jehanweerasuriya/uni-ai-dataset huggingface dataset:
Educational Technology Integration: Challenges and Opportunities
Authors: Ranbir
Published in: Innovative Research Thoughts (2024-05-17)

The integration of educational technology into teaching and learning has become increasingly prevalent in modern education systems. This paper explores the challenges and opportunities associated with the integration of educational technology in educational settings. It examines the potential benefits of educational technology, such as increased student engagement, personalized learning experiences, and access to a wealth of resources. However, it also discusses the challenges that educators and institutions face, including technological barriers, resistance to change, and concerns about equity and access. The paper highlights strategies for addressing these challenges and maximizing the opportunities presented by educational technology integration, including professional development, strategic planning, and ongoing support. Ultimately, it emphasizes the importance of thoughtful implementation and ongoing evaluation to ensure that educational technology enhances teaching and learning experiences effectively.
Educational Technology and the Faculty Role
Authors: Denise G. Link, Susan Scholtz
Published in: Nurse Educator (2000-11-01)

The proliferation of teaching strategies using the Internet and other educational technology innovations has created new employment issues in higher education. The authors discuss forces influencing the increasing use of on-line instruction, factors to consider before venturing into the virtual academy, and the faculty role in shaping policy related to distributed education in their institutions and academia in general.
Educational technologies on sexually transmitted infections for incarcerated women
Authors: Isaiane da Silva Carvalho, Tatiane Gomes Guedes, Simone Maria Muniz da Silva Bezerra, Fábia Alexandra Pottes Alves, Luciana Pedrosa Leal, Francisca Márcia Pereira Linhares
Published in: Revista Latino-Americana de Enfermagem (2020-01-01)

OBJECTIVE: to analyze in the scientific literature the educational technologies on sexually transmitted infections used in health education for incarcerated women. METHOD: an integrative review carried out by searching for articles in the following databases: Scopus, Cumulative Index of Nursing and Allied Health, Education Resources Information Center, PsycInFO, Medical Literature Analysis and Retrieval System Online, Latin American Literature in Health Sciences, Cochrane, and the ScienceDirect electronic library. There were no language and time restrictions. A search strategy was developed in PubMed and later adapted to the other databases. RESULTS: a total of 823 studies were initially identified and, after applying inclusion and exclusion criteria, eight articles were selected. Most of them were developed in the United States with a predominance of randomized clinical trials. The technologies identified were of the printed materials type, isolated or associated to simulators of genital organs, videos, and games. CONCLUSION: the technologies on sexually transmitted infections used in health education for incarcerated women may contribute to adherence to the prevention of this serious public health problem in the context of deprivation of liberty.
Educational Technology and Practice: Types and Timescales of Change.
Authors: David Riley
Published in:  (2007-01-01)

This article identifies three uses of educational technology and evaluates their potential to change curricula and pedagogic strategies. The article is in four parts, with the first outlining a temporal model of change and discussing educators ’ expectations of continuities and discontinuities in practice. In order to distinguish minor modifications from culturally significant changes in practice, the second part recaps a variant of Merlin Donald’s cognitive-cultural theory of human evolution. The third part adopts this theoretical perspective and classifies uses of multimedia-hypertext systems, generic software, and computer modelling software, as instances of functional substitution, delegation and innovation. The fourth and final part of the article evaluates the change potential of these types of use, with substitution sustaining existing teaching strategies and curricula, with delegation modifying practice, and with innovation prompting culturally significant change. The article concludes by suggesting that functional substitution and delegation dominate present-day uses of technology and that functional innovation will continue to present both challenges and opportunities to future generations of educators.
Health Promotion Planning: An Educational and Ecological Approach
Authors: Lawrence W. Green, Marshall W. Kreuter
Published in:  (1999-02-26)

1. Health Promotion and a Framework for Planning 2. Social Assessment and Participation 3. Epidemiological Assessment 4. Behavioral and Environmental Assessment 5. Educational and Ecological Assessment 6. Administrative and Policy Assessment 7. Evaluation and the Accountable Practitioner 8. Applications in the Community Setting 9. Applications in Occupational Settings 10. Applications in School Settings 11. Applications in Health-Care Settings 12. Applications in New Technology
Review of "Instructional Message Design: Principles from the Behavioral Sciences, by Malcolm Fleming and W. Howard Levie", Educational Technology Publications, Inc.
Authors: David R. Kniefel, Michael J. D'Amore
Published in: ACM SIGSOC Bulletin (1980-01-01)

No abstract available.
An Educational Technology Tool That Developed in the Natural Flow of Life among Students: WhatsApp.
Authors: Levent Çetinkaya
Published in: Çanakkale Onsekiz Mart University AVESIS (2017-06-01)

