jehanweerasuriya/uni-ai-dataset huggingface dataset:
Beyond functionality and technocracy: creating human involvement with educational technology
Authors: Wim Westera
Published in: Data Archiving and Networked Services (DANS) (2005-01-01)

Innovation of education is highly topical. It is obviously boosted by a range of new technologies, which enable new modes of learning that, are independent of time and place through Web-based delivery and computer-mediated communication. However, innovators in education often encounter intrinsic conservatism or even deliberate obstructions. For innovators it is important to be aware of and to understand the basic premises underlying the idea of innovation. This paper explains the origins of technological optimism and the associated faith in progress. Also, techno-pessimism as rooted in the negative side effects of the industrial revolution is reviewed. To solve the conflict between techno-optimism and techno-pessimism we elaborate Borgmann’s “devices paradigm“: in order to avoid apathetic and indifferent consumption of technology-based commodities, users of technological devices should be given the opportunity to develop substantial involvement with the technological devices. While extending this idea to educational technologies, we present an explanatory model for the mediating role of technological artefacts. In conclusion, we explain how to approach technology-based innovations in education by arguing for transparent and interactive devices, for products as carriers of meaning, for values that harmonise with the characteristics of man and for a mixed mode of developing new ideas and preserving former achievements.
Educational technology policy in Israel
Authors: Benzi Slakmon
Published in: Pedagogy Culture and Society (2016-10-03)

The study examines Israel's educational technology policy in light of the coming-of-age of ICT. The study shows the ways it has been developing, and identifies two major shifts which have occurred in recent years: the introduction of the national educational cloud, and the enabling of the “bring your own device” (BYOD) policy. The way Israeli decision-makers perceive the relationship between education, society, and technology, and the forces involved in shaping the policy is analyzed. Technology in education is perceived as a solution to societal and educational problems and as an unstoppable force. Efforts to implement technology in education have been made without significant awareness of the dialectical nature of technology. Two different implementation approaches compete. I illustrate the connection between the Ministry of Education’s organizational structure and the nature of the implementation of national ICT curricular programs. Findings also reveal ongoing disruption regarding policy between Israel’s academia, teachers’ colleges, and the Ministry of Education.
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology
Authors: Christian Moro, Kathy A. Mills, Charlotte Phelps, James Birt
Published in: International Journal of Educational Technology in Higher Education (2023-02-13)

Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational landscape constantly evolves, where tertiary institutions are incorporating new modes of content delivery, hybrid-style learning, and interactive technologies. Investments into digital expansions must be taken with caution, particularly prior to the procurement of technology, with a need for the proposed interventions' scalability, sustainability, and serviceability to be considered. This article presents the Triple-S framework for educators, administrators, and educational institutions, and outlines examples of its application within curricula. The paper synthesises research evidence to provide the foundation underlying the key principles of the Triple-S framework, presenting a useful model to use when evaluating digital interventions. Utilising the framework for decisions regarding the acquisition of educational technology, devices, software, applications, and online resources can assist in the assurance of viable and appropriate investments.
Analyzing the Implementation of PLS-SEM in Educational Technology Research: A Review of the Past 10 Years
Authors: Servet Demir, Muhammet Uşak
Published in: SAGE Open (2025-04-01)

This systematic review examines the application of Partial Least Squares Structural Equation Modeling (PLS-SEM) in educational technology research from 2013 to 2023. Following PRISMA guidelines, 57 studies were selected from Scopus and Web of Science databases. The review process involved rigorous screening, data extraction, and analysis using quantitative and qualitative methods. Findings reveal a growing prominence of PLS-SEM, with researchers leveraging its advantages to handle complex models, small samples, and non-normal data. The geographic distribution showcases diverse contributions, with Malaysia, China, Taiwan, Pakistan, and Spain leading. Studies were categorized into five research themes: Technology Adoption and Use, Online Learning Systems and Usage, Social Network and Communication Tools, Performance and Satisfaction, and Competence and Attitudes. However, gaps exist in formative model evaluation and predictive relevance reporting. SmartPLS dominates software usage, reflecting conformity over diversity. Participants emphasize university students, teachers, and professionals. In conclusion, this review highlights PLS-SEM’s valuable role in educational technology research while identifying areas for improvement in rigor, transparency, and diversity. Recommendations are provided for practitioners and researchers to enhance the quality and impact of PLS-SEM studies. Continued investigation is warranted to align with the advancing complexity of educational technology research.
Social scripts in educational technology and inclusiveness in classroom practice
Authors: Irma Heemskerk, Monique Volman, G.T.M. ten Dam, Wilfried Admiraal
Published in: Teachers and Teaching (2011-01-13)

