jehanweerasuriya/uni-ai-dataset huggingface dataset:
Closing the divide: Exploring higher education teachers’ perspectives on educational technology
Authors: Ahmad Samed Al‐Adwan, Rakesh Kumar Meet, Devkant Kala, Jo Smedley, Marta Urbaníková, Waleed Mugahed Al-Rahmi
Published in: Information Development (2024-10-23)

Incorporating technology into education has become a crucial component of contemporary teaching practices. Technological advancements have led to the development of innovative teaching tools and methodologies that promote active learning and engagement among students. This study used a modified version of the Technology Acceptance Model (TAM) to analyze the key factors that impact the integration of technology in the teaching practice of higher education instructors. Among the factors to be included in the modified model are technostress and teaching tradition. These factors have been rarely examined within the mandatory technology integration in higher education settings. Partial Least Squares Structural Equation Modelling (PLS-SEM) is used to analyse the empirical data collected from 657 higher education teachers in Jordan. Findings reveal that teachers’ technological, pedagogical and content knowledge (TPACK) played a crucial role in facilitating the effective integration of technology into teaching practices. This boosted self-efficacy, personal innovativeness and perceptions of ease of use and usefulness. Additionally, teachers’ TPACK negatively influenced their technostress and teaching tradition. Indeed, technostress and teaching tradition were identified as significant obstacles to the effective integration of technology into teaching practices. Significant implications for theory and practice can be derived from the findings of this study to effectively incorporate technology in higher education.
A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types
Authors: Yeonjeong Park
Published in: The International Review of Research in Open and Distributed Learning (2011-02-28)

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.
An examination of constructivist educational technologies: Key affordances and conditions
Authors: Reza Feyzi-Behnagh, Sepideh Yasrebi
Published in: British Journal of Educational Technology (2020-09-28)

Abstract Existing research has looked at the potentials, affordances and the productive use of educational technologies to support collaborative learning. Many of these technology tools are purportedly constructed under principles of social constructivist theory of learning. It is timely to examine whether and how these tools, their affordances, and the way they are pedagogically implemented have adhered to and expanded the theory of constructivism. This paper examines a class of constructivist learning technologies called computer‐supported collaborated learning (CSCL) in terms of their affordances in light of socio‐cultural theory of learning and socially shared regulation of learning. We argue that CSCL tools adhere to most of the tenets of constructivism and shared regulation of learning in terms of social outcomes and productive use and discuss gaps where constructivist educational technology tools and the associated pedagogical practices need to be improved (such as addressing inequalities of access). Practitioner Notes What is already known about this topic Educational technologies may be used to support collaborative learning. Collaborative learning is beneficial for students. Effective collaboration leads to knowledge construction. Many technology tools are made according to Constructivist theory of learning. What this paper adds Computer‐supported collaborative learning technology tools follow constructivism principles. The issues of inequities of access (those of gender, race, class, etc.) to educational technology are addressed. Conditions for productive use of technology supporting collaboration are outlined. Effective integration of technology in support of student collaboration creates new social norms and ways of learning and inquiry. Implications for policy and/or practice Teachers can productively implement technology supporting student collaboration. Teachers, policy makers and stakeholders should consider social outcomes and consequences of constructivist educational technology.
Educational technologies for health education on stroke: an integrative review
Authors: Sâmia Jardelle Costa de Freitas Maniva, Züila Maria de Figueiredo Carvalho, Regina Kelly Guimarães Gomes, Rhanna Emanuela Fontenele Lima de Carvalho, Lorena Barbosa Ximenes, Consuelo Helena Aires de Freitas
Published in: Revista Brasileira de Enfermagem (2018-01-01)

OBJECTIVE: to identify in the scientific literature the educational technologies used in the health education process related to stroke. METHOD: integrative review, whose eligibility criteria of the articles were: match the keywords "health education" and "stroke"; be a research paper; be in Portuguese, English and Spanish; be available electronically in the databases LILACS, PubMed/Medline, Scopus and CINAHL; year of publication between 2000 and 2016. RESULTS: 24 publications were found. The analysis was carried out by means of analytical and interpretive readings. There were many educational technologies used in the health education process for stroke. FINAL CONSIDERATIONS: the printed material for general public stood out, aiming to the recognition of alert signs of the disease and the emergency decision-making before suspicious cases of the disease.
Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education
Authors: Apurba Patra, Adil Asghar, Priti Chaudhary, Kumar Satish Ravi
Published in: Surgical and Radiologic Anatomy (2022-01-01)

