jehanweerasuriya/uni-ai-dataset huggingface dataset:
THE USE OF INTERACTIVE EDUCATIONAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE
Authors: Svetlana V. Popova
Published in: Вестник Тамбовского университета. Серия: Гуманитарные науки (2018-01-01)

We substantiate the need for the use of interactive educational technologies in teaching a foreign language at a university. It was analyzed that the use of web quest technology, “flipped classroom” and “development of critical thinking” technologies in a foreign language class helps to achieve a high level of development of foreign language communicative and information and communication competencies, better memorization of the material studied, development of cognitive activity and logical thinking, and also increases the level of motivation to learn English. These technologies involve conducting non-traditional lectures and practical exercises, the purpose of which is to synthesize disparate knowledge from different branches of scientific thought, highlight the main and most important information, be able to lead a discussion, express one’s point of view. The main interactive teaching methods have been identified, which involve turning to the logical methods of teaching, reflecting the logical operations of thinking, analysis, ..., generalization, which corresponds to the current Federal State Educational Standards of Higher Education in the direction of training 44.04.01 “Pedagogical Education”. We focus on the creative nature of the educational technologies that contribute to the creation of a learning language environment, including in its space all students seeking creative search, self-expression, and self-development.
Translating an Eletronic Panopticon Educational technology and the re-articulation of lecturer-student relations in online learning
Authors: Simon Kitto
Published in: Information Communication & Society (2003-01-01)

Around the world universities are currently in the midst of an online learning revolution. Australia is no exception, with new online learning software packages being used throughout the country at various levels of implementation. This paper reports on research conducted at a regional campus in Australia, which is trialing an online educational software package. Using Foucault's writing on disciplinary techniques and the panopticon as a diagram of power in tandem with the translation approach outlined within Actor-Network Theory (ANT), this paper demonstrates how certain functions within an educational software package act interdependently as an electronic disciplinary technique that renders the student as an object, making them knowable to the lecturer and the university. This technologically-mediated objectification of the student enables lecturers to act upon the actions of the student at-a-distance, and thus carries the effects of disciplinary power to them in new ways. The subsequent analysis shows how the introduction of online technology into university education serves to produce multiple translations of disciplinary and counter-disciplinary practices between lecturers and students. The success or failure of the lecturer's attempts to translate the actions of the students through the educational technology was not necessarily related to any intentional resistance by the students. Instead, the production of multiple learning practices produced in association with the online technology served to exacerbate the ambivalent and ambiguous subject positions inhabited by the students. This affected the students' translation of the lecturer's course instructions, resulting in some students engaging in questionable pedagogical practices.
Putting Education in “Educational” Apps
Authors: Kathy Hirsh‐Pasek, Jennifer M. Zosh, Roberta Michnick Golinkoff, James H. Gray, Michael B. Robb, Jordy Kaufman
Published in: Gothic.net (2015-04-20)

Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications ("apps") for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, "educational" apps-the number of which, as of January 2015, stood at 80,000 in Apple's App Store (Apple, 2015)-are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children's apps. In short, we will show how the design and use of educational apps aligns with known processes of children's learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning-four "pillars" of learning-within the context of a supported learning goal are considered educational.
Individualization of Learning: An Investigation on Educational Technologies
Authors: Olga Mikhailovna Karpenko, Anna Lukyanova, Vasily Vladimirovich Bugai, Ирина Алексеевна Щедрова
Published in: Journal of History Culture and Art Research (2019-09-30)

The paper discusses various approaches to the concept of “individualization of learning” and their relevant changes in connection with the development of educational technologies. An analysis of the relevant literature shows that a more precise content of this concept in each specific case depends on what goals are meant when talking about individualization. There are large differences found in different countries, among different authors, and in everyday educational practice when this concept is used. More than that, the authors demonstrate that the very notion of “individualization of learning” is replaced by “individual learning,” i.e. by the concept of “independently performing learning tasks.” The research also clearly shows that a number of opportunities for better individualization of training are limited in conditions of traditional didactics, as well as in terms of group work and the existing system of lectures and seminars. The authors argue that “individualized learning” is a part of “personalized learning,” since personalization is the realization of a person’s desire to be a person. And personality is a systemic quality of an individual. This quality appears in three spaces, one of which is the space of a person’s individual life. Another claim is that full individualization of potentials existing in education can only be achieved through a didactic-technological paradigm based on web-technology and application of intelligent robots in education. The second requirement implies administration of both education and educational process management. The authors additionally provide a case study of the “LUNCH Intellectual Information System” in order to support their arguments.
Using structural equation modelling (SEM) in educational technology research: Issues and guidelines
Authors: Timothy Teo
Published in: British Journal of Educational Technology (2009-12-08)