Educational Information and Communication Technology (ICT) can be an appropriate tool for creating flexible learning environments. ICT can contribute to flexibility through its potential to keep content up‐to‐date and to address personal learning needs. ICT could, thus, make learning more accessible to a wider group of students. However, doing this requires that educational tools and the ways they are used in the classroom are experienced as challenging and attractive and, most important, inclusive to the students using them. In order to support the learning of all users, differences between students should be taken into account. In four schools for secondary education in the Netherlands, the relationship between social scripts in educational tools and the inclusiveness of the use of these tools in classroom practice has been studied. Our analysis shows that educational tools indeed differ in the extent of inclusiveness for different groups of students, particularly in their instructional structure. Teachers appeared to reinforce the inclusiveness of the more inclusive tools, but, generally, did not affect the inclusiveness of the less inclusive tools. When more inclusive educational tools were used, students participated more actively – they read the texts better, they asked fewer questions and they collaborated more. This is particularly the case for girls and students from minority groups.
Online graduate educational technology program: An illuminative evaluation
Authors: Andrew Topper, Sean Lancaster
Published in: Studies In Educational Evaluation (2016-10-21)

With continued growth in online courses and programs in higher education a pressing need exists to evaluate their perceived quality and effectiveness. Evaluation criteria – course evaluations, student surveys and retention data – from previous online program evaluations were used in this study. An illuminative evaluation using descriptive and scientific analysis was undertaken for a graduate degree program in educational technology. Course and program-level data were analyzed to compare quality for two programs – an existing hybrid and new online. Analysis of student enrollments, course evaluations, survey results, retention, and time to completion reveal similar experiences reported from students in both programs. Results suggest that a majority of students were satisfied with their graduate experience and view those experiences as worthwhile. This illuminative evaluation provides evidence that online graduate programs are comparable and can satisfy stakeholders’ expectations while maintaining high levels of quality.
Grounded Theory as a Research Methodology in Educational Technology
Authors: María José Sosa Díaz, Jesús Valverde Berrocoso
Published in: International Journal of Qualitative Methods (2022-04-01)

One of the most widely used and controversial qualitative research methods among researchers is Grounded Theory (GT). Although the basic concepts of GT are widely known by qualitative researchers, the practical application of the method is not always clear, and sometimes we encounter contradictions and uncertainties. The objective of this article is to provide a data analysis strategy based on GT. It is hoped that this knowledge will provide an aid or resource for both novice and experienced educational technology researchers. To this end, a conceptual overview of the field and the methodological route are presented. A broad and updated theoretical base is used to describe the conceptual and structural aspects of GT, to describe steps to follow when applying it, and to highlight the use of analytical tools that help the researcher make decisions and implement GT.
Considering common method variance in educational technology research
Authors: Timothy Teo
Published in: British Journal of Educational Technology (2011-08-15)

Introduction In educational technology research, data collection on different constructs from a single source (rater or respondent) is prevalent. For example, a group of students may be asked to provide their ratings on multiple constructs, such as their perceived usefulness, perceived ease of use and their attitudes towards technology use at the same point in time. ...
Improving Questionnaire Reliability using Construct Reliability for Researches in Educational Technology
Authors: Mohd Shafie Rosli, Nor Shela Saleh, Sultan Hammad Alshammarı, Mohd Mokhzani Ibrahim, Azri Syazwan Atan, Noor Azean Atan
Published in: International Journal of Interactive Mobile Technologies (iJIM) (2021-02-26)

