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- Herausgeber: Bentham Science Publishers
- Kategorie: Für Kinder und Jugendliche
- Sprache: Englisch
- Veröffentlichungsjahr: 2024
Advances in technology have enabled medicinal chemists to discover and formulate several highly specific, biocompatible, and non-toxic therapeutic agents for clinical applications. Nanotechnology has achieved significant progress in the last few decades and is crucial in every field of science and technology. Nanotechnology-based pharmaceuticals offer multifaceted and alternative methodologies in comparison to the limitations of many conventional clinical therapies. Expertise in designing and developing nanoformulations has helped in targeted drug delivery. Recently, the use of innovative therapeutic agents, particularly in nanomedicine, has accounted for a significant portion of the global pharmaceutical market and is predicted to continue to grow rapidly in the near future. Nanotherapeutic Strategies and New Pharmaceuticals is an accessible multi-part reference which informs the reader about several new techniques based on nanotechnology. The chapters explain relevant topics in detail. The book is designed to encourage and help undergraduate, graduate and post-graduate students in the field of nanotherapeutics, pharmaceuticals and bio-organic chemistry through the use of didactic language and simple illustrations. Part 2 of this book covers the potential of nanotherapeutics and natural therapies for treating neurological diseases, targeting ion channels, signal transduction therapy, gene therapy of single gene mutation diseases and for nanoformulations for special purposes such as wound healing and stimuli-responsive drug delivery. The book also features a chapter that summarizes the types of nanoparticles tailored for specific molecular targets that mediate different diseases. The book set serves as a textbook for students in pharmacology and medical biochemistry, as well as a quick reference for researchers on bio-organic chemistry, as well as general readers interested in nanomedicine
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Preface
The evolution of technological advances has transitioned from individual initiatives to interconnected networks of tools and programs that facilitate global connectivity and contribute to the resolution of both personal and global issues. The utilization of digital innovation has exhibited capabilities to supplement, enhance, and revolutionize the field of education. The significance of digitization in the education industry cannot be overstated. The utilization of technology in education provides enhanced opportunities for both students and teachers, facilitates a more welcoming and practical learning environment for individuals with disabilities, and contributes to the improvement of engagement among students. Digital transformation in education has a profound effect on enhancing the learning experience for students, teachers, and other stakeholders engaged in the educational process. These modifications prioritize enhancing student involvement and ease of use by incorporating interactive elements and allowing for personalized learning experiences. Consequently, online education has become more affordable, extensive, and accessible. The book covers a wide range of topics:
Introduction to Digital Transformation in the Education Sector
Digital Transformation in the Education Sector: Benefits and Challenges
Factors for Adopting Technology in the Education Sector
Adoption of E-Learning in the Education Sector
The Adoption of Artificial Intelligence in the Education sector
The Adoption of Big Data in the Education Sector
The Adoption of the Internet of Things in the Education Sector
Introduction to Digital Transformation in the Education Sector
Abdul-Mumin Khalid1,*,Obeng Owusu-BoatengAbstract
The social behaviors of humans have been profoundly impacted by recent developments in hardware and software technologies, from education to health, transport, manufacturing and trade. By transferring physical education into digital formats, COVID-19's effects on education have significantly accelerated digital evolution in Ghana and around the world. Education received a lot of attention during the Industrial Revolution of the twenty-first century. However, a few of the difficulties in getting data from the source to the end consumers are the expense of the infrastructure, problems with network connectivity, and digital platforms. Another criterion for assessing the progress of digitization and its effects on developing and developed nations is the economic variety of the populace. Personalized learning, academic advising, data collecting, management, and other areas are all heavily reliant on digital transformation, which highlights a trend.
