jehanweerasuriya/uni-ai-dataset huggingface dataset:
ESL Teachers’ Intention in Adopting Online Educational Technologies during COVID-19 Pandemic
Authors: Kelvin Yew Kai Wen, Kim Hua, Tan
Published in: Journal of Education and e-Learning Research (2020-01-01)

The COVID-19 pandemic affected many countries across the globe tremendously. One of the consequences of this pandemic was the closure of educational institutions to curb the spread of the virus. In Malaysia, the Ministry of Education (MOE) encouraged teachers to adopt online educational technologies, such as Google Classroom, in executing teaching and learning processes during the pandemic. However, the sudden transition of the nature of education required teachers to prepare themselves to carry out online education in an instant. Past studies revealed that ICT competence, infrastructure and online resources and working environment affect teachers' usage of online educational technologies in their teaching. This study examined the relationship amongst these three factors and teachers' intention to adopt online educational technologies. This study also identified the most significant factor that affects teachers' behavioural intentions. A total of 153 Malaysian ESL teachers participated in this study via a survey questionnaire. Findings revealed that although the working environment was moderately correlated with teachers' behavioural intentions, the other two factors were strongly correlated with teachers' behavioural intentions. This study found accessibility to infrastructure and online resources to be the most significant factors that affected teachers' behavioural intentions.
The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar
Authors: Muhammad Takwin Machmud, Agung Purwa Widiyan, Noer Risky Ramadhani
Published in: International Journal of Evaluation and Research in Education (IJERE) (2021-03-01)

This study has an objective to identify the development and policies of educational technology application in ASEAN countries. Through the literature review and analysis, this recent study has compared the issue of educational technology development and policies in ASEAN countries. The reviewing country has been chosen based on the Information and Communication Technology (ICT) index amongst the ASEAN countries, that are Singapore (as the highest rank), Thailand &amp;amp; Indonesia (as the middle rank), and Myanmar (as the lowest rank). The result of the study shows that the majority of the countries focused to improve network capabilities in supporting online learning, and the policies of each country showed a similarity in improving the technology equity for the learner. However, Singapore shows more advance technological implementation such as the application of broader Artificial Intelligence in classroom activity, while the use of Artificial Intelligence (AI) in Thailand and Indonesia still in developing progress. In conclusion, the technology education development in ASEAN countries has moved forward through the past year and the policies of educational technology for each country have been similar in strengthening the ASEAN plan.
Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?
Authors: Regina Schmid, Dominik Petko
Published in: Computers & Education (2019-03-20)

In order to develop 21 st -century skills, especially with respect to digital technologies, students are supposed to know how to use digital technologies for learning and problem solving. In recent years, approaches to personalized learning have been considered to be particularly promising in this regard. A clearly defined concept of personalized learning is still lacking, however. Rather, it serves an umbrella term for educational approaches that try to do justice to the individual abilities, knowledge and learning needs of each student. Our study deals with theoretical dimensions of this multilayered concept and investigates the in-school use of digital technologies for personalized learning as reported by students in connection with their self-assessed digital skills and beliefs about the usefulness of ICT in learning. For this purpose, we have analyzed data from a survey of N = 860 students (8th grade) from 31 Swiss schools that have introduced personalized learning concepts. A structural equation model shows that increased reported use of digital technologies in learning environments that are characterized by open teaching methods is an important aspect of personalized learning because it has a positive effect on both self-reported digital skills and self-perceived ICT-related beliefs in learning. At the same time, the experienced freedom of choice in learning activities that include digital technologies, which is often considered a crucial dimension of personalized learning, has no significant effect.
Theories and Research in Educational Technology and Distance Learning Instruction through Blackboard
Authors: John Ronghua Ouyang, Nile Stanley
Published in: Universal Journal of Educational Research (2014-02-01)

