jehanweerasuriya/uni-ai-dataset huggingface dataset:
Teacher training and teachers’ attitudes towards educational technology in the deployment of online English language courses in Jordan
Authors: Laia Canals, Amenah Al-Rawashdeh
Published in: Computer Assisted Language Learning (2018-12-25)

The present paper details the experience of designing and running the first online English language courses at Yarmouk University with the support of the Open University of Catalonia. The courses fall within the framework of the EQTEL project, which aims to develop and implement accreditation standards, guidelines and procedures for quality assurance of online courses in Jordanian universities. The focus of the research was to evaluate the course from the teachers’ perspective while identifying possible stumbling blocks and challenges that could be used to refine and enhance the course and the teacher preparation program in successive iterations. Teachers completed a questionnaire that sought to reveal their beliefs, attitudes and experiences using technology for language instruction. The study concluded that teachers perceive more affordances in using technology to practice receptive skills (listening, reading) than productive skills (speaking, writing). Teachers evaluated the teacher preparation prior to the course as sufficient but expressed contradictory attitudes towards using technology for language instruction which need to be understood within the context of the institutional culture and the decision-making process behind technology adoption.
Educational Technology Acceptance across Cultures: A Validation of the Unified Theory of Acceptance and Use of Technology in the Context of Turkish National Culture.
Authors: Aytaç Göğüş, Nicolae Nistor, Richard W. Riley, Thomas Lerche
Published in: Sabanci University (2012-10-01)

The Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh et al., 2003, 2012) proposes a major model of educational technology acceptance (ETA) which has been yet validated only in few languages and cultures. Therefore, this study aims at extending the applicability of UTAUT to Turkish culture. Based on acceptance and cultural data from a large sample (N = 1723) of Turkish educational technology users of diverse profession, geographical location, age and gender, the UTAUT questionnaire displays good convergent and discriminant validity. Structural equations modeling confirms the model validity. Cross-cultural differences are explored within Turkey both between regions (Istanbul area vs. other regions) and between professional cultures (STEM, i.e. science, mathematics, engineering and mathematics, vs. non-STEM professions). The comparison uses measurement results from other European countries as a reference. Conclusions are drawn with respect to UTAUT applicability in educational practice, and to interconnections between ETA and culture.
Educational technologies and twenty-first century leadership for learning
Authors: Lynne Schrum, Barbara B. Levin
Published in: International Journal of Leadership in Education (2015-11-18)

This article presents information on current aspects in the use of technology to improve student outcomes and engagement, prepare learners for their future and support educators in adopting new pedagogies for teaching and learning. Based on the authors’ research of exemplary school leaders and reviewing literature on the use of twenty-first century tools, it recommends taking a systems approach to embracing and implementing technology. It also addresses opportunities and challenges in infrastructure, pedagogy and future trends that all leaders need to understand.
Challenging Educational Technology
Authors: David Hawkridge
Published in: Programmed Learning and Educational Technology (1991-05-01)

SUMMARY This paper is about the nature of educational technology in the 1980s and 1990s. It discusses four major challenges to the field in the late 1980s: the Theoretical Challenge from cognitive science, the Technological Challenge from information technology, the Political Challenge from the Left, and the Moral Challenge from radical critics. The paper speculates briefly on how educational technologists should respond in the 1990s. Finally, it contains reflections on the Utopian Educational Technologist, as a designer and dreamer.
Knowledge sharing and educational technology acceptance in online academic communities of practice
Authors: Nicolae Nistor, Beate Baltes, Monika Schustek
Published in: Campus-Wide Information Systems (2012-03-23)