&lt;p class="0abstract"&gt;This paper is exploring on maneuver to improve research instrument reliability in scientific research related to Educational Technology by analyzing the traditional Cronbach’s alpha reliability using SPSS software and the newer statistical tool, AMOS using Construct Reliability (CR) approach. Two sets of data were used as sample to perform the comparison. The first set of data is from a research involving Technology Enhanced Learning Environment. The second data are sampled from research in digital competency. Finding from this paper concluded that, conventional approach of using Cronbach’s alpha have lower reliability than the newer approach of using CR. Using Cronbach’s alpha show tendency toward measuring consistency instead of reliability. CR offer better definition of reliability and give a robust measurement of reliability in research. This paper had shed light into offering alternative approach to the commonly and widely uses of research reliability especially when it involves questionnaire as instrument.&lt;strong&gt;&lt;/strong&gt;&lt;/p&gt;
Creation and validation of a visual educational technology content for lactation physiology learning
Authors: Polyana de Lima Ribeiro, Daiani Oliveira Cherubim, Stela Maris de Mello Padoin, Cristiane Cardoso de Paula
Published in: Revista Brasileira de Enfermagem (2020-01-01)

OBJECTIVE: to create and validate a visual educational technology content for lactation physiology learning. METHOD: a methodological study that contemplated the stages of content creation and validation guided by the conceptual model of Knowledge Translation into action. The creation took place in partnership with the educational technology center of the project's home institution. The validation was attended by 27 judges with experience in the obstetric, neonatal, pediatric or maternal and child areas and in the theme of breastfeeding. RESULTS: an educational technology covered animation and video techniques to locate, respectively, elements of lactation physiology and the population involved. An Overall Content Validity Index of 0.84 was obtained. CONCLUSION: the visual educational technology for lactation physiology learning has been validated in content as a tool to introduce the theme and mediate health education actions that can have a positive impact on breastfeeding.
Accessible E-Learning and Educational Technology Extending Learning Opportunities for People with Disabilities
Authors: Björn Fisseler, Christian Bühler
Published in:  (2007-01-01)

The article describes possible barriers in e-learning and educational technology for people with disabilities. It starts with an overview of the different ways disabled people work with computers and assistive technology. Then several examples of creating accessible content and communication are provided. But because accessibility is not only about following technical standards and guidelines it is pointed out that accessible e-learning is more than just technology, using concepts of universal design of learning and instruction for a better e-learning experience for everybody. The article finishes with an outlook on the challenges and possibilities of an accessible e-learning 2.0. 1
Using a Learner-Centered Approach to Develop an Educational Technology Course.
Authors: Mariam Abdelmalak, Jesús Trespalacios
Published in: ScholarWorks (Boise State University) (2013-01-01)

The article explores the structure of a graduate educational technology course that used a learner-centered approach to prepare students to be independent responsible learners. Key features of this approach were the balance of power between the instructor and students, involving students in decision-making about their learning, sharing the responsibility for learning between the instructor and students, and using students' needs and interests in the course content. The article describes how the decision-making power was shared between the instructor and students, as well as how students responded to the course structure. This work has implications for creating learner-centered environments in which power and responsibility are shared between instructor and students in all graduate education courses to nurture the development of responsible learners.
The Impact and Potential of Educational Technology: A Comprehensive Review
Authors: Mohan Jiang
Published in: Research and Advances in Education (2023-07-01)

