jehanweerasuriya/uni-ai-dataset huggingface dataset:
Educational Levels of Hospital Nurses and Surgical Patient Mortality
Authors: Linda H. Aiken
Published in: JAMA (2003-09-23)

CONTEXT: Growing evidence suggests that nurse staffing affects the quality of care in hospitals, but little is known about whether the educational composition of registered nurses (RNs) in hospitals is related to patient outcomes. OBJECTIVE: To examine whether the proportion of hospital RNs educated at the baccalaureate level or higher is associated with risk-adjusted mortality and failure to rescue (deaths in surgical patients with serious complications). DESIGN, SETTING, AND POPULATION: Cross-sectional analyses of outcomes data for 232 342 general, orthopedic, and vascular surgery patients discharged from 168 nonfederal adult general Pennsylvania hospitals between April 1, 1998, and November 30, 1999, linked to administrative and survey data providing information on educational composition, staffing, and other characteristics. MAIN OUTCOME MEASURES: Risk-adjusted patient mortality and failure to rescue within 30 days of admission associated with nurse educational level. RESULTS: The proportion of hospital RNs holding a bachelor's degree or higher ranged from 0% to 77% across the hospitals. After adjusting for patient characteristics and hospital structural characteristics (size, teaching status, level of technology), as well as for nurse staffing, nurse experience, and whether the patient's surgeon was board certified, a 10% increase in the proportion of nurses holding a bachelor's degree was associated with a 5% decrease in both the likelihood of patients dying within 30 days of admission and the odds of failure to rescue (odds ratio, 0.95; 95% confidence interval, 0.91-0.99 in both cases). CONCLUSION: In hospitals with higher proportions of nurses educated at the baccalaureate level or higher, surgical patients experienced lower mortality and failure-to-rescue rates.
Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review
Authors: Olateju Temitope Akintayo, Chima Abimbola Eden, Oyebola Olusola Ayeni, Nneamaka Chisom Onyebuchi
Published in: International Journal of Management & Entrepreneurship Research (2024-05-04)

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes. Keywords: Educational Technology, Learning Outcomes, Higher Education, Digital Divide, Accessibility, Equity, Blended Learning, Virtual Reality, Artificial Intelligence, Mobile Learning, Pedagogical Approaches, Professional Development, Strategic Integration.
Action research and educational technology: Cultivating disruptive learning
Authors: Faiq Waghid
Published in: South African Journal of Higher Education (2018-08-01)

Nowadays, teaching and learning in South African university classrooms seem to be most prominently spoken of in relation to transformation. In this article, I argue as to why action research offers a pedagogical approach to enhance transformative (disruptive) learning in university classrooms. Firstly, I give an account of action research and how it came to manifest in university education. Secondly, I show as to how educational technology can be used to enhance disruption within pedagogical encounters. And, thirdly, in relation to democratic educational theory I show as to how, using Jacques Ranciere’s ideas of disruption and coming to speech can enhance learning through action research.
Educational Technology
Authors: Roy L. Krynitz
Published in: IALLT Journal of Language Learning Technologies (2019-01-17)

by Roy Krynitz How, When, and Where covers a broad spectrum in any subject.But when speaking in reference to educational .technology,there can.be only infinity.'f.he first problem we encounter is: How can we define educational technology -and define
Smart teachers in smart schools in a smart city: teachers as adaptive agents of educational technology reforms
Authors: Sejin Lee, Kyungmee Lee
Published in: Learning Media and Technology (2023-05-03)

This study raises a critical question: ‘what does it mean to be smart teachers in the era of technology?’. To provide a concrete and comprehensive answer, the authors analyse multiple discourses revolving around SMART education, an education technology reform initiative in South Korea. This article critically examines the significance of SMART education as dominant discourse to shed light on the formation of smart teachers. The results show that SMART education is conceptualised as ‘panacea’ that can practically solve all kinds of educational problems, which leaves no choice for teachers but to accept it. The authors also analyse teachers’ perceptions and practices by drawing on interviews conducted in a Korean smart city, where the SMART education was first enacted. It is argued that smart teachers are supposed to be ‘adaptive’ to survive by proving themselves as ‘compatible’. This article concludes that it is necessary to imagine more diverse versions of smart teachers.
Interdisciplinary Educational Technology based on the Concept of Human Brain Functional Asymmetry
Authors: Alexander Voznyuk, Sergey Gorobets, Serhii Kubitskyi, Viktoriia Dоmina, N. V. Gutareva, Maxim Roganov, Ihor Bloshchynskyi
Published in: Postmodern Openings (2021-07-01)

The main aspects of interdisciplinary ICT technology of educational process based on the concept of functional asymmetry of the cerebral hemispheres, which reflect space-time asymmetry of the Universe and constitute a certain psychophysiological focus of human organism, are presented in the article. Its urgency stems from the tendencies of contemporary world, evolving towards the information society (or the "society of knowledge") and influencing the development of modern education, becoming increasingly multimedia-rich and psychologised. The authors consider the major peculiarities of cognitive strategies of brain’s hemispheres, which should be taken into account in modern educational systems that apply versatile multimedia means in teaching different academic disciplines. It is shown that training information offered to the students can be differentiated by the right (abstract and verbal) and left (concrete and graphic) video sequences, which corresponds to hemispheric information processing strategies and promotes the synergetic state of synchronization of the hemispheres functions. And the encephalographic studies show that such functional synchronization, revealing the medication state of human brain, presupposes the integration of two information processing strategies, leading to harmonization of the processes of the first and second signalling systems. The algorithms of the most effective influence of multimedia presentations of teaching materials on a student based on the concept of functional asymmetry of human brain are substantiated. These algorithms presuppose combining the "left" and "right" information in such a way that the volumes of two types of information would form a harmonious (golden) proportion.
The Impact of Integration of Instructional Systems Technology into Research and Educational Technology
Authors: Baharak Makki, Bahador Makki
Published in: Creative Education (2012-01-01)

