Related Research Articles
Distance education,also known as distance learning,is the education of students who may not always be physically present at school,or where the learner and the teacher are separated in both time and distance. Traditionally,this usually involved correspondence courses wherein the student corresponded with the school via mail. Distance education is a technology-mediated modality and has evolved with the evolution of technologies such as video conferencing,TV,and the Internet. Today,it usually involves online education and the learning is usually mediated by some form of technology. A distance learning program can either be completely a remote learning,or a combination of both online learning and traditional offline classroom instruction. Other modalities include distance learning with complementary virtual environment or teaching in virtual environment (e-learning).
The following outline is provided as an overview of and topical guide to education:
The education system in New Zealand implements a three-tier model which includes primary and intermediate schools,followed by secondary schools and by tertiary education at universities and polytechnics. The academic year in New Zealand varies between institutions,but generally runs from early February until mid-December for primary schools,late January to late November or early December for secondary schools and polytechnics,and from late February until mid-November for universities.
Blended learning or hybrid learning,also known as technology-mediated instruction,web-enhanced instruction,or mixed-mode instruction,is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.
A learning management system (LMS) is a software application for the administration,documentation,tracking,reporting,automation,and delivery of educational courses,training programs,materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.
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 often refers to the industry of companies that create educational technology. In EdTech Inc.:Selling,Automating and Globalizing Higher Education in the Digital Age,Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing,production and distribution of commercial hardware,software,cultural goods,services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America,and increasingly growing all over the world."
Editing technology 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 application programming interface (API) 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 technology integration is achieved when students can select technology tools to help them obtain information on time,analyze and synthesize it,and present it professionally to an authentic audience. 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."
An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection,questioning by self and others,collaboration and by providing contexts for engaging in higher-order thinking. Edublogs proliferated when blogging architecture became more simplified and teachers perceived the instructional potential of blogs as an online resource. The use of blogs has become popular in education institutions including public schools and colleges. Blogs can be useful tools for sharing information and tips among co-workers,providing information for students,or keeping in contact with parents. Common examples include blogs written by or for teachers,blogs maintained for the purpose of classroom instruction,or blogs written about educational policy. Educators who blog are sometimes called edubloggers.
Dr. Jane Gilbert is an educationalist in New Zealand. She was the Chief Researcher of New Zealand Council for Educational Research. From 2014,Jane was appointed as a professor of education at Auckland University of Technology.
The development of state schooling in New Zealand has been shaped by social,economic and political interactions between Māori as tangata whenua,missionaries,settlers,voluntary organisations and the state of New Zealand which assumed a full legislative role in education in 1852. While the initiatives and systems were driven by colonial ambitions to protect and civilise the indigenous people through assimilation,and install a model of education based on European concepts of the purposes and delivery of learning,Māori actively engaged with the process to retain their traditional knowledge and language by participating in missions schools,contesting many aspects of Native schools and establishing Kura Kaupapa Māori. Arguably to create and reform an education system that aimed to reduce inequalities and enable social mobility,a series of acts of parliament has attempted to resolve differences between competing interests as the country faced social,cultural and economic challenges. In response to criticism of the education system and the role of the state in managing and delivering equitable learning,there were radical reforms in the late 1980s. These changes resulted in the establishment of self-managing schools and a decentralisation of the system,with the Department of Education being replaced by the Ministry of Education whose role has been to implement government reforms. While these systems are under review,they remain in place as of 2023.
The Swedish National Agency for Education is a Government agency in Sweden that oversees the Swedish public school system for children and adults.
Angus Hikairo Macfarlane is a New Zealand academic and professor at the University of Canterbury.
Kura kaupapa Māori are Māori-language immersion schools in New Zealand,where the philosophy and practice reflect Māori cultural values with the aim of revitalising Māori language,knowledge and culture. Kura kaupapa Māori are established under the Education Act (1989). The term kaupapa Māori is used by Māori to mean any particular plan of action created by Māori to express Māori aspirations,values and principles.
A virtual learning environment (VLE) in educational technology is a web-based platform for the digital aspects of courses of study,usually within educational institutions. They present resources,activities,and interactions within a course structure and provide for the different stages of assessment. VLEs also usually report on participation and have some level of integration with other institutional systems. In North America,VLEs are often referred to as Learning Management Systems (LMS).