This article explores the pedagogical concerns and teacher training necessary for effectively balancing technology with traditional teaching methods in education. It highlights the importance of aligning technology use with pedagogical goals, promoting active learning, and addressing the diverse needs of students. Additionally, it emphasizes the significance of professional development for teachers to integrate technology effectively. The article also discusses the risks associated with data collection and student privacy in educational technology. It identifies potential threats such as unauthorized access, data misuse, lack of consent, and inaccurate data. To mitigate these risks, strategies such as strong data encryption, secure authentication, and transparent privacy policies are recommended. Furthermore, the article presents emerging trends in educational technology, including artificial intelligence, virtual and augmented reality, and game-based learning. It suggests potential solutions to address existing challenges, such as bridging the digital divide, prioritizing teacher training, and establishing privacy regulations. Finally, recommendations are provided for policymakers, educators, and stakeholders. These include developing clear technology policies, investing in infrastructure and resources, prioritizing professional development, fostering collaboration, and promoting equity and access. The article concludes by highlighting the need for ongoing research, innovation, and stakeholder engagement to ensure responsible and effective integration of technology in education.
Metaphors we’re colonised by? The case of data-driven educational technologies in Brazil
Authors: Giselle Ferreira, Luiz Alexandre da Silva Rosado, Márcio Silveira Lemgruber, Jaciara de Sá Carvalho
Published in: Learning Media and Technology (2019-09-13)

This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation.
Methodology of Improving the Professional Activity of the Future Teacher of Technology on the Basis of Modern Educational Technologies
Authors: Siddik Kakhkhorovich Kakhkhorov, Зилола Дурдимуротовна Расулова
Published in: Universal Journal of Educational Research (2020-12-01)

The following article deals with the role of modern pedagogical technologies in the educational process, the creation of innovative activities of future teachers of Technology on the basis of pedagogical technologies, and the ways to increase creativity as well. Definitions of foreign and domestic scientists on pedagogical technologies are comparatively analyzed in the research work. The main purpose of the research is completely to get rid of the learning process from a homogeneous system, to provide the process with technology, that is, to design lessons on the basis of modern technologies, to predict the expected outcome, to increase time productivity, to determine the level of knowledge, skills and abilities. The main task of research work is to train future teachers of Technology education using modern information technologies and their experience in the educational process, to improve their professional skills constantly, to master effective innovative methods and put them into practice. Based on the advanced technology education model, it is planned to develop students' creative skills by organizing new pedagogical games, using visual methods to explain practical topics, creating problem situations, organizing discussions, sharing students' ideas, developing creative activity, forming independent thinking. The main novelty of the research is the pedagogical technology of teaching processes, organized in two traditional and non-traditional forms, and experimental work. The results of experimental work were analyzed using mathematical-statistical methods, which is one of the research methods of pedagogy. As a result, it has been proved on the basis of statistical analysis that the efficiency of students' mastering of the course has increased.
Educational Technology and Its Contributions in Students’ Focus and Attention Regarding Augmented Reality Environments and the Use of Sensors
Authors: Andréia Solange Bos, Fabrício Herpich, Igor Kühn, Renan Guarese, Liane Margarida Rockenbach Tarouco, Milton Antônio Zaro, Michelle Câmara Pízzato, Leandro Krug Wives
Published in: Journal of Educational Computing Research (2019-06-25)

In the course of a teaching and learning process, different cognitive skills are required for a student. Attention is an important variable to be measured, since it plays a fundamental role in the accumulation of information with the stimulus of the learner’s memory in the course of the assimilation of knowledge. The purpose of this article is to demonstrate the influence of augmented reality (AR) used as a tool for educational content in student concentration when compared with the use of traditional teaching and learning technologies. User attention was monitored through an electroencephalography sensor while performing an educational task using either an AR or a traditional interface. This presented favorable results, since it was possible to identify an increase in student attention during the interaction with the AR application, as opposed to its conventional counterpart.
Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology
Authors: Ran Peng, Rafiza Abdul Razak, Siti Hajar Halili
Published in: PLoS ONE (2023-08-24)

Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers' technology integration in China, focusing on the information and communication technology (ICT) integration. The sample consists of 685 in-service teachers. Four factors are found to influence in-service teachers' ICT integration: attitudes, self-efficacy, digital competence, and digital tools use. The results of the study utilizing the PLS-SEM approach demonstrated that all four factors have a substantial impact on in-service teachers' ICT integration and interact with each other. Meanwhile, attitudes, digital competence, and digital tools use have a mediating effect in this research. In addition, the study discussed the effects of gender, age, and teaching experience on influencing factors and ICT integration. This research provided beneficial insights for a successful design of instruction with ICT and contributed to innovative strategies for educational technology.