Purpose Online programs rely on the use of educational technology for knowledge sharing in academic virtual communities of practice (vCoPs). This poses the question as to which factors influence technology acceptance. Previous research has investigated the inter‐relationship between educational technology acceptance (ETA) and the vCoP context insufficiently. Therefore, the paper at hand aims to propose a conceptual model of ETA in the vCoP frame. Design/methodology/approach To validate the proposed model, a correlation study was conducted in an academic vCoP at a German university. A sample of n =72 faculty members was surveyed regarding attitudes and perceptions towards knowledge sharing in vCoPs. Findings A regression analysis confirms the expected correlation between technology use intention and corresponding behavior. Further, participation in a vCoP influences technology use intention, and, in turn, is influenced by participants' experience with technology. Research limitations/implications Against expectations, participants' attitudes towards technology are weakly correlated with most model variables, thus warranting further research. Practical implications Virtual mentoring in online universities can be supported relying on central vCoP participants, who may be helpful initiators of knowledge sharing. Originality/value The proposed conceptual model enlarges the scientific understanding of technology‐enhanced learning in vCoPs.
The rhetoric and reality of aid: promoting educational technology in Egypt
Authors: Mark Warschauer
Published in: Globalisation Societies and Education (2004-09-29)

This paper examines a US foreign aid project to promote use of new technologies in Egyptian education. Though the project sought to improve teaching and learning, an examination of implementation indicates how goals of Westernization ended up taking precedence. These included a focus on bringing Egyptian educators to the US and on showcasing US hardware and software. This underlying emphasis on Westernization weakened the project’s potential contribution to educational improvement. However, grass roots Egyptian teacher educators found ways to assert their own voices in the project through small‐scale and locally appropriate uses of technology.
Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education
Authors: Renate Nantschev, Eva Feuerstein, Rodrígo Gonzalez, Israel García-Alonso, Werner O. Hackl, Konstantinos Petridis, Evangelia Triantafyllou, Elske Ammenwerth
Published in: Education Sciences (2020-11-26)

The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting semi-structured interviews, the Approaches to Teaching Inventory (ATI-16) and the Technological Pedagogical Content Knowledge (TPACK) framework survey were applied. The results show large individual variations in teaching approaches, technological competencies, and institutional support. One-third of teachers apply a more student-centered approach, one-third a more teacher-centered approach, and one-third a mixed approach. Educating and supporting teachers in embracing educational technologies thus needs to be tailored strongly to individual needs and the available institutional support resources and infrastructure.
Use of Educational Technology in Promoting Distance Education.
Authors: Muhammad Imran Rashid, Uzma Elahı
Published in:  (2012-03-01)

Educational technology plays an important role in distance education system. By adapting new communication educational technologies in distance educational programmes their quality could be ensured. Instructions conducted through the use of technologies which significantly or completely eliminate the traditional face to face communication between teacher and students lead to distance education. Now a days, media such as computer, artificial satellites, digital libraries, telephones, radio and television broadcasting and other technologies are presenting their potential for the purpose. Audio, video and print materials provide the base while internet is becoming cheap, fast and effective medium. Immense resources are already available on the web. In addition, technology is rushing to bring in revolution in the filed of distance education. So in future, positive changes can be apprehended.
Training Pupils With Intellectual Disability To Operate Educational Technology Using Video Prompting
Authors: Bronwen LeGrice, Neville M. Blampied
Published in: Education and training in mental retardation and developmental disabilities (1994-12-01)

Video prompting involves preparing a video record of a modelled exemplar of each step of a task analysis and permitting a trainee to view the exemplar each time they fail correctly to perform a step. Prompting videos were prepared for tasks of videorecorder and personal computer use and used to teach the operation of the videorecorder to two trainees and personal computer operation to another two trainees who were moderately intellectually handicapped adolescents. All were successfully trained using video prompting, and training transferred to another teacher, another setting, and, with additional training, to another version of the videorecorder and the personal computer.
How can educational technology facilitate student engagement with online primary sources?
Authors: Thea Lindquist, Holley Long
Published in: Library Hi Tech (2011-06-14)

