Hello, This could help you ? https://www.eaie.org/blog/future-technology-higher-education/

Thank you indeed ! Bruno yes it helps !

You're welcome

Is mobile technology available in that country? Mobile learning is one of the trends that will develop rapidly, although is not new, even in developing countries. If students have smart phones and Internet technology is advancing, even though the school lacks ICT infrastructure, students can access to materials online; of course, teachers must learn how to take advantage of the features in mobile technology in order to use it properly and efficiently.

Adopting ICT in HE is challenging from both pedagogical and technical points of view NOT only in developing countries, but also in other countries.

Many teachers resist the adoption of ICT in their classes and many students don't know how to adapt to it.

In my humble opinion, I think that the a short term plan for adopting ICT in HE might consider the following points:

• Pilot projects. HE institutions might start the process by selecting a number of courses to use ICT with and study the results of these experiments. Adopting ICT in a small scale range is not expensive and won't require much resources / advanced infra. This process will also help HE institutions decide the technologies that match their requirements/environments. The selected courses might be ICT related i.e. courses on ICT, which makes the process easier at the beginning.
• Start teacher training as soon as possible. Many teachers resist the use of ICT in their courses for many different reasons. But, when they get enough training and experience the new possibilities behind the use of ICT in education they change their minds.
• Start getting the hands of your students in all majors into ICT little by little in the classroom. You can start by using technology to register students and check their attendance, if this is applicable to the institution, then integrate an online registration system...etc.
• Involve your teachers and students in the process of adopting ICT in HE. Let the teachers and students participate in the installation of the new systems. This will give them more motivation to use the new systems later.

I hope that you find my comments helpful.

Best regards,

Hi!

Very interesting question. I will give my reflections from my work on conceptual analysis and conceptual re-engineering in the education and technolology area. Just thinking hard about what we reasonably can mean when we talk about technology and teaching/learning/education. .

I think that when people say or write "blended learning", it is integration of new ICTs into traditional teaching practices they are thinking of, deep within.

However let's think of this ICTs integration step by step. First, all ICTs should reasonably be included in the same perspective. Writing, classrooms, print, laterna magica, physical blackboards and analogue vidro are all ICTs - they help save, spread and communicate knowledge in education. A teacher using pencils and books is working with blended learning already. We cannot easily keep a border between learning from a text on paper and learning from the same text on a screen (e-learning?).

For an illustration of this, se my "A back to basics thought experiment about blended learning". The "revolution" and the problems with introducing print in late medieval times has interesting similarities to what we are experiencing today. And most of changes in education uses only the documenting and communicating features of digital technology. Faster, cheaper more avcessible documents and communication.

Of course we can do more and better education with digital technology. This is easiest visible with a time and process perspective, see my paper "A time based blended learning model".

But more clear and sustainable change is still to come I think. What is in other sectors is characteristic with digital technology is its information- processing abilities. ICTs can now process information, as only biological brains did earlier. Here we have education applications as learning analytics and adaptive learning. I am here applying Luciano Floridi's theory of ICTs on education, as I am also doing in my dissertation thesis synthesis, "From blended learning..." .

So, back to your question. We have no good and sustainable term yet I would argue, because we still do not really grasp what digital ICTs can contribute with in education. Education development" may be good enough (or "learning onlife" perhaps). And ICTs of different kinds are already part of what we are doing, and digital technology brings not only what we imagined at first. Hope this provokes some ideas or questions.

Research A back-to-basics thought experiment about blended learning

Article A time based blended learning model

Thesis From blended learning to learning onlife - ICTs, time and ac...