Résumé
To support health care and public health in managing the array of information available about patients and populations, health systems have adopted a variety of information and communications technologies (ICT). Examples include electronic health record systems that document patient symptoms, diseases, and medications as well as health care processes. Yet, many ICT systems operate as islands unto themselves, unable to connect or share information with other ICT systems. Such fragmentation of data and information is an impediment to achieving the goal of efficient, coordinated health care delivery. It was further a major challenge during the COVID-19 pandemic when information was rapidly needed yet challenging to access. Health information exchange (HIE) seeks to address the challenges of connecting disparate ICT systems, enabling information to be available when and where it is needed by clinicians, administrators, and public health authorities. This chapter robustly defines HIE, including its core components and various forms. This chapter further discusses the role of HIE in supporting care delivery and public health. © 2023 Elsevier Inc. All rights reserved.
Résumé
This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR. This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers;mathematics education curriculum designers and policymakers. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
Résumé
Introduction: The COVID-19 pandemic has generated important transformations in society. In higher education, especially in those institutions and tertiary care centers with training programs for medical specialists, the con-finement measures generated significant challenges for the continuity of their internal processes and, particularly, in the teaching-teaching processes, and new strategies to preserve medical education were created. Objective: To analyze the perception of graduate stu- dents about educational transformations based on the organizational changes that were implemented for virtual education during the COVID-19 pandemic in a tertiary care hospital. Method: Study with a mixed, quantitative and qualitative design, which included 100 medical specialists in training from the National Institute of Cardiology "Igna-cio Chávez”. A survey with 151 items was developed, which was applied to the total sample. In addition, 10 in-depth semi-structured interviews with 13 questions were conducted. Qualitative data was analyzed through the MAXQDA version 18 program and quantitative data was analyzed using the R version 3.6.0 program. Results: A type of radical-adaptive change is shown, which materialized with the emergence of new practices and forms of organization linked to information and com-munication technologies (ICT) in the teaching-learning processes. Conclusions: Due to the pandemic, the implementation of strategies linked to the use of ICT allowed the continuity of the training processes in the specialists. In addition, a type of learning will be presented that allows enriching educational processes, both pedagogical and organi-zational. © 2023, Universidad Nacional Autonoma de Mexico. All rights reserved.
Résumé
Many careers have changed since COVID-19 appeared. In education in particular, the use of ICT tools increased in quite a disorderly manner, and the expansion of these tools opened new opportunities to update the ways of teaching and learning. ICT tools have been used for a long time in education, but they have often been used just as support tools without any academic purpose and without achieving their full potential. If we focus on teaching foreign languages, ICT has given us the opportunity to see and experience other cultures, as well as to live experiences close to a real-life immersion, facilitating the understanding of the use of language and giving everyone a chance to learn in context. This does not only include videos or music;nowadays, we can use and connect many resources including videogames, social media, and blogs, among others. And here is where we can find great potential for development. In this context, the purpose of this paper is to present the plan for a doctoral thesis and its status, as well as some notes on the context, main motivation, literature, and methodology to be used for creating resources that help improve the 21st-century teaching and learning experience. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
Résumé
The rapid spread of the COVID-19 pandemic and the associated infection control measures imposed by governments caused a major disruption to traditional workflows, leading to an immense increase in remote work. At the same time, innovation activities became more collaborative and digitalized than ever before, as firms worldwide were forced to shift from physical to virtual innovation spaces literally overnight and suddenly had to adapt and practice "remote innovation”. By means of a systematic literature review based on 80 selected articles, this paper contributes to the academic discussion in three ways: First, the paper explores the synthesis between open innovation and remote work and uncovers a set of necessary determinants that form the basis for practicing remote innovation. Second, the paper offers a conceptual framework based on Chesbrough's open innovation model and extended by various determinants of open innovation in a remote work environment to provide initial advice to managers on how to innovate in times of social distancing. Third, the study concludes by identifying several promising areas for future research in the field of remote innovation management, a hitherto under-researched but highly topical field.
Résumé
This book is an inquiry about the possibilities of using technology to support the education of artists within higher education contexts. Even though technology-enhanced learning and teaching may seem incongruent with the long-established studio-based cultures of making and performing, it is increasingly becoming a pivotal point to connect artistes to potential audience and markets. Amidst the COVID-19 pandemic, technology is also the crucial linchpin for educational continuity of student artists. This book explores how technology could enhance the education of artists and designers as they continue to create, make, and add value to life and society through their artistry. It draws upon the experiences of the Nanyang Academy of Fine Arts (NAFA), a pioneering arts institution in Singapore with over 80 years of institutional history. Through 9 vignettes, this book illustrates technology-enhanced pedagogical practices that have been implemented in different artistic learning spaces including classroom, studio, and stage as well as institutional support strategies. With a naturalistic stance, these chapters seek to illuminate realistic pictures of teaching and learning that are being uncovered by artist educators as they sought to integrate technology within teaching practices using available technologies and within the classes that they are teaching. It is hoped that this book will stimulate conversation among artist educators about possible pedagogical models, as well as inform higher arts institutions about the contextual strategies needed to support the creation of technology-enhanced pedagogical practices. © Springer Nature Singapore Pte Ltd. 2021.