David G. Hebert is a musicologist and comparative educationist,employed as Professor of Music at Western Norway University of Applied Sciences,where he leads the Grieg Academy Music Education (GAME) research group. He has contributed to the fields of music education,ethnomusicology,sociomusicology,comparative education,and East Asian Studies. Since 2018,he has been manager of the Nordic Network for Music Education,a multinational state-funded organization that sponsors intensive Master courses and exchange of university music lecturers and students across Northern Europe. He is also a visiting professor in Sweden with the Malmo Academy of Music at Lund University,and an honorary professor with the Education University of Hong Kong. He has previously been sponsored by East Asian governments as a visiting research scholar with Nichibunken in Kyoto,Japan,and the Central Conservatory of Music,in Beijing,China.
Virtual exchange is an instructional approach or practice for language learning. It broadly refers to the "notion of 'connecting' language learners in pedagogically structured interaction and collaboration" through computer-mediated communication for the purpose of improving their language skills,intercultural communicative competence,and digital literacies. Although it proliferated with the advance of the internet and web 2.0 technologies in the 1990s,its roots can be traced to learning networks pioneered by Célestin Freinet in 1920s and,according to Dooly,even earlier in Jardine's work with collaborative writing at the University of Glasgow at the end of the 17th to the early 18th century.
Digital Media in education is measured by a person's ability to access,analyze,evaluate,and produce media content and communication in a variety of forms. These media may involve incorporating multiple digital softwares,devices,and platforms as a tool for learning. The use of digital media in education is growing rapidly in today's age,competing with books for the leading form of communication. This form of education is slowly combating the traditional forms of education that have been around for a long time. With the introduction of virtual education,there has been a need for more incorporation of new digital platforms in online classrooms.
In 2020,school systems in the United States began to close down in March because of the spread of COVID-19. This was a historic event in the history of the United States schooling system because it forced schools to shut-down. At the very peak of school closures,COVID-19 affected 55.1 million students in 124,000 public and private U.S. schools. The effects of widespread school shut-downs were felt nationwide,and aggravated several social inequalities in gender,technology,educational achievement,and mental health.
Aotearoa New Zealand's histories (ANZH) and Te Takanga o Te Wā are documents for use in English- and Maori-medium New Zealand curriculums from 2023 to guide the explicit and compulsory teaching about the country's history. Although the final documents,released in 2022,were part of reviews of the New Zealand education system by the newly elected Labour government from 2017,there had been pressure building prior to this for the focus of the reforms to be on developing a curriculum that truly reflected the history of New Zealand. This had included a petition taken to parliament in 2015 by high school students expressing concerns about how the New Zealand wars were being taught,ongoing debate in the media amongst academics and educationists and another petition urging teaching of New Zealand histories to be compulsory. In response to this,the government created an advisory group in 2018,and in 2019 initiated a recommendation from the group to establish an agreed process for updating the National Curriculum. After a process of consultation,draft documents were trialled and reviewed in 2021 and the final copies launched in March 2022,with the expectation that schools will have the reforms implemented by 2023.
Sonja Lee Macfarlane (née Bateman) is a New Zealand education academic and an associate professor at the University of Canterbury. Macfarlane specialises in the development of cultural awareness in the New Zealand education system.
References
- 1 2 "Going the distance: e-learning expert says we still have a way to go". University of Canterbury. 6 December 2019. Archived from the original on 11 July 2021. Retrieved 9 July 2021.
- ↑ "Dr. Niki Davis". Iowa Academy of Education. Archived from the original on 9 July 2021. Retrieved 6 July 2021.
- ↑ "Niki Davis". canterbury.ac.nz. Archived from the original on 13 January 2015. Retrieved 23 March 2017.
- ↑ "Niki Davis". University of Canterbury. Archived from the original on 9 July 2021. Retrieved 6 July 2021.
- ↑ Child Well-being Research Institute (team members). "Emeritus and Adjunct Staff". canterbury.ac.nz. University of Canterbury. Archived from the original on 2 February 2019. Retrieved 6 July 2021.
- ↑ "DEANZ Committee Members". deanz.org.nz. Archived from the original on 6 February 2013. Retrieved 6 July 2021.
