jehanweerasuriya/uni-ai-dataset huggingface dataset:
Social Change and Educational Technologies: By Invitation or Invasion
Authors: Abdulrahman Essa Al Lily
Published in: Journal of Organisational Transformation & Social Change (2013-04-01)

This empirical research looks into the theoretical supposition that the social fabric can be shaped by educational technologies. It addresses the research question: how (and why) has the introduction of educational technologies into higher education institutions influenced the social configuration? This is answered through a qualitative case study of a Saudi state university, based on analysis of interviews, observations, and documents. Data analysis underpins the supposition of the study, demonstrating that the introduction of educational technologies into a university, for good or ill, deliberately or unintentionally, can engender changes in social structures, practices and relations. The recommendation for policy action, therefore, is that, given the technologically-shaped nature of society, the planning and development process of educational technologies should be more participatory, with all different categories of actors being involved and in turn able to express feelings, articulate needs, and negotiate interests. This process should be intended to arrive at a fuller understanding of these groups’ needs, thus overcoming what technologically constrains them and therefore ensuring that the technological shaping of society does not oppress the affected public.
Can and need educational technology become a postmodern enterprise?
Authors: Ann De Vaney
Published in: Theory Into Practice (1998-01-01)

the United States realized its largest period of capital growth and immigration. Public schools multiplied and the profession of teacher education and educational research became permanently established in colleges and universities across the country (Brubacher & Rudy, 1968; Kliebard, 1987). In this period, the second wave of the American industrial revolution, the modern social and cultural era reached its apex. An American version of modernity produced values such as a belief in technology as progress, a faith in unlimited expansion of new frontiers, self-determinacy, utilitarianism, and empiricism (Wiebe, 1995). Life in the classroom and the academy reflected these beliefs, and academic researchers who were part of that rich, modern milieu naturally espoused learning theories and classroom practices that expressed their modern values.
Educational Technology for Millennial Dental Hygiene Students: A Survey of U.S. Dental Hygiene Programs
Authors: Catherine R.R. Beebe, JoAnn R Gurenlian, Ellen J. Rogo
Published in: Journal of Dental Education (2014-06-01)

A growing body of literature suggests that today's learners have changed and education must change as well since Millennial generation students expect technology to be used in their coursework. This study sought to determine what educational technology is being used in U.S. dental hygiene programs, what student and faculty perceptions are of the effectiveness of technology, and what barriers exist to implementing educational technology. A stratified random sample of 120 entry-level dental hygiene programs nationwide were invited to participate in a survey. Fourteen programs participated, yielding a pool of 415 potential individual participants; out of those, eighty-four student and thirty-eight faculty respondents were included in the analysis, a total of 122. Results were analyzed using descriptive statistics and a Mann-Whitney U test (p<0.05). Faculty and student respondents agreed on the effectiveness of educational technology in all areas except clickers and wikis. The faculty members tended to rate the effectiveness of educational technology higher than did the students. The greatest perceived barrier to implementing technology was technical difficulties. This study suggests that support services should be available to faculty and students to ensure successful implementation of technology. Dental hygiene educators have adopted many types of educational technology, but more data are needed to determine best practices.
Developing a Grounded Model for Educational Technology Leadership Practices
Authors: Yan Piaw Chua, Yee Pei Chua
Published in: TED EĞİTİM VE BİLİM (2017-02-21)

Educational technology leadership is defined as “technology-leadership integration” of influence that consists of a both the expertise in using ICT and the expertise in leading and managing the educational institution. This study investigated technology leadership practices among users of secondary schools’ e-learning platform. Semi-structured interviews with school leaders, teachers, students and parents were conducted to gather information of educational technology leadership practices. Through domain analysis, a technology leadership model emerged from the data. The model was further validated with a quantitative survey study involving 209 school leaders. The findings established a grounded model for technology leadership practices in schools.
Reorienting educational technology research from things to problems
Authors: Thomas C. Reeves, Patricia M. Reeves
Published in: Learning Research and Practice (2015-01-02)

When we first learned that a new educational journal was being developed titled Learning: Research and Practice, we were sceptical. After all, there has been a dramatic increase in the number of re...
Construction and validation of an educational technology for mother-child bond in the neonatal intensive care unit
Authors: Aliniana da Silva Santos, Lidiane do Nascimento Rodrigues, Késia Cartaxo Andrade, Maria Solange Nogueira dos Santos, Maria Corina Amaral Viana, Edna Maria Camelo Chaves
Published in: Revista Brasileira de Enfermagem (2020-01-01)