Résumé
Based on a broad definition of the digital economy, this study constructs a digital technology capital measure-ment framework and measures China's digital technology capital services from 2002 to 2018 to illustrate the growth of digital technology. In addition, the relationship between digital technology and economic growth is examined using the growth accounting method and econometric panel models from the perspective of the substitution and penetration effects of information and communication technologies. The measurement results show that China's digital technology capital services grew faster than non-digital ones from 2002 to 2018. In terms of the substitution effect, the contribution of traditional capital to economic growth is diminishing, whereas digital technology capital's contribution is expanding. Regarding the penetration effect, the contribution of digital technology capital to labor productivity is gradually overtaking that of traditional capital, with the impact varying by sector. These results may provide developing countries with a strategy to seek new devel-opment drivers and sustain economic growth in the post-pandemic era.
Résumé
This chapter focuses on access to the educational system for students with special educational needs derived from disability and the role ICT can play in facilitating educational inclusion. ICT could become an additional factor of exclusion if the design of technological solutions is not universal. It also analyzes the impact of the implementation of distance education modalities and the generalization of ICT use in teaching during the COVID-19 pandemic on students with disabilities. It concludes that students with disabilities should be a priority objective in the digitalization plans of schools. If the future educational systems are built without an inclusive perspective, they will likely reproduce the same deficiencies of the present. Beyond responding to the crisis caused by COVID-19, the incorporation of technology and efforts to implement distance learning at all levels of education provide valuable lessons and lay the foundation for building more open, inclusive, and flexible educational systems. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021.
Résumé
The significance of information and communication technologies in the educational sector in the last few decades has tremendously increased. The current study aims to examine the significance of various individual factors such as teachers' self-concept, self-efficacy and ICT-related subjective self in predicting their perceptions of ICT usability leading to enhance preschool children's learning outcomes. To achieve the study objectives, the authors applied a quantitative research methodology. After surveying 386 preschool teachers in 55 preschools, the data were analyzed using SmartPLS software. Most educational institutions have transformed their traditional modes of education into virtual classrooms. Technological intrusion in the educational sector has increased during COVID-19 and is persistent in the post-COVID era. Similarly, in universities and colleges, the inclusion of digital technologies in preschools has remarkably increased. The current study adds value to the existing body of literature by extending the existing TAM3 to TAM3+ by adding a new domain of subjective self and predicting preschool teachers' ICT usage in the classrooms and the interaction of this usage with technical support to enhance the preschool children's learning outcomes. © 2023 by the author;licensee Asian Online Journal Publishing Group.
Résumé
COVID-19 has shocked every system in the U.S., including transportation. In the first months of the pandemic, driving and transit use fell far below normal levels. Yet people still need to travel for essential purposes like medical appointments, buying groceries, and-for those who cannot work from home-to work. For some, the pandemic may exacerbate extant travel challenges as transit agencies reduce service hours and frequency. As travelers reevaluate modal options, it remains unclear how one mode-ride-hailing-fits into the transportation landscape during COVID-19. In particular, how does the number of ride-hail trips vary across neighborhood characteristics before versus during the pandemic? And how do patterns of essential trips pre-pandemic compare with those during COVID-19? To answer these questions, we analyzed aggregated Uber trip data before and during the first two months of the COVID-19 pandemic across four regions in California. We find that during these first months, ride-hail trips fell at levels commensurate with transit (82%), while trips serving identified essential destinations fell by less (62%). Changes in ride-hail use were unevenly distributed across neighborhoods, with higher-income areas and those with more transit commuters and higher shares of zero-car households showing steeper declines in the number of trips made during the pandemic. Conversely, neighborhoods with more older (aged 45+) residents, and a greater proportion of Black, Hispanic/Latinx, and Asian residents still appear to rely more on ride-hail during the pandemic compared with other neighborhoods. These findings further underscore the need for cities to invest in robust and redundant transportation systems to create a resilient mobility network.
Résumé
The COVID-19 pandemic has forced employers and employees to re-evaluate their attitudes toward telecommuting. This induced a change in the sheer number of people who have started to work from home (WFH). While previous studies highlight differences between telecommuters based on their level of telecommuting experience, these effects have not been studied in detail. This may limit the evaluation of implications for post-pandemic times and the transferability of models and predictions based on data collected during the COVID-19 pandemic. This study expands on previous findings by comparing the characteristics and behavior of those who have started to telecommute during the pandemic and those who had already telecommuted before. Furthermore, this study addresses the uncertainty that exists about whether the findings of studies conducted before the pandemic-for example about sociodemographic characteristics of telecommuters-still hold true, or if the pandemic induced a shift in telecommuters' profiles. Telecommuters show differences when considering their previous experience in WFH. The results of this study suggest that the transition induced by the pandemic was more drastic for new telecommuters compared with experienced telecommuters. The COVID-19 pandemic had an effect on how household configurations are considered in the choice to WFH. With decreased access to child care resulting from school closings, people with children in the household were more likely to choose to telecommute during the pandemic. Also, while people living alone are generally less likely to choose to WFH, this effect was reduced as a result of the pandemic.