A case for structural equation modelling (SEM) in educational technology research was made by Teo (2009) who reviewed all full‐text papers published in BJET from 2000 (volume 31, number 1) through 2009 (volume 40, number 3). From this body of works, only five papers were found to have employed SEM as the research framework. Despite the advantages of SEM in social science research, its use in educational technology research is low relative to those in psychology, management sciences and sociology. The aim of this colloquium piece is to highlight issues in SEM and offer guidelines on how potential users may approach SEM.
The construction of legitimacy: a critical discourse analysis of the rhetoric of educational technology in post-pandemic higher education
Authors: Daniel Clark
Published in: Learning Media and Technology (2023-01-02)

Whilst technology may have been the ‘saviour’ of HE from the immediate challenges of the pandemic, the opportunistic dialogue emerging in response is imbued with notions of the pandemic as a catalyst for change. Empowered by the apparent success of technology’s deliverance, the door has been opened to unprecedented investment into a pervasive and data-driven paradigm of technology. Utilising a Critical Discourse Analysis of sector-orientated literature published in response to the pandemic, this paper examines the emergent rhetoric of technology and problematises taken for granted assumptions concerning its adoption in the imagined future of HE. This paper argues that such rhetoric is mediatory of neoliberal and consumerist ideologies, and that the portrayal of technology as a wholly beneficial enterprise obscures other issues and inequalities. By positioning educational technology in a uniquely political light, this paper offers a critical lens through which to view this new era of technological pervasion.
Attitudinal responses to teacher professional development for the effective integration of educational technology
Authors: Timm Bliss
Published in: Journal of In-service Education (2003-03-01)

Abstract The purpose of this study was to assess elementary school teachers' level and extent of professional development specifically designed to educational technology, and to measure the perceptions of elementary school teachers regarding the effectiveness of professional development initiatives in their school district. Participants in the study were elementary school teachers employed in 20 elementary schools within the same urban Oklahoma independent school district during the 2000 school year. Based on the analysis of the data, 68% of the teachers agreed their school promotes and implements effective professional development programs. Over 75% of the teachers agreed that professional development can no longer be viewed as an event that occurs in a particular day of the school year; rather, it must become part of the daily work life of teachers. Approximately 60% of teachers agreed that professional development programs are recognized as important elements contributing to successful implementation o...
Cloud computing: information professionals’ and educational technology experts’ perspectives
Authors: Noa Aharony
Published in: Library Hi Tech (2014-11-11)

Purpose – The purpose of this paper is to explore the extent to which the Technology Acceptance Model (TAM), and personal characteristics such as threat and challenge, self-efficacy and openness to experience, explain information professionals’ and educational technology experts’ perspectives about cloud computing. In addition, the study will investigate any differences between these two tech-savvy groups concerning cloud computing adoption. Design/methodology/approach – The research was conducted in Israel during the second semester of the 2013 academic year. Researchers used seven questionnaires to gather the data. Findings – The current study found that the behavioral intention to use cloud computing was impacted by perceived ease of use and personal innovativeness. Further, the study demonstrated that respondents’ intentions to use cloud computing are affected by personal characteristics such as threat and challenge, self-efficacy, and openness to experience. In addition, it seems that each group has a different perspective about technology. Originality/value – Findings reveal that newest technologies are not the main focus of information professionals. Therefore, if information organizations directors would like their employees to enhance their use of technological innovations, they should expose them to the latest technologies, emphasizing their usefulness, ease of use, and benefits.
Humanistic Educational Technologies of Teaching Foreign Languages
Authors: Aliya A. Shakirova, Roza A. Valeeva
Published in: International Electronic Journal of Mathematics Education (2016-04-10)