Educational technology is a fast-growing and increasingly developed subject in education during the past 50 years. The focus of the development of its theories and research is oriented into the methods and effectiveness of its implementation. This presentation is reviewing various educational technology related theories, exploring and discussing up-to-date theoretical research and applications. The related theories not only cover those mainstream and influential ones, such Behaviorism, Cognitivism, Constructivism, and Multiple Intelligence, but also include those extended and popular theories: Anchored Instruction, Cognitive Flexibility, Diffusion of Innovations, Elaboration Theory, Experiential Learning Theory, Script Theory, Situated Cognition and Symbol Systems Theory. The application is mainly to discuss the related theories and research in educational technology and pedagogy of DL instruction through blackboard. The pedagogy of DL instruction includes the course designing, module delivery and objective-oriented assessment strategies.
Embedding educational technologies in early years education
Authors: Christine Jack, Steve Higgins
Published in: Research in Learning Technology (2019-01-23)

This survey of 335 practitioners builds on research which challenged the view that educational technologies are rarely used in early years settings. Previous research tends to focus on individual devices. This research looks at the range of devices being used and, instead of investigating how often they are used, considers how they support pedagogical practice. Findings support the view that early years practitioners are accessing a wider range of technologies and that these technologies are being used in more pedagogically appropriate ways than has previously been reported. Educational technologies appear to be increasingly embedded within early years education. Overall, attitudes towards educational technology are positive. Beliefs, however, are more likely to be linked to the social rationale, that children need access to technology because they are surrounded by it in everyday life, than the pedagogical rationale, that technology enhances learning. It may be necessary to review documentation to ensure that policy and practice focus more specifically on learning and teaching. &nbsp;
Realizing the Potential of Educational Technology.
Authors: Gilbert Valdez
Published in: Educational leadership (1986-01-01)

Misha Miller, a 5th grader at Bloommgton. Minnesota's Normaldale Hills Elementary School, shou-s that she has sohvd first LOGO challenge cf day M any educational leaders be lieve that the drive to inte grate computers into every as pea of education has lost much of its climbing power . and progress is largely stalled on a plateau Some blame stall on lack of developmental research, equipment, and quality software.' The experts are wrong A growing body of evidence suggests that 198586 is a turning point school year in which educational technology has moved from a curiosity to a useful tool that will help schools provide better curriculum and instruction. After sev eral years of decision making based on technological biases and hunches, educators have access to first gen eration of legitimate research and analysis of trends in educational tech nology. Although it is less easy to document, 1985-86 may also become known a^ year in which extreme claims technology totally replacing teachers, on one hand, or being just another fad. on other have been replaced by a more balanced understanding of what technology can and cannot do. This year may also mark departure from overem phasis on programming in favor of broad-based use of technology in many subject areas to enhance think ing and learning. To accomplish this, educators are moving toward flexible utility software word processors, spreadsheets, and databases to match technology to their own creativity
Use of Educational Technology in Special Education: Perceptions of Teachers
Authors: Kürşat Çağıltay, Hasan Çakır, Necdet Karasu, Ömer Faruk İslim, Filiz Çiçek
Published in: Participatory Educational Research (2019-11-29)

The purpose of this study is to understand opinions, experiences, and perceptions of special education teachers with educational technologies. This study is a part of a larger project that targets developing instructional materials for students with special needs, their teachers and parents. Needs analysis was conducted to understand the current situation. Participants were 27 teachers in 6 different schools from Ankara, Turkey. The data were collected using semi-structured interviews and analyzed by taking content analysis approach. The results indicated that teachers' use of technology for instructional purposes was very limited due to lack of infrastructure and appropriate material. Teachers believe that technology use in classroom improves quality of educational outcomes and job satisfaction. In relation to learning new technologies for educational use, teachers do not feel obligation to learn new technologies unless it becomes a necessity. Moreover, there is a large potential to develop materials in special education field with new technologies. Along with developing materials for students using bodily movement detection, touch screen, and smart toys technologies, it is also necessary to train teachers how to use them in classroom and to train parents to continue student's education at home. Materials could support teachers while teaching self-care skills, social skills, and cognitive concepts. Moreover,
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
Authors: Punya Mishra, Matthew J. Koehler
Published in: Teachers College Record The Voice of Scholarship in Education (2006-06-01)

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION
Published in: Higher Education in Europe (1980-07-01)

