Information society technologies in the study process: Teachers’ perspective

Lina Kankeviciene, Genute Gedviliene, Vilhelmina Vaiciuniene

Research output: Contribution to journalArticle

Abstract

Today’s students represent a new, Web generation who has grown up surrounded by digital technology, where the ubiquitous communication is a matter of course (Prensky, 2001). Activities prevailing in modern learning process are communication, knowledge management and mastering new technologies. Broader opportunities for the new generation to access education and communication are the main reasons for the growing use of the new Information Society Technologies (ISTs): social networks, blogs, wikis, communities’ bookmarks, messaging and others (Redecker et al., 2010). Thus, advancement of the knowledge age, where lifelong learning is a necessity, guidance in a new learning paradigm, the European dimension in education are the factors that determine the relevance of new ways of teaching and learning adapted to students’ specific ways of thinking and based on new IST. So, IST application in teaching/learning process implies not only new opportunities, but also challenges for the teacher: there is a need for the competence, enabling efficient application of IST in teaching/learning process while seeking educational aims. This article aims to identify teachers’ use of ISTs, their attitudes in respect to the IST use, encountered pitfalls and barriers.
Original languageEnglish
Pages (from-to)223-235
JournalEuropean scientific journal
Volume10
Publication statusPublished - 2014

Fingerprint

information society
teacher
learning process
communication
Teaching
lifelong learning
weblog
knowledge management
learning
new technology
education
social network
student
paradigm
community

Keywords

  • Information society
  • Technologies
  • IST application
  • Study process
  • College teachers’ attitude

Cite this

Information society technologies in the study process : Teachers’ perspective. / Kankeviciene, Lina; Gedviliene, Genute; Vaiciuniene, Vilhelmina.

In: European scientific journal, Vol. 10, 2014, p. 223-235.

Research output: Contribution to journalArticle

@article{dff2e7002f914f27a5b85d675b457948,
title = "Information society technologies in the study process: Teachers’ perspective",
abstract = "Today’s students represent a new, Web generation who has grown up surrounded by digital technology, where the ubiquitous communication is a matter of course (Prensky, 2001). Activities prevailing in modern learning process are communication, knowledge management and mastering new technologies. Broader opportunities for the new generation to access education and communication are the main reasons for the growing use of the new Information Society Technologies (ISTs): social networks, blogs, wikis, communities’ bookmarks, messaging and others (Redecker et al., 2010). Thus, advancement of the knowledge age, where lifelong learning is a necessity, guidance in a new learning paradigm, the European dimension in education are the factors that determine the relevance of new ways of teaching and learning adapted to students’ specific ways of thinking and based on new IST. So, IST application in teaching/learning process implies not only new opportunities, but also challenges for the teacher: there is a need for the competence, enabling efficient application of IST in teaching/learning process while seeking educational aims. This article aims to identify teachers’ use of ISTs, their attitudes in respect to the IST use, encountered pitfalls and barriers.",
keywords = "Information society, Technologies, IST application, Study process, College teachers’ attitude",
author = "Lina Kankeviciene and Genute Gedviliene and Vilhelmina Vaiciuniene",
year = "2014",
language = "English",
volume = "10",
pages = "223--235",
journal = "European scientific journal",
issn = "1857-7881",
publisher = "European Scientific Institute",

}

TY - JOUR

T1 - Information society technologies in the study process

T2 - Teachers’ perspective

AU - Kankeviciene, Lina

AU - Gedviliene, Genute

AU - Vaiciuniene, Vilhelmina

PY - 2014

Y1 - 2014

N2 - Today’s students represent a new, Web generation who has grown up surrounded by digital technology, where the ubiquitous communication is a matter of course (Prensky, 2001). Activities prevailing in modern learning process are communication, knowledge management and mastering new technologies. Broader opportunities for the new generation to access education and communication are the main reasons for the growing use of the new Information Society Technologies (ISTs): social networks, blogs, wikis, communities’ bookmarks, messaging and others (Redecker et al., 2010). Thus, advancement of the knowledge age, where lifelong learning is a necessity, guidance in a new learning paradigm, the European dimension in education are the factors that determine the relevance of new ways of teaching and learning adapted to students’ specific ways of thinking and based on new IST. So, IST application in teaching/learning process implies not only new opportunities, but also challenges for the teacher: there is a need for the competence, enabling efficient application of IST in teaching/learning process while seeking educational aims. This article aims to identify teachers’ use of ISTs, their attitudes in respect to the IST use, encountered pitfalls and barriers.

AB - Today’s students represent a new, Web generation who has grown up surrounded by digital technology, where the ubiquitous communication is a matter of course (Prensky, 2001). Activities prevailing in modern learning process are communication, knowledge management and mastering new technologies. Broader opportunities for the new generation to access education and communication are the main reasons for the growing use of the new Information Society Technologies (ISTs): social networks, blogs, wikis, communities’ bookmarks, messaging and others (Redecker et al., 2010). Thus, advancement of the knowledge age, where lifelong learning is a necessity, guidance in a new learning paradigm, the European dimension in education are the factors that determine the relevance of new ways of teaching and learning adapted to students’ specific ways of thinking and based on new IST. So, IST application in teaching/learning process implies not only new opportunities, but also challenges for the teacher: there is a need for the competence, enabling efficient application of IST in teaching/learning process while seeking educational aims. This article aims to identify teachers’ use of ISTs, their attitudes in respect to the IST use, encountered pitfalls and barriers.

KW - Information society

KW - Technologies

KW - IST application

KW - Study process

KW - College teachers’ attitude

M3 - Article

VL - 10

SP - 223

EP - 235

JO - European scientific journal

JF - European scientific journal

SN - 1857-7881

ER -