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This study examines the issue of using modern technologies in education, the resulting benefits and its impact on the education process such as the teacher and student relationship. The study focuses on the issue in the light of the present widespread use of technology in all aspects of life. The study group was composed of FHSC staff, involving 120 out a total number of 186 employees. The study revealed that a large percentage of FHSC staff made use of modern technology in educational activities, irrespective of their nationalities, academic ranks, fields of specialization, past experience and kind of training they received for the use of such technologies. The study revealed that the beneficial aspects of the process were greater than the adverse effects for the educational process. The study revealed the diversification and modernization in the methods of education and that the knowledge and use of such methods predominantly depends on personal effort. Moreover, the study revealed that all staff members believed in the importance on the use of modern technology, but also thought that it cannot be a substitute for the human factor, because human interaction is indispensable. The study revealed that 25% of the FHSC staff were UAE nationals and that the percentage of nationals using education technologies in the educational process was 100%.
Promotes a shift from traditional teaching principles of instruction, curriculum, and assessment, to "the modern pillars of curation, design, and feedback."
Economic growth and the creation of wealth have cut global poverty rates, yet vulnerability, inequality, exclusion and violence have escalated within and across societies throughout the world. Unsustainable patterns of economic production and consumption promote global warming, environmental degradation and an upsurge in natural disasters. Moreover, while we have strengthened international human rights frameworks over the past several decades, implementing and protecting these norms remains a challenge.These changes signal the emergence of a new global context for learning that has vital implications for education. Rethinking the purpose of education and the organization of learning has never been more urgent. This book is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world.
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
In the twenty-first century, educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy. Too rarely, however, do we ask whether this future vision is robust, achievable or even desirable, whether alternative futures might be in development, and what other possible futures might demand of education. Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognizing the challenges that the next two decades may bring, including: the emergence of new relationships between humans and technology the opportunities and challenges of aging populations the development of new forms of knowledge and democracy the challenges of climate warming and environmental disruption the potential for radical economic and social inequalities. This book describes the potential for these developments to impact critical aspects of education – including adult-child relationships, social justice, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK’s Futurelab, the book helps to bring into focus the risks and opportunities for schools, students and societies over the coming two decades. It makes a powerful case for rethinking the relationship between education and social and technological change, and presents a set of key strategies for creating schools better able to meet the emerging needs of their students and communities. An important contribution to the debates surrounding educational futures, this book is compelling reading for all of those, including educators, researchers, policy-makers and students, who are asking the question 'how can education help us to build desirable futures for everyone in the context of social and technological change?'
This lecture focuses on the need for the United States – and other Western countries – to understand the political, social, and ideological trends that have emerged in the Muslim world in recent years, and on the necessity of engaging Muslim communities worldwide. The Obama administration is moving in this direction, as evidenced by President Obama’s Cairo speech of June 4, 2009, and his other statements and media interviews regarding the Muslim world. This lecture is based on my academic research over the years, and my work for the US government from 1990 to 2006. It draws heavily on my two recent publications, and on the numerous visits I have made to more than thirty Muslim counties in sub-Saharan Africa, the Middle East and North Africa, Central, South and Southeast Asia and the Balkans, as well as to several European countries that have Muslim populations. These visits have afforded me the opportunity to engage hundreds of Muslims – thinkers, writers, activists, journalists, politicians, clerics, non-governmental organization (NGO) workers, “jihadists,” liberals, radicals, Sunnis, Shia, and Sufis – in conversations on current developments in the Islamic world and how they view their relations with the outside world, including with the United States. My interviews gave me a clear impression that Muslims – especially those of the well-educated and professional middle classes – throughout most of the present decade have grown increasingly troubled by present relations between the United States and the Islamic world, and even more concerned about the future of these important relations.
Socializing Intelligence Through Academic Talk and Dialogue focuses on a fast-growing topic in education research. Over the course of 34 chapters, the contributors discuss theories and case studies that shed light on the effects of dialogic participation in and outside the classroom. This rich, interdisciplinary endeavor will appeal to scholars and researchers in education and many related disciplines, including learning and cognitive sciences, educational psychology, instructional science, and linguistics, as well as to teachers curriculum designers, and educational policy makers.
Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
The International Court of Justice (ICJ) is the principal judicial organ of the United Nations (UN). It was established 62 years ago at the end of the Second World War, and is the successor to the Permanent Court of International Justice (PCIJ) that was functioning at the time of the League of Nations. The ICJ has a dual role: to settle in accordance with international law the legal disputes submitted to it by states; and to give Advisory Opinions on legal questions referred to it by certain organs of the United Nations and duly authorized specialized agencies. Over the past six decades of the ICJ’s existence, the world has changed immensely. Dozens of newly independent countries, especially in Africa and Asia, have entered the world stage, and in the early 1970s, the Gulf states of the UAE, Qatar, Oman and Bahrain came to independence. The ICJ lives in the real world—changes in the world around us have their impact here, too. We have seen an increase in the range and number of states coming to the Court. Seventy nine states have engaged in Court proceedings in the past decade. The Court has handed down 95 judgments in its 60 years of existence. Of those, one-third has been delivered in the last decade. Today approximately 300 treaties refer to the Court in relation to the settlement of disputes arising from their application or interpretation and there has been a distinct trend for states to withdraw reservations they have made to such treaties in earlier years. The UAE, and the Gulf states more generally, are important to the ICJ. Since its establishment in 1971, the UAE has played a vital role in the affairs of the region, and has decided explicitly to base its foreign policy on the principles outlined in the Charter of the United Nations. It has formed close ties with countries throughout the Middle East and Asia, as well as with western nations. The Court appreciates the UAE’s interest in its work and, as with all parties to the Statute, stands ready to assist the states of the region in conformity with its Charter role.