OBJECTIVES: to describe the process of construction and validation of an educational booklet to promote bonding between mothers and newborns in a Neonatal Intensive Care Unit. METHODS: methodological study developed through data collection in the literature and with the target audience; construction of the booklet; qualification of the material through validation by judges (health and communication experts/designer) and assessment by the target audience (mothers of at-risk newborns). Data were analyzed descriptively. RESULTS: booklet content was validated, obtaining an overall Content Validity Index of 0.92. Appearance was rated "Superior" with 80% percentage. Mothers performed an assessment with 100% agreement between the items. CONCLUSIONS: the booklet was validated in all domains assessed and can be used by mothers with children hospitalized in the Neonatal Unit.
Developing Student Feedback Literacy Using Educational Technology and the Reflective Feedback Conversation.
Authors: Ana María Ducasse, Kathryn Hill
Published in: Insight (University of Cumbria) (2019-03-07)

While its importance for promoting learning is well-documented, feedback can only promote learning to the extent that it is acted on by learners. However, the fact that students may have difficulty understanding feedback or knowing how to act on it and are not necessarily receptive to the feedback provided underscore the importance of including the learner perspective in feedback practices. This paper describes an intervention which used the 'reflective feedback conversation' and educational technologies to provide written feedback to students in University level Spanish language classes. The aim of the study was to improve learner uptake of feedback, develop student agency and self-regulation, increase alignment between teacher and student goals and expectations, and encourage learners to take a more active role in feedback processes as well as reduce teacher workload. Participants were 50 students enrolled in their third semester (pre-intermediate) of a university-level Spanish program. Data included student questionnaires, interviews with the teacher and students (n=9) and documentation of feedback and responses to feedback across a 12-week semester. Questionnaire data were analysed using descriptive and inferential statistics while interview and documentation data were analysed using thematic content analysis. The findings demonstrate the potential of this approach for making feedback processes more efficient as well as for improving learning.
Smart Learning Gateways for Omani HEIs Towards Educational Technology: Benefits, Challenges and solutions
Authors: Qasim Alajmi, Mohammed A. Al‐Sharafi, Amer Nizar AbuAli
Published in:  (2020-05-01)

Globally, higher education institutions (HEIs) is completely transformed with the growth of information and communication technology. This change is due to the advancement of information technology in the world, which has led to the creation of conceptual frameworks that design the smart learning environment across the globe for Educational Technology. Therefore, a great deal of today's teachings relies heavily on the information and technology resources where most HEIs are starting to digitize their courses curriculum. The smart learning matter has gained a global trend for the past few years but still did not discuss thoroughly in the Omani environment. This research aims at providing innovative ways of using information and technology in higher education learning. The purpose of this study is to investigate the challenges that higher learning students encounter in higher education institutions with the implementation of technology-enhanced learning, the benefits of the smart learning environment in Oman, and to identify the solutions for the smart learning environment in students of high education Oman. Finally, this paper gives recommendations on how the universities in Omani HEIs can minimize and conquer the challenges that higher education' students in Oman face in becoming a smart learning environment.
Current Trends in Educational Technology Research in Turkey in the New Millennium
Authors: Ali Şimşek, Nilgün Özdamar, Ömer Uysal, Kadriye Kobak, Cem Berk, Tuğba Kılıçer, Harun Çiğdem
Published in: Educational Sciences Theory & Practice (2009-04-01)

Th is study examined 259 master’s theses in the fi eld of educational technology completed in Turkey during 2000-2007. Th e results suggested that quantity and quality of educational technology research varied according to years and universities. A great majority of the theses employed quantitative paradigm, and qualitative studies made about one fourth of the total studies. Approximately 80 % of the theses were based on descriptive models using questionnaires, tests, and scales as data gathering instruments. Th e samples included university students in three out of every four theses. A signifi cant majority of the theses employed descriptive statistical techniques and only a limited number of experimental theses conducted inferential statistical analyses. Th e most frequently investigated topics were computer-assisted instruction, alternative teaching and learning approaches, web-based learning, diffi culties in integrating information technologies into educational practice, Internet-based learning, and distance education.
Educational Technology and Student Voice: Examining Teacher Candidates' Perceptions
Authors: Erik Jon Byker, S. Michael Putman, Laura K. Handler, Drew Polly
Published in: World Journal on Educational Technology Current Issues (2017-07-05)