This study was carried out to identify the benefits and drawbacks of using mobile social network application WhatsApp in the education of Secondary Education students. In this research, survey model was used and open-ended question form to 145 students together with semi-structured interview technique to 6 students were employed and answer to the same research question was sought by using data of different nature.The data were analysed by content analysis and phenomenologic analysis methods and some of the screenshots of students’ posts are given as they are when necessary, which made possible the inspection, comparison and verification of each data one another. The benefits and drawbacks of using WhatsApp for educational purposes, which students normally use for communication purposes, are listed under the subheadings of technique, education and academic. Results indicate that WhatsApp has the potential to provide a natural and unstructured learning environment. Accordingly, by taking the benefits and drawbacks of WhatsApp and the like into account, it is advised to support their educational use.
Exploring the Evolution of Educational Technology Policy in Ireland: From Catching-Up to Pedagogical Maturity
Authors: Oliver McGarr, Keith Johnston
Published in: Educational Policy (2019-04-17)

Many countries have launched national educational technology policies in the past number of decades aimed at increasing technology integration in schools. This article analyses educational technology policy in Ireland from 1997 to 2017 and draws attention to an underlying economic agenda for technology integration in schools, set against a backdrop of neoliberal discourses. The study found that the challenge of integrating technology is no longer understood as simply a challenge of “integration” but rather as a realignment of the existing education system toward a more student-centered experience. Most recent policy also recognizes the complex and contextually bound nature of the associated change process suggesting a maturation of understanding in respect of the intersection between technology and education. The article also highlights the symbolic function of policy and the role it plays in representing the educational system in a particular light to national and international audiences. Recognizing the symbolic function of educational technology policy and the neoliberal ideology underpinning it can help identify the reasons for the apparent failures of past attempts to integrate technology in schools as well as informing future policy iterations.
Using intellectual capital to evaluate educational technology projects
Authors: Luiz Antônio Jóia
Published in: Journal of Intellectual Capital (2000-12-01)

Intellectual capital has been used to measure the intangible assets of corporations. Intellectual capital can also be used to assess and evaluate the outcomes of social projects, i.e. ones that do not have either a book or a market value. This article aims to present a framework to evaluate the intangible outcomes generated by the deployment of Informatics in Education, measuring the human and innovation capital associated with this enterprise. The PROINFO, a Brazilian nationwide program to deploy 100,000 computers in the public K‐12 schools, is analyzed as a case study in order to apply the developed methodology. Some conclusions are presented to policy makers, educational researchers and practitioners in order to enable them to better understand the dynamics and the overall mechanism of a nationwide intervention aiming to deploy information and communication technologies in education.
Educational technology in China
Authors: Liu Meifeng, Jinjiao Lv, Kang Cui
Published in: British Journal of Educational Technology (2010-06-14)

Abstract This paper elaborates the two different academic views of the identity of educational technology in China at the current time—advanced‐technology‐oriented cognition, known as Electrifying Education, and problem‐solving‐oriented cognition, known as Educational Technology. It addresses five main modes of educational technology in China: as a programme, as a research direction, as a discipline area, as an institution and as an enterprise. The authors provide a brief description of the field of educational technology in China.
Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies
Authors: Suhaib Khalid AL-Takhayneh, Wejdan Karaki, Rashad Ahmad Hasan, Bang-Lee Chang, Junaid M. Shaikh, Wajiha Kanwal
Published in: Frontiers in Psychology (2022-09-26)

The current study aimed to highlight the factors that may influence teachers' psychological resistance to digital technologies in entrepreneurship and business schools. Theoretically grounded in the diffusion of innovations theory and the theory of planned behavior, the current research investigates teachers' psychological resistance to digital innovation, school culture and climate, and moderation of teacher attitudes toward educational technologies. A cross-sectional field survey of 600 business and entrepreneurship school teachers was conducted in Jordan. In this study, partial least square-structural equation modeling (PLS-SEM) was used to assess the variables' "direct and moderating impacts" using the Smart PLS software 3.0. According to the results, school culture and school innovation climate had a considerable positive impact on teachers' resistance to digital innovation. Additionally, teachers' attitudes toward educational technologies moderated the relationship between study constructs in the framework. The study is a significant advance to the literature related to entrepreneurship, business education, and digital innovation. Several key policy insights and recommendations for further research, as well as theoretical and practical implications, are suggested.
Cape of Storms or Cape of Good Hope? Educational technology in a changing environment
Authors: Laura Czerniewicz
Published in: British Journal of Educational Technology (2004-03-01)

