Hi!

This is important, but demands a minute to read when trying to answer your question:

Luciano Floridi, professor in Philosophy of Information and Internet Ethics at Oxford Internet Institute, makes an important distinction which is very useful here. First: He does not make any dramatic distinction between older ICTs (Information and Communication Technologies) as writing and print and analogue electronic media on one side and the digitalised versions on the other, as web sites, email, online communication of sorts etc. These are stages in the decrease of "friction of information" - and that has proceeded very rapidly last decades with digital media and communication. This is also basically what is used in so called distance-, online-, e-, -"learning". We think this change with faster, cheaper, more multimedial meda and communication makes education dramatically different compared with older times, but it is maybe not in a bigger perspective.

Floridi poses the very important question about what characterizes digital ICTs, what can they do that older ICTs cannot? The answer is obvious: To process information without/besides biological brains. Machines / algorithms / computer programs / robots do that, in a specialised and very efficient way. Furthermore, they often communicate their information with one another behind our backs, but in processes designed by humans. Humans are becoming the immigrants in a world of digital ICTs. Nothing to be afraid of though, any monster to take over the world is not on the way, and artificial intelligence can both be used well and misused. AI applications is in theirselves, " "stupid as a toaster", it is toghether with human creatiive intelligence as "semantic engines", interesting things can happen. What are humans best at, and what can/do they want to leave to machines. We weill learn a lot about ourselves as humans in this process, when we share the world with entities that helps process information.

For education, I think this means that we should for the future think of ICTs that helps teaching and learning by its information-processing abilities, as learning analytics, adaptive learning, calibrated peer review, etc. I enclose som Floridi writings and a humble conference paper by yours truly trying to apply this on education, and a co-authored journal paper. If you become interested in Floridi, check up his many youtube video lectures as well.

Floridi:

Book The fourth revolution: How the infosphere is changing human reality

Article E-ducation and the Languages of Information

Article How AI can be a force for good

Article Digital’s Cleaving Power and Its Consequences

Own stuff:

Conference Paper Using Philosophy of Information to look at teaching, technol...

Article Blended learning: the new normal and emerging technologies

In my opinion all mentioned are Millennium-minded approach

specifically for Medical Education -Deep Learning, AI, Telemedicine

First of all, it will be necessary to learn about these technologies. Citizenship requires a certain amount of transparency. It is in amny ways a question of what kind of society we want. Do we want citizens who understand and master the society they are a part of? Secondly, it is hard to see that these technologies are not a part of education already, just not in ways that are always easy to see. Dariusz Prokopowicz

Technology ushers in fundamental structural changes that can be integral to achieving significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week ; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.

Online learning opportunities and the use of open educational resources and other technologies can increase educational productivity by accelerating the rate of learning; reducing costs associated with instructional materials or program delivery; and better utilizing teacher time.

Hi!

This is important, but demands a minute to read when trying to answer your question:

Luciano Floridi, professor in Philosophy of Information and Internet Ethics at Oxford Internet Institute, makes an important distinction which is very useful here. First: He does not make any dramatic distinction between older ICTs (Information and Communication Technologies) as writing and print and analogue electronic media on one side and the digitalised versions on the other, as web sites, email, online communication of sorts etc. These are stages in the decrease of "friction of information" - and that has proceeded very rapidly last decades with digital media and communication. This is also basically what is used in so called distance-, online-, e-, -"learning". We think this change with faster, cheaper, more multimedial meda and communication makes education dramatically different compared with older times, but it is maybe not in a bigger perspective.

Floridi poses the very important question about what characterizes digital ICTs, what can they do that older ICTs cannot? The answer is obvious: To process information without/besides biological brains. Machines / algorithms / computer programs / robots do that, in a specialised and very efficient way. Furthermore, they often communicate their information with one another behind our backs, but in processes designed by humans. Humans are becoming the immigrants in a world of digital ICTs. Nothing to be afraid of though, any monster to take over the world is not on the way, and artificial intelligence can both be used well and misused. AI applications is in theirselves, " "stupid as a toaster", it is toghether with human creatiive intelligence as "semantic engines", interesting things can happen. What are humans best at, and what can/do they want to leave to machines. We weill learn a lot about ourselves as humans in this process, when we share the world with entities that helps process information.

For education, I think this means that we should for the future think of ICTs that helps teaching and learning by its information-processing abilities, as learning analytics, adaptive learning, calibrated peer review, etc. I enclose som Floridi writings and a humble conference paper by yours truly trying to apply this on education, and a co-authored journal paper. If you become interested in Floridi, check up his many youtube video lectures as well.

Floridi:

Book The fourth revolution: How the infosphere is changing human reality

Article E-ducation and the Languages of Information

Article How AI can be a force for good

Article Digital’s Cleaving Power and Its Consequences

Own stuff:

Conference Paper Using Philosophy of Information to look at teaching, technol...

Article Blended learning: the new normal and emerging technologies

Hi Dariusz Prokopowicz

There are different possibilities of using technologies mentioned in your question. Let's see one by one.

