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Effects Of Computer Technology Transfer On Engineering Education In Third World Countries

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

International Engineering Education II

Page Count

7

Page Numbers

8.471.1 - 8.471.7

Permanent URL

https://peer.asee.org/12176

Download Count

15

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Paper Authors

author page

Morteza Sadat-Hossieny

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session #3160

Effects of computer technology transfer on engineering education in third world countries Morteza Sadat-Hossieny Northern Kentucky University

Considering engineering education, with the rapidly evolving technologies, the time gap has increased considerably for a technology to be transferred and adapted in third world countries. A successful transfer of technology requires certain preexisting capabilities in the recipient country to be able to adapt that technology. “Innovation now seems to appear at a rate that increases geometrically, without respect to geographical limits or political systems. These innovations tend to transform cultural systems. Thus technology can be conceived as both a creative and a destructive process.” (8)

This paper will focus on the implications that computer technology currently has on engineering education. Both positive and negative effects of this technology will be discussed along with the social changes that can result from this type of technology transfer. Introduction The economic health of nations is closely related to their capabilities in science and technology arenas. Scientific and technological activities on the international level are governed by a vast web of international and domestic laws (3), however, internet and computer technologies have opened new venues in the transfer of technology to Less Developed Countries (LDCs). The capability to transfer scientific or technological resources to these countries can indeed affect other issues that LDCs are facing today. The issues concerned here are engineering education which in turn affects a number of other capabilities such as manufacturing, commerce, military, and industrialization. Indirect effects of such changes could bring about unforeseen social and political changes in these LDCs.

Engineering education and benefits of e. learning Engineering schools universally have a common objective. The objective is to turn out graduates with strong backgrounds in basic engineering and science, who can continue to learn on their own after they graduate. (6)

Globally universities are innovating new methods to train students to solve problems, learn, and relearn throughout their life. In this context, expectations are high and one of the methods pursued to deliver engineering education is through the use of internet educational applications. “New technologies provide many ways to enhance and expand educational activities. A wide range of educational material is now available in a variety of formats, including audio, video, simulations and animations, and is easily accessible through the net. Web-accessible databases allow teachers to share and reuse pedagogical material, for instance ARIADNE Knowledge Pool (Forte et al. 1997), Réseau Universitaire des Centres d’Autoformation, RUCA, http://www.univ- enligne.prd.fr/, simulation libraries such as http://www.eoe.org, remote laboratories such as http://iawww.epfl.ch/, and virtual laboratories such as http://www.esr.ruhr-uni-bochum. De/VCLab/ and tutorials such as http://www.engin.umich.edu/group/ctm/. Projects for

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

Sadat-Hossieny, M. (2003, June), Effects Of Computer Technology Transfer On Engineering Education In Third World Countries Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12176

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2003 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015