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Abstract"Educational technology" is often equated in the popular imagination with "computers in the schools." But technology is much more than merely computers, and education is much more than mere schooling. The landscape of child‐accessible technologies is blossoming in all sorts of directions: tools for communication, for physical construction and fabrication, and for human‐computer interaction. These new systems and artifacts allow educational designers to think much more creatively about when and where learning takes place in children's lives, both within and outside the classroom.

Delving into the history of science, Dr. Stecchini, who teaches at Paterson State College (N.J.), compares Roman "programed" instruction with our own and the printing press with the teaching machine.

Professor Bruner, of Harvard, whose recent works on psychology and philosophy in education have aroused much favorable attention, presents here the new view of education, advocates more prescriptive research, and warns of complacency resulting from apparent early victories.

In this article, the author examines the seemingly privileged position of technology in current educational thought. The article begins by considering Lewis Mumford's notion of the myth of the machine and his insistence that only when tool making/using is modified by linguistic symbols, esthetic design, and socially transmitted knowledge does it become a significant contributor to human development. Through a sociohistorical critique, the author establishes a relationship between the ubiquity of the mythos and current educational discourse. The author provides examples from various historical events that have contributed to (a) the tradition of print-based culture, (b) the origins of the mythos of technology, (c) the increasingly popular notion that technology offers apanacea for educational woes, (d) the marginalization of critical discourse in regard to educational technology, and (e) corporate involvement in maintenance of the mythos.

Proceeding of: 2017 IEEE Global Engineering Education Conference (EDUCON), 25-28 April 2017, Athens, Greece. ; The MOOC movement has helped faculty in focusing on how to lecture. However, once this is done, it would not make sense not to use this content for on-campus classes. In this paper, we will explain how to harness top content created for MOOCs to improve on-campus classes, where the personal interaction is a key added feature. Interactive practices and on-site interaction, especially in-class interaction, are of particular relevance in the evolution of Higher Education towards a more effective learning. ; The eMadrid Excellence Network is being funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2013/ICE-2715. This work also received partial support from the Spanish Ministry of Economy and Competitiveness, Project RESET (TIN2014-53199-C3-1-R) and fellowship FPDI-2013-17411, and from the European Commission through Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JP) and SHEILA (562080-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD). ; Publicado

AbstractThe dissolution of the campus during the early stages of the current pandemic provides a compelling case study of how Higher Education responds to emergencies. Initially, digital education was perceived as a lifeline and educators spoke of a 'pivot online'. What followed was an undignified stumble into remote teaching. Social theories of innovation suggest that rapid technological change is simply a matter of choice and organisations can make rapid and strategic changes when required. I argue that talk of pivots and innovation is misleading and deflects enquiries from an important reason for academic resilience: teaching as tradition. Drawing on early forays into the importance of imitation by Gabriel Tarde, I contribute to efforts to rediscover his microsociological approach and link this to modern evolutionary research. By using a sociocultural evolutionary lens to analyse 102 courses in a business school, I demonstrate the persistence and resilience of teaching traditions and the use of imitation, rather than top-down direction. Using a phylogenetic analysis, I show how flexible imitation of traditional practice created a resilient, but unplanned, response to crisis. I explain how these results can inform resilience-building in Higher Education, by supporting the flexible imitation of teaching traditions. The research also advocates the use of cultural evolution, drawing on the inspiration of Tarde, in postdigital educational research.

Huge demographic and socio-economic changes are part of the experience of present societies. One consequence is the aging of the population and increasingly more people without the capacity for self-care. The provision of intergenerational care, namely caring for the older individuals, is a focus of attention for health professionals, but is also part of the political and social agenda. There is a need to regulate, support, and facilitate the daily life of families who have a dependent aged member. In contemporary societies, the use of information and communication technologies (ICT) is an important driver of innovation, responsible for a large transformation of living standards and new social behaviors. Within the scope of the provision of informal care, ICT can provide a great support, representing a primordial tool for updating the organizations in order to improve their efficiency, incorporating and making available services, and anticipating needs. Thus, the development of equipment, electronic applications, and websites for the elderly or their family caregivers should be conceptualized and customized to the profile of these users. A major challenge faced by healthcare institutions is to focus their services by organizing them around citizens' needs.