Purpose The authors received a grant to develop a digital educational tool to facilitate student engagement with online primary sources. Students and faculty were interviewed prior to developing the tool's specifications to ensure a user‐centered focus. This research paper seeks to report the results of a user needs assessment that explored students' use of primary sources and their learning preferences, as well as faculty's pedagogical goals for student work with primary sources. Design/methodology/approach Faculty, graduate, and undergraduate students enrolled in humanities courses at the University of Colorado at Boulder were interviewed to help guide the development of this tool. The interview transcripts were analyzed to uncover several key findings. Findings The results of the user needs assessment suggest that primary sources have great potential to excite students' enthusiasm and enhance their learning experiences; however, these materials present several challenges that prevent students from using digital primary‐source collections to the fullest extent. Educational technology may be able to help students overcome these difficulties, but only if the technology is easy‐to‐use and designed to support faculty's pedagogical goals. Research limitations/implications This study employed a semi‐structured interview methodology to collect the relevant data. Its central research questions could be explored in greater depth using other user‐centered design methodologies, such as artifact and task analyses. Practical implications This research will be used to inform the development of a digital educational tool for student use with primary sources. Originality/value This study contributes to the growing body of research on user needs for effective work with online primary sources in university‐level humanities education.
The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course
Authors: Li Zhao, Xiaohong Liu, Yu-Sheng Su
Published in: Sustainability (2021-03-07)

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.
A return to Teacherbot: rethinking the development of educational technology at the University of Edinburgh
Authors: Markus Roos Breines, Michael Gallagher
Published in: Teaching in Higher Education (2020-10-04)

In the market discourses of technological disruption, higher education institutions have routinely been positioned in deficit models and of anachronistic approaches to teaching at odds with the types of educational futures being presented by commercial organisations. Predominantly, automation technologies in the form of artificial intelligence are being promoted as the future of teaching. In this paper, on the other hand, we explore the prospects for using non-artificial intelligence automated agents in teaching and its impact on the teacher function at the University of Edinburgh. Through engagement with teachers, staff and students at the university, this research has identified use cases for bots, in what spaces they would be situated, and how they would supplement the teacher function. This paper argues that a community-driven approach combined with a sociomaterial conceptualisation can generate a shift from market discourses and to collaborative development of educational technologies.
Educational Leadership in the Age of Technology
Authors: Greg Kearsley, William W. Lynch
Published in: Journal of Research on Computing in Education (1992-09-01)

This article analyzes the concept of educational technology leadership. It is argued that leadership in the domain of educational technology is different in various ways from leadership in general. In particular, the skills underlying technology leadership need to be identified so they can be incorporated into training programs for teachers and school administrators. It is concluded that this is a critical research area because many educational technology efforts fail due to lack of good leadership at all levels of school systems.
Educational Technology and School Organization
Authors: David K. Cohen
Published in:  (2013-05-13)

It is plain from the newspapers and trade journals that the new technology is the educational phenomenon of the moment. American schools always seem to have at least one such animal in residence, and microcomputers may retain this favored position for some time. But it also seems likely that this new technology will work precisely as its sponsors hope: Perhaps it will be adopted as widely as they wish-or more quickly, or widely, than anticipated. In addition, many teachers will use it in the prescribed doses. Evaluations, of course, will show that the new technology is for some schools and students, but not working for many others. Educators and policymakers will want to know why. Researchers will be invited to investigate and explain.
Technology Acceptance Model 3 and a Research Agenda on Interventions
Authors: Viswanath Venkatesh, Hillol Bala
Published in: Decision Sciences (2008-05-01)

ABSTRACT Prior research has provided valuable insights into how and why employees make a decision about the adoption and use of information technologies (ITs) in the workplace. From an organizational point of view, however, the more important issue is how managers make informed decisions about interventions that can lead to greater acceptance and effective utilization of IT. There is limited research in the IT implementation literature that deals with the role of interventions to aid such managerial decision making. Particularly, there is a need to understand how various interventions can influence the known determinants of IT adoption and use. To address this gap in the literature, we draw from the vast body of research on the technology acceptance model (TAM), particularly the work on the determinants of perceived usefulness and perceived ease of use, and: (i) develop a comprehensive nomological network (integrated model) of the determinants of individual level (IT) adoption and use; (ii) empirically test the proposed integrated model; and (iii) present a research agenda focused on potential pre‐ and postimplementation interventions that can enhance employees' adoption and use of IT. Our findings and research agenda have important implications for managerial decision making on IT implementation in organizations.
Designing for Educational Technology to Enhance the Experience of Learners in Distance Education: How Open Educational Resources, Learning Design and Moocs Are Influencing Learning
Authors: Eileen Scanlon, Patrick McAndrew, Tim O’Shea
Published in: Journal of Interactive Media in Education (2015-04-10)

