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Vytautas Magnus University VYTAUTAS MAGNUS UNIVERSITY Lina KANKEVIČIENĖ INTEGRATION OF INFORMATION SOCIETY TECHNOLOGIES THROUGH MODERNISATION OF HIGHER EDUCATION STUDIES Summary of Doctoral Dissertation Social Sciences, Educology (07S) Kaunas, 2012 Dissertation was written on a non-resident basis. Scientific Consultant: Prof. Dr. Genutė GEDVILIENĖ (Vytautas Magnus University, Social Sciences, Educology – 07S) Dissertation will be defended at the Council of Social Sciences, Educology, at Vytautas Magnus University: Chairman: Assoc. Prof. Dr. Airina VOLUNGEVIČIENĖ (Vytautas Magnus University, Social Sciences, Educology – 07S) Members: Prof. Dr. Habil. Tatjana KOĶE (University of Latvia, Social Sciences, Educology – 07S) Prof. Dr. Habil. Valentina DAGIENĖ (Vilnius University Institute of Mathematics and Informatics, Social Sciences, Educology – 07S) Prof. Dr. Vaiva ZUZEVIČIŪTĖ (Vytautas Magnus University, Social Sciences, Educology – 07S) Prof. Dr. Habil. Genadijus KULVIETIS (Vilnius Gediminas Technical University, Technological Sciences, Informatics Engineering – 07T) The dissertation will be defended at the public session of the Council of Social Sciences, Educology, in prof. R. Laužackas name room of Vytautas Magnus University at 10:00 a.m. on 14 September 2012. Address: K. Donelaičio str. 52, LT-44244, Kaunas, Lithuania. The summary of the dissertation was sent out on 30 July 2012. The doctoral dissertation is available for review at the Library of Vytautas Magnus University and Lithuanian National M. Mazvydas library. VYTAUTO DIDŽIOJO UNIVERSITETAS Lina KANKEVIČIENĖ INFORMACINĖS VISUOMENĖS TECHNOLOGIJŲ INTEGRAVIMAS MODERNIZUOJANT AUKŠTOJO MOKSLO STUDIJAS Daktaro disertacijos santrauka Socialiniai mokslai, edukologija (07S) Kaunas, 2012 Disertacija ginama eksternu. Mokslinis konsultantas: Prof. dr. Genutė GEDVILIENĖ (Vytauto Didžiojo universitetas, socialiniai mokslai, edukologija – 07S) Disertacija ginama Vytauto Didžiojo universiteto Socialinių mokslų edukologijos krypties taryboje: Pirmininkas: Doc. dr. Airina VOLUNGEVIČIENĖ (Vytauto Didžiojo universitetas, socialiniai mokslai, edukologija – 07S) Nariai: Prof. habil. dr. Tatjana KOĶE (Latvijos universitetas, socialiniai mokslai, edukologija – 07S) Prof. habil. dr. Valentina DAGIENĖ (Vilniaus universiteto Matematikos ir informatikos institutas, socialiniai mokslai, edukologija – 07S) Prof. dr. Vaiva ZUZEVIČIŪTĖ (Vytauto Didžiojo universitetas, socialiniai mokslai, edukologija – 07S) Prof. habil. dr. Genadijus KULVIETIS (Vilniaus Gedimino technikos universitetas, technologijos mokslai, informatikos inžinerija – 07T) Disertacija bus ginama viešame Vytauto Didžiojo universiteto Socialinių mokslų edukologijos krypties tarybos posėdyje 2012 m. rugsėjo 14 d. 10 val. Vytauto Didžiojo universiteto prof. R. Laužacko vardo auditorijoje. Adresas: K. Donelaičio 52, LT- 44244, Kaunas, Lietuva. Disertacijos santrauka išsiųsta 2012 m. liepos mėn. 30 d. Disertaciją galima peržiūrėti Vytauto Didžiojo universiteto bibliotekoje ir Lietuvos nacionalinėje M. Mažvydo bibliotekoje. The Scope of the dissertation. The dissertation consists of introduction, glossary of main concepts, three chapters, discussion, conclusions, references and annexes. The dissertation is in 191 pages (58 figures and 29 tables) and additionally includes 47 pages of appendices. The dissertation is based on the analysis of 276 scientific resources. INTRODUCTION Relevance of the problem. In the modern society, the political, social, economic and organizational change and information technology development (IT) reorganize the situation in education as well. The competences of lifelong learning, communication and cooperation become essential. The education system shall be more functional, more focused on technological change enabling a person to have greater use of new opportunities. In this context, a higher education (HE) institution changes in itself, changes its structure, strategy, learning outcomes and teaching / learning methods. Therefore, it can be said that the interaction between knowledge and information makes it necessary to take a fresh look to the quality of education and ways and means to improve it. Educational change is usually associated with the concept of educational paradigm change (Jucevičienė, Petkūnas, 2006), aimed at replacing teaching environments with the learning ones. Implementation of information society technologies (IST) enables the exchange of educational environments. Many researchers (Jucevičienė, Petkūnas, 2006; Schacter, 1999; Dagienė, 2003, 2004, 2007, 2010; Markauskaitė, 2004)) agree that the technology is useful for studies, but some of the researchers highlight a conservative nature of education (Fullan, 1996). The continuous learning and knowledge of scientific and technological