A deeper understanding of technology is needed for workforce readiness &amp;#x2014; Playing games, texting, and tweets aren't enough to make students Tech-Savvy

Piliouras, Teresa; Yu, Richard; Villanueva, Kristin; Ying-xin, Chen; Robillard, Holly; Berson, Michael J.; Lauer, Jeanne; Sampel, Garret; Lapinski, Daniel; Attre, Maigh

doi:10.1109/aseezone1.2014.6820656

Cited by 7 publications

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“…Studies [248] [214] show that by the end of their teenage years, individuals spend tens of thousands of hours online and this compares to the same amount of time an individual spends in class by that age. This figure includes the time spent using computers and games.…”

Section: Benefits and Concerns Of Gamesmentioning

confidence: 99%

The New Digital Natives

Dingli¹,

Seychell²

2015

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Section: Benefits and Concerns Of Gamesmentioning

confidence: 99%

The New Digital Natives

Dingli¹,

Seychell²

2015

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“…The report stresses the need to reimagine the structure and delivery of education to better address student needs. Many students fall through the cracks of the nation's k-12 educational system, either dropping out or graduating without the skills for either college or career [3]. In response, the NETP recommends digital, anywhere, anytime learning paradigms that extend the reach of classrooms, and allow automated student assessment and data collection.…”

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confidence: 99%

Finding gold (star students) in the data mine

Piliouras

Fei

et al. 2014

2014 11th International Conference &Amp; Expo on Emerging Technologies for a Smarter World (CEWIT)

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The United States, along with the rest of the world, is struggling to keep pace with the growing demand for a knowledgeable and skilled workforce. The National Educational Technology Plan (NETP), put forth by the United States Department of Education, calls for a reinvention of the nation's education system to address shortcomings preparing students for tertiary education and the workforce. Realization of this sweeping goal requires leveraging the power of technology, big data, and embracing a customer relationship management (CRM) perspective, where in this context, the "customers" are students and customer "loyalty" equates to their engagement in the learning process. Coordinated data collection will improve results for individual schools and enable evidence-based educational practices to be shared among schools. Big data provides the means to identify customers' needs, abilities and wants -as well as the means to implement reward and incentive programs that recognize student successes and loyalty to educational attainment. Lessons gleaned from CRM initiatives in industry are used to conceptualize a systems architecture to support customer relationship management in educational environments. Case studies --based on the Best We Can Be (BWCB) online college and career readiness program, and the Global Travel and Tourism Partnership (GTTP), a multi-country educational program to introduce students to career opportunities in Travel and Tourism --are presented to demonstrate practical implementation of CRM principles in an educational setting.

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Conceptions of Society and Education Paradigm in the Twenty-First Century

Coşkun

2022

Maarif Global Education Series

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This chapter describes the structural features and problem areas of modern education systems, then discusses new social and educational ideas that offer solutions to these problems. From the nineteenth to the twenty-first century, information was given on the social models and educational systems that coincided with the turning points of industrial developments. While factory organization as characterized by mass production and nation-state citizenship shaped the education system of industrial societies, digitization and its values have left their mark on educational systems in the information society. Advanced technological developments in areas such as nanotechnology, biotechnology, or the Internet of things have led to a techno-futuristic model of society being placed on the agenda. In this context, we pursue the questions of how new technologies are changing the education system and what kind of solutions they are offering to its problems for education in future societies. New technologies are argued to have not eliminated the basic problems we must deal with in the contemporary world such as equal opportunity in education and student-centered education.

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A deeper understanding of technology is needed for workforce readiness — Playing games, texting, and tweets aren't enough to make students Tech-Savvy

Cited by 7 publications

References 0 publications

The New Digital Natives

The New Digital Natives

Finding gold (star students) in the data mine

Conceptions of Society and Education Paradigm in the Twenty-First Century

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