Embracing ICT in academia: adopting and adapting to the new normal pedagogy

Abstract

Purpose The use of information and communication technology (ICT) has been improving in education and constantly evolving; however, the recent pandemic has catapulted it. Digital transformation of academia through online teaching demands new pedagogies to be adopted by faculty members. Academia embraces technological advancements in teaching-learning to ensure growth, development and sustainability. This paper aims to gain insights regarding the current status of literature, critical contributing authors, countries, areas, overall trends and future direction for research. Design/methodology/approach The bibliometric data was collected from two of the most widely referred databases: Scopus and Web of Science(WoS); tools like vosViewer and map builder were used for analysis. Short empirical evidence is added to the study to understand faculty members' current adoption of new pedagogical approaches in some prominent higher educational institutions. Findings Because of the corona pandemic, there is substantial digital transformation in the teaching-learning process. Therefore, it is essential to comprehend what faculty members can adopt critical pedagogies. Understanding the importance of pedagogy in learning outcomes, this study has attempted to synthesize available literature on ICT, pedagogy and higher education in the 21st century. Originality/value The study outlined flipped and blended learning as two teaching methods developed due to ICT integration in the classroom. Bibliometric insights from the study build the groundwork for academic advancement to remote online education. This is an attempt to corroborate such insights.

Cloud Technologies in Education: The Bibliographic Review

“…Subject cloud services are studied separately, in particular, such as Geogebra (http://www.geogebra.net) [29], PhET (https://phet.colorado.edu/uk/) [9], Open Source Physics (https://www.compadre.org/osp) [43], Wolfram Demonstrations Project (https://demonstrations.wolfram.com) [38], Virtual Lab (http://chemcollective.org/) [30] etc. These results are accumulated in a significant number and systematized on the use of IT in education in general, which is confirmed by studies: [1] for the academic environment, [40] for high school, [34] for preschool education, [33] for secondary education and teachers, [20] for intellectual academic environments, [21] for the educational sector as a whole in the transition to education 4.0. At the same time, the scientific results of using cloud technologies in education as a type of information technology are not generalized and therefore require a comprehensive analysis.…”

Section 28. Trends in the Use of Information Technologies in Professional Training: Analysis of the Use of Cloud Technologies in Education

“…У педагогічній літературі активно дискутується проблема впровадження хмарних технологій в навчанні 1 , аналізується впровадженням підходу byod 2,3 , висвітлюється вирішення соціальних, педагогічних і технічних проблем, які можуть виникати при реалізації дистанційного 4 , мобільного і змішаного навчання 5 , обговорюється доцільність використання хмарних сховищ даних (наприклад, ms onedrive 6 ), досвід використання іт для контролю знань (наприклад, сервіс plickers як мобільний додаток для зчитування qr-кодів 7 додаток kahoot! 8,9 для контролю знань в ігровому форматі чи комп'ютерний засіб 10 для контролю математичних знань).…”