- ↑ Flexible Leaning NZ (5 June 2017). "New Editor-In-Chief Announcement". flanz.org.nz. Archived from the original on 22 January 2020. Retrieved 6 July 2021.
- ↑ "A Better Start: Our People" (Acknowledgement). abetterstart.nz. Archived from the original on 28 January 2021. Retrieved 6 July 2021.
- ↑ "A Better Start Successful Learning: Research Themes". abetterstart.nz. Archived from the original on 19 December 2018. Retrieved 6 July 2021.
- ↑ "About the NFLRC" (Celebrating 30 years). National Foreign Language Resource Center. Archived from the original on 7 March 2021. Retrieved 6 July 2021.
- ↑ "Niki Davis". National Foreign Language Resource Centre. Archived from the original on 17 January 2022. Retrieved 6 July 2021.
- ↑ Bannerman, Martin; Cresson, Edith (23 July 1996). Report of the Task Force: 'Educational Software and Multimedia' (EU Commission - SEC Document) (Report). European Commission, Brussels. Archived (PDF) from the original on 1 November 2018. Retrieved 6 July 2021.
- ↑ Davis, Niki (1998). Developing Telecommunications Within European Teacher Education: Progress, Plans, and Policy (Report: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10–14, 1998).). Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA. ISBN 978-1-880094-28-0. Archived (PDF) from the original on 9 July 2021. Retrieved 6 July 2021.
- ↑ Davis, Niki (1996). "The Globalisation of Education Through Teacher Education with New Technologies: A View Informed by Research Through Teacher Education with New Technologies". AACE Review. Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA. 1 (12): 8–12. Archived from the original on 9 July 2021. Retrieved 7 July 2021.
- ↑ Davis, Niki (1999). "Teacher Education and Information Technology: challenges for teacher education". Journal of Information Technology for Teacher Education. 8 (1): 3–13. doi: 10.1080/14759399900200052 .
- ↑ Davis, Niki; Cho, Mi Ok; Hagenson, Lara, eds. (2005). "Intercultural Competence and the Role of Technology in Teacher Education" (Editorial). Contemporary Issues in Technology and Teacher Education. 4 (4): 384–394. Retrieved 8 July 2021.
- ↑ "International Leadership in Educational Technology (ILET)". Allborg University. Archived from the original on 26 October 2021. Retrieved 8 July 2021.
- ↑ Davis, Niki; Cho, Mi Ok (April 2005). "Intercultural competence for future leaders of educational technology and its evaluation". Interactive Educational Multimedia (10): 1–22. Archived from the original on 9 July 2021. Retrieved 8 July 2021.
- ↑ Davis, Niki; Brown, Andrew; Ferdig, Rick (January 2003). Developing International Leadership in Educational Technology: Strategies to Promote Intercultural Competence (Conference paper). Archived from the original on 10 December 2022. Retrieved 8 July 2021.
- ↑ "Extending innovative leadership to enable e-learning for better student outcomes in primary schools" (Project start date: January 2013 Project end date: March 2015 Principal investigator(s): Dr. Julie Mackey and Professor Niki Davis). Teaching & Learning Research Initiative. 2013. Archived from the original on 22 January 2016. Retrieved 11 July 2021.
- ↑ Davis, N.E.; Roblyer, M.D. (2005). "Preparing Teachers for the 'Schools That Technology Built': Evaluation of a Program to Train Teachers for Virtual Schooling" (PDF). Journal of Research on Technology in Education. 37 (4): 399–409. doi:10.1080/15391523.2005.10782445. S2CID 153703371. Archived (PDF) from the original on 12 April 2015. Retrieved 8 July 2021.
- ↑ Davis, Niki; Niederhauser, Dale S. (April 2007). "Virtual Schooling" (PDF). Learning & Leading with Technology. Archived (PDF) from the original on 12 April 2015. Retrieved 8 July 2021.
- ↑ Compton, Lily; Davis, Niki; Correia, Ana-Paula (May 2010). "Pre-service teachers' preconceptions, misconceptions, and concerns about virtual schooling". Distance Education. 31 (1): 37–54. doi:10.1080/01587911003725006. S2CID 8685187. Archived from the original on 10 December 2022. Retrieved 8 July 2021.
