Information Technology Trends for a Global and Interdisciplinary Research Community Book Preface

Thisbook,entitledInformation Technology Trends for a Global and Interdisciplinary Research Com-munity,isamultidisciplinaryandinterdisciplinarywork,whichhasabroadscopeofapplicationareas, tofaceupthecomplexKnowledgeSocietyproblemsandchallengeswecurrentlyhavetosolve(García-Peñalvo,2015b,2015c).Itisavolumethatcontinuestheorientationthatbeganwith(García-Peñalvo,2018c)and,obviously,thepandemicinfluencesitbytheCOVID-19disease(Apuke&Omar,2020;Beaunoyer,Dupéré,&Guitton,2020;Daniel,2020;Fardoun,González-González,Collazos,&Yousef, 2020; García-Peñalvo & Corell, 2020; García-Peñalvo, Corell,Abella-García, & Grande-de-Prado, 2020a,2020b).

Thebookcomprises14chaptersthatareorganizedinthreemainsections:COVID-19relatedpapers(Czerniewiczetal.,2020;UNESCO,2020),educationaltechnologies(García-Peñalvo,Casado-Lumbreras,Colomo-Palacios,&Yadav,2020;Herold,2016;Robinson,Molenda,&Rezabek,2008;Spector,2015)anddata-drivenintelligentecosystems(Bogdanova&Ackovska,2010;Cruz-Benito,Therón,&García-Peñalvo,2016;Fonseca,García-Peñalvo,&Camba,2020;García-Holgado&García-Peñalvo,2019).

1. COVID-19

The coronavirus SARS-CoV-2 has caused the COVID-19 disease worldwide pandemic that affectsbothhealthandeconomy.TheCOVID-19outbreakhasaconsiderableimpactonallbusinessdomainsworldwide,almostwithnegativeconsequences.Thedigitaltransformationwasalreadyarequirementforallgovernmentsandinstitutionsthatthispandemichasacceleratedtosolvetheconfinementandthelimitationstoworkandsharethesamespaces(Gobble,2018;Negreiro&Madiega,2019).

TheCOVID-19partofthebookiscomposedbytwochapters.García-Peñalvoetal.reflectabouttheeffectofCOVID-19inhigherEducation,specificallyinface-

to-faceuniversities.Afterhavingclosedoneoftheprocessesthathavehadthemostsignificantimpactonuniversities,thetimehascometoreflectanddrawconclusionsthatwillservetofacetheseinstitu-tions’future.Acrisisalwaysrepresentsrisksbutalsoopportunitiestochangefromadisruptivesitua-tion.Authorscommentaboutuniversities’futurefromaStrengths-Weaknesses-Opportunities-Threatsapproachwiththeperspectiveoftheexperienceslivedduringtheendofthe2019-2020academicyearbysomeface-to-faceuniversitiesinSpain.

Argüellesetal.presentareviewofinformationandcommunicationtechnologies,associatedwiththedriveforhealth-relatedareas,automotivemanufacturing,robots,self-drivencarsandretailsales,toconcludewitheducationwithaspecialfocusontheimpactofdigitalizationontheseareas, theirstrengthsandweaknesses.

García-Peñalvo, F. J. (2021). Information Technology Trends for a Global and Interdisciplinary Research Community book preface. In F. J. García-Peñalvo (Ed.), Information Technology Trends for a Global and Interdisciplinary Research

Community (pp. xiv-xxv). Hershey PA, USA: IGI Global. doi:10.4018/978-1-7998-4156-2

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2. EDUCATIONAL TECHNOLOGIES

Educationaltechnologyisdefinedasthestudyandethicalpracticeoffacilitatinglearningandimprov-ingperformancebycreating,using,andmanagingappropriatetechnologicalprocessesandresources (Richey,2008).

TheAssociationforEducationalCommunicationsandTechnology(AECT)denotedinstructionaltechnologyasthetheoryandpracticeofdesign,development,utilization,management,andevaluationofprocessesandlearningresources(Januszewski&Molenda,2008).