Abstract This article locates and describes the work of the Multimedia Education Group (MEG) at the University of Cape Town (UCT). This work is contextualised by three national and international challenges, these being (1) the need to increase access to new technologies and overcome the digital divide, (2) the need to respond to a new communication order, and (3) the urgency of transforming higher education in post‐apartheid South Africa. Operating in a fragmented policy environment, MEG has focused on developing educationally appropriate low‐cost interventions, supporting academically disadvantaged students, and understanding the relationship between online and contact educational interventions. MEG's experiences suggest that this kind of emergent work requires new ways of working, contributing to transformation within the institution itself. The work also creates epistemological challenges because it is interdisciplinary and because educational technology is a field that is not yet firmly established.
Gamification as an Educational Technology Tool in Engaging and Motivating Students; An Analyses Review
Authors: Mageswaran Sanmugam, Norasykin Mohd Zaid, Hasnah Mohamed, Zaleha Abdullah, Baharuddin Aris, Salihuddin Md Suhadi
Published in: Advanced Science Letters (2015-10-01)

The use of educational technology has been improving in schools since the turn of the century. The current educational curriculum has been revamped to incorporate information, communications and technology (ICT). The immersion has either been a stand-alone subject or infused into elements of other subjects, most prominently in Science, Technology, Engineering and Mathematics (STEM). In some educational technology research, it has shown that infusion of technology has shown contrasting results when it came to teaching and learning. Although, there have also been studies that shown improvement in motivation of the students in this technology laced classrooms, yet it did not lead to a better cognitive understanding. Furthermore with the problems such as difficulty in accessing to technology, teacher misconception about technology usage in classroom, student disengagement towards learning in classroom, we could not see the full extent of the educational technology capability. And so this spawns for the introduction of games as an educational tool; as it is related with enjoyment and is far off from its relation to work. With the infusion of technology, it has produced off shoots such as game based learning, serious games and more recently gamification. As gamification refers to the inclusion of „gamefulness‟ to existing systems as opposed to creating an entirely new game; thus paves the way for easier implementation as an educational tool. Therefore this paper will discuss about the role of gamification as an educational technology tool in engaging and motivating students; based on analyses review of several literatures.
Educational technologies and practices for prevention of vertical HIV transmission
Authors: Ana Carolina Maria Araújo Chagas Costa Lima, Karine de Castro Bezerra, Deise Maria do Nascimento Sousa, Camila Teixeira Moreira Vasconcelos, Janaína Fonseca Victor Coutinho, Mônica Oliveira Batista Oriá
Published in: Revista Brasileira de Enfermagem (2018-01-01)

OBJECTIVE: to assess available evidence on educational technologies and practices for prevention of vertical HIV transmission. METHOD: LILACS, PubMed, Scopus, BDENF, between April and May 2016, with the descriptors: "Vertical Transmission of Infectious Disease", "HIV", "Health Education" and "Technology". RESULTS: there are 16 articles published between 2000 and 2014, mostly Brazilian and African, Cross-sectional and with low level of evidence. The studies covered the use of hard technologies, through video, radio and telephone, and soft, emphasizing, in particular, counseling. CONCLUSION: the studies recognize the importance of educational activities as a tool for health promotion in the context of vertical HIV transmission, despite reporting the need for constant training of professionals and urgency in the renewal of educational concepts and practices. Therefore, it is recommended to expand and consolidate health counseling and emphasize the role of nurses as an important actor in this setting.
ET4ET: A Large-Scale Faculty Professional Development Program on Effective Integration of Educational Technology.
Authors: Sahana Murthy, Sridhar Iyer, Jayakrishnan Madathil Warriem
Published in: DSpace (IIT Bombay) (2015-07-01)

Educators have recommended that the affordances provided by ICTs should be used to promote student-centered constructivist learning. While the actual use of ICT in education has increased, not much change has occurred in terms of the pedagogical practices followed. Information transmission models of teaching are still being followed, albeit with the use of ICT. Efforts at the school level attempt to address this problem via teacher education programs that emphasize ICT integration with constructivist practices. In higher education settings, there are fewer reported studies on ICT integration at a systemic level, and most decisions related to the use of ICTs are left to the instructor. In this paper, we describe the design, implementation and evaluation of ET4ET, a large-scale faculty professional development program (1138 participants) on effective integration of educational technology for engineering college instructors in India. Guided by the Attain-Align-Integrate (A2I) model, the ET4ET program prepares instructors to implement ICT supported student-centric teaching strategies. To ensure engagement and learning of the participants, active learning strategies are implemented throughout the ET4ET program. This paper traces the development of ET4ET, from a small-scale face-to-face implementation to a large-scale mode mediated by technology, and suggests guidelines for similar training programs.
Production and validation of educational technology on nursing care for syphilis prevention
Authors: Policardo Gonçalves da Silva, Luana Matos Silva Araújo, César Augusto Sangaletti Terçariol, Camilla Borges Lopes Souza, Raquel Dully Andrade, Renata Karina Reis, Soraia Assad Nasbine Rabeh
Published in: Revista Brasileira de Enfermagem (2021-01-01)