Student Voice is a term that honors the participatory roles that students have when they enter learning spaces like classrooms. Student Voice is the recognition of students’ choice, creativity, and freedom. Seminal educationists—like Dewey and Montessori—centered the purposes of education in the flourishing and valuing of Student Voice. This article examines the relationship between the integration of educational technology and Student Voice. In particular, the article describes and reports on a mixed-methods study of teacher candidates’ (n=63) perceptions of and practices with integrating digital technology and Student Voice. The article has two objectives. The first objective is to examine how teacher candidates construct and define the term Student Voice. The second objective is to describe how teacher candidates integrate digital technology and Student Voice into their lesson plan ideas. The study had three findings. First, the teacher candidates most closely defined and connected Student Voice with creative freedom. Second, although the teacher candidates had learner-centered definitions for Student Voice it was difficult for them to translate their definitions into actual lesson plan ideas that included the integration of educational technology in order for students to create so that their voices could be heard. Third, the student questionnaire data also illustrated how teacher candidates had varied perceptions of the relationship between technology and Student Voice; the candidates were more likely to describe elementary students’ primary use of technology as “using apps or software to practice subject-area skills” or “playing educational games” than any other technology-rich activities. The teacher candidates were disconnected in their perceptions about what Student Voice meant and their proposed pedagogies to enhance Student Voice with digital technologies. To address the disconnection, the article discusses strategies that can guide teacher candidates to integrate educational technology into their lesson plans to allow students to create in order for Student Voice to resonate throughout the classroom community. Keywords: educational technology, learner-centered pedagogies, lesson planning, mixed methodology, student voice
THE ABILITIES OF PHYSICAL EDUCATION TEACHERS IN EDUCATIONAL TECHNOLOGIES AND MULTIMEDIA
Authors: Çetin Yaman
Published in:  (2008-04-01)

In the field of education, information and communication technologies and multimedia tools have become more prevalent then ever that almost all schools can obtain. Physical education which is not only very important component of formal and informal education but also an important part of lifelong learning has been affected by these developments and physical education teachers has begun to use educational technologies and multimedia. On the other hand, because of some reasons like lack of technical facilities and inadequate in-service training, educational technologies and multimedia tools are either not used in physical education classes or used ineffectively. In this study, how often and which educational technologies and multimedia tools are used by physical education teachers and – if there are – the reasons for ineffective use of these tools are investigated. Moreover, based on the findings of the study, some suggestions for physical education teachers to use educational technologies better are made.
Adoption of educational technology ten years after setting strategic goals: A Canadian university case
Authors: George Zhou, Judy Xu
Published in: Australasian Journal of Educational Technology (2007-10-31)

&lt;span&gt;Through surveys, focus groups and interviews, this study examines technology adoption at a large Canadian university ten years after setting a strategic plan, explores the interplay between instructors' concepts of teaching and use of technology, and searches for the best solutions to help them use technology more effectively. Results showed that whilst 90% of respondents were using computers in teaching, there is still much to do in helping them to increase the effectiveness of their use of technology. While the university reward system needs to offer better recognition of the scholarship of using computers, rationales for technology adoption and successful cases demonstrating the effectiveness of technology integration are essential to encourage and improve the use of computers. Professional development needs to move beyond technical workshops to include pedagogy oriented mentorship amongst practitioners.&lt;/span&gt;
The New Educational Technology
Authors: Jerome S. Bruner
Published in: American Behavioral Scientist (1962-11-01)

Professor Bruner, of Harvard, whose recent works on psychology and philosophy in education have aroused much favorable attention, presents here the new view of education, advocates more prescriptive research, and warns of complacency resulting from apparent early victories.
Trends of Educational Technology (EdTech): Students’ Perceptions of Technology to Improve the Quality of Islamic Higher Education in Indonesia
Authors: Susanto Susanto, Evi Muafiah, Ayu Desrani, Apri Wardana Ritonga, Arif Rahman Hakim
Published in: International Journal of Learning Teaching and Educational Research (2022-06-30)

This study aimed to investigate the use of technology in enhancing the quality of Islamic higher education in Indonesia. A mixed-method approach, with a sequential explanatory design, was applied in this research. The participants in the quantitative research were 608 students from 10 provinces in Indonesia, while those in the qualitative approach were 23 students. The quantitative data were collected using a questionnaire, and the qualitative data were collected through interviews. The quantitative data were analyzed descriptively, while the qualitative data were analyzed using the Miles and Huberman model, which included collecting, reducing and displaying the data, and drawing conclusions. The findings showed that students’ perceptions of the use of technology in improving the quality of Islamic higher education were categorized into three parts. First, the technology used in enhancing the quality of delivering materials includes LMS (38%), Zoom meetings (30%), Google Meet (18%), and Google Classroom (14%). Second, the technology used in improving the quality of monitoring or learning direction includes WhatsApp (55%), Telegram (25%), Line (9%), and Google Classroom (11%). Third, the technology used to improve the quality of learning evaluation includes Kahoot (9%), Quizizz (10%), Google form (48%), Turnitin (28%), and computer-based tests (5%). In addition, the respondents gave a positive response to the use of technology in learning in Islamic higher education. The use of technology in Islamic higher education shows an increase. It eases the lecturers, students, and other stakeholders to provide a more outstanding quality of Islamic education.
Building Educational Technologies for Code-Switching: Current Practices, Difficulties and Future Directions
Authors: Li Nguyen, Zheng Yuan, Graham M. Seed
Published in: Languages (2022-08-18)

