jehanweerasuriya/uni-ai-dataset huggingface dataset:
The Materiality of Learning: Technology and Knowledge in Educational Practice
Authors: Estrid Srensen
Published in:  (2009-04-27)

The field of educational research lacks a methodology for the study of learning that does not begin with humans, their aims, and their interests. The Materiality of Learning seeks to overcome this human-centered mentality by developing a novel spatial approach to the materiality of learning. Drawing on science and technology studies (STS), Estrid S©ırensen compares an Internet-based 3D virtual environment project in a fourth-grade class with the class's work with traditional learning materials, including blackboards, textbooks, notebooks, pencils, and rulers. Taking into account pupils' and teachers' physical bodies, Professor S©ırensen analyzes the multiple forms of technology, knowledge, and presence that are enacted with the materials. Featuring detailed ethnographic descriptions and useful end-of-chapter summaries, this book is an important reference for professionals and graduate or postgraduate students interested in a variety of fields, including educational studies, educational psychology, social anthropology, and STS.
<i>Staying Connected:</i> Online Education Engagement and Retention using Educational Technology Tools
Authors: José A. Michel Salazar
Published in: American Society for Clinical Laboratory Science (2010-07-01)

The objective of this article is to inform educators about the use of currently available educational technology tools to promote student retention, engagement and interaction in online courses. Educational technology tools include content management systems, podcasts, video lecture capture technology and electronic discussion boards. Successful use of educational technology tools requires planning, organization and use of effective learning strategies.
The Roots of Educational Technology
Authors: Paul Saettler
Published in: Programmed Learning and Educational Technology (1978-02-01)

This paper traces the roots of edtech back through the behavioural sciences and the theorising of educationalists. The author concludes that the process of educational technology must not be guided solely by the criterion of efficiency but by a view that sees education as a means of dealing with the whole person. In developing this view the author examines the ancestors of educational technology, the emergence of visual instruction and the relationship of audiovisual aids to educational technology.
Educational technology “Anatomy and Vital Signs”: Evaluation study of content, appearance and usability
Authors: Fernanda dos Santos Nogueira de Góes, Luciana Mara Monti Fonseca, Rosângela Andrade Aukar de Camargo, Gustavo Faria de Oliveira, Helena Reche Felipe
Published in: International Journal of Medical Informatics (2015-07-05)

BACKGROUND: The use of new technology has recently grown considerably as an increasing number of college students using Internet. In nursing education, the personal computer and the Internet facilitate teaching theoretical and practical knowledge. OBJECTIVES: Evaluate an educational technology known as "Anatomy and Vital Signs" with respect to content, appearance and usability. METHOD: This was a first stage evaluation-by specialists to verify content and functioning, prior to a second validation as to learning by students. A methodological study in which instructional technologists (11 participants) and nursing specialists (17 participants) used the technology in an unguided manner and completed three questionnaires. The evaluation was measured by the difference between disagreement and agreement for each statement in the questionnaires. RESULTS: Most of the items were positively evaluated at a level higher than 70% by most of the evaluators except for the following usability criteria: grouping by shape, minimum actions and user control, which did not attain the 70% agreement level among instructional technologists. CONCLUSION: The evaluation was useful to improve the technology and guarantee suitable product for nursing education. It may be a reliable educational tool for nursing education that applies technological resources.
Graphical Qualities of Educational Technology: Using Drag-and-Drop and Text-Based Programs for Introductory Computer Science
Authors: Betsy DiSalvo
Published in: IEEE Computer Graphics and Applications (2014-11-01)

To determine appropriate computer science curricula, educators sought to better understand the different affordances of teaching with a visual programming language (Alice) or a text-based language (Jython). Although students often preferred one language, that language wasn't necessarily the one from which they learned the most.
Introducing Educational Technologies to Teachers: Experience Report
Authors: Neena Thota, João Negreiros
Published in: Journal of University Teaching and Learning Practice (2015-01-01)

