jehanweerasuriya/uni-ai-dataset huggingface dataset:
Educational Technology Improves ECG Interpretation of Acute Myocardial Infarction among Medical Students and Emergency Medicine Residents
Authors: Ali Pourmand, Mary Tanski, Steven Davis, Hamid Shokoohi, Raymond Lucas, Fareen Zaver
Published in: Western Journal of Emergency Medicine (2015-01-01)

INTRODUCTION: Asynchronous online training has become an increasingly popular educational format in the new era of technology-based professional development. We sought to evaluate the impact of an online asynchronous training module on the ability of medical students and emergency medicine (EM) residents to detect electrocardiogram (ECG) abnormalities of an acute myocardial infarction (AMI). METHODS: We developed an online ECG training and testing module on AMI, with emphasis on recognizing ST elevation myocardial infarction (MI) and early activation of cardiac catheterization resources. Study participants included senior medical students and EM residents at all post-graduate levels rotating in our emergency department (ED). Participants were given a baseline set of ECGs for interpretation. This was followed by a brief interactive online training module on normal ECGs as well as abnormal ECGs representing an acute MI. Participants then underwent a post-test with a set of ECGs in which they had to interpret and decide appropriate intervention including catheterization lab activation. RESULTS: 148 students and 35 EM residents participated in this training in the 2012-2013 academic year. Students and EM residents showed significant improvements in recognizing ECG abnormalities after taking the asynchronous online training module. The mean score on the testing module for students improved from 5.9 (95% CI [5.7-6.1]) to 7.3 (95% CI [7.1-7.5]), with a mean difference of 1.4 (95% CI [1.12-1.68]) (p<0.0001). The mean score for residents improved significantly from 6.5 (95% CI [6.2-6.9]) to 7.8 (95% CI [7.4-8.2]) (p<0.0001). CONCLUSION: An online interactive module of training improved the ability of medical students and EM residents to correctly recognize the ECG evidence of an acute MI.
Educational use of information and communications technology: teachers’ perspective
Authors: Keijo Sipilä
Published in: Technology Pedagogy and Education (2013-07-30)

This study investigated teachers’ perceptions about how information and communications technology (ICT) is being incorporated into teaching and learning, the level of teachers’ digital competence and what factors, in their opinions, might be hindering the use of ICT in schools. A total of 292 Finnish teachers took part in the survey. Activity Theory was chosen for a pedagogical framework. Descriptive statistics, frequency distribution, cross-tabulation and thematic analysis were used to analyse the data statistically. Conclusions include that teachers who have advanced ICT competence use ICT frequently in education. The majority of teachers do not have the means or knowledge to fully use ICT in promoting learning. There still are contradictions between the formal structures of educational institutions and daily classroom practices.
Affordances in Educational Technology: Perceptions of Teachers and Students in Oman
Authors: Wafa Saif Mohamed Al-Maawali
Published in: Journal of Information Technology Education Research (2020-01-01)

Aim/Purpose: This study of affordances in educational technology focuses on how the self-perceptions of teachers influence the creation of educational opportunities and how these are received by learners. Background: It is important to explore the affordances offered by teachers, when using educational technology, from the perspective of their students. Within this topic, the interface of the educational technology affordances with the two agents—teachers and students—has often been neglected. Hence, the learning possibilities in educational interactions for the learners cannot be separated from the interactional possibilities created by teachers. The extent to which teachers can create opportunities to address their students’ needs, while effectively conveying the value of these opportunities to their students, is likely to impact on how well these affordances for learning and collaboration are utilised. Methodology: A survey that includes two questionnaires was used. The questionnaires were circulated to 102 teachers and their 354 adult students in six higher education institutions in Oman. The questionnaires were analysed by SPSS Amos v20 for statistical measures such as mean, standard deviation, and correlation. Contribution: The study contributes to the field of e-learning because it demonstrates that the affordances offered by teachers for e-learning have an impact on the possibilities for students to engage. Both affordances were found to be highly correlated statistically. Further, teachers were found to primarily use the lowest level of engagement for online tasks, requiring low levels of cognitive challenge and social involvement from the learner. Findings: The results indicate a low to medium level of self-directed learning that significantly correlates with perceptions of teaching possibilities for learning interactions. Recommendations for Practitioners: Teachers are encouraged to vary approaches to student engagement in online teaching materials such as enhancement, additional engagement opportunities, and extension so that students are encouraged to use different cognitive abilities and capabilities to engage in social interactions. Impact on Society: This study presents a strong recommendation with regards to extending the online affordances towards social interactions of learning beyond the boundary of the classroom. Future Research: Further studies on e-heutagogy and affordances of both teachers and students are needed. The effect of teachers created opportunities on students learning actions is an area that grants further investigation.
Evaluation of the educational technology "Caring for dependent people" by family caregivers in changes and transfers of patients and tube feeding
Authors: Maria José Lumini Landeiro, Heloísa Helena Ciqueto Peres, Teresa Martins
Published in: Revista Latino-Americana de Enfermagem (2016-01-01)