OBJECTIVES: Validate script and storyboard of a video for educational intervention on nursing care for the prevention and management of syphilis. METHODS: Methodological design study, with quantitative analysis approach. The content and appearance of the educational video script and storyboard was validated by a committee of experts on the subject and video. They were considered validated from the agreement of 78%, calculated by means of the Content Validity Index. RESULTS: There were suggestions, which were analyzed; and, where relevant, the script and storyboard were changed. The degree of agreement among the expert judges on the subject obtained a Content Validity Index (CVI) of 100%, while, with the technical experts in video, all the questions in the educational material obtained the percentage above the recommended minimum of 78%. CONCLUSION: The validated video is an important technological production and could be used in the context of health care.
Online exam proctoring technologies: Educational innovation or deterioration?
Authors: Kyungmee Lee, Mik Fanguy
Published in: British Journal of Educational Technology (2022-01-19)

Abstract During the coronavirus disease‐2019 (Covid‐19) pandemic, many universities have adopted online exam proctoring technologies to monitor and control an increasing number of student cheating incidents. Although it looks like a natural and effective solution for a fair assessment of student online learning performance, the authors argue that proctoring technologies are rooted in problematic assumptions about educational fairness and authoritarian pedagogical approaches. The authors have conducted a qualitative case study in a large‐sized, top‐tier university in South Korea to investigate the negative impacts of adopting proctoring technologies on student subjectivities, pedagogical relationships and educational outcomes, which have not been fully discussed in previous studies. By utilising Foucault's theorisation of disciplinary governmentality, the authors effectively demonstrate that the binary subjectification of students as cheaters and the cheated has degraded the value of student engagement in university education whilst creating more competitive and distrusting relationships amongst students and between students and teachers. Nevertheless, without challenging the unethical consequences of online proctoring technologies or fundamentally unfair social and educational systems, students willingly accept and adopt them as docile bodies, which has led to educational deterioration rather than innovation. Practitioner notes What is already known about this topic There is an increasing number of online exam proctoring technologies available with advanced technical features. During the coronavirus disease‐2019 (Covid‐19) pandemic, many universities have adopted online exam proctoring technologies with exam‐related policies and regulations to stop student cheating behaviours. Previous studies have discussed both advantages and disadvantages of adopting online exam proctoring technologies, including specific ethical concerns. What this paper adds Online exam proctoring technologies are deeply rooted in problematic educational approaches such as teacher‐centred knowledge transmission. The adoption of online exam proctoring technologies has produced negative impacts on student subjectivities, pedagogical relationships and educational outcomes. Focusing on student cheating as an individual and interpersonal problem neglects the more fundamental issue of social and educational inequality. Implications for practice and/or policy The negative consequences and damages created by the adoption of online exams and online exam proctoring technologies need to be carefully reflected. The notion of academic fairness needs to be approached with a broader perspective, considering the different social and academic circumstances each student is in. It is essential to critically engage students with the broader conversation about educational fairness to develop them as critical thinkers and future leaders in their chosen fields.
Three-dimensional Educational Technology for the prevention of accidents caused by falls in the elderly
Authors: Rayanne Branco dos Santos Lima, Rachel Gabriel Bastos Barbosa, Jamylle Lucas Diniz, Joyce da Silva Costa, Marília Braga Marques, Janaína Fonseca Victor Coutinho
Published in: Revista Brasileira de Enfermagem (2021-01-01)

OBJECTIVE: Evaluate a three-dimensional educational gerontotechnology for the prevention of falls in the elderly at home. METHODS: Cross-sectional, descriptive study, involving the Development of gerontotechnology; Evaluation by specialists and target audience, took place in Fortaleza, State of Ceara, Brazil, from June 2017 to October 2018. For the development, it was used the steps adopted in a booklet and the Casa Segura project for the elderly. 16 specialists and 30 elderly participated in the evaluation, using the Health Promotion Model, by Nola Pende. RESULTS: The scale model has an area of 160 cm2, with four rooms made of Medium Density Fiberboard . Specialists consider technology adequate, with a level of compliance of 87.7% IC95% [87,71-88,42]. All the elderly related that the scale model looked their homes, and 13 of them (43.3%) suggested the construction of a backyard, a possible second floor, corridors, and stairs. CONCLUSION: Gerontotechnology was considered fit to be used in the prevention of falls in the elderly.