The area of learning has a justifiable claim to be a special case in how it can be enhanced or supported by technology. In areas such as commerce and web design the aim is usually to ensure efficiency and support specific actions such as purchasing or accessing information as quickly and easily as possible. Working with technology for the purpose of learning, the user is expected to spend time facing challenges, struggling through them and in almost every case the interaction with the technology is only one of many influences in achieving success. This does not mean that computing and the Internet has not had a major impact on how we learn and the choices available to learners. On the contrary, the area of formal learning is undergoing a period of rapid change, and the barriers between formal and informal learning are showing signs of falling away, in part due to the changes in the access to information or alternative modes of delivery.The influence of technology on pedagogy (the manner or structure of teaching) is complex. There is relatively little direct research on the ways that technological possibilities and the pedagogical response to these operate to benefit the lifelong learner. In this article we are bringing together the evidence from strands of research based on work in online and distance learning in formal settings, and also on open and free online education, which is often less formal. This research sheds light on several factors relevant to the outcomes of instruction: the often unpredictable motivations of learners, the trajectories they take through courses, and the indicators for success in formal and informal learning, in terms of both pedagogy and technology. We present the outcomes of practical endeavours to widen access to education using technology which indicate that open education is offering alternative ways of supporting learners. These suggest a focus on design decisions that can help integrate the process of learning more closely with ways in which online systems currently support learning and the data that can be used to interpret how well those designs are working.
The Re-Envisioned Educational Technology Course
Authors: Melissa Pierson, Mary Thompson
Published in: Journal of Computing in Teacher Education (2005-09-01)

AbstractThis paper presents a new model for the required preservice technology integration course. We situate our model within the literature on the dominant stand-alone model, as well as the alternative models that have been explored. We then detail our restructured model of three one-hour courses that include focus on Introduction and Development, Integration and Evaluation, and Implementation and Assessment. We will highlight the challenges we have faced as well as our plans for continued course development. We argue that not only is our technology integration class sequence a feasible transition from stand-alone educational technology courses to a fully integrated model, but it also has unique merit for the cognitive development of our students in and of itself.
How research informs educational technology decision-making in higher education: the role of external research versus internal research
Authors: Fiona M. Hollands, Maya Escueta
Published in: Educational Technology Research and Development (2019-06-06)

Research use in educational decision-making has been encouraged and well documented at the K-12 education level in the United States but not in higher education, or more specifically for educational technology. We conducted a qualitative study to investigate the role of research in decisions about acquiring and using educational technology for teaching and learning in higher education. Results from 45 interviews of decision-makers in higher education show that they engage in different types of research activities throughout the decision-making process, but that in most cases the research is lacking in methodological rigor. Externally-produced, scientifically-rigorous research was mentioned in less than 20% of interviews. Decision-makers often conduct their own internal investigations on educational technology products and strategies producing locally-relevant, but usually less-than rigorous, evidence to inform decisions about continuing use of the technology or scaling up.
Theorising on covid-19 educational emergency: magnifying glasses for the field of educational technology
Authors: Maka Eradze, Emanuele Bardone, Anna Dipace
Published in: Learning Media and Technology (2021-08-05)

The Covid-19 pandemic has brought challenges to the educational system on micro, meso or macro levels. In this article, we posit that the current emergency augmented, what we call the meso space, while at the same time representing a sort of magnifying glass to observe and examine how distance education tools, practices and new forms of collaboration can emerge within the patterns of re-organising. This article focuses on the meaning of the Covid-19 emergency-related changes in the field of educational technologies from a theoretical and practical perspective. While the article mainly represents a theoretical contribution, the main conclusions are derived from, illustrated and substantiated with an ethnographic case study based on Italian teacher online communities. As a result, while this article proposes much-needed theorising in the field of educational technologies during the Covid-19 crisis, it also brings insights into the practice with EdTech tools and teacher professional development.