The dramatic rise in use of digital media has changed the way learning is taking place and has led to new ways to teach with digital technologies. In this article, we describe the experiences of teaching a course that introduces educational technologies to teachers in Macau. The course design is based on connectivism, a learning theory for the digital age that emphasizes interaction with digital media and active engagement in sharing digital artefacts. The learning outcomes are constructively aligned with learning and teaching activities and assessments. We share the insights we gained of the learning needs and the disparity in the technological skills and competencies of the students. The course design is evaluated in terms of the students' learning outcomes and progress through the stages of learning with technology. We present evidence from journal writings that show metacognition, active reflection and critical evaluation, and we identify anxiety and increased confidence with digital tools, as well as concerns about group work. This article contributes to the discussion on teachers learning to teach with technologies.
Educational technology and distance education in central Florida: An assessment of capabilities
Authors: Patrick Moskal, Barbara L. Martín, Neill H. Foshee
Published in: American Journal of Distance Education (1997-01-01)

The Faculty Development Group of the Central Florida Consortium of Higher Education (CFCHE) developed a needs assessment to address the capabilities and experience of CFCHE faculty with distance education, educational technologies, and instructional design. Assessment results include 1) the factors perceived by instructors as most important for both promoting and inhibiting the learning of new educational technologies; 2) distance education experience with and interest in various delivery approaches; and 3) the extent to which CFCHE faculty possess the necessary instructional design skills to initiate distance education courses. These results may provide information that is beneficial to institutions planning distance education initiatives.
Pedagogical, institutional and human factors influencing thewidespread adoption of educational technology inhigher education
Authors: Robert Phillips
Published in:  (2005-01-01)

This paper provides an analysis of the factors which influence the adoption of educational technology in higher education. It argues that the technology is mature enough, although care needs to be taken about definitions of terms used. The role of educational technology is analysed in terms of what we know about learning, and the conclusion drawn that we know enough about the design of educational technology environments, but that this knowledge is not widely applied. The paper then discusses the research about institutional factors which impact on adoption of new technologies in higher education, before concluding that the major factors affecting adoption are human, and these can only be addressed through effective leadership and change management.
Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science
Authors: Jesús López-Belmonte, Antonio-José Moreno-Guerrero, Santiago Pozo Sánchez, José Antonio Marín Marín
Published in: Australasian Journal of Educational Technology (2021-07-10)

Since its inception in 1985, the Australasian Journal of Educational Technology (AJET) has been dedicated to the diffusion of studies on the integration of technology in higher education. Its track record in this field has placed it in the first quartile of the Scimago Journal &amp; Country Rank. The objective of the study was to reveal to the scientific community the journey and evolution that this journal has had throughout its existence in Web of Science. A bibliometric methodology was used, supported by a scientific mapping from a unit of analysis of 798 documents. For this reason, a co-word analysis can be a fundamental tool for understanding the characteristics of their production and their impact on the scientific community. There is an evident progressive evolution of the studies published in the Australasian Journal of Educational Technology, with a first phase focused on the design and implementation of educational technology in learning environments, a second phase focused on the enrichment of technology and its acceptance within the processes of teaching and learning, and finally a stage focused on student and teacher perceptions of the implementation of technology in the educational context. Implications for practice or policy: We have established a contextual framework to show researchers current trends in educational technology and delineate future lines of research. Those interested in this subject will have a set of bibliometric indicators to delve into the field of educational technology. Higher education teachers and students will discover the evolution of the use of technology in learning spaces.
Efficacy of guided internet-assisted intervention on depression reduction among educational technology students of Nigerian universities
Authors: Theresa Onyema Ofoegbu, Uche D. Asogwa, Mkpoikanke Sunday Otu, Christopher Ifeanyi Ibenegbu, Abdullahi Muhammed, Ben Eze
Published in: Medicine (2020-02-01)

BACKGROUND/OBJECTIVE: The study's objective was to determine the efficacy of guided internet-assisted intervention (GIAI) on depression reduction among educational technology students of Nigerian universities. METHODS: The design of the study was a 10-weeks group-randomized trial (GRT) which involved a pre-test, post-test, and follow-up assessment. A total of 192 educational technology students who were identified as having depression formed the sample of the study. Beck's Depression Inventory-II (BDI-II) was the measure used for data collection in the study. Data collected were analyzed using ANOVA with repeated measures. RESULTS: The initial assessment results showed that the participants in both treatment and usual-care control groups had depression. After 10-weeks participation in GIAI, the assessment results showed a significant reduction in depression among students in the treatment group when compared to those in the usual-care control group. The follow-up assessment indicated a further significant reduction in the depression among participants in the treatment group when compared to those in the usual-care control group. CONCLUSION: The authors concluded that GIAI was significantly effective in reducing depression among university students in the treatment group compared to those in the usual-care control group. Therefore, educational technologists, counselors, psychologists, health workers, and other social workers should adopt educational intervention using GIAI in helping university students undergo depression reduction.
The domains of educational technology in the field of healthcare
Authors: Grasiele Nespoli
Published in: Arca - Repositório Institucional da Fiocruz (2013-01-01)