change become very important in the 21st century, the age of globalization and IT progress (Drucker, 1993). Undoubtedly, such change in the society leads to the change in the education system. Majority of educational institutions have accepted this challenge. Educational institutions need to consider new learning opportunities according to students’ needs and peculiarities of thinking. S. Aufenanger (2003) believes that the challenges of global society can be overcome only by means of new technologies. Teaching environments must be changed into learning environments by integrating modern IST and making the learning process more attractive. The focus is placed on 5 learning as interaction between the teacher and the student, as assimilation of skills and values, as transformation of knowledge into understanding. The IST is related to effective pedagogical innovation and implementation of new learning paradigm. The creation of information society, the lifelong learning paradigm, the development of distance learning, the ability to orient in the area of change, the dissemination of the latest research and knowledge, etc., are emphasized in the basic EU documents regulating the education (The Lisbon Strategy, 2000; Education and Training 2010, 2002; Strategic Framework for European Cooperation in Education and Training ('ET 2020'), 2009; European Commission's White Paper. A New Impetus for European Youth, 2001; Memorandum on Lifelong Learning, 2000; Green Paper “Migration & Mobility. EU Education: Challenges and Opportunities”, 2008; European Growth Strategy 2020, 2010). The increasing use of computer technology requires the progress of computer literate society. New technologies necessitate the continuous improvement of literacy skills in order to be able to use the equipment. No doubt that personal computer era is being changed by technological innovation, the dynamics of which paradigmatically passes from the personal computer use to the network that has increased the opportunities of reaching unavailable data sources, from individually used technologies toward social networking (Augustinaitis, Petrauskas, 2010). Progression towards a knowledge society, in which lifelong learning becomes a necessity, the respect for a new learning paradigm, and the European dimension of education lead to the development of new teaching / learning methods that are closer to the modern student’s way of thinking based on relevant IST features. We need to find out the types of IST used by modern students, students and teachers’ attitude towards computers and the IST, the level of digital skills and gradually modernize the HE studies by integrating the IST. Level of scientific exploration of the problem. The influence of global change on education and learning is analysed by sociologists, philosophers and educators (Fullan, 1996; Giddens, 2005; Hargreaves, 1998; Jarvis, 2001, 2003; Polanyi, 2002; Scott, 1995; quotes by Teresevičienė, Gedvilienė, Zuzevičiūtė, 2006; Ramanauskienė, 2005). 6 The gap between digital natives and digital immigrants was described by M. Prensky (2001), H. Rheingold (2003, quotes by Skiba, Barton, 2006); the differences in new generation students‘ thinking, communication and learning were examined by M. Prensky, 2001; D. G. Oblinger, 2003, 2005; Oblinger, Oblinger, 2005; Tapscott, 1998; J. S. Brown, 2000; Frand, 2000; N. Howe, W. Strauss, 2000; and Pedró, 2006. Teaching and learning problems with the new generation of citizens were examined by K. Barnes, R. C. Marateo, S. P. Ferris (2008). The application of new technologies in teaching the next generation of citizens is considered by D. Skiba, A. Barton (2006); A. Howard, L. Fields, W. McCullar (2004), M. Maag (2006), M. Zimmer (2008), and T. Franklin, M. van Harmelen (2007). The change of the learning paradigm in the context of new technologies was analyzed by C. Redecker (2008, 2009), K. Ala-Mukta; S. Kluzer, C. Pascu, M. Bacigalupo, A. Ferrari and Y. Punie, Y. (2009). In Lithuania, the applicability of distance teaching (learning), e-learning and blended learning technologies was analysed by the researchers E. Butrimė (2009), M. Teresevičienė (2008, 2009, 2010, 2011), T. Sabaliauskas (2007), A. Volungevičienė (2008, 2009, 2010, 2011), A. Targamadzė (2008, 2010), D. Rutkauskienė (2008, 2010), V. Zuzevičiūtė, A. Rutkienė (2008), and P. Jucevičienė (2003, 2005). The application of Web 2.0 technologies in teaching and learning was examined by V. Dagienė (2007, 2010), G. Valinevičienė (2010), A. Juškevičienė (2010), D. Rutkauskienė, and D. Gudonienė (2010). There is a number of researches on the integration of information communication technologies into secondary schools; however, there is little research on the improvement of HE studies by integrating modern IST. Systematic
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