The following article, written for “Higher Education in Europe” by Dr. Ivan Sipos, of the Polytechnic Institute of Bucharest, does not give a complete answer to the above question. However it does present, in synthetic form, the opportunities for higher education especialy with regard to university teaching and learning, which are results of the application of educational technology.
Infusing Educational Technology in Teaching Methods Courses: Successes and Dilemmas
Authors: Keith Wetzel, Ray R. Buss, Teresa S. Foulger, LeeAnn Lindsey
Published in: Journal of Digital Learning in Teacher Education (2014-04-21)

In this action research study, we describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results from teacher candidate focus groups revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model (Mishra & Koehler, 2006 Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054.[Crossref], [Web of Science ®] , [Google Scholar]), but were less confident of their ability to develop and implement content‐based lessons in which P–12 students employed technology to meet content and technology standards. Recommendations include continuing to fine‐tune the new courses, providing more resources for professional development (PD), and encouraging instructors to participate in more PD leading to greater modeling of hands‐on learning with a focus on content and pedagogical uses of technology.
Reinvigorating the Discourse on Human-Centered Artificial Intelligence in Educational Technologies
Authors: André Renz, Gergana Vladova
Published in: Technology Innovation Management Review (2021-06-01)

IntroductionThe relevance of artificial intelligence (AI)-supported systems in education, or AI in education (AIED), has increased dramatically in recent years, arousing great expectations and offering huge innovation potential across the entire education sector (EdTechXGlobal, 2016; Holmes et al., 2019). AI has significantly expanded traditional practices in education, while
Advances in Educational Technology and Psychology
Authors: St. Francis Preparatory, 6100 Francis Lewis Blvd, Fresh Meadows, NY 11365 US, Hanzhi Wang
Published in: Advances in Educational Technology and Psychology (2018-01-01)

To study the characteristics and development trends of various stages of the TV news commentary category in China, four stages of the development of TV news commentary programs were studied. The common rules and characteristics of TV news commentary programs in the development process were summarized. By studying the laws and characteristics of each stage, the social function of the Chinese TV news commentary column in the development of Chinese society was explored. The development factors of foreign TV news commentary columns were analyzed. The characteristics of the TV news commentary in China and the rules of each stage are discussed and compared with foreign countries. The results showed that social development status, audience, media environment and other factors affected the development direction of TV news commentary. Therefore, the development of the TV news commentary category is determined by a variety of factors.
Computer Support for Knowledge-Building Communities
Authors: Marlene Scardamalia, Carl Bereiter
Published in: Journal of the Learning Sciences (1994-07-01)

In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for refraining classroom discourse to support knowledge building in ways extensible to out-of-school knowledgeadvancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology.
Educational technologies as matters of care
Authors: Irina Zakharova, Juliane Jarke
Published in: Learning Media and Technology (2022-01-02)

Schools, teaching, and learning environments have long been understood and idealised as places of care. Within feminist studies and Science and Technology Studies (STS), scholars have proposed a shift to include non-humans in what we propose to conceive as care arrangements. Drawing on Tronto's feminist ethics of care [1993. Moral Boundaries: A Political Argument for an Ethic of Care. Routledge], we investigate educational technologies as ‘matters of care’, facilitating and enabling different modes of care. We pay particular attention to the role that educational technologies assume in schools’ care arrangements. The paper is based on a study of four school information systems in Germany. We identify how these systems can be conceived of as antagonists, intermediaries, recipients of care or means to receive care and critically reflect on how this allows us to imagine modes of care with technology in order to create good educational futures.
Educational technology to mediate care of the “kangaroo family” in the neonatal unit
Authors: Márcia Helena Machado Nascimento, Elizabeth Teixeira
Published in: Revista Brasileira de Enfermagem (2018-01-01)