Este artigo apresenta os resultados de um estudo que investigou a formação discursiva da Tecnologia Educacional e sua relação com o contexto histórico, político e social da reforma sanitária brasileira, por meio de uma análise do acervo do Núcleo de Tecnologia Educacional para a Saúde da Universidade Federal do Rio de Janeiro. Com base em noções teóricas da arqueologia de Michel Foucault, foram selecionados e analisados documentos que permitem identificar enunciados e avaliar as continuidades e descontinuidades discursivas que marcam a formação de domínios de saber acercada Tecnologia Educacional. Conclui-se que foram constituídos três domínios de saber – instrução programada, integração ensino-serviço e educação em saúde – que colocam em disputa diferentes enunciados e possibilitam a passagem de uma visão tecnicista para uma visão crítica comprometida com a construção do Sistema Único de Saúde.
Educational imaginaries: governance at the intersection of technology and education
Authors: Lina Rahm
Published in: Journal of Education Policy (2021-08-24)

This article argues that sociotechnical imaginaries, defined as collectively held, institutionally stabilized, and publicly performed visions of desirable sociotechnical futures, are significantly connected to visions, policies, and projects of educating citizens. These visions, policies, and projects – or educational imaginaries – constitute ways to problematize, negotiate and ultimately govern citizens and citizenship at the intersection between technology and education. This article presents a model which conceptualizes and analyzes educational imaginaries, and specifically introduces the notion (and method) of ‘problematizations’ into these imaginaries. The model, consisting of four key components – technology, problematizations, collective actors, and target populations – is exemplified through a genealogy of the education of the ‘digitalized citizen’.
The impact of educational technology: a radical reappraisal of research methods
Authors: Pru Mitchell
Published in: Research in Learning Technology (2011-12-30)

The practical problem which motivates this paper is that of deciding - on the basis of published research - whether to adopt some new device, procedure or paradigm thought likely to improve education. What models, methods or media are likely to be most useful? From the invention of the printing press to multimedia software, educators have adopted unproven aids and fads. Researchers usually claim each new device or procedure to be at least as effective as its predecessor. How valid is all this research? How to decide? A typical view is: Design an experiment to observe the effects of your treatment. Any book on research design and statistics will show you how. But will it? What essential aspects of educational measurement and research must we consider?DOI:10.1080/0968776970050108
Adopting Educational Technology: Implications for Designing Interventions
Authors: Joseph Bowman, Dianna L. Newman, Joann Masterson
Published in: Journal of Educational Computing Research (2001-07-01)

This in-depth case study tracks the development of a district's adoption of an educational technology plan over the course of a three-year time span. The site consisted of an urban city school district implementing a technology-supported curriculum involving support from administration, teachers, students, and parents. Key activities included technology planning, professional development training, development of technology supported curriculum, and technology implementation in the classroom. Analysis of the process allowed identification of a six-stage cycle of intervention: planning, applications training and learning styles, product development, implementation, assessment, and redesign. Further review indicated that the model was cyclical in nature, allowing for “loops” or cycles within and across stages. The model, as developed, is believed to be generalizable to other settings, being bounded only by the time frame and resources available for implementation.
EFFORTS TO SUPPORT AND EXPAND THE USE OF EDUCATIONAL TECHNOLOGY AS A MEANS OF DELIVERING LEARNING
Authors: Elva Retnawati
Published in: IJIET (International Journal of Indonesian Education and Teaching) (2019-01-28)

Indonesian government has made improving basic education a priority, and indicated that it sees technology as a way to provide teachers with the means to teach innovative lessons while closing the performance gap between rural and urban schools and between poorer and richer provinces. The role of technology must be aligned with the existing education ecosystem. It should not replace the traditional education system that involves teachers, schools, universities and parents, albeit offering wide range of information and allowing independent learning. Education is not only about learning in school, but also building a character. That is why the role of technology is intended as a tool to support the learning process, to open access, and improve quality. This paper describes the efforts taken by the Indonesian government in supporting and expanding the use of technology in the field of education in Indonesia. The discussions are supported by related research findings and literature.DOI: doi.org/10.24071/ijiet.2019.030112
Educational technology and the digital divide: A conceptual framework for technical literacy inclusion
Authors: Olabisi Oluwakemi Adeleye, Chima Abimbola Eden, Idowu Sulaimon Adeniyi
Published in: International Journal of Science and Research Archive (2024-05-05)