Code-switching (CSW) is the phenomenon where speakers use two or more languages in a single discourse or utterance—an increasingly recognised natural product of multilingualism in many settings. In language teaching and learning in particular, code-switching has been shown to bring in many pedagogical benefits, including accelerating students’ confidence, increasing their access to content, as well as improving their participation and engagement. Unfortunately, however, current educational technologies are not yet able to keep up with this ‘multilingual turn’ in education, and are partly responsible for the constraint of this practice to only classroom contexts. In an effort to make progress in this area, we offer a data-driven position paper discussing the current state of affairs, difficulties of the existing educational natural language processing (NLP) tools for CSW and possible directions for future work. We specifically focus on two cases of feedback and assessment technologies, demonstrating how the current state-of-the-art in these domains fails with code-switching data due to a lack of appropriate training data, lack of robust evaluation benchmarks and lack of end-to-end user-facing educational applications. We present some empirical user cases of how CSW manifests and suggest possible technological solutions for each of these scenarios.
The International encyclopedia of educational technology
Authors: Michael Eraut
Published in:  (1989-01-01)

The Encyclopedia contains 130 articles, structured within five main sections to offer comprehensive coverage of the whole field of educational technology woldwide. The broad themes are Educational Technology as a Knowledge Field and Occupation, Technical Developments, Media Potential, Utilization, and Impact, Instructional Development, and the Distribution and Organization of Knowledge and Resources.
Serious Game e-Baby Família: an educational technology for premature infant care
Authors: Marcela Mobiglia D’Agostini, Natália D. Aredes, Suzanne Campbell, Luciana Mara Monti Fonseca
Published in: Revista Brasileira de Enfermagem (2020-01-01)

OBJECTIVES: to develop and assess the serious game e-Baby Família with parents of premature infants. METHODS: a methodological study regarding the development of the serious game, with participatory design in scope definition, starting from parents' learning needs about premature infant care. A qualitative approach was performed in the assessment stage with parents, with content analysis of the speech of the eight participants. RESULTS: the following categories emerged: Realistic appearance of the virtual setting and game content and Gameplay implications for the use of e-Baby Família. The game was satisfactorily assessed regarding content, appearance and dynamics use, motivating participants to learn. FINAL CONSIDERATIONS: in the context of prematurity as a public health problem in Brazil and the need to strengthen family health education for care, the serious game was assessed as motivating and appropriate for health learning.
Educational use of smart phone technology
Authors: Catharine Bomhold
Published in: Data Technologies and Applications (2013-09-19)

Purpose – This paper aims to present the results of a survey of undergraduate student use of smart phone applications. Design/methodology/approach – Undergraduate students currently enrolled in an information literacy course answered an online survey regarding their use of applications (apps) on their smart phones. Findings – However, still a small percentage of most frequently used apps (10.4 percent), search engines, online encyclopedias, and libraries are used by undergraduate students. The apps used most often are familiar to them and allow mobile access to popular web sites available on personal computers. Furthermore, a significant number (76 percent) of undergraduate students also report that they use apps to find academic information. The type of app most frequently used to find academic information is search engines. Originality/value – This research provides evidence on the actual use of mobile devices by students for library administrators and educators interested in developing integrated mobile academic library applications.
Interactive Television in Schools: An Australian Study of the Tensions of Educational Technology and Change
Authors: Terry Evans, Elizabeth Stacey, Karen Tregenza
Published in: The International Review of Research in Open and Distributed Learning (2001-07-01)

This paper outlines some key issues that arose from several projects that investigated the use of interactive television in schooling. In this paper we draw on these projects, to illustrate and discuss how a (then) new form of distance education -- satellite-based, narrowcast ITV -- was designated for use in primary (elementary) and secondary (high school) classroom settings, how it was implemented, and how it collapsed as an endeavour. Issues raised by students, teachers and administrators are related to each to illustrate how ITV slowly declined over several years, despite its usefulness for some and strong support from those involved.
Decolonising Educational Technology
Authors: Marguerite Koole, Matt Smith, John Traxler, Taskeen Adam, Shri Footring
Published in: Education Sciences (2024-09-29)

Educational technology (EdTech) has become commonplace in modern educational practice [...]