Educationaltechnologyandinstructionaltechnologyaretermsthatareoftenusedinterchangeably,andthereareagrowingnumberofpeoplewhorecommendadoptinga label that includes theword“learning”(Lowenthal&Wilson,2010).

Takingthisintoaccount,educationaltechnologyisaninclusivetermforboththematerialtoolsandthetheoreticalfoundationsforsupportinglearningandteaching.Thus,itreferstoallvalidandreliableappliededucationsciences,suchasequipment,processes,andproceduresderivedfromscientificre-search,andinagivencontextmayrefertotheoretical,algorithmic,orheuristicprocesses.Thismeansthateducationaltechnologyisnotrestrictedtohightechnologyandisanythingthatenhanceslearninginablendedoronlinecontext(García-Peñalvo,2015a;Herold,2016).

Nevertheless,amodernmotionoftechnologyeducationmeanselectronicandplaysandimportantroleincurrentsociety(Selwyn,2011).EducationtechnologyorEdTech,referstoanareaoftechnol-ogydevotedtothedevelopmentandapplicationoftools(includingsoftware,hardware,andprocesses)intendedtopromoteeducation(Lazaro,2014).

Educationaltechnologyencompassesdifferentapproachesintheliterature:eLearning(García-Peñalvo,2020b;García-Peñalvo&Seoane-Pardo,2015;Gros&García-Peñalvo,2016),instructionaltechnology(Molenda,1997),informationandcommunicationtechnology(ICT)ineducation(García-Peñalvo,2008a),EdTech(Lazaro,2014),learningtechnology(Berlanga&García-Peñalvo,2005a,2005b),multimedialearning(García-Peñalvo&GarcíaCarrasco,2005),technology-enhancedlearning(TEL)(Kirkwood&Price,2014),computer-basedinstruction(CBI)(Kulik&Kulik,1991),computermanagedinstruction(Day&Payne,1987),computer-basedtraining(CBT)(Williams&Zahed,1996),computer-assistedinstructionorcomputer-aidedinstruction(CAI)(Suppes&Morningstar,1969),Internet-basedtraining(IBT)orWeb-basedtraining(WBT)(Driscoll,1997),flexiblelearning(Hill,2006),virtualeducation,onlineeducationordigitaleducation(García-Peñalvo,2008b;SeoanePardo&García-Peñalvo,2014;Tinoco-Giraldo, Torrecilla Sánchez, & García-Peñalvo, 2020), collaborative learning (Dillenbourg,1999a,1999b),distributedlearning(Oblinger&Maruyama,1996),computer-mediatedcommunication(Walther,1996),cyberlearning (Frechette,2006),multi-modal instruction (Steil,Röthling,Haschke,&Ritter,2004),personallearningenvironments(Wilsonetal.,2007),networkedlearning(Goodyear,2005),virtuallearningenvironments(VLE)orlearningplatforms(García-Peñalvo&GarcíaCarrasco,2002; García-Peñalvo, Rivero-Ortega, Rodríguez-Conde, & Rodríguez-García, 2020), m-learning(Casanyetal.,2012;Ramírez-Montoya&García-Peñalvo,2017;Sánchez-Prieto,Olmos-Migueláñez,&García-Peñalvo,2014),ubiquitous learning (CondeGonzález,MuñozMartín,&García-Peñalvo,2008; Joo-Nagata, Martínez Abad, García-Bermejo Giner, & García-Peñalvo, 2017; S. J. H. Yang,2006),artificialintelligenceappliedineducation(Rodríguez-García,Moreno-León,Román-González,&Robles,2020;Sánchez-Prieto,Cruz-Benito,Therón,&García-Peñalvo,2020;Z.Yu,2020),learninganalytics(Fidalgo-Blanco,Sein-Echaluce,García-Peñalvo,&Conde-González,2015;García-Peñalvo,2020a;Hernández-García,Conde,&Chaparro-Peláez,2020;Martínez-Monésetal.,2020),gamifica-

