The primary goal of this book is to address the issues faced by teachers in the adoption of digital tools into their teaching and their students learning. This book also addresses the issues confronting educators in the integration of digital technologies into their teaching and their students’ learning. Such issues include a skepticism of the added value of technology to educational learning outcomes, the perception of the requirement to keep up with the fast pace of technological innovation, a lack of knowledge of affordable educational digital tools and a lack of understanding of pedagogical strategies to embrace digital technologies in their teaching. This book presents theoretical perspectives of learning and teaching today’s digital students with technology and proposes a pragmatic and sustainable framework for teachers’ professional learning to embed digital technologies into their repertoire of teaching strategies in a systematic, coherent and comfortable manner so that technology integration becomes an almost effortless pedagogy in their day-to-day teaching.
Some of the objectives are given below
Shares valuable insights into the influence of technology on teaching and learning in higher education
Provides deeper insights on higher education and sustainability interact
Studies innovations from various perspectives
Investigates how the educators and students apply the unique innovative and emotional dimensions in modern age of learning
Provides a timely overview of changes in education reforms and policy research globally
Evaluates the problematic relationship between globalization, the state, and education reforms.
Author(s): Manpreet Singh Manna, Balamurugan Balusamy, Kiran Sood, Naveen Chilamkurti, Ignisha Rajathi George
Publisher: CRC Press/Chapman & Hall
Year: 2022
Language: English
Pages: 246
City: Boca Raton
Cover
Half Title
Title Page
Copyright Page
Table of Contents
Preface
About the Editors
Contributors
Chapter 1 Innovative Pedagogy Practices
1.1 Introduction
1.1.1 Origin
1.2 Research Methodology
1.2.1 Objectives of the Research
1.2.2 Research Design
1.2.3 Data Collection Method
1.3 Analysis and Interpretation
1.3.1 Education System
1.3.1.1 Education in Ancient India
1.3.1.2 Education in the First Millennium
1.3.1.3 Education in Modern India
1.3.2 Pedagogy
1.3.2.1 Innovative Pedagogy
1.3.2.2 Pedagogy Practices
1.4 Findings and Suggestions
1.4.1 Findings
1.4.2 Suggestions
1.5 Conclusion
References
Chapter 2 Education in the Fourth Industrial Revolution: Challenges and Opportunities
2.1 Introduction
2.2 Timeline of the Industrial Revolution
2.3 Components of Technology Advancements in the Fourth Industrial Revolution
2.3.1 Big Data
2.3.2 Artificial Intelligence
2.3.3 Robotics
2.3.4 Internet of Things
2.3.5 3D Printing
2.3.6 Quantum Computing
2.4 Impact of the Fourth Industrial Revolution Reform on Education
2.5 Challenges of the Fourth Industrial Revolution in the Education System
2.6 Major Challenges of the Fourth Industrial Revolution in the Education System
2.7 Opportunities of the Fourth Industrial Revolution in the Education System
2.8 Recommendations for Enhancing Education in India in the Light of Technological Advancements
2.9 Conclusion
References
Chapter 3 Integration of IoT and Big Data Technologies for Higher Education
3.1 Introduction
3.2 Conceptual Framework for the IoT and Big Data
3.2.1 IoT and Big Data
3.2.1.1 IoT
3.2.1.2 Big Data
3.3 Big Data in Higher Education: A New Approach
3.4 Benefits of Integrating IoT and Big Data in Education
3.5 Challenges of Using IoT and Big Data in Education
3.6 Big Data Analytics as a Component of the Quality Assurance System at Colleges and Universities
3.7 Higher Education and the Use of Big Data Modeling
3.8 Using the IoT and Big Data to Create a Digital Educational Platform
3.8.1 Fundamental Requirements for Big Data Deployment
3.8.1.1 Norms for Contemporary Data Gathering and Processing Systems
3.8.1.2 Real-Time System Training is Required for the Platform
3.8.1.3 Data Management
3.8.1.4 Information Creation and Search that Are Completely Unrestricted and Adaptable
