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Computer-assisted language learning (CALL), British, or Computer-Aided Instruction (CAI)/Computer-Aided Language Instruction (CALI), American, is briefly defined in a seminal work by Levy as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).
An information system (IS) is a formal, sociotechnical, organizational system designed to collect, process, store, and distribute information. From a sociotechnical perspective, information systems are composed by four components: task, people, structure, and technology. Information systems can be defined as an integration of components for collection, storage and processing of data of which the data is used to provide information, contribute to knowledge as well as digital products that facilitate decision making.
Analytics is the systematic computational analysis of data or statistics. It is used for the discovery, interpretation, and communication of meaningful patterns in data. It also entails applying data patterns toward effective decision-making. It can be valuable in areas rich with recorded information; analytics relies on the simultaneous application of statistics, computer programming, and operations research to quantify performance.
An entity–relationship model describes interrelated things of interest in a specific domain of knowledge. A basic ER model is composed of entity types and specifies relationships that can exist between entities.
Education policy consists of the principles and policy decisions that influence the field of education, as well as the collection of laws and rules that govern the operation of education systems.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, edtech, it is often referring to the industry of companies that create educational technology.
Technology integration is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and APIs in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally to an authentic audience. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."
Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. Renee Hobbs suggests that “few people verify the information they find online ― both adults and children tend to uncritically trust information they find, from whatever source.” People need to gauge the credibility of information and can do so by answering three questions:
- Who is the author?
- What is the purpose of this message?
- How was this message constructed?
Students in computer lab
Academic analytics is defined as the process of evaluating and analyzing organizational data received from university systems for reporting and decision making reasons. Academic analytics will help student and faculty to track their career and professional paths. According to Campbell & Oblinger (2007), accrediting agencies, governments, parents and students are all calling for the adoption of new modern and efficient ways of improving and monitoring student success. This has ushered the higher education system into an era characterized by increased scrutiny from the various stakeholders. For instance, the Bradley review acknowledges that benchmarking activities such as student engagement serve as indicators for gauging the institution's quality.
In the pursuit of knowledge, data is a collection of discrete values that convey information, describing quantity, quality, fact, statistics, other basic units of meaning, or simply sequences of symbols that may be further interpreted. A datum is an individual state in a set of data. Data usually is organized into structures such as tables that provide additional context and meaning, and which may themselves be used as data in larger structures. Data may be used as variables in a computational process. Data may represent abstract ideas or concrete measurements. Data is commonly used in scientific research, finance, and in virtually every other form of human organizational activity. Examples of data sets include stock prices, crime rates, unemployment rates, literacy rates, and census data.
Information is an abstract concept that refers to that which has the power to inform. At the most fundamental level information pertains to the interpretation of that which may be sensed. Any natural process that is not completely random, and any observable pattern in any medium can be said to convey some amount of information. Whereas digital signals and other data use discrete signs to convey information, other phenomena and artifacts such as analog signals, poems, pictures, music or other sounds, and currents convey information in a more continuous form. Information is not knowledge itself, but the meaning that may be derived from a representation through interpretation.
The term digital citizen is used with different meanings. According to the definition provided by Karen Mossberger, one of the authors of Digital Citizenship: The Internet, Society, and Participation, digital citizens are "those who use the internet regularly and effectively." In this sense a digital citizen is a person using information technology (IT) in order to engage in society, politics, and government.
Paul Beynon-Davies is a British academic, author and consultant.
Educational data mining (EDM) is a research field concerned with the application of data mining, machine learning and statistics to information generated from educational settings. At a high level, the field seeks to develop and improve methods for exploring this data, which often has multiple levels of meaningful hierarchy, in order to discover new insights about how people learn in the context of such settings. In doing so, EDM has contributed to theories of learning investigated by researchers in educational psychology and the learning sciences. The field is closely tied to that of learning analytics, and the two have been compared and contrasted.
The following is provided as an overview of and topical guide to databases:
Data-informed decision-making (DIDM) gives reference to the collection and analysis of data to guide decisions that improve success. Another form of this process is referred to as Data-Driven Decision-Making (DDDM) which is defined similarly as making decisions based on hard data as opposed to intuition, observation, or guesswork. DIDM is used in education communities but is also applicable to other fields in which data is used to inform decisions. While data based decision making is a more common term, data-informed decision-making is a preferable term since decisions should not be based solely on quantitative data. Data-driven decision-making is most often seen in the contexts of business growth and entrepreneurship. Most educators have access to a data system for the purpose of analyzing student data. These data systems present data to educators in an over-the-counter data format to improve the success of educators’ data-informed decision-making. In Business, fostering and actively supporting DIDM in their firm and among their colleagues could be the main role of CIOs or CDOs.
Over-the-counter data (OTCD) is a design approach used in data systems, particularly educational technology data systems, in order to increase the accuracy of users' data analyses by better reporting data. The approach involves adhering to standards that are organized by five components: Label, Supplemental Documentation, Help System, Package/Display, and Content.
Cognitive computing (CC) refers to technology platforms that, broadly speaking, are based on the scientific disciplines of artificial intelligence and signal processing. These platforms encompass machine learning, reasoning, natural language processing, speech recognition and vision, human–computer interaction, dialog and narrative generation, among other technologies.
Data based decision making or data driven decision making refers to educator’s ongoing process of collecting and analyzing different types of data, including demographic, student achievement test, satisfaction, process data to guide decisions towards improvement of educational process. DDDM becomes more important in education since federal and state test-based accountability policies. No Child Left Behind Act opens broader opportunities and incentives in using data by educational organizations by requiring schools and districts to analyze additional components of data, as well as pressing them to increase student test scores. Information makes schools accountable for year by year improvement various student groups. DDDM helps to recognize the problem and who is affected by the problem; therefore, DDDM can find a solution of the problem
Data-driven instruction is an educational approach that relies on information to inform teaching and learning. The idea refers to a method teachers use to improve instruction by looking at the information they have about their students. It takes place within the classroom, compared to data-driven decision making. Data-driven instruction works on two levels. One, it provides teachers the ability to be more responsive to students’ needs, and two, it allows students to be in charge of their own learning. Data-driven instruction can be understood through examination of its history, how it is used in the classroom, its attributes, and examples from teachers using this process.
References
- ↑ Beynon-Davies P. (2009) Business Information Systems. Palgrave, Basingstoke
- ↑ Beynon-Davies P. (2010) Significance: exploring the nature of information, systems and technology. Palgrave, Basingstoke
- ↑ Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection. Journal of Education for Students Placed At Risk, 10, no. 3: 295–308.
- ↑ Bill and Melinda Gates Foundation (2007). Landscape review: Education data.
- ↑ Rankin, J. (2013, March 28). How data Systems & reports can either fight or propagate the data analysis error epidemic, and how educator leaders can help. Presentation conducted from Technology Information Center for Administrative Leadership (TICAL) School Leadership Summit.