- ↑ Parkes, S.; Zaka, P.; Davis, N. (2011). "The first blended or hybrid online course in a New Zealand secondary school: A case study" (PDF). Computers in New Zealand Schools: Learning, Teaching, Technology. 23 (1). Archived from the original (Research embedded within a postgraduate programme in eLearning) on 21 April 2016. Retrieved 9 July 2021.
- ↑ Davis, Niki (2010). "Canterbury 'quakes and virtual schooling grows to cover the fault" (PDF). Computers in New Zealand Schools: Learning, Teaching, Technology. 22 (3). Archived from the original (PDF) on 24 April 2016. Retrieved 9 July 2021.
- ↑ Closing the Digital Divide during the COVID-Lockdown: Student, whanau and staff perpectives (Report). August 2020. pp. 1–97. Archived from the original on 26 October 2020. Retrieved 1 October 2023.
- ↑ "Report: Closing the Digital Divide during the COVID-19 Lockdown". Greater Christchurch Schools' Network. Archived from the original on 19 August 2020. Retrieved 10 December 2022.
- ↑ "Integrated Approach to Technology in Education in India: Implementation and Impact". Routledge & CRC Press. Archived from the original on 7 February 2022. Retrieved 7 February 2022.
- ↑ "Principles of Kaupapa Māori". Rangahau. Archived from the original on 24 October 2022. Retrieved 11 July 2021.
- ↑ Davis, Niki; Fletcher, Jo; Groundwater-Smith, Susan (2009). The Puzzles of Practice: Initiating a collaborative research culture (Paper presented at the Annual Conference of the Australian Association for Research in Education, 29 November–3 December 2009). Archived from the original on 10 December 2022. Retrieved 11 July 2021.
- ↑ EDUSUMMIT2011 (PDF). Unesco. 2011. Archived from the original (Programme notes) on 3 April 2022. Retrieved 9 July 2021.
- ↑ Davis, Niki (2011). "New forms of networked schooling are evolving – fast! Visionary leadership please" (PDF). Computers in New Zealand Schools: Learning, Teaching, Technology. 23 (2): 177–181. Archived from the original (PDF) on 21 April 2016. Retrieved 9 July 2021.
- ↑ Davis, N.E.; Fickel, L. (2014). Equitable Evaluation of Teacher Preparation to Develop Culturally Sensitive Adaptive Expertise in Collaboration with 21st Century Networked Schools in New Zealand (Proceedings of Society for Information Technology & Teacher Education International Conference 2014, 1394-1397.). Jacksonville, FL, USA: Society for Information Technology & Teacher Education. Archived (PDF) from the original on 14 February 2018. Retrieved 9 July 2021.
- ↑ Greenwood, Janinka; Te Aika, Lynne Harata; Davis, Niki (2011). Leigh, Patricia Randolph (ed.). Creating Virtual Marae: An Examination of How Digital Technologies Have Been Adopted by Maori in Aotearoa New Zealand. ISBN 9781615207930. Archived from the original (Chapter in: International Exploration of Technology Equity and the Digital Divide: Critical, Historical and Social Perspectives) on 10 December 2022. Retrieved 10 December 2022.
- ↑ "SITE Outstanding Global Educator Award". site.aace.org. Society of Information Technology and Teacher Education. Archived from the original on 6 March 2018. Retrieved 5 July 2021.
- ↑ Davis, Niki (18 September 2017). Digital Technologies and Change in Education The Arena Framework. ISBN 9781138195820. Archived from the original on 19 January 2021. Retrieved 11 July 2021.
- ↑ Brown, Andrew; Davis, Niki, eds. (2004). Digital technology, communities and education (Includes bibliographical references and index.). London; New York : RoutledgeFalmer, 2004. ISBN 0415334934. Archived from the original on 11 July 2021. Retrieved 11 July 2021.
- ↑ Davis, Niki; Somekh, Bridget, eds. (1996). Using IT Effectively in Teaching and Learning (eBook ed.). Routledge, London. doi:10.4324/9780203645345. ISBN 9780203645345.
- ↑ Davis, Niki; Desforge, Charles; Jessels, John; Somekh, Bridget; Taylor, Chris; Vaughn, Gay (1996). "Can quality in learning be enhanced through the use of IT?". Using IT Effectively in Teaching and Learning. eBook. Routledge. doi:10.4324/9780203645345. ISBN 9780203645345 . Retrieved 11 July 2021.
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