 6.4 Top ICT Tools to Develop Literacy 6.4.1 Telephone 6.4.2 Mobile Phones 6.4.3 Internet 6.4.4 Internet Sites 6.4.5 Video Conferencing 6.4.5.1 Interactive White Boards 6.4.5.2 Simple Conduction of Experiments 6.4.5.3 PowerPoint 6.4.5.4 Putting up Educational Materials 6.4.6 Various Kinds of ICT Tools 6.5 Digital Revolution in Early Childhood Education 6.5.1 Meaningful ICT Resources and Tools in Early Childhood Education 6.6 Assistive Technology for ECE 6.6.1 Myths about Assistive Technologies 6.7 Comparison of Traditional Pedagogy and Emerging Pedagogy Enabled by ICTs 6.8 Conclusion References Chapter 7 Conceptual Framework of Digital Transformation in Higher Education an Emerging Trend 7.1 Introduction 7.1.1 Background of Study 7.2 Objectives 7.3 Literature Review 7.3.1 Need for Digital Transformation 7.3.2 Skill Requirements for Industry 4.0 7.3.3 Digital Transformation Requires Integration of Higher Educational Institutions with Industry 4.0 7.4 Research Methodology 7.5 Results and Discussion 7.5.1 Challenges for Adopting Digital Transformation in Higher Education 7.5.2 Opportunities in Digital Transformation 7.6 Suggestions and Recommendations 7.6.1 Government Initiatives 7.6.2 Initiatives Desired at Universities/Colleges Faculty 7.7 Conclusion References Chapter 8 Sustainable Development Goal 4: Building an Inclusive Learning Environment for All 8.1 Introduction 8.1.1 Disability 8.1.2 Inclusive Education 8.2 SDGs and Inclusive Education 8.2.1 SDG 4 in India 8.2.2 Policies and Programs 8.2.3 Enrollment of Children with Disabilities 8.2.4 Infrastructural Facilities 8.2.5 Resources, Teachers, and Inclusive Education 8.3 NITI Aayog Strategies 8.4 Challenges in Inclusive Education 8.5 Barriers to Achieving SDG 8.5.1 Globally 8.5.2 India 8.6 Suggestions 8.6.1 Global Level 8.6.2 National Level 8.6.3 State Level 8.7 Conclusion References Chapter 9 Techno Pedagogical Concept with Digital Skills 9.1 Defining Learning 9.2 Types of Learning 9.3 Learning Theories 9.4 Teaching – from Gurukul to School 9.4.1 Gurukul 9.4.2 Modern Education System 9.5 Differences between Gurukul and the Modern Education System 9.6 Teaching Pedagogy 9.7 Changes in Teaching Pedagogy 9.8 Education after COVID-19 9.8.1 Challenges Faced by Educators 9.8.2 Challenges Faced by Students 9.9 Digitalization Is a Blessing during COVID-19 with Many Challenges 9.10 Evolution of Digital Pedagogy 9.11 Types of ICT Tools Available for Teaching 9.12 Digital Literacy Skills Required for Teachers 9.13 Benefits of Digital Skills in Teaching Pedagogy for Teachers 9.14 Benefits for Digital Skills in Teaching Pedagogy for Students 9.15 Conclusion References Chapter 10 National Education Policy-2020: Prospects for Teacher Education Institutions 10.1 Introduction 10.2 Strengthening Teacher Education through NEP-2020 10.3 Pre-Service Teacher Education as Envisaged in NEP-2020 10.4 Meeting the Global Standards of Education through NEP-2020 10.5 Recruitment and Employment of Teachers 10.6 Teaching Career and Professionalism 10.7 Teacher Empowerment through NEP-2020 10.8 NEP-2020: The Key Takeaways 10.8.1 Drastic Changes in the Structure of School Education 10.8.2 Implementation of NEP-2020 10.8.3 Impact of NEP Post-Implementation 10.8.4 NEP-2020 and Reforms in Teacher Education 10.8.5 Issue of Vacant Teacher Posts 10.8.6 NEP-2020 and Funding of Education 10.8.7 Provision of Merit-Based Scholarships in NEP-2020 10.8.8 NEP-2020 and Globalization of Education 10.8.9 NEP-2020 and Digital Learning for ‘All’ 10.8.10 NEP-2020 and Some Concerns 10.9 Conclusions References Web References Chapter 11 Techno-Pedagogical Concepts with Digital Skills 11.1 Understanding Pedagogy 11.2 What Is Technologically Enabled Pedagogy? 11.3 Significance of Technologically Enabled Pedagogy 11.4 Digital Immigrants and Digital Natives 11.5 Digital Literacy 11.6 Digital Pedagogy Tools 11.6.1 Interactive Presentations 11.6.2 Digital Storytelling 11.6.3 Blogs 11.6.4 Podcasts 11.6.5 Virtual Laboratories 11.7 Assessment Methodologies 11.7.1 Rubrics 11.7.2 Discussion Analysis Tool 11.7.3 Game-based Formative Assessment Tools 11.7.4 Integrating Assessment in an Ongoing Class 11.8 The Role of Teachers in a Techno-pedagogical Learning Environment 11.9 Conclusion References Chapter 12 National Education Policy-2020: A Landmark in India’s History of Education 12.1 Developments in the Indian Education System 12.2 The Ancient Period 12.2.1 The Vedic Education System 12.2.2 The Buddhist Education System 12.2.3 The Jain Education System 12.2.4 The Medieval Period 12.2.5 The Colonial Period 12.2.6 The Indian Education Post-Colonial Period 12.3 National Education Policy-2020 – A Landmark in India’s History of Education 12.4 Industry 4.0 12.5 The Key Components of Industry 4.0 12.5.1 Big Data 12.5.2 Artificial Intelligence 12.5.3 Augmented Reality 12.5.4 Robotics 12.5.5 Blockchain 12.6 Education 4.0 –Preparation for Industry 4.0 12.7 Challenges to Education 4.0 References Chapter 13 National Academic Credit Bank: Need of Times 13.1 Introduction 13.2 National Education Policy (NEP)- Transforming Reform in Education 13.2.1 Conceptual Framework of a NAC Bank 13.2.2 Significance of NAC Bank 13.2.3 The Functionality of NAC Bank 13.3 Concepts of Credits and Credit Transfers 13.3.1 Objectives of the NAC Bank Scheme 13.3.2 Stakeholders of the NAC Bank Scheme 13.3.3 Key Elements of the NAC Bank Program 13.4 Workflow of NAC Bank 13.4.1 Registration 13.4.2 Loginvia Student Dashboard 13.4.3 Transfer Initiation 13.4.4 Request Status 13.4.5 Institution Credit Transfer Process and Flow 13.5 Implementation Method 13.6 Academic Bank of Credit: A Silver Bullet for the Indian Higher Education System 13.7 Conclusion Bibliography Chapter 14 Technology in Education vs Teacher-Taught Relationship in the 21st Century 14.1 Introduction 14.2 Technology in Education 14.3 Online Learning Modules 14.3.1 NPTEL 14.3.2 SWAYAM 14.3.3 IIT 14.4 Teacher–Student Relationship 14.5 Challenges and Possibilities 14.6 Conclusions References Index
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