• The cloud computing will have numerous applications in the education sector. Around 76% of the institutes have reduced the cost of the applications by moving to the cloud so it will play a big role in future education.
• Machine learning comes up with an advanced applicatons such as to supporting teachers, predicting students performance, grading students fairly, provinding customized learning, organizing educational content effectively.
• The Internet of Things is indeed transforming the education sector and making learning simpler, faster and safer. Common barriers to education like geography, language, disability can cease to exist with the help of these technologies.
• It is expected that Artificial Intelligence in U.S. education will grow by 47.5% from 2017-2021 according to the Artificial Intelligence Market in the US Education Sectorreport. Artificial intelligence tools can help make global classrooms available to all including those who speak different languages or who might have visual or hearing impairments.
• For schools, colleges and universities, using today’s Business Intelligence (BI) tools can be a bit like trying to drink from a fire hydrant – too much information, from all directions, with no control. What’s needed now is a rethink on BI to turn it into a tool that can achieve results and make positive changes. But no education facility is unique, just different, and the use of pre-defined charts that are industry-honed by experts can deliver those desired insights within hours, rather than days, weeks or months.

In my opinion, we will be using almost everything at a certain extent in our future education. Just like Kjartan Skogly Kversøy has mentioned ''it is hard to see that these technologies are not a part of education already, just not in ways that are always easy to see.''

Regards,

Nayan Kadam

See here:

http://www.sexarchive.info/BIB/annivlect.htm

can't fight the tech revolution BUT I find attention spans getting too short. I notice it even in myself: a zip answer expected (but learning to live in the mess of life isn't like that).

So, I'm convinced reading a hardcopy of some, for example, great literature, with sustained concentration, at your own pace, provides a richer physical/sensual experience (with the physical book/information) and is still the most enriching education and LEARNING experience (maybe the two -- all the tech possibilities and the age-old studying/reading a physical book -- can be complimentary)

In the field of nanocomplex including nanosensors, nanoartificial intelligence and nanointernet of anything; there are innumerable and pervasive data available that are crucial to nanoeducation incomparable to anywhere

Article Role of information technologies in teaching learning proces...

https://files.eric.ed.gov/fulltext/EJ1133000.pdf

I like the quote 'you can't take people where you've not been' or something like that.

So, experimenting on myself with a mix of quick digital content versus 'slower' (generally) book or a paper (hard copy) material I can mark up, etc. using the combined multistory mix I absorb more. It's really a combo from the book "Thinking, Fast and Slow" (the F/S book notes both have there place, fast: more intuitive, slow: more meditative/thoughtful) I'm finding more and more that Fast/Slow paradigm a way to absorb material but also to do more w/it: play with 'what ifs' possibilities ... mull/slow think it ...

So, on the flip side, when presenting or teaching the material I'm trying more to ---

(1) combine a F/S multi-sensory mix:

FAST digital (e.g., iPad/or whatever plugged in the web &/or quick flipping overheads) with

SLOW, e.g., paper(s) hard copy material before them;

plus

(2) I also try to be aware --- whoever's the audience -- of their preferred learning style(s) (visual/audio/kinetic etc. -- I'm visual/kinetic) -- and look to see glassy eyed looks switch to an 'Oh, that's it' looks; by

switching about: (A) trying to present to/for other learning styles, and (B) R/L brain type walking through the material (holistic v. logical steps).

Overall, re the above:

I'm not only absorbing more [w/a growing sense of my own (1) & (2) mix, & how it's working w/me], but when teach/presenting the material (from my more), then expanding my awareness of how I got it to/for others' & their (1) & (2) mix -- and that on the fly, agile, during the presentation. It's hard but I really want the audience to 'get it' ... so, worth the effort.

I love these questions, but I also want to push on them. The discussion thus far is helpful, and I would only add that the newer ICTs do not give us any more purpose than the older ones.

We still need to engage in authentic dialogue with students to figure out together how we wish to use any ICT from any decade. Everything new and old will continue to be used, but toward what end?

I am more concerned with whether or not students get to choose.

In view of the above, it is also important to include in the above discussion also the following issue:

To what extent do teenagers use smartphones as a tool to help in education, eg with homework lessons? Has there been research on the use of smarfons as a tool to help youth education?

Smartphones are currently used by youth in many different functions. Smartphones offer various information services. In surveys conducted, young people indicate that the smartphone as a telephone communication tool is usually only 7 or later. And previously indicated functions, as the most important are related to communication through social media portals, a tool for entertainment in the situation of playing various games installed on a smartphone, geolocation information tool, besides a tool for quick search of services and products offered in local stores and through e-commerce, etc. However, in some, usually less, smartphone is also used as a tool to help with education, for example with homework lessons. In addition, they are dedicated to smartphones, also free, to download educational programs from the Internet, supporting the learning of specific school subjects and specific subjects taught in schools. However, the current youth probably uses smarfon to a lesser extent as a tool to help in education, whereas to a greater extent the smartphone is used as a tool providing access to various other information functions available via the Internet, often commercial services of various companies and online stores.

Do you agree with me on the above matter?

In the context of the above issues, I am asking you the following question: Has there been research on the use of smarfons as a tool to help youth education? To what extent do teenagers use smartphones as a tool to help in education, eg with homework lessons?

Please reply

I invite you to the discussion

hello !

The use of information and communication technologies (ICT), currently in full development in the educational world, disrupts the school in its internal organization, in its relation to society, in its construction and transmission practices. Knowledge. At the same time, the teaching profession is in crisis and the teacher training institutes (IUFM) are questioning the skills to develop for "new" practices.