COVID-19 pandemic has created a lot of turmoil in medical teaching, the magnitude of impact is many folds in the subject of anatomy, as it is practical based. A major challenge for anatomy teachers is to replicate the experience of practical exposures. These exposures range from cadaveric dissection to demonstration of bones, museum specimens, and histology slides, where they will have interactive communication with students, and thus help in the enhancement of communication and clinical skills among them. In recent days, anatomy teachers throughout the globe started using various advanced technology to make the teaching-learning session more interesting. In pre-pandemic era, usage of such advancements in information and communication technology was a 'choice'. But pandemic has changed the situation drastically, what was a 'choice' earlier is now an 'obligation.' Presently although infection rate is low, vaccination rate is high, most of the medical schools re-opened for usual offline teaching, still body donation is all time low making the situation 'back to square one'. Keeping such unprecedented situations in mind, we need to incorporate various innovative educational technologies in day-to-day teaching-learning methodologies.
The effect of two educational technology tools on student engagement in Chinese EFL courses
Authors: Yilian Teng, Xia Wang
Published in: International Journal of Educational Technology in Higher Education (2021-05-28)

Educational technology has become an indispensable aspect of higher education, playing a crucial role in affecting student engagement, in particular. The application, advantages and disadvantages of learning management systems (LMS) and social networking systems in Chinese EFL courses, represented by Superstar-Xuexitong and WeChat, are introduced. The study aims to explore the relationship between the two educational technology tools and three dimensions of student engagement. Using an adopted and revised questionnaire from previous researches, the study measures the extent of impact of the specified educational technology tools on student engagement with the help of SPSS. Through the independent sample T tests, analysis of variance, correlation and regression, the study found that emotional engagement has the strongest positive effect on educational technology engagement. In addition, analysis of the four principal factors indicates that using LMS could engage students more than adopting social networking systems. There are significant differences in cognitive engagement between different genders, with that of males surpassing females. This article provides some empirical evidence for exploration into the use of educational technology in a specific discipline to foster better student engagement. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s41239-021-00263-0.
Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)
Authors: Chrystalla Mouza, Hui Yang, Yi-Cheng Pan, Şule Yılmaz Özden, Lori Pollock
Published in: Australasian Journal of Educational Technology (2017-07-24)

This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service teachers' dispositions and knowledge of computational thinking concepts and the ways in which such knowledge can be combined with content and pedagogy to promote meaningful student outcomes. Data were collected from a self-reported survey and case reports focusing on the design, implementation, and outcomes of computational thinking related lessons in K-8 classrooms. Results indicated that the course positively influenced pre-service teachers’ knowledge of computational thinking concepts, tools, and practices. Yet, some participants demonstrated only surface understanding of computational thinking and were unable to design lessons that meaningfully integrated computational thinking concepts and tools with disciplinary content and pedagogy. Findings have implications for the design of teacher education experiences that help prepare pre-service teachers develop technological pedagogical content knowledge in relation to computational thinking concepts and practices.
The Practice of English Language Teaching
Authors: Jeremy Harmer
Published in:  (1983-01-01)

A guide to teaching the English language covers such topics as English as world language, methodologies, grouping students, educational technology, lesson planning, testing and evaluation, and learner autonomy.
Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?
Authors: Frank Reinhold, Stefan Hoch, Bernhard Werner, Jürgen Richter-Gebert, Kristina Reiss
Published in: Learning and Instruction (2019-10-09)