The urgency of the problem under investigation is due to the fact that under the circumstances of educational priorities change the humanistic values become fundamental. That’s why forming students` abilities in their self-productive activity is becoming actual. The problem is also important in choosing pedagogical technologies of teaching foreign languages, because there is a high priority of using humanistic technologies over the using of authoritarian ones. The aim of the article is to reveal and characterize the efficient humanistic educational technologies of teaching foreign languages. The main methods of the research are systematization, classification, comparative analysis, which allowed to determine the main objectives and results of using humanistic educational technologies in teaching foreign languages in Russia and abroad and to substantiate the efficiency of its using. The article deals with the characteristics of foreign language teaching process humanization. The authors give the characteristics of educational technology and its classification in the Russian researches. The article reveals the principles and approaches to humanization of teaching foreign languages, as well as some humanistic educational technologies of teaching foreign languages (immersion in the language and gaming). Special attention is paid to peculiarities of using humanization approach in the immersion method. The article reviews the immersion method; formulates its principles; structures the stages of its; grounds the advantage of using the method of immersion and defines the characteristics of using of this method in the Republic of South Korea, Daegu, in the “Daegu Keongbuk English Village”. The results of the research will be useful for the foreign language teachers to ensure the humanization of educational process in the educational institutions.
Students’ Perceived Effectiveness of Educational Technologies and Motivation in Smart Classroom
Authors: Willard Van De Bogart, Saovapa Wichadee
Published in: TEM Journal (2016-11-27)

The smart classroom incorporates many different types of IT hardware including tablet computers, interactive white boards, work stations and many other integrated uses of these IT technologies which are used for instructional purposes. Conducted with 40 students majoring in Communicative Arts who participated in a technology-supported learning environment, this study investigated the perceived effectiveness of technologies, learner motivation, participation and learning outcome in the smart classroom. Research findings show that the students’ perceived effectiveness of educational technologies was at a high level while their learning motivation was at a moderate level. In addition, a positive relationship was found between students’ learning outcome and participation, but motivation and perceived effectiveness of technologies in the smart classroom were not related to their learning outcome. Responses from open-ended questions can be used to support the acceptance of the new learning environment since the use of various media equipment by first time users allows for the exploration and the presentation of ideas not achieved in a traditional classroom setting. It can be concluded that learning in a technology-supported environment like the smart classroom can foster a more inquisitive approach.
The impact of educational technologies on entrepreneurial competencies: A systematic review of empirical evidence
Authors: Basel Hammoda, | |
Published in: Knowledge Management & E-Learning An International Journal (2024-05-10)

Researchers and educators have been exploring innovative methods in entrepreneurship education to address traditional approach failure at engaging students and developing their skills. Educational technology has shown promising results in early studies. Yet, there is a scarcity of reviews on their effectiveness in developing entrepreneurial competencies. This paper systematically reviews the empirical literature on the outcomes of educational technology used to teach entrepreneurship at higher education institutions. From an initial 316 search hits, 26 articles were selected for in-depth review. The learning outcomes were translated into entrepreneurial competencies, using the EntreComp Framework as a reference. Findings show that educational technologies, in general, positively impacted entrepreneurial competencies, especially financial &amp; economic literacy, motivation &amp; perseverance, and initiative taking. Gaming and simulations were the most researched, having an overall positive influence, while online learning and MOOCs showed limited and sometimes contradictory effects. The study fills the scholarly gap by connecting educational technology, entrepreneurship education, and entrepreneurial competencies. It provides a basic mapping linking each educational technology to the competencies it develops and advocates for a competency-based pedagogy in the delivery and assessment of entrepreneurship education. Educators can apply the findings and the mapping developed in this study to design and deliver entrepreneurship courses, incorporating educational technologies more insightfully and effectively in their pedagogies.
Educational Technology at BBN
Authors: W. Feurzeg
Published in: IEEE Annals of the History of Computing (2006-01-01)

In exploring ways to apply technology for the purpose of improving learning, we at BBN have conducted basic research in human cognition and learning. We have developed innovative software facilities to extend and enhance mathematics, science, and language learning, and provided professional development workshops to help educators effectively use these new technologies. We have helped schools employ networking facilities to connect teachers and students with each other and with national and global resources. To support student work in mathematics, statistics, physics, and biology, we have developed interactive visual modeling facilities. Finally, we have made major advances in many areas of technical training.
Perceptions of Beginning Teacher Education Students Regarding Educational Technology
Authors: Adam Friedman, Sara Kajder
Published in: Journal of Computing in Teacher Education (2004-01-01)