1. Introduction
From the publishing industry to the music business, the Internet has had a profound effect on the dissemination of information. The field of education is also undergoing a period of transformation. These days, “digital transformation” is a buzzword on every teacher's lips. The COVID-19 pandemic has prompted a shift in how technological advances are used in educational settings (Al-Shakarchi, 2022). Stakeholders in the education system include students, faculty, parents/guardians, and government/regulatory agencies. The necessity for effective operation, cost management, and performance in terms of set goals is, however, universal across all organizational contexts (Gartner, 2023). To better serve both their students and teachers, higher education institutions are undergoing a digital transition. To fully realize the benefits of the digital age and a digital revolution necessitates rethinking traditional methods of instruction and administration. However, because of advances in technology and new ways of thinking, it is now possible to convert lecture materials into digital form and make them widely available online. Not only does this necessitate cutting-edge tools,
but also cutting-edge practices. Not just technical expertise but also command of management is an extremely scarce commodity in the field of education. Prospective leaders in today's organizations need to be able to sort through a plethora of digital projects, accelerate innovative cycles, and restructure their organizations to better accommodate novel methods. Students in the modern era need access to a wealth of digital materials. Prospective students are continuously on the lookout for innovative educational possibilities that go beyond the standard lecture format. To provide high-quality education, educational institutions must innovate and adapt to meet the changing demands of today's students. One of the hallmarks of our day is the widespread adoption of digital technologies. It appears that developing nations are falling behind in these areas as the fourth industrial revolution (Industry 4.0) is examined through digitization and things such as the internet, big data, coding, and smart manufacturing (Parlak, 2017). Industry 4.0, as defined by Bates (2015), places an emphasis on education that is relevant to the requirements of an economic order and a market transformed by digital technology. Our educational system is not in sync with these ideas; today's students are still being taught in classrooms that appear little different from those of decades past, and the demands of modern education are being ignored, at least in part. Therefore, all students in postsecondary education must have the knowledge and skills necessary to make effective use of information and communication technologies (ICT) and digital learning technology in the classroom. The purpose of this chapter is to serve as a guide for further research on the correlation between students' ICT engagement and their digital learning. The implementation and utilization of instructional technologies have proven challenging in developing countries and have not always resulted in proportional advances in student learning outcomes. The chapter moves in this approach by thinking about how online settings will change the nature, breadth, and method of schooling.
2. Literature
2.1. Digital Transformation
The term “digital transformation” encompasses a wide range of concepts, from IT upgrades (such as cloud computing) to process improvements and even the creation of entirely novel digital business models. Many government agencies use this word to describe relatively small projects like moving services online or updating older systems (Gartner, 2023) because of budgetary constraints. A digital revolution, as defined by Norton et al. (2020), is a shift in the way labor is organized due to the introduction of new digital technology and business strategies. It is more than just dropping in a new piece of software; it requires harmony among digital tools, people, and structures. Digital transformation, as defined by Mahlow and Hediger (2019), involves the strategic and in-depth development of new competencies and models via digital technology.
2.1.2. DT in Educational Sector
Incorporating technology into the classroom has been shown to greatly improve students' engagement with course material. For instance, since many students learn best by seeing rather than hearing, schools can benefit from having projection screens connected to computers so students can glance at their notes instead of just sitting and listening to the teacher. The class set of courses is standardized using different technologies (Mustapha, 2018). To help students keep learning even when they are not in class, these technologies consolidate a variety of learning resources into a single location, such as study questions, examinations, and exercises. It is encouraging that technology may play a wide variety of roles in the classroom, from supplementing more traditional methods to replacing them entirely. Given the foregoing, it is clear that many learners have benefited from the incorporation of technology into the classroom. Mustapha (2018) and Akinsola and Animashun (2007) are right to draw attention to the significance of technology in the classroom.
2.1.3. Types of Technologies Use in the Educational Sector
As has been seen above, the digital revolution is not a novel idea or process in education; rather, it is a global phenomenon that has already shown promising results in some places (World Economic Forum, 2016). In this section, we will look at six patterns that help define what the digital revolution means in the real world (Aleksandrov et al., 2018): 1) Augmented, Virtual, and Mixed Reality (AR, VR, and MR), (2) Tools for the Classroom, (3) Remodeled Classrooms, () Machine learning/AI, (5) Customized Instruction, and (6) The Use of Games. Looking at successful implementations of digital advances in education strengthens professional bonds and gives teachers more agency. Teachers at all levels are learning the benefits of using technology in the educational setting.
2.1.4. Robot Educator
Making robots that can teach is a multi-faceted endeavor. Learning robots are a clear example of the fruition of interdisciplinary research and development to aid in the classroom. It has the potential to pique students' attention, encourage their creative potential, and make better use of information technology to expand their horizons and expand their access to information. Learning robots are smart teaching tools that can serve as a potent adjunct to teachers in a variety of classroom settings. By interacting with a computer, students can improve their capacity to study independently and actively seek solutions to problems. The emotions of the students are read by learning robots. As a result of increased interaction with students, educators will have a better idea of how to tailor their instruction to each student's unique strengths and weaknesses. This will allow for a more personalized learning experience for everyone.