3.8.2 The Many Distinct IoT Platforms
3.8.3 Architecture for IoT and Big Data (Figures 3.3 and 3.4)
3.8.4 Kinds of Cloud Computing
3.9 Conclusions
References
Chapter 4 Moral, Legal, and Ethical Issues of Technology in Education
4.1 Introduction
4.2 Ethical Concerns of Technology in Education
4.3 Ethical Issues in Technology
4.4 Why Digital Ethics Are Important
4.4.1 Confidentiality
4.4.2 Hacking
4.4.3 Copyright
4.4.4 Economic Rights
4.4.5 Moral Rights
4.4.6 Netiquette
4.4.7 Accuracy
4.4.8 Cyber Security Threats
4.4.9 Types of Security Threats
4.4.9.1 Malware
4.4.9.2 Emotet
4.4.9.3 Denial of Service (DoS)
4.4.9.4 Man in the Middle
4.4.9.5 Phishing
4.4.9.6 SQL Injection
4.4.9.7 Password Attacks
4.5 Importance of Cyber Security in the Education System
4.6 Things to Teach Students While Working Online
4.7 The Main Ethical Concerns in the Classroom Using Technology
4.8 What to Teach Children to Reduce and Prevent Cyberbullying
4.9 Why It Is Important to Talk about Ethics in Technology
4.10 Cybercrime and Cyber Laws in India
4.11 How to Report Cyber Crime in India
4.12 Conclusion
References
Chapter 5 Competencies and Values for Education 4.0
5.1 Industry 4.0 Harbinger of Education 4.0
5.2 Core Competencies as Essential Prerequisites for Industry 4.0
5.3 Core Competencies to be Integrated in Education 4.0
5.3.1 Technical Competencies
5.3.2 Methodological Competencies
5.3.3 Social Competencies
5.3.4 Personal Competencies
5.4 Values to Be Embedded with Core Competencies
5.4.1 Human Dignity and Respect
5.4.2 Equality, Tolerance, and Freedom
5.4.3 Justice
5.4.4 Global-Mindedness, Responsibility, and Cultural Diversity
5.4.5 Democratic Values
5.5 Conclusion
References
Chapter 6 ICT Tools for Language, Literacy, and Early Childhood
6.1 Information and Communication Technology in Education
6.1.1 Information Communication Technologies in Edification Forum
6.1.2 Educational Technology as a Concept
6.2 The Application of Information and Communication Technologies (ICT) in Technical Education
6.2.1 Information Gathering
6.2.2 Encouraging Students to Learn
6.2.3 Assisting Educators
6.3 Use of ICT to Assist Language Education
6.4 Top ICT Tools to Develop Literacy
6.4.1 Telephone
6.4.2 Mobile Phones
6.4.3 Internet
6.4.4 Internet Sites
6.4.5 Video Conferencing
6.4.5.1 Interactive White Boards
6.4.5.2 Simple Conduction of Experiments
6.4.5.3 PowerPoint
6.4.5.4 Putting up Educational Materials
6.4.6 Various Kinds of ICT Tools
6.5 Digital Revolution in Early Childhood Education
6.5.1 Meaningful ICT Resources and Tools in Early Childhood Education
6.6 Assistive Technology for ECE
6.6.1 Myths about Assistive Technologies
6.7 Comparison of Traditional Pedagogy and Emerging Pedagogy Enabled by ICTs
6.8 Conclusion
References
Chapter 7 Conceptual Framework of Digital Transformation in Higher Education an Emerging Trend
7.1 Introduction
7.1.1 Background of Study
7.2 Objectives
7.3 Literature Review
7.3.1 Need for Digital Transformation
7.3.2 Skill Requirements for Industry 4.0
7.3.3 Digital Transformation Requires Integration of Higher Educational Institutions with Industry 4.0
7.4 Research Methodology
7.5 Results and Discussion
7.5.1 Challenges for Adopting Digital Transformation in Higher Education
7.5.2 Opportunities in Digital Transformation
7.6 Suggestions and Recommendations
7.6.1 Government Initiatives
7.6.2 Initiatives Desired at Universities/Colleges Faculty
7.7 Conclusion
References
Chapter 8 Sustainable Development Goal 4: Building an Inclusive Learning Environment for All
8.1 Introduction
8.1.1 Disability
8.1.2 Inclusive Education
8.2 SDGs and Inclusive Education
8.2.1 SDG 4 in India
8.2.2 Policies and Programs
8.2.3 Enrollment of Children with Disabilities
8.2.4 Infrastructural Facilities
8.2.5 Resources, Teachers, and Inclusive Education
8.3 NITI Aayog Strategies
8.4 Challenges in Inclusive Education
8.5 Barriers to Achieving SDG 4
8.5.1 Globally
8.5.2 India
8.6 Suggestions
8.6.1 Global Level
8.6.2 National Level
8.6.3 State Level
8.7 Conclusion
References
Chapter 9 Techno Pedagogical Concept with Digital Skills