This paper aims at presenting a review about instructional system technology integration in educational literature. Transitional periods of educational technology are discussed and principles of integration of instructional technology in educational technology are reviewed.
The International Encyclopedia of Education
Authors: G. R. Batho, Torsten Husén, T. Neville Postlethwaite
Published in: British Journal of Educational Studies (1994-12-01)

Over 1,200 entries, structured alphabetically, organized thematically around the following 22 major educational themes. Adult Education. Anthropology. Comparative and International Education. Curriculum. Economics of Education. Educational Administration. Educational Evaluation. Educational Research, Methodology, and Measurement. Educational Technology. Girls and Women in Education. History and Historiography of Education. Human Development. Instructional Psychology. Philosophy of Education. Policy and Planning. Preschool Education. Sociology of Education. Special Needs Education. Systems of Education. Teaching. Teacher Education. Vocational Education and Training.
The “British” voice of educational technology research: 50th birthday reflection
Authors: Charles Crook
Published in: British Journal of Educational Technology (2019-02-26)

An introduction to the journal is presented in which the author discuses articles on educational technology research published within the issue.
Educational Technology and the Future
Authors: Alfred Bork
Published in: Journal of Educational Technology Systems (1981-09-01)

The computer, and such associated devices as the optical videodisc, is at present little used in the learning process. But this use is extremely likely to increase rapidly in the future. There will be important implications to those interested in learning. The present paper outlines some of those implications.
Integrating Educational Technologies In Higher Education of the Developing Countries
Authors: Allah Nawaz, Zahid Awan, Bashir Ahmad
Published in:  (2011-08-10)

Successful eLearning projects are reportedly dependent on the quality of integration between new technologies and the existing organizational and managerial levels. This integration is not simply connecting the cables and devices rather it has to happen at the planning, development and use levels of eProjects when creating eLearning environments. Besides considering different levels of integration, the management has to handle several issues which work as bottlenecks to successful integration practices. This paper is an effort to first unearth and then juxtapose major factors of integrating eLearning with the practices of higher education institutions (HEIs) in the developing countries like Pakistan with a view to synthesizing the results into a theoretical model.
Understanding the Influence of Perceived Usability and Technology Self-Efficacy on Teachers’ Technology Acceptance
Authors: Heather K. Holden, Roy Rada
Published in: Journal of Research on Technology in Education (2011-06-01)

The Technology Acceptance Model (TAM) represents how users come to accept and use a given technology and can be applied to teachers’ use of educational technologies. Here the model is extended to incorporate teachers’ perceived usability and self-efficacy measures toward the technologies they are currently using. The authors administered a survey to K–12 teachers in two rural school districts in Virginia, and 99 teachers responded. We then analyzed the responses with both reliability statistics and general linear modeling techniques. The results indicated that the incorporation of perceived usability into the TAM explained more variance and was more influential to TAM elements than its absence, thereby supporting the importance, positive influence, and necessity of evaluating usability when investigating educational technology acceptance and usage behavior. Furthermore, the study found teachers’ technology self-efficacy (TSE) was more beneficial to the TAM than their computer self-efficacy (CSE); however, this impact might vary for the evaluations of different populations and technologies.
Quantum algorithms for enhanced educational technologies
Authors: Basil Hanafi, Mohammad Ali, Devyaani Singh
Published in: Discover Education (2025-01-13)

Abstract Quantum computing is the beginning of a new age for diverse industries, and educational technologies will significantly benefit from such quantum developments. This is a novel approach, applying quantum algorithms to enhance educational technologies, with no previous studies addressing the integration of quantum computing for personalized learning, data security, and resource optimization in such a comprehensive manner. It is in this context that the present paper delves into the role of quantum algorithms in education ecosystems and focuses on their capacity for transforming both learner and institution personalization, resources management, and secure data protection in learning contexts. Modern quantum algorithms like Grover’s Algorithm and Quantum Annealing support various functionalities like rapidity in processing as well as instantaneous flexibility towards customization of learning resources for the students and proper optimization of the learning trail. Also, quantum cryptography provides reliable security and prevention against future attacks on cyber security hence providing safe means of transferring educational data. Unfortunately, the use of these technologies in learning institutions has not been without some problems. Some of the challenges are the creation of well-functioning quantum hardware, functional software solutions, the application of data ethically, and others. This study presents a balanced view of the positive impacts as well as the technical and ethical implications of quantum technologies in education. In this respect, the paper advances theoretical and practical knowledge about what quantum computing could potentially do to reshape education. In conclusion, the findings of this study have revealed that more scholarly and collaborative research should be conducted in order to eliminate the existing obstacles to the use and exploitation of potential benefits of quantum computing in the educational system.
The Regional Educational Technology Assistance Program
Authors: Carmen Gonzales, Linda Pickett, Naomi Hupert, Wendy Martin
Published in: Journal of Research on Technology in Education (2002-09-01)

This article discusses the effects of the Regional Technology Assistance Program (RETA) on the teaching practices and collegial behaviors of its participants and instructors. We present findings that suggest that, as a result of their involvement in RETA’s ongoing, peer-directed, constructivist-based professional development workshops, teacher participants and teacher instructors have: (1) increased their use of technology in the classroom, (2) increased their use of certain constructivist practices in the classroom, (3) increased their collaