Abstract
The purpose of the study reported on in this chapter is evaluating teachers' and schools' capacities to integrate technologies into a new educational curriculum using an e-capacity model approach. Against the background of navigating virtual worlds and the metaverse for enhanced e-learning, the chapter will discuss issues with regard to effective strategies and policies for digital integration in education and training, societal issues (social inequality and the digital divide, etc.), legal and ethical issues (intellectual property legislation, etc.), the hybridization of training (hybrid, Hy Flex, co-modal, etc.), simulations, artificial intelligence (AI) for training, the educational metaverse, and information and communication technologies (ICTs).
TopIntroduction
This section will describe the general perspective of the chapter and end by specifically stating the aim and objectives.
Artificial Intelligence and Blockchain for Training
The revitalizing power of ‘digital learning’ stems from the wide range of digital tools that it provides and that training professionals must master. As a result, educational players today have unprecedented opportunities to capitalize on collaborative platforms, blockchain for training, deep learning, serious games, learning analytics, rapid learning, virtual classes/videoconferencing, mobile learning, and educational technologies being used for an Information and Communication Technologies for Development (ICT4D) Massive Open Online Course (MOOC) in the 21st century or growing innovative e-schools as part of a community engagement project. The digital transformation of education is accelerating thanks to these digital tools, and teaching is now investing in the educational metaverse. Because of the effects of technological advancements (Ansu-Kyeremeh & Goosen, 2022), learners can be immersed in appropriate environments that will aid in their learning processes. In line with the goal of this book, that of the chapter is to contribute as researchers to share their experiences with Artificial Intelligence (AI) for training and the metaverse, digital learning, the tools it provides, as well as new practices to adopt.
Key Terms in this Chapter
E-Capacity Model Approach: The e-capacity model approach is a framework for evaluating and assessing how well instructors and institutions can incorporate technologies into their educational programs. It focuses on analyzing many aspects of technology integration, including the infrastructure, resources, abilities and skills of teachers, the support of leadership, and the general organizational preparedness. The e-capacity model approach considers both the educational techniques required for successful technology integration, as well as the technical components of technology deployment. In order to increase the effective integration of technology in education, it offers a systematic framework for recognizing teachers’ and schools’ strengths, shortcomings, and opportunities for growth.
Information and Communication Technologies (ICTs): Include a broad variety of resources and technical tools used for communication. Information and communication infrastructure (ICI) and Information Technology (IT) are the two basic divisions into which ICTs may be divided. ICI refers to the real telecommunication systems and networks, including postal services, satellite transmission, cable networks, and mobile communication. In addition, it covers the goods and services that depend on these systems, including the internet, phone and email communication, radio, and television. The software and hardware tools used for activities like data collection, organization, analysis, and presentation, on the other hand, are referred to as IT. The goal of integrating technologies into educational environments is to raise academic success levels and increase institutional effectiveness in general.
ICT Coordination: ICT coordination entails supervising and coordinating the implementation of ICT projects within a company, institution, or society. To make sure that technology is utilized efficiently and effectively to fulfil organizational goals, it requires coordinating and integrating various ICT resources, systems, and activities. ICT coordination aims to maximize the use of technologies, encourage smooth ICT tool and system integration, and match technological activities with the overarching goals and objectives of the organization.
ICT Teachers Professional Development: and capacity for integrating information and communication technologies into their pedagogical practices: The main goal is to provide instructors with the fundamental technical know-how and pedagogical strategies necessary to fully use the educational advantages of ICT tools and resources. Teachers are provided with the information, direction, and support they need to successfully integrate ICTs into their teaching practices via a range of organized activities and professional development opportunities. The ultimate objective is to provide instructors with the tools they need to design interactive, student-centered educational settings that foster critical thinking and proficiency with technologies.
Curriculum: The term ‘curriculum’ refers to a collection of well-thought-out educational opportunities and experiences that are intended to support students’ growth and accomplishment of certain learning goals. It includes both the instructional techniques and materials used to support students’ learning, as well as the information, abilities, and competences that are required of them. The curriculum describes the subject matter to be covered, the order of teaching, and evaluation procedures. It helps instructors create educational activities and evaluation that are in line with the targeted learning results.
ICT Support: ICT support is the term used to describe the help and services offered to people or organizations in connection to their usage of ICTs. It includes providing technical assistance, troubleshooting, direction towards ensuring that ICT systems and tools are operating, setting up and configuring both software and hardware, resolving technical problems, providing instruction regarding ICT tools and applications, and making recommendations on best practices for utilizing ICTs.
Teachers’ ICT Competencies: The expertise, abilities, and knowledge that teachers possess in order to utilize ICTs effectively and efficiently in their teaching practices are referred to as teachers’ ICT competencies. These skills include a variety of topics, such as the ability to use ICT tools and software proficiently, the ability to integrate ICTs into instructional design and the delivery process, and the capability to make use of electronic assets for purposes of education.
ICT Infrastructure: ICT infrastructure includes all of the structural and technological components required to support the use and integration of information and communication technologies inside a company, institution, or society. It includes a variety of elements, including networks, software, computer components, and other technological assets, all of which are essential for the effective functioning of ICT systems in educational settings.