This study sought to identify the attitudes and perceptions of students in an introductory educational technology course situated within a teacher education program. Data were collected in the form of anonymous feedback throughout the semester. Findings included: students tended to enter the course with either a good deal of technology knowledge or with apprehension about using technology; students’ thinking evolved from conceiving of technology in a generic classroom to a classroom in which they were the teacher; the majority of students had not experienced effective uses of technology in their previous courses; technologies incorporated into the course needed to be reflective of what was available in K–12 schools; and by the end of the semester, students demonstrated technical skills, pedagogical content knowledge, and significant motivation to integrate technology into their classroom.
Focusing Educational Technology Research on Informal Learning Environments
Authors: Richard A. Schwier
Published in: Contemporary Educational Technology (2010-03-01)

In recent years, we have witnessed deep challenges to how we think about learning, learning design, and learning environments. I would like to make a simple observation, and I will reveal it first, so you can go about your business if you have no interest in it. Here is my proposition: as educational technology professionals and as instructional designers, we need to embrace the idea of informal learning and make it our own. We may need to support formal learning, and in fact, we may even make most of our livings from it; but we should not give our hearts over to formal learning. The excitement, the potential and the future of learning is on the informal side of the ledger. Perhaps most importantly, it is where the fun is hiding in our profession.
The Relationship between Educational Ideologies and Technology Acceptance in Pre-Service Teachers
Authors: Ercan Kiraz, Devrim Ozdemir
Published in: Çanakkale Onsekiz Mart University AVESIS (2006-01-01)

After the evaluation of numerous technology integration programs in school districts and universities, it is recognized that the existence of technology does not guarantee its utilization in the classroom environment. Although many models and theories have tried to explain the contributing factors in technology acceptance, most of the models and theories have focused on technology-related factors. This study focused on educational ideology, a factor not related to technology that also affects decisions in terms of educational applications. Based on the literature review, we hypothesized a new model of technology acceptance which includes educational ideology as an external factor. We attempted to create a model that was compatible with our hypothesized model by collecting data from surveys completed by 320 pre-service teachers. Structural Equation Modeling was employed to create the path analytic model. The variables used in the path analytic model were the components of the original Technology Acceptance Model and six different educational ideologies. The results showed that the new model was consistent with the hypothesized model. Therefore, the results illustrate that different educational ideologies may have different effects on teachers' technology acceptance.
Virtual Reality Technology as an Educational and Intervention Tool for Children with Autism Spectrum Disorder: Current Perspectives and Future Directions
Authors: Minyue Zhang, Hongwei Ding, Meri Naumceska, Yang Zhang
Published in: Behavioral Sciences (2022-05-10)

The worldwide rising trend of autism spectrum disorder (ASD) calls for innovative and efficacious techniques for assessment and treatment. Virtual reality (VR) technology gains theoretical support from rehabilitation and pedagogical theories and offers a variety of capabilities in educational and interventional contexts with affordable products. VR is attracting increasing attention in the medical and healthcare industry, as it provides fully interactive three-dimensional simulations of real-world settings and social situations, which are particularly suitable for cognitive and performance training, including social and interaction skills. This review article offers a summary of current perspectives and evidence-based VR applications for children with ASD, with a primary focus on social communication, including social functioning, emotion recognition, and speech and language. Technology- and design-related limitations, as well as disputes over the application of VR to autism research and therapy, are discussed, and future directions of this emerging field are highlighted with regards to application expansion and improvement, technology enhancement, linguistic diversity, and the development of theoretical models and brain-based research.
Mixed Methodology Research Design in Educational Technology
Authors: Muthu Kumar
Published in: Alberta Journal of Educational Research (2007-04-01)

In recent times many educational researchers have moved away from the traditional purist approach of strictly adopting either a qualitative or quantitative approach to conducting research. Instead they have attempted an eclectic mix of both methods in their research inquiry, combining aspects of both the traditions at various stages of their experimental study such as in the formulation of research questions/hypotheses, design of research methods, analysis of data, and discussion of research findings. Such integration harnesses the strengths of both traditions and underpins a methodologically sound research design. In this article the author recounts details of how a case study anchored to principles of mixed methodology research design was carried out.