OBJECTIVE: to assess the contributions of interactive educational technology "Caring for Dependent People" in the development of knowledge to family caregivers of dependent people in a household context and their satisfaction in its use. METHOD: quasi-experimental study, not randomized, of the before and after type, with a convenience sample of 65 family caregivers, from two Medicine services of a hospital in Porto, Portugal. The Control Group consisted of 33 family caregivers and the Experimental Group of 32, identified by consecutive sampling. The experimental group had access to educational technology at home. Data were collected by socio-demographic, satisfaction and evaluation of knowledge questionnaire, about how to feed by nasogastric tube, positioning and transferring the dependent person. The assessment in both groups had two moments: initial, during hospitalization and one month after discharge. RESULTS: the experimental group had a larger increase in knowledge related to the use of the educational technology. In the control group the knowledge did not differ in the two evaluation time points. CONCLUSION: these results confirm the improvement of interactive educational technologies and in the training of family caregivers to care for dependents. This technology successfully met the technical quality and learning needs of caregivers, and was considered easy and stimulating.
New Approaches and Trends in the Philosophy of Educational Technology for Learning and Teaching Environments
Authors: İsmail İpek, Rushan Ziatdinov
Published in: European Journal of Contemporary Education (2017-09-15)

The purpose of this study is to discuss instructional design and technology (IDT) model strategies for developing learning and teaching environments, based on philosophical approaches to educational technology theory. The study begins with a discussion of IDT models to define the history of educational technology or instructional technology theories, based on instructional strategies and improvements. In the study, authors discuss the strategies and steps that a design team should follow when designing learning environments in industry, business and military scenarios, based on the philosophy of educational technology and latest technologies, which should give way to effective learning environments. The steps include recognising terminology in educational technology concepts, psychological and instructional foundations in instructional design (ID), as well as approaches to educational technology. To recap, our purpose is to combine necessary IDT model strategies for the pedagogical design of learning environments, with new technologies. We will also discuss powerful IDT models that aim to meet the very high expectations of digital and humanist education. To develop a high-quality learning environment, we will explain technology design steps and practice in order to improve the learning of tasks, complex cognitive skills, attitudes, motivations and competencies in the future trends of educational technology. At the end of the study, integrated technologies in e-learning were discussed and presented, based on foundations of IDT and the philosophy of educational technology.
Acceptance of Educational Technology: Field Studies of Asynchronous Participatory Examinations
Authors: Dezhi Wu, Starr Roxanne Hiltz, Michael Bieber
Published in: Communications of the Association for Information Systems (2010-01-01)

This research examines asynchronous participatory examinations, a new technology-mediated assessment strategy especially suitable for online courses. The participatory exam innovation utilizes information technology to support engaging students in the entire examination lifecycle, including creating and solving problems, and grading solutions. These learning processes enable students to not only gain new knowledge but also to strengthen their assessment skills. A five-semester field study in the U.S., supplemented by a small scale replication in Austria, investigated how participatory exams can facilitate higher-order learning and what explains students’ acceptance of the innovation. An extended version of the Technology Acceptance Model (TAM), adapted to the educational context, predicts acceptance based on three key constructs: “perceived enjoyment,” “perceived learning,” and “recommendation for use.” The study results support the premises that participants perceive learning from all stages of the cooperative exam process, and that the innovation acceptance is a function of both intrinsic motivations (e.g., enjoyment of the experience) and extrinsic motivations (e.g., perception that one has learned from the process).
The impact of society on educational technology
Authors: Gary Boyd
Published in: British Journal of Educational Technology (1988-05-01)