2.1.5. VR/AR
The field of augmented and virtual reality is very young, and it will be some time before these technologies have a significant impact on classroom instruction. Transformative technologies like augmented, virtual, and mixed reality enhance teaching by providing students with more realistic and interesting environments in which to learn. The world beyond the classroom can be brought in through the use of virtual reality technology. Currently, they are useful in the classroom since they let pupils to better imagine and grasp abstract ideas and locations. Students can now use augmented reality in the classroom or outside of it to see visual images of scientific subjects. However, using virtual reality, kids may experience informative field trips without leaving the classroom. When combined, the two technologies are revolutionizing classroom practices and providing students with more engaging educational opportunities. In a nutshell, it makes learning enjoyable and engaging (Clarifi Education PBC., 2023) for them. The interactive nature of AR/VR education allows for a more engaging and personal learning experience. Students benefit from this and remain interested. Learn anything, anywhere, at any time with augmented reality and virtual reality apps. This is the most practical alternative to traditional media like books, posters, large models, etc.
2.1.6. Big Data
Big Data is shorthand for “huge amounts of data”, which can be defined as data sets that contain information on humans, their surroundings, and their relationships with each other. In a similar vein, “Educational Big Data” refers to the technology resources utilized by educators to amass meaningful data rapidly and cheaply. Big Data are distinguished by their 5 Vs (li & Jiang, 2021): volume, because of the vast amounts of data they can store; velocity, because of the ease with which they can be analyzed; variety, because they are fed data from a wide range of sources; veracity, because of the quality of the data; and value, because of the substantial benefit they provide. Similarly, a bibliometric analysis of recent research reveals emerging tendencies in Big Data as they pertain to e-learning, online learning, student engagement, the influence of psychological aspects, and the role of social media. Big data may be used to collect large amounts of valuable data quickly, cheaply, and with high quality by making use of their veracity, variety, value, velocity, and volume in the classroom. This is an important lesson for educators.
2.1.7. Classroom Devices
To move away from the standard of having students follow the BYOD (Bring Your Own Device) policy, the field of educational technology has purchased a set of gadgets for use in classrooms. Also, they might avoid going to libraries or universities just to use a computer. Laptops, tablets, and iPads are standard issues in most classrooms today. Due to the ever-present nature of the internet, they also need to be cognizant of the importance of cyber security.
2.1.8. Mobile Devices
Students can use their mobile phones or smartphones with preloaded apps for a variety of pedagogical objectives. They have easy access to resources like Google and YouTube, as well as social networking sites. They have access to a plethora of online educational resources, such as webinars, discussion boards, and virtual classrooms. The use of mobile devices for testing is also viewed as a sort of educational technology (EdTech) and digital transformation. Medical, biological, engineering, mathematical, scientific, technological, etc., can all be taught with the use of digital transformation (Alrofouh et al., 2019). The use of a smartphone is another option for mobile learning. Appropriate use of a smartphone has been shown to improve academic outcomes (Amez & Baert, 2020). There is a correlation between pedagogical strategy and student achievement (Andrey & Martin, 2013). Laptops and mobile phones (smartphones) are just two examples of mobile technologies that can be used as learning tools. The potential for these gadgets to enhance the educational experience is enormous. A recent meta-analysis and study synthesis of 110 experimental journal publications (Sung et al., 2016) found that mobile devices are useful learning tools both inside and outside the classroom.
2.1.9. Robotic 3D Printing
It is a cutting-edge tool for the classroom that lets pupils model everything from artworks to scientific instruments in three dimensions. Students' originality in conceiving school projects can benefit from this.
2.1.10. A High-Tech Classroom
Due to technological advancements, educational institutions have become more up-to-date and functional. Smart classrooms, which incorporate networked computers, projectors, tablets, and software, emerged as a result. As a result, classroom instruction is assisted and students' attention is drawn to the material being taught. To enhance the educational process, “Smart Classes” implement technological solutions. Using a variety of audio and visual aids enhances and enriches the learning process (Polych, 2023) for the student. Specialized software is designed and fine-tuned to satisfy the needs of a certain category, as opposed to being a one-size-fits-all solution. The digital infrastructure enhances both instructor-student and student-student communication due to its isolation and organization of data streams. One such feature is the “raise hand” option included in many video conferencing programs. The advantages of using them could also be discussed in Smart Classes. Students will have more original ideas when they get home (Polych, 2023) because of this. Once a standard in education, lectures are now rarely used in today's schools. Students can gain a lot from engaging in collaborative learning activities. Projectors and computers facilitate the sharing of data. Interactive touch displays have the potential to engross students.
