Dr. Tamim is a Professor of Educational Technology and Dean of the College of Education at Zayed University in the United Arab Emirates. Dr. Tamim has more than 20 years of experience including graduate and undergraduate university instruction and supervision; adult in-service training, and K-12 teaching and coordination in different countries including Canada, Lebanon, UAE, and KSA. She has a rich educational leadership experience in different institutions and at different academic levels with extensive skills in national and international program accreditation. Dr. Tamim has an established publication record in top tier peer reviewed journals with a growing outreach as reflected by her more than 5,794 google scholar citations. Her research interests and expertise focus on knowledge synthesis through systematic reviews for the purpose of improving educational practice; the impact and role played by computer technology in facilitating learning; appropriate pedagogical approaches to the integration of technology in the design of learning environments based on student-centered principles; and the impact of pre-service and in-service training on teachers’ attitudes toward technology integration.
15 November 2021 | 14:30 - 14:50 | English | To go or not to go back to normal: That is the question
During the global transition to emergency remote learning ushered by the covid pandemic, many around the globe believed that education post-covid will not be the same, and that online learning is here to change the face of education. We have already witnessed the fact that a full transition to online education is not sustainable for many reasons. K-12 institutions have generally moved back to their face-to-face settings while higher education institutions, although at a slower pace for logistic reasons, have started the transition back to on-campus learning. This session will focus on the realistic expectations within the educational sector beyond COVID, while addressing the fact that the experience will not lead to a totally new educational system. We will also discuss why it is important to take advantage of the current situation to work on advancing the educational system and not fall back to our regular norms. More importantly, we will address how stakeholders can work together to make use of the lessons learned, while building on skills and expertise acquired, to secure a lasting trace of the benefits gained.
15 November 2021 | 15:00 - 15:20 | English | How to deal with a disruptor of education in your family - lessons learned
In this session, Dr Helen Wright will talk candidly about how her youngest daughter’s refusal to go to school has challenged (and ultimately strengthened) her powerful understanding of what schools can and should be.
She has had to relearn – with humility and a degree of vulnerability - what schools are for; she will share her insights as a mother and as an internationally respected educational leader.
A fireside talk with:
16 November 2021 | 13:30 - 13:50 | English | Educational technology beyond times of crisis: Implications from systematic reviews of research
The role of technology in education has been further amplified by the world having gone through the nuts and bolts of dealing with an unprecedented global pandemic. In this session, we will present lessons learned from substantive meta-analyses and systematic reviews about technology integration to help guide policy and decision makers along with practitioners as they plan for the future of education. The session will cover findings and implications from the following projects:
- Second-order M-A of technology integration since 1984–2009 across subject areas and educational levels
- Large-scale primary M-A of classroom technology integration studies in post-secondary education with follow up M-As that focus on subcollections:
– Blended learning
– Designed interaction treatments
– Pedagogical underpinnings of technology use in teacher education
- Systematic review and M-A of tablet use in educational practices – with or without a pedagogical framework – and their effect on learning outcomes