Abstract Much has been written about the impact of the new technologies on society by Jacques Ellul, Stafford Beer, and many others. But there has been very littleanalysis of the reverse—the impact of evolving commercial, political, and institutional interests, and their ideologies, on the development of technology. Educational technology in particular has been and is being shaped by these societal forces. This article presents a theoretical perspective on the interaction and gives several instances of cultural impact on the development of computer/video‐mediated educational technology in the US, Japan, and the United Kingdom. Increased awareness of societal shaping should lead us to new research areas, and ultimately to more democratic, more fruitful, and more viable educational innovations.
Adaptive educational systems on the world-wide-web: A review of available technologies
Authors: Peter Brusilovsky
Published in:  (1998-01-01)

Abstract: This paper provides a short review and a state of the art report on Web-based adaptive educational systems. The systems are analyzed according to applied adaptation technologies. 1.
Acceptance of and satisfaction with online educational classes through the technology acceptance model (TAM): the COVID-19 situation in Korea
Authors: Jee-Hoon Han, Hye Ji
Published in: Asia Pacific Education Review (2021-09-15)

Abstract This study examines the current state of acceptance of online classes using the technology acceptance model. The background of the study is the turning point in Korean education in response to the COVID-19 pandemic and speculation about changes in the post-COVID educational environment. To measure the acceptance rate of online classes, a survey was conducted on a total of 313 university students taking online classes. The data were analyzed using structural equation modeling. The results of the study are as follows: First, the perceived ease of use of online classes showed a positive effect on perceived usefulness. Second, both the perceived ease of use and usefulness of online classes showed a positive effect on educational satisfaction. Third, both the perceived usefulness and satisfaction showed a positive effect on the acceptance intention of online education. However, the perceived ease of use did not have a positive effect on acceptance intention. These results suggest that satisfaction with online education can be further improved by developing online classes that are easy to use, focusing on the features that are frequently used by university students. In addition, universities should continuously provide training and advice to increase students’ perceived usefulness of online classes.
Teachers and Machines: The Classroom Use of Technology since 1920
Authors: Eugene F. Provenzo, Larry Cuban
Published in: History of Education Quarterly (1986-01-01)

Film and radio, television, and computers have each been heralded by reformers as a way to revolutionize classroom instruction by increasing productivity. The promises implied in these aids caught educators' attention: individualized instruction, relief from tedium of repetitive activities, and presentation of content beyond what was available to a classroom teacher. How have teachers responded to the promise of improvement? To answer this question, Larry Cuban has gathered evidence from many diverse sources, constructing a history of technology and education that reveals hidden or ignored patterns in the teacher-machine courtship. He traces cycles of acceptance and denial; the enthusiasm of reformers; the initial optimism of the educational community; the hesitancy, doubts, and frustrations of teachers; and the very slow and limited acceptance of the new technology. He also asks, Why have so few teachers used machines? His answers, drawing from a range of disciplines, will prod readers into viewing the current passion for classroom computers in a different light. This now classic text provides a much-needed perspective on technology in the classroom.
Legal Issues in Educational Technology: Implications for School Leaders
Authors: David M. Quinn
Published in: Educational Administration Quarterly (2003-04-01)

New technologies have the potential to revolutionize the educational system. Advancements in educational technology are taking place so swiftly that statutory and case law are continually developing and striving to keep the pace. Repercussions for school leaders are significant and include technology-related issues involving freedom of speech, harassment, privacy, special education, plagiarism, and copyright concerns. School leaders need to be mindful of these emerging legal conditions and understand the importance of professional development training for educators on technology and the law. With this in mind, the school law researcher and professor’s role should be to communicate frequently with educators about new statutes and how to apply legal concepts and frameworks to these developing situations.
Evolutionary Nature of the Definition of Educational Technology
Authors: Ahmad Abdullahi Ibrahim
Published in:  (2015-01-01)

Due to flexibility and vitality nature of the field of educational technology, many attempts have being made by professionals of the field to define educational technology prior to 1960 to date for the purpose of providing a well comprehensive definition of the field which is suitable to the particular period of time. But, in recent years many literatures of the field (especially in Nigeria) outdated definitions are being used to define the filed which do not comprehensively cover the scope of the field nowadays. Thus, this paper elaborates the evolutionary nature of the definition of educational technology, and analyses the differences between each of the definitions. This might be helpful for the professionals of the field to be fully aware of the changing nature of the field, and be able to produce another definition by themselves in the future.
Educational technology in physical education learning: A bibliometric analysis using Scopus database
Authors: Feby Elra Perdima, Suwarni Suwarni, Novri Gazali
Published in: SPORT TK-Revista EuroAmericana de Ciencias del Deporte (2022-03-27)

