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Aims & Themes

ICICTE 2016 will seek to address the many challenges and new directions presented by technological innovations in educational settings. With the keynote speaker, plenary sessions, workshops, and forums examining the integration of technology into all facets of education, the conference will provide participants with a forum for intensive interdisciplinary interaction and collegial debate. Those attending ICICTE 2016 will leave with an excellent overview of current thinking and practices in applications of technology to education. Thematic streams will include alternative processes, procedures, techniques and tools for creating learning environments appropriate for the twenty-first century.


General conference themes include:

• Pedagogy in the evolving tech environment

The architecture of learning; accessibility; the evolution of the classroom

Instructional design and delivery; evaluation and assessment

Strategies and tools for teaching and learning, simulations and gaming

Informal, non formal and formal adult education

Multi-grade education

Open/Distance learning

Impacts on educational institutions: effects on faculty, staff, administration, and students; curriculum and program development

Teacher training

Building communities of teachers/educators; cooperative learning

The internationalization of institutions and of education

Political economy and educational technology: Intersections

Effects on training institutions and industry

Ethical considerations in the use of information technology in teaching and learning

The use of technology in education to promote democratic ideals, freedom, equality.

Arts education.


ICICTE 2016 is also inviting participants to submit papers related to the following special themes chosen specifically for this year's conference:

Intellectual property and online education
There are a considerable number of issues relating to the ownership and protection of intellectual property in online and distance education. Particular issues relate to the protection of ownership of materials and the concept of ‘open access’ versus paid access to materials. Other issues relate to the use of audiovisual material in videoed lectures and screencasts, in which the material could be considered broadcast – so that rather than educational license agreements applying as with a conventional lecture or seminar, copyright law relating to public broadcasting applies, meaning that academics could be unwittingly breaking copyright legislation.

Ethics, Human rights and access to open educational resources
Education is a human right, and UNESCO “believes that universal access to high quality education is key to the building of peace, sustainable social and economic development, and intercultural dialogue.” Technology has the potential to offer access to education to people across the world, bridging geographical and linguistic divides. At the same time, the differences between access to technology in the developed and developing worlds means that people in developing countries are potentially falling ever further behind the developed countries, exacerbating the economic divide and presenting increased human rights and educational access issues. As a counterpoint, the collection of data by large technology providers, commonly used to support educational activities (such as Google, Apple and Facebook), presents potential human rights issues in terms of collection and use of personal data - particularly where access to online resources requires participants to sign up for social media accounts. Other issues relate to the dichotomy between open educational access and the need to monetise activities by institutions operating in an increasingly commercial world, and the potential challenges of maintaining IP vs allowing open access. Further details on OER can be found here: http://oerresearchhub.org/about-2/reports/oerrh-ethics-manual/

ICT, elite performance and professional training
Educational technology is not just restricted to academic learning. It has been in use in elite athlete training for a considerable amount of time, and the use of technology to monitor, analyse, and provide feedback on performance has created significant improvements in the performance of elite athletes in recent years. Tools such as ‘serious games’ are also increasingly in use by other professions, particularly those in which risk of failure has serious consequences - this includes doctors, seafarers, pilots and the military. By using simulations, biofeedback and performance metrics, these professions are able to complete a large amount of their training using computer based simulation, ranging from simple problem solving and online testing to full scale ‘realistic’ simulations. ICT also offers educational opportunities for professions which require remote working, for instance, seafarers, oil rig workers and military personnel, allowing professional development while working in a remote location.

The application of psychology to learning mediated by technology
Definition: This theme is intended for papers that deal with the science of educational, social, and cognitive psychology and other aspects of psychology as applied to education, instruction, and training. Themes: Under this stream the conference will welcome submission of papers aligned with the following themes: (a) Informing evidence-based decision making in the selection and evaluation of technologies for education, instruction, and training. (b) Understanding the balance between physical and psychological fidelity for learning design that achieves its aims. (c) Can technology-based solutions influence or change personal values, attitudes, and standards amongst learners and if so, how do we know or at least find out?

Those attending ICICTE 2016 will leave with an excellent overview of current thinking and practices in applications of technology to education.



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