2.1.11. Gamification
Learners can earn electronic badges or awards for reaching academic milestones with the help of this technology. It is a great way to keep score and see how your team stacks up against others. Clarifi Education PBC. (2023) reports that students' interest in and motivation for schoolwork has increased as a result of gamification. The goal of gamifying the learning process is to appeal to students' intrinsic motivations to increase their level of participation and proficiency. People who take part in this method of skill development have preferences for drama, tradition, and fun. The player's genuine character emerges under pressure or in a heightened state of curiosity in a gamified system. Instead of relying on grades and degrees, this approach to hiring experts could be a good one. Thanks to its open nature, gamification reveals each student's potential, thinking style, and logical prowess. A trained educator can then use this information to correctly identify the child's interests and guide his or her growth accordingly.
2.1.12. IoT
IoT is favored by today's educational institutions, which employ a wide range of approaches, from AR to cloud computing, to better educate their students. Internet of Things (IoT) technology integration is an example of a pervasive digital revolution in education, leading to smarter and more networked physical environments than ever before. The Internet of Things (IoT) has several potential applications in the classroom, including the introduction of technologies like smart boards, digital signage, and voice command systems (Polych, 2023) that are already in use. However, thanks to advancements in IoT, schools can now deploy smart security cameras, automate student attendance tracking, and keep parents updated on when their children are ready to be picked up from school.
2.1.13. Customized Learning
In a significant way, educational technology has allowed for more individualized instruction. Students can receive individualized instruction in any setting, be it a traditional schoolroom, a student's own home, or an online forum. It allows them to tailor their education to their individual goals and strengths. More student agencies emerged as a result of blended learning. They need to have one-on-one time with educators and use a discovery approach to education (Clarifi Education PBC., 2023) to succeed.
2.1.14. Learning Management System
Learning management systems (LMS) are among the most widely adopted examples of digital transformation in the classroom. These systems facilitate the creation and management of training courses, communication between instructors and students, the planning and organization of all educational processes, and the tracking of data regarding the effectiveness of instructional materials and the growth of individual students. The core of any educational LMS should be online courses. With this capability, virtual classroom instruction should be feasible. Any scholastic resource can be downloaded, together with tests, exam forms, student results, etc. In fact, according to research (Polych, 2023), this function should encompass all the steps involved in efficient learning. Common misconception: LMSs are exclusively used to manage online courses. However, it is not limited to just online or hybrid courses. This is made possible through numerous channels of information exchange, such as webcasts, message boards, live chats, and electronic newsletters. In-person, online, one-on-one, or group instruction can all be coordinated with the aid of a learning management system. Schools can use this function to make changes to existing training courses or entirely remove them. Thanks to this function, both educators and students will have an easier time keeping track of what they need to study. Students and instructors can maintain constant communication through virtual meetings. Using the live chat feature, any questions the students may have can be answered quickly. Using internet video chats, educators and students can hold virtual classes whenever and wherever works best for them (Polych, 2023). You can use this function to design and modify instructional materials, including multimedia files like images, animations and videos. You may control not only which users have access to which courses but also which courses they can download. Web-based learning management systems (LMS) and virtual learning environments (VLE) combine teaching and learning resources with administrative features (Ifenthaler, 2012). They can be used to coordinate all aspects of a course, including instruction, assessment, and supplemental instruction. They make it easy to store and organize various forms of media (lectures, readings, videos, etc.) so that students can access them whenever they like. Chat rooms are available for both student and teacher interaction. They contain features that enable user and class management (such as a syllabus, student activity tracking, and office hour scheduling) (Ifenthaler, 2021).
2.1.15 Artificial Intelligence
Finally, one of the greatest advantages of technology for students is the usage of artificial intelligence. Education is made available to students around the clock, routine tasks are automated, and people from all over the world have access to information that can assist them in filling in knowledge gaps (Polych, 2023) because of this innovation. To put it another way, AI has expanded the possibilities of individualized education and is helping students find solutions to problems more quickly.