Instructional design research promotes interactive and adaptive scaffolds as features of educational technology. Mathematics education research can guide elaborated fractions curricula to develop basic fraction concepts while challenging the natural number bias. Thus, we developed theory-grounded interactive material for learning fractions providing scaffolds in an eBook. Evaluating both, curriculum and scaffolds, we split 745 high-achieving and 260 low-achieving 6th graders into three groups: Scaffolded Curriculum group (using the eBook on iPads), Curriculum group (using a paper copy of our developed material), and Traditional group (using conventional textbooks). Generalized linear mixed models revealed diverse positive effects on the achievement of students in the experimental conditions: Results showed that high-achieving students did benefit from the curriculum, regardless of whether it was presented with or without scaffolds, while for low-achieving students using scaffolds was decisive. This suggests that interactive and adaptive scaffolds can support students in learning mathematical concepts, especially for low-achieving students.
EDUCATIONAL TECHNOLOGY FOR THE INCLUSIVE CLASSROOM
Authors: Andreja Istenič Starčič
Published in:  (2010-07-01)

This paper presents and evaluates the development of an educational technology curriculum aimed at pre-service, primary education and undergraduates; the focus is on the incorporation of ICT competences for inclusive education. The framework was the introduction of SEVERI e-learning environment in Slovenian schools. Students were able to monitor the development and implementation of SEVERI tools for special needs pupils in Slovenian schools, and plan teaching and learning in SEVERI within their course project work. Within an educational technology curriculum, a competence framework was developed for fostering the use of ICT in the teaching of, and learning by, special needs pupils. This was achieved against the backcloth of the baseline learning objectives of autonomy, inquiry, creativity and innovation. In pre-service teacher education in educational technology, the focus is on inquiry based learning, and on planning and incorporating the innovative use of ICT into teaching; the emphasis is also on enhancing the student teachers ’ competences for his/her own professional development. In focussing more specifically on the use of ICT for special needs pupils, the aim is to carry into effect the principles of equality, diversity and inclusive education. The research was designed to evaluate the candidate students’ learning and to consider the alignment of learning objectives and activities with learning outcomes in the new curriculum. The research questions considered within the paper are: (1) How the new curriculum assists mutual
Click or clique? Using Educational Technology to Address Students’ Anxieties About Peer Evaluation
Authors: Ruth Walker, Graham Barwell
Published in: International Journal for the Scholarship of Teaching and Learning (2009-01-01)

Peer bias is recognised as a primary factor in negative student perceptions of peer assessment strategies. This study trialled the use of classroom response systems, widely known as clickers, in small seminar classes in order to actively engage students in their subject’s assessment process while providing the anonymity that would lessen the impact of peer pressure. Focus group reflection on the students’ impressions of the peer evaluation process, the use of clickers, and their anxieties about potential peer bias were analysed in the light of the results of teacher and class evaluations of each individual student presentation. The findings revealed that students recognised the value of peer assessment in promoting class engagement and active learning, despite their ongoing resistance to the practice of peer review. An unexpected finding suggested that the clickers, selected as an educational technology for their appeal and ease of use by the ‘digital native’ student already familiar with a variety of mobile communication and gaming devices, reinforced student perception that the peer review process was akin to a popularity contest.
STEAM as an Innovative Educational Technology.
Authors: Olga Shatunova, Tatyana Anisimova, Fairuza Sabirova, Olga Kalimullina
Published in: DOAJ (DOAJ: Directory of Open Access Journals) (2019-06-24)

The purpose of this work is to develop a model for the construction of STEAM-education, which is based on project training in the so-called "creative spaces". "Creative spaces" are integration areas of schoolchildren, students and graduate students working in the format of joint work on projects initiated by various structures of a society and business. The authors of the article analyzed the experience of different countries in the implementation of STEM and STEAM-education and identified the effective ways of structuring technical disciplines, art and creative activity into a single integration program. During 2017-2018 years within the framework of informal and nonformal education, an experimental work was carried out with 32 schoolchildren and 34 students of the Kazan Federal University, aimed at determining the level of the development of such competences as: the ability to manage projects and processes, system thinking, the ability to art creativity, the ability to work within the teams, groups and individuals, the ability to work in a regime of high uncertainty and a rapid change in the conditions of tasks. Analysis of the results of experimental work has shown that the use of "creative spaces" for the implementation of project activities of schoolchildren and students, the inclusion of the category "art" in its content allows students to form skills and competencies necessary for the Industry 4.0.
TOWARD A SOCIOLOGY OF EDUCATIONAL TECHNOLOGY
Authors: Stephen T. Kerr
Published in:  (2003-01-01)