9.1 Defining Learning
9.2 Types of Learning
9.3 Learning Theories
9.4 Teaching – from Gurukul to School
9.4.1 Gurukul
9.4.2 Modern Education System
9.5 Differences between Gurukul and the Modern Education System
9.6 Teaching Pedagogy
9.7 Changes in Teaching Pedagogy
9.8 Education after COVID-19
9.8.1 Challenges Faced by Educators
9.8.2 Challenges Faced by Students
9.9 Digitalization Is a Blessing during COVID-19 with Many Challenges
9.10 Evolution of Digital Pedagogy
9.11 Types of ICT Tools Available for Teaching
9.12 Digital Literacy Skills Required for Teachers
9.13 Benefits of Digital Skills in Teaching Pedagogy for Teachers
9.14 Benefits for Digital Skills in Teaching Pedagogy for Students
9.15 Conclusion
References
Chapter 10 National Education Policy-2020: Prospects for Teacher Education Institutions
10.1 Introduction
10.2 Strengthening Teacher Education through NEP-2020
10.3 Pre-Service Teacher Education as Envisaged in NEP-2020
10.4 Meeting the Global Standards of Education through NEP-2020
10.5 Recruitment and Employment of Teachers
10.6 Teaching Career and Professionalism
10.7 Teacher Empowerment through NEP-2020
10.8 NEP-2020: The Key Takeaways
10.8.1 Drastic Changes in the Structure of School Education
10.8.2 Implementation of NEP-2020
10.8.3 Impact of NEP Post-Implementation
10.8.4 NEP-2020 and Reforms in Teacher Education
10.8.5 Issue of Vacant Teacher Posts
10.8.6 NEP-2020 and Funding of Education
10.8.7 Provision of Merit-Based Scholarships in NEP-2020
10.8.8 NEP-2020 and Globalization of Education
10.8.9 NEP-2020 and Digital Learning for ‘All’
10.8.10 NEP-2020 and Some Concerns
10.9 Conclusions
References
Web References
Chapter 11 Techno-Pedagogical Concepts with Digital Skills
11.1 Understanding Pedagogy
11.2 What Is Technologically Enabled Pedagogy?
11.3 Significance of Technologically Enabled Pedagogy
11.4 Digital Immigrants and Digital Natives
11.5 Digital Literacy
11.6 Digital Pedagogy Tools
11.6.1 Interactive Presentations
11.6.2 Digital Storytelling
11.6.3 Blogs
11.6.4 Podcasts
11.6.5 Virtual Laboratories
11.7 Assessment Methodologies
11.7.1 Rubrics
11.7.2 Discussion Analysis Tool
11.7.3 Game-based Formative Assessment Tools
11.7.4 Integrating Assessment in an Ongoing Class
11.8 The Role of Teachers in a Techno-pedagogical Learning Environment
11.9 Conclusion
References
Chapter 12 National Education Policy-2020: A Landmark in India’s History of Education
12.1 Developments in the Indian Education System
12.2 The Ancient Period
12.2.1 The Vedic Education System
12.2.2 The Buddhist Education System
12.2.3 The Jain Education System
12.2.4 The Medieval Period
12.2.5 The Colonial Period
12.2.6 The Indian Education Post-Colonial Period
12.3 National Education Policy-2020 – A Landmark in India’s History of Education
12.4 Industry 4.0
12.5 The Key Components of Industry 4.0
12.5.1 Big Data
12.5.2 Artificial Intelligence
12.5.3 Augmented Reality
12.5.4 Robotics
12.5.5 Blockchain
12.6 Education 4.0 –Preparation for Industry 4.0
12.7 Challenges to Education 4.0
References
Chapter 13 National Academic Credit Bank: Need of Times
13.1 Introduction
13.2 National Education Policy (NEP)- Transforming Reform in Education
13.2.1 Conceptual Framework of a NAC Bank
13.2.2 Significance of NAC Bank
13.2.3 The Functionality of NAC Bank
13.3 Concepts of Credits and Credit Transfers
13.3.1 Objectives of the NAC Bank Scheme
13.3.2 Stakeholders of the NAC Bank Scheme
13.3.3 Key Elements of the NAC Bank Program
13.4 Workflow of NAC Bank
13.4.1 Registration
13.4.2 Loginvia Student Dashboard
13.4.3 Transfer Initiation
13.4.4 Request Status
13.4.5 Institution Credit Transfer Process and Flow
13.5 Implementation Method
13.6 Academic Bank of Credit: A Silver Bullet for the Indian Higher Education System
13.7 Conclusion
Bibliography
Chapter 14 Technology in Education vs Teacher-Taught Relationship in the 21st Century
14.1 Introduction
14.2 Technology in Education
14.3 Online Learning Modules
14.3.1 NPTEL
14.3.2 SWAYAM
14.3.3 IIT
14.4 Teacher–Student Relationship
14.5 Challenges and Possibilities
14.6 Conclusions
References
Index
