Abstract: The fast growing accessibility and capability of emerging technologies have fashioned enormous possibilities of designing, developing and implementing innovative teaching methods in the classroom. The global technological scenario has paved the way to new pedagogies in teaching-learning process focusing on technology based learning environment and its impact on student achievement. The present experimental study was conducted to determine the effectiveness of technology based learning environment on student achievement in English as a foreign language. The sample of the study was 90 students of 10th grade of a public school located in Islamabad. A pretest- posttest equivalent group design was used to compare the achievement of the two groups. A Pretest and A posttest containing 50 items each from English textbook were developed and administered. The collected data were statistically analyzed. The results showed that there was a significant difference between the mean scores of Experimental group and the Control group. The performance of Experimental group was better on posttest scores that indicted that teaching through technology based learning environment enhanced the achievement level of the students. On the basis of the results, it was recommended that teaching and learning through information and communication technologies may be adopted to enhance the language learning capability of the students.
Abstract: The Information and Communication Technologies
(ICTs), and the Wide World Web (WWW) have fundamentally
altered the practice of teaching and learning world wide. Many
universities, organizations, colleges and schools are trying to apply
the benefits of the emerging ICT. In the early nineties the term
learning object was introduced into the instructional technology
vernacular; the idea being that educational resources could be broken
into modular components for later combination by instructors,
learners, and eventually computes into larger structures that would
support learning [1]. However in many developing countries, the use
of ICT is still in its infancy stage and the concept of learning object
is quite new. This paper outlines the learning object design
considerations for developing countries depending on learning
environment.
Abstract: In this paper, we introduce an e-collaborative learning circles methodology which utilizes the information and communication technologies (ICTs) in e-educational processes. In e-collaborative learning circles methodology, the teachers and students announce their research projects on various mailing lists and discussion boards using available ICTs. The teachers & moderators and students who are already members of the e-forums, discuss the project proposals in their classrooms sent out by the potential global partner schools and return the requested feed back to the proposing school(s) about their level of the participation and contribution in the research. In general, an e-collaborative learning circle project is implemented with a small and diverse group (usually 8-10 participants) from around the world. The students meet regularly over a period of weeks/months through the ICTs during the ecollaborative learning process. When the project is completed, a project product (e-book / DVD) is prepared and sent to the circle members. In this research, when taking into account the interests and motivation of the participating students with the facilitating role of the teacher(s), the students in each circle do research to obtain new data and information, thus enabling them to have the opportunity to meet both different cultures and international understandings across the globe. However, while the participants communicate along with the members in the circle they also practice and develop their communication language skills. Finally, teachers and students find the possibility to develop their skills in using the ICTs as well.
Abstract: Primary studies are being carried out in Turkey for
expanding information and communication technologies (ICT) aided instruction activities. Subject of the present study is to identify
whether those studies achieved their goals in the application. Information technologies (IT) formative teachers in the primary
schools, and academicians in the faculties of education were interviewed to investigate the process and results of implementing
computer-aided instruction methods whose basis is strengthened in theory. Analysis of the results gained from two separate surveys
demonstrated that capability of the teachers in elementary education institutions for carrying into effect computer-aided instruction and
technical infrastructure has not been established for computer-aided instruction practices yet. Prospective teachers must be well-equipped in ICT to duly fulfill requirements of modern education and also
must be self-confident. Finally, scope and intensity of the courses given in connection with teaching of the ICT in faculties of education needs to be revised.
Abstract: Modern information and communication technologies
offer a variety of support options for the efficient handling of
customer relationships. CRM systems have been developed, which
are designed to support the processes in the areas of marketing, sales
and service. Along with technological progress, CRM systems are
constantly changing, i.e. the systems are continually enhanced by
new functions. However, not all functions are suitable for every
company because of different frameworks and business processes. In
this context the question arises whether or not CRM systems are
widely used in Austrian companies and which business processes are
most frequently supported by CRM systems. This paper aims to shed
light on the popularity of CRM systems in Austrian companies in
general and the use of different functions to support their daily
business. First of all, the paper provides a theoretical overview of the
structure of modern CRM systems and proposes a categorization of
currently available software functionality for collaborative,
operational and analytical CRM processes, which provides the
theoretical background for the empirical study. Apart from these
theoretical considerations, the paper presents the empirical results of
a field survey on the use of CRM systems in Austrian companies and
analyzes its findings.
Abstract: Information and Communication Technologies (ICT) are increasing in importance everyday, especially since the 90’s (last decade of birth for the Millennials generation). While social interactions involving the Millennials generation have been studied, a lack of investigation remains regarding the use of the ICT by this generation as well as the impact on outcomes in education and professional training. Observing and interviewing students preparing a MSc, we aimed at characterizing the interaction students-ICT during the courses. We found that up to 50% of the students (mainly female) could use ICT during courses at a rate of 0.84 occurrence/minutes for some of them, and they thought this involvement did not disturb learning, even was helpful. As recent researches show that multitasking leads people think they are much better than they actually are, further observations with assessments are needed to conclude whether or not the use ICT by students during the courses is a real strength.