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tion(Cordero-Britto&Mena,2020;Rojas-López,Rincón-Flores,Mena,García-Peñalvo,&Ramírez-Montoya,2019;Torres-Toukoumidis,Ramírez-Montoya,&Romero-Rodríguez,2018),orMassiveOpenOn-lineCourses(MOOC)(García-Peñalvo,2015d;García-Peñalvo,Fidalgo-Blanco,&Sein-Echaluce,2018;LópezMeneses,Vázquez-Cano,&RománGraván,2015;MartínezAbad,RodríguezConde,&García-Peñalvo,2014;Martínez-Núñez,Borrás-Gene,&Fidalgo-Blanco,2016).

Thisbookcompriseseightchaptersrelatedtotheeducationalandlearningtechnologies.Yangetal.provideacomprehensiveoverviewof thesix leadinginternationalframeworksabout

teachers’digitalcompetencepublishedfrom2010untilnow.Thisworkaimstomakeiteasiertointe-grateanassessmentdigitalcompetenceframeworkforteachersinotherregionsoftheworldthatdonothavetheirframework.

González-IzardandJuanes-MéndezanalyzetheinfluenceofaugmentedrealityandvirtualrealitytechniquesfortheHumanAnatomysubject,orientedtohealthsciencestudents.

Cabezas-GonzálezandCasillas-Martínintroduceaninnovativeteachingproposaltodevelopchildren’sdigitalcompetenceusingartificialintelligence.ThisproposalisbeingdevelopedthroughaneducationalprogramcalledDigiCraft.

AlonsodeCastroandGarcía-PeñalvopresentthemaindatacollectedfromeducationalprojectsthatarerelatedtoeLearningandrelatedmethodologiesinErasmus+ProjectResultsplatform.Italsodefineswhichoneswillbeselectedsoastobeabletoundertakeanadequateanalysisthatallowsthedefinitionofamethodologicalguidetobecarriedout.

ClaudiaOrozcodescribestheexperienceofagroupofstudentsusingOpenEducationalResources(Ramírez-Montoya,2015;UNESCO,2019)forvectorlearninganditsapplications.Theappspromotelearningbecausestudentsestablishadirectrelationshipbetweenatleasttwotypesofthreeproposedregisters.

Condeetal.introduceRoboSTEAMproject,whichisanErasmusKA2projectthatproposestheap-plicationofChallengeBasedLearningmethodologies(Conde,Rodríguez-Sedano,Fernández-Llamas,Gonçalves,etal.,2020;Conde,Rodríguez-Sedano,Fernández-Llamas,Jesus,etal.,2020)combinedwiththeuseofrobotsandphysicaldevicesinorderhelplearnerstodevelopcomputationalthinkinginpre-universityeducationenvironments.

Lemoineetal.proposetoanswerthesequestions,cansocialmediabeusedinhighereducationtoimprovelearningthroughstudentandfacultycollaboration?,aretherelessthandesirableresultsintheinteractionofsocialmediaandhighereducation?

Ramírez-Montoyaetal.analyzedifferentinnovationtypesintwoscenariosofgraduateclassesaimedatinnovationandentrepreneurship.Thequestionthatguidedthestudyis:whatkindofeducationalin-novationdostudentsperceiveasprincipalingraduatecoursesthatintegratevirtualreality?Themethodusedisbasedontheanalysisoftwogroupsofgraduatestudentsparticipatinginaclassthatintegratedvirtualrealityandthestrategyofhorizonsarchitecture.Throughtheseobservations,authorsanalyzetheperceptionofeducationalinnovationbystudentswhohadthetaskofbuildinginnovativeentrepreneurialprojectstocontributetosustainabledevelopment(ODS)(UnitedNations,2019).