Common images of technology, including educational technology, highlight its rational, ordered, and controlled aspects. These are the qualities that many observers see as its advantages, the qualities that encouraged the United States
A review of research on machine learning in educational technology
Authors: Ceren Korkmaz, Ana‐Paula Correia
Published in: Educational Media International (2019-07-03)

The purpose of this review is to investigate the trends in the body of research on machine learning in educational technologies, published between 2007 and 2017. The criteria for article selection were as follows: (1) study on machine learning in educational/learning technologies, (2) published between 2007–2017, (3) published in a peer-reviewed outlet, and (4) an empirical study, literature review, or meta-analysis. Eighty-nine articles were chosen, after the first round of the article selection process. Through a second look at the articles, fifteen articles that did not match the criteria were eliminated. After the close examination of the seventy-four articles, certain demographical and thematic trends emerged. The top contributors to the body of research were Taiwan and the United States while the most productive year was 2017. The most utilized machine learning methods were vectors and decision trees. Commonly researched areas, on the other hand, were automation, cognitive process assessment, prediction, intelligent tutoring systems, and opportunities and challenges in the use of big data & learning analytics. Recommendations for future research focus on expanding geographical diversity, incorporating Bayesian and fuzzy logic methods more in educational machine learning work.
Massively Multiplayer Online Games as an Educational Technology: An Outline for Research.
Authors: Constance Steinkuehler
Published in: Educational Technology archive (2008-01-01)

For those with a vested interest in online technologies for learning, the knowledge and skills that constitute successful participation in massively multiplayer online games (MMOs) places these games squarely among the most promising new digital technologies to date. In this article, the author broadly outlines the qualitative results of a two and a half year cognitive ethnography of the MMO Lineage and descrives the current trajectory of research being pursued, based on those findings: (a) the empirical investigation of focused research questions in order to document and analyze those core practices that constitute gameplay in virtual worlds, and (b) the development of educational activities for after-school clubs that capitalize on those capacities found throughout the research. This essay concludes with a reflection on the multiple relation-ships between games and education, highlighting the potential for such technologies to transform not only the means of education but also perhaps some of the goals.
Trends in Educational Technology through the Lens of the Highly Cited Articles Published in the Journal of Educational Technology and Society
Authors: Kinshuk Kinshuk, Hui-Wen Huang, Demetrios G. Sampson, Nian‐Shing Chen
Published in: eSpace (Curtin University) (2013-04-01)

The advent of the Internet, World-Wide Web and more recently, advanced technologies such as mobile, sensor and location technologies have changed the way people interact with each other, their lifestyle and almost every other aspect of life. Educational sector is not immune from such effects even if the rate of change is far slower than many other sectors. Researchers have been continuously exploring new ways of using technologies in education and the field is continuously progressing. This paper looks at this progress by analyzing the highly cited articles published in the Journal of Educational Technology and Society, in order to identify various trends and to ponder on the future ahead.
Adoption of Educational Technology: How Does Gender Matter?.
Authors: George Zhou, Judy Xu
Published in: International journal on teaching and learning in higher education (2007-01-01)

Gender differences have attracted attention in today’s educational research and practice. Very few studies, however, explore the gender differences in the use of technology in higher education. The authors conducted a study on technology adoption at a large Canadian university. One of its purposes was to inform our understanding of how gender matters in the process of technology adoption in post-secondary teaching. A survey was administered to all full-time faculty and sessional instructors. Results suggest that females were more likely to use student-centered pedagogical approaches in teaching than males. Females had lower confidence and less experience in the use of computers in teaching. They tended to learn how to use technology from others, whereas males were more likely to learn from their own experience. Based on these findings, the paper recommends that professional development for females should involve more showcases and interactions while training for males would be more appropriate when it provides many hands-on activities.