The use of Information and Communication Technology (ICT) in everyday life of an individual has expanded in recent years. The much-needed skills for 21 st century are creativity, able to think ...critically, communication and collaboration skills. By equipping students with these skills, it will able to prepare students for the challenges in life and work environments in 21 st century. The advancement of technology has led to e-learning in education. E-learning refers to online learning, which provides students with a virtual environment in which students engage in several activities. However, even with the increasingly utilise of e-learning platform, research has proven that the issues of students were not fully utilise the functions of e-learning platforms in their learning process still exist. It is just act as a supporting tool for them and lack of communication support provided by learning management system (LMS) has leads to using other platform for communication purposes. Pervasive tools in education such as mobile devices, wearable technology, and RFID has proven to have positive impact on student learning outcome, however its application in higher education settings is still relatively little. Hence with the limitations of current teaching practice with limitations of study focusing on utilizing pervasive tools, therefore the aim of this study is to investigate the important factors which affect the user behaviour of IT devices (pervasive tools). To achieve this, theories of technology acceptance model (TAM) and task technology fit (TTF) was used. Along with TAM and TTF characteristics, factors of enjoyment, usefulness, convenience, compatibility, social influence, computer self-efficacy, and mobility were also considered. This study provides a framework to better understand the factors affect the acceptance of pervasive tools in private universities in Malaysia.
In the global discourse on ICTs, the concern so far has primarily been outsourcing and the loss of service sector jobs from the developed world. This book focuses, instead, on the positive aspects of ...the digital economy as they relate to women in the developing world. It illustrateswith case studies from Argentina, Morocco, India, Malaysia and the Philippineshow economic empowerment through the medium of ICTs can change the position of women within their families and the workplace, even in the face of uneven development processes. This timely volume, which is rooted in primary and original research, illuminates the gender-related facets of the emergent information society while raising key questions about the implications of the digital economy on women`s work and lives.
Glede na prevladujočo vrsto prikazanega nasilja v izbranih primerih sodobne slovenske kratke proze obstajata dve veliki skupini kratkih pripovedi, ki tematizirajo: individualno nasilje (fizično in ...psihično nasilje ene ali več ali več oseb nad drugo in drugimi ter nasilje nad samim sabo v smislu samopoškodbe ali samomora) v prevladujoči intimistični paradigmi sodobne kratke proze; kolektivno nasilje neke skupnosti na individuumom, ki se kaže kot strukturno (sistemsko) nasilje različnih družbenih institucij nad posamezniki in skupnostjo, kamor sodi tidu ideološko oziroma transcedentalno nasilje.
At present, science, technology, engineering, and mathematics (STEM) education is gaining wide attention. Effort to promote and integrate STEM education in higher education has been significant in ...recent years. The samples of this study were 21 students studying of Bachelor of Science in the fourth year student chosen by a purposive sampling approach. STEM linked problem based learning (STEM-PBL) on polymer materials topic was implemented for 12 hours. The STEM-PBL activity was designed with six processes as follows: (1) problem identification, (2) collecting information related to the problem, (3) planning and designing to solve problem (4) development and implementation (5) testing, evaluation for improvement and (6) presenting a solution or innovation. STEM-PBL has been proven to help students develop their STEM competency and 21 st century skill.
This research was aimed to identify learning media development process of digital-based history in order to find 21st century skill on the students and find alternative solution which could fulfill ...student and teacher needs within the implementation of online history learning activities. To achieve the goals, the learning method should be contained of these following steps: (1) problem formulation, (2) problem and field data search, (3) literature review, (4) analysis, and (5) result presentation. Through those steps in the learning method, the researcher found that ARKHANA (Augmented Reality, 3D Hologram, Info graphic, and Video Animation) product was stated as a feasible alternative solution and could be used as the means to realize research aims. To put in an evidence, based on several analysis activities such as need analysis, competence analysis, technology analysis, and SWOT analysis, ARKHANA product was said to be an appropriate solution, since it was highly innovative, easy to use, and able to accommodate student learning styles including to visual style, and ease the teacher in teaching and student habituation to utilize 21st century skill.
Building on the success of the first North-South cross-continental collaborative educational robotics mission held in November 2015 1, this paper presents a practical model for scaling the event up ...into a program for developing countries, particularly those of Africa, where the first edition took place. Past participants in Remote Rescue Thymio II (R2T2) missions, students and educators alike, have shared qualitative observations about its positive educational impact, notably in the areas of Collaboration, Communication, Critical thinking, Creative problem solving, Computational thinking, and Cross-cultural exchange. The proposed framework for delivering R2T2 missions has been adapted to Africa, being specifically designed to tackle the critical challenges of internet connectivity, teacher training and program costs. In so doing, it strives to pave the way for collaboration with partners in African educational ecosystems and North-South funding bodies that share the vision of making collaborative STEM education more accessible and attractive to teachers and schoolchildren around the world.