OBJECTIVE: to validate the content of an educational technology in the form of a booklet developed to mediate care of family members of newborns hospitalized in a neonatal unit. METHOD: Methodological research with content validation. Data collected from October 2011 to February 2012; research developed in three steps: development, evaluation and adaptation. The study population was 15 judges, health professionals and other professionals. The participants answered a Likert-type questionnaire with 3 blocks of evaluative items. Data were analyzed statistically. RESULTS: validation reached the results proposed in most responses (80%); 16 items exceeded the parameter, 4 were equal to the score established and 2 were below the parameter. CONCLUSION: the content of educational technologies need to be validated. The booklet, after the evaluation, constitutes an adequate device to mediate care of the family members in the NICU.
The Evolution of the Required Educational Technology Course
Authors: Keith Wetzel, Teresa S. Foulger, Mia Kim Williams
Published in: Journal of Computing in Teacher Education (2008-12-01)

University instructors discuss a required educational technology course in a teacher education program and the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action research data. Over the past two semesters, two new assignments have been instituted based on these two factors. Data revealed concerns on the part of some students: (a) resistance to collaborative work, and (b) concern about implementing this model of technology integration in their future classrooms. Finally, next steps to improve course assignments are discussed, as are efforts to place the course in a context in which it contributes to the transformation of other courses in the teacher licensure program.
Demystification of Artificial Intelligence in Education – How much AI is really in the Educational Technology?
Authors: André Renz, Swathi Krishnaraja, Elisa Gronau
Published in: International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI) (2020-03-03)

&lt;span lang="EN-US"&gt;The data-driven development of education through Learning Analytics in combination with Artificial Intelligence is an emerging field in the education sector. In the field of Artificial Intelligence in Education, numerous studies and research have been carried out over the past 60 years, and since then drastic changes have taken place. In the first part of this paper we present a brief overview of the current status of Learning Analytics and Artificial Intelligence in education. In order to develop a better understanding of the relationship between Learning Analytics and Artificial Intelligence in education, we outline the relationship between the two phenomena. The results show that the previous studies only vaguely distinguish between them: the terms are often used synonymously. In the second part of the paper we focus on the question why the European market currently has hardly any real applications for Artificial Intelligence in education. The research is based on a meta-investigation of data-driven business models, in particular the so-called Educational Technology providers. The core of the analysis is the question of how data-driven these companies really are, how much Learning Analytics and Artificial Intelligence is applied and whether there is a causal connection between the growth of the Educational Technology market and the application relevance of Artificial Intelligence in Education. In the scientific and public discourse, we can observe a distortion between the theoretical-conjunctive understanding of the application of Artificial Intelligence in Education and the current practical relevance.&lt;/span&gt;
Research Framework and Dimensions for Evaluating the Effectiveness of Educational Technology Systems on Learning Outcomes
Authors: Trevor H. Jones, Paolucci Rocco
Published in: Journal of Research on Computing in Education (1999-09-01)

What is the most appropriate technology to use? In what educational context is a particular technology most effective? How effective is the chosen technology? The answers to these questions and others are critical in establishing the value added to the student’s learning and achievement with the use of educational technology. However, these questions are rarely addressed. And, if they are, the results are often unclear, because of the lack of a clear evaluation framework. In this article, we will present and briefly describe a general framework for evaluating the effectiveness of educational technology in enhancing student learning and achievement.
Validation of Brazilian educational technology for disseminating knowledge on leprosy to adolescents
Authors: Mariana Campos da Rocha Feitosa, Ana Carina Stelko‐Pereira, Karla Julianne Negreiros de Matos
Published in: Revista Brasileira de Enfermagem (2019-09-14)

OBJECTIVE: Elaborate and validate an educational technology for adolescents on leprosy, focusing on preventing the disease and reducing stigma. METHOD: First, a prototype of the educational technology was elaborated and later analyzed by 17 adolescents and 7 researchers' experts in the leprosy area and educational technologies who answered a questionnaire with questions related to the subject. Subsequently, the technology has been applied to 43 adolescents, and a questionnaire was handed before and after the use of the game, so that questionnaire scores were compared by a Wilcoxon paired test. RESULTS: After the data collection with researchers and adolescents, the answers received descriptive treatment, and the Content Validity Index was calculated, which reached a good level of agreement, with an overall value (0.86), although there were improvements to the technology, based on the perceptions of researchers and adolescents. CONCLUSIONS: There was an increase in knowledge about leprosy.