3. INTENSIVE-DATA INTELLIGENT ECOSYSTEMS

Atechnologicalecosystemisametaphortoexpressaneededevolutionofthetraditionalinformationsystems(García-Peñalvo,2016,2018a,2018b).Thesearesolutionsbasedonthecompositionofdiffer-

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entsoftwarecomponentsandservicesthatshareasetofsemanticallydefineddataflows.Theresultis acomplexecosystemthatprovidesasetofservicesthateachcomponentseparatelydoesnotofferand canevolveasawholeinabetterwaywhenitscomponentsdoorwhensomecomponentsaredropped outorwhennewcomponentsareincluded.Moreover,thetechnologicalecosystemisthoughttooffera betteruserexperiencesothatusersarealsopartorcomponentsoftheecosystem.

Thetechnologicalecosystems’internalstructureismorecomplicatedthanatraditionalinformationsystem(García-Holgado&García-Peñalvo,2017a,2017b).Thisissueimpliesthatthesesolutionsshouldbetakenintoaccountinthoseaxesinwhichtheknowledgemanagement(Fidalgo-Blanco,Sein-Echaluce,&García-Peñalvo,2014,2015)andsolution-makingprocessesarebasedonheterogeneousandcomplexdata-drivenarchitectures(García-Peñalvoetal.,2015).

ThetechnologicalecosystemmetaphorcomesfromtheBiologyfield,andithasbeentransferredintosoftwaredevelopmentbecauseitreflectssowelltheevolutionarynatureofsoftware.Severalauthorsusethedefinitionofnaturalecosystemtosupporttheirtechnologicalecosystemdefinitionsystems(Chen&Chang,2007;Dhungana,Groher,Schludermann,&Biffl,2010;Mens,Claes,Grosjean,&Serebrenik,2014;E.Yu&Deng,2011).Thisway,atechnologicalecosystemmaybedefinedthroughmappingwiththemainelementsthatappearineverynaturalecosystem(García-Holgado&García-Peñalvo,2014,2016),i.e.,theorganismsorbioticfactors,thephysicalenvironmentinwhichtheyinhabitorabioticfactors and the relationships between organisms and organisms with the environment. Specifically,withinatechnologicalecosystem,thereareasetofpersonsandsoftwarecomponentsthatrepresenttheroleofthebioticfactors;asetofelementsthatallowthatecosystemruns(hardware,communications,etc.),thesearetheabioticfactors;andasetofdataflowsthatmeantherelationshipsamongthesoftwarecomponentsandthesecomponentsandtheinvolvedusers.

Thispartofthebookpresentsfourchapters.PérezVizcarraetal.offerageneralreviewofthepresenceoftheriskspresentintoday’ssocietyand

theirimpactonthedailylifeofthecitizensandproposetheuseofSafePaths;amobileapplicationfo-cusedonriskpreventionbasedonsocialcollaborationtoidentifydangerousareasandgivealertsbasedontheirusers’locationandtherisksaroundtothem.

Chamosoetal.reviewthestate-of-the-arttechnologiesaimedatimprovingemployabilityandanalyzethetechnologicaladvancesinthissector.

Joo-Nagataetal.havedevelopedateachingprocesslinkedtoterritorialinformationonthearchi-tecturalandhistoricalheritagecorrespondingtothecitiesofSalamanca(Spain)andSantiago(Chile).

Padilla-Zeaetal.makeanoverviewof theSocialSeducementErasmus+project,whichaims toimproveadults’socialinclusivenessinrisksofsocialexclusionbytrainingtheminthesocialeconomy.

Francisco José García-PeñalvoUniversity of Salamanca, Spain

ACKNOWLEDGEMENT

ThisbookhasbeenpartiallydonewithintheSpanishGovernmentMinistryofEconomyandCompeti-tivenessDEFINESproject(Ref.TIN2016-80172-R).Iwanttothanktheauthorsandthereviewersfortheirefforttomakethisbookareality.

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