The primary aim of the present study was to conduct a bibliometric analysis of the journal articles published in Scopus database on educational technology in physical education learning. In accordance with the objectives of this study, a systematic search was carried out in the Scopus database, which included high-quality scientific literature in more than 250 disciplines, including social sciences, and humanities. “Technology and Physical Education", followed by “Education" and "School" were the primary search terms used for the identification of studies and several health based databases were searched in English language literature in the Scopus database from 1999-2021. A total of 131 journal articles were published in the Scopus database within the time line of 1999-2021. A very low amount of literature was available relevant to technology and physical education within the timeframe of 1999 to 2009. Based on publications in the Scopus database, the findings revealed that: 1) The number of publications has increased, although there was an up-and-down trend from year to year. 2) Most of the publications were written by researchers located in several countries and universities. 3) “Structure and content of the educational technology of managing students' healthy lifestyle” written by Alexander &amp; Vladislav (2015) was the most cited article with 46 citations. 4) Universidad de La Sabana, Colombia, was found to be the most productive institution with 5 publications. 5) The keyword with the highest number of occurrences (19) in the research sample was “educational technology selection”.
A Content Analysis of Dissertations in the Field of Educational Technology: The Case of Turkey
Authors: Gürhan Durak, Serkan Çankaya, Eyup Yünkül, Zeynel Abidin Mısırlı
Published in: Turkish Online Journal of Distance Education (2018-04-16)

The present study aimed at conducting content analysis on dissertations carried out so far in the field of Educational Technology in Turkey.A total of 137 dissertations were examined to determine the key words, academic discipline, research areas, theoretical frameworks, research designs and models, statistical analyses, data collection tools, participants, instructional design models, variables/research focus and related institutions.When the research results were examined, it was found in relation to the dissertations that the most frequent method was "mixed method"; that the most frequent data collection tools were "interview", "questionnaire" and "scale"; that the participants were generally "university students"; that the dependent variables were "attitude" and "achievement"; that the most frequent data analysis method was "parametric analysis"; and that the field of "education and training" was the one most frequently investigated.Among the most frequent key words was Online Learning, which was followed by Information and Communication Technology (ICT), Teacher Training and Special Education.In this respect, the present study, which examined dissertations, is thought to be important since it tried to reveal the current state of educational technologies in Turkey and to determine the related research trends.
Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers
Authors: Agnese Karaseva, Pille Pruulmann-Vengerfeldt, Andra Siibak
Published in: Technology Pedagogy and Education (2017-06-27)

This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in which teachers learn ICT-related skills are associated with individual differences in teacher achievement goal orientation. Based on their findings, the authors argue that achievement goal theory is a promising framework for understanding how the integration and application of ICT in teaching happens. Directions for future research and implications for teacher training are discussed.
Blended learning: the new normal and emerging technologies
Authors: Charles D. Dziuban, Charles R. Graham, Patsy Moskal, Anders Norberg, Nicole Sicilia
Published in: International Journal of Educational Technology in Higher Education (2018-01-09)

This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes.
Musical educational technology for lactation physiology learning: knowledge translation
Authors: Daiani Oliveira Cherubim, Stela Maris de Mello Padoin, Cristiane Cardoso de Paula
Published in: Revista Brasileira de Enfermagem (2019-12-01)

OBJECTIVE: create and validate a musical educational technology for lactation physiology learning for professional training in health. METHOD: methodological study with application of a conceptual framework of Knowledge Translation. In the creation cycle, the knowledge of the physiology of lactation was synthetized in key points to create the lyrics and the melody. In the action cycle, the content of the musical educational technology was validated by judges experts in breast feeding, in the period from September to December 2017. RESULTS: 18 judges from all Brazilian regions participated in the validation. The content of the technology obtained a global Content Validity Index of 0.94 with one round of validation. CONCLUSION: the musical educational technology is validated to introduce the content of the physiology of lactation in the learning process of students, mediated by the teacher.