This paper seeks to bridge the gap between digital haves and have-nots, fostering equitable access to educational opportunities in the digital age. To expand on the proposed framework for addressing the digital divide through technical literacy inclusion in educational settings, it's essential to delve deeper into the key components and strategies inherent in such an initiative. The framework aims to tackle the multifaceted challenges posed by the digital divide by promoting not only access to digital resources but also the development of essential digital literacy skills among all learners. It recognizes that equitable access to technology alone is insufficient without the ability to effectively navigate and utilize digital tools and resources. One crucial aspect of the framework involves ensuring universal access to digital infrastructure and resources. This includes initiatives to provide students from underserved communities with access to digital devices such as laptops, tablets, or smartphones, as well as reliable internet connectivity both at school and at home. Additionally, efforts may be made to establish community centers or digital hubs where individuals can access technology and receive support for their digital literacy needs. Moreover, the framework emphasizes the importance of integrating digital literacy education into the curriculum at all levels of education. This entails designing and implementing instructional programs that equip students with the skills and knowledge necessary to navigate digital platforms, critically evaluate online information, and leverage technology for learning and productivity. Teachers play a crucial role in delivering effective digital literacy instruction, and professional development opportunities should be provided to support educators in this endeavor. Furthermore, the framework recognizes the need for targeted interventions to address specific barriers to digital inclusion faced by marginalized populations.
A Scoping Review on the Impact of Educational Technology in Agricultural Education
Authors: Zhihong Xu, Anjorin Ezekiel Adeyemi, Rafael Landaverde, Ashlynn Kogut, Matt Baker
Published in: Education Sciences (2023-09-08)

As the global demand for agricultural systems increases, agricultural education programs are implementing educational technologies to train industry professionals to meet 21st-century agricultural demands. No reviews have focused exclusively on the use of educational technologies in agricultural education. This scoping review presents a summary of 83 journal articles and conference papers published between 2000 and 2022 aimed at examining the impact of the use of educational technologies in agricultural education programs. Our results indicate: (1) most studies on this topic have been conducted in the United States in the context of agricultural sciences; (2) most of the studies implemented quantitative designs using researcher-designed instruments; (3) online/distance education technologies were the most widely used; and (4) there was a statistically significant increase in the use of simulation/digital games between 2000 and 2010 and 2011 and 2022. Based on our analysis, we discuss the methodological and reporting limitations that should be considered in future research, the pedagogical contributions of educational technologies in agricultural education, and the current and future research trends, highlighting gaps in the literature.
Educational Technology, Policy, and Practice
Authors: David K. Cohen
Published in: Educational Evaluation and Policy Analysis (1987-01-01)

This essay probes the relations between educational policy and teaching practice in instructional innovations. It also takes up explanations for the slow pace of instructional reform, and the seeming failure of many exciting instructional innovations. Computer technology is the case in point. One theme in the essay is that policies and programs depend on practice. Another is that instructional practice in schools is situated in a larger organization and a longer history of academic instruction than are usually considered. These angles offer a useful view of educational policy and innovation, that solves some problems in inherited accounts. But they require that analysts cross several academic barriers, joining studies of policy and school organization to studies of instructional practice, and doing so in large social and historical perspectives.
Authorial Stance in Research Articles: Examples from Applied Linguistics and Educational Technology
Authors: Phuong Dzung Pho
Published in:  (2013-01-01)

Foreword PART I: RHETORICAL STRUCTURE AND AUTHORIAL STANCE Introduction 1. Approaches to Genre Analysis 2. Authorial Stance 3. A Model for the Analysis of Move Structure and Authorial Stance PART II: VARIATIONS IN STRUCTURE 4. Variations in Move Structure PART III: VARIATIONS IN STANCE 5. Evaluating Other Studies 6. Introducing One's Own Study 7. Commenting on One's Own Study 8. Presenting Facts 9. Variations across Disciplines and within Disciplines PART IV: Conclusion and Implications 10. Concluding Remarks 11. Pedagogical Implications