2.1.16. Scope of DT in Education
Broad in scope, digital transitions are common. A company's digital transformation plan is a road map that helps it manage the changes that occur as a result of adopting digital technologies and continues to serve the company after the transition is complete. Changes in a company's business model, such as new goods, reorganized departments, or automated procedures, are the focus of digital transformation. The increasing popularity of online media consumption is one indicator of these shifts, as it has caused entire industries (the music business, for instance) to rethink their approaches to doing business. The application of cutting-edge digital tools (such as social media, handheld devices, data mining, or embedded devices) leads to substantial business gains (like better serving customers, cutting costs, or developing innovative strategies). In 2018, Liere-Netheler and co-authors defined the term “digital transformation” as the process by which a company replaces or complements its physical offerings with digital ones, including the company's sales and communication routes and the goods and services it provides. In addition, data-driven insights and the introduction of electronic company structures that permit new ways of generating value are catalysts for the operational and broader business activities that constitute digital transformation.
• Process
A departure from conventional methods of production and the distribution of value to customers is what digitization entails. The use of digital media to improve upon or supplant analog goods and services is included, along with the corresponding operational processes involved in doing so (Sandkuhl & Lehmann, 2017). In the procedural dimensions, new and IT-operable stages are developed to optimize existing procedures and facilitate the seamless incorporation of novel features into existing ones (Ebert & Duarte, 2018). According to Balyer and Oz (2018), modern, student-centered assessment and evaluation approaches should replace the outmoded, group-focused ones now used in education. According to Sandkuhl and Lehmann (2017), all of the steps in the college application process (including admission, program and course registration, course examination, the establishment of programs, quality assurance, etc.) contribute to the production of value for the student. Support for mobile workers and managing information are essential features of an integrated campus management system.
• People
Organizations with advanced technological capabilities are more likely to undergo a digital transformation, which will have far-reaching effects on the company as a whole, including its departments, positions, duties, and structure (Mahmood et al., 2019). Not only business but also academia has entered the “4.0” era. The difficulty is in training students and faculty for the rapid technological developments, new decentralized governance paradigms, expanding importance of AI, and other continuing changes (Richert Anja et al., 2016). Participants should help colleges and universities undergo a digital transformation by providing them with access to educational materials and resources that are suitable for modern technology, regardless of location or time of day. Experts in the field of higher education, including both directors and program experts, are prepared for and equipped to handle this transition in addition to bringing about beneficial shifts for the school's administration, faculty, and students. To be ready for the digital transformation, it must complete the essential initial and ongoing training (Balyer & Oz, 2018).
• Data
The keeping of all of the information belonging to an organization, the comprehension of the data gathered and obtainable for evaluation, the classification of data assets, the evaluation of data quality, and the pursuit of opportunities to integrate data resources all present difficulties for organizations undergoing a digital shift. Information presents both advantages and disadvantages. According to Heaven and Power (2018), useless data is of no value. A thorough analysis of information provides new ways of gaining insight into educational practices, as emphasized by Digitalisierung (2016) in their discussion of the connection between technology progress and recent trends in educational institutions. The college system is made more open and comparable by the methodical gathering and evaluation of the information that has been gathered. Improving teaching quality and learning environments requires an in-depth understanding of the mechanisms involved in both. According to Maltese (2018), colleges now face different issues as a result of the digital revolution. In particular, the capacity to furnish users with comprehensive, current, and reliable data across a variety of channels of interaction and online resources. Institutions require it.
2.1.17. Technology
Companies' transition into digital environments is enabled by digital technologies. Companies can seize new opportunities made possible by technological advances. Business models, operational procedures, and customer experiences are just a few areas that could be affected by these prospects. As a result, the positive effects of this change can be seen throughout the company (Morakanyane et al., 2017). The use of technological advances in education is now widespread. University technology has progressed to the point where it can help shape classrooms and other study spaces around the needs of individual students (Reigeluth, 2014). The digital transformation process calls for the implementation of distance learning apps and the integration of ICT into traditional classroom settings. These digital tools for implementing digital transformation are crucial to education. For the sake of students' private data, it can be released either en masse by a coordinating body or wholly independently. Participation in the educational setting should be facilitated through the use of technology for communication and information use (Balyer & Oz, 2018). To improve student agency and satisfaction, technology must live up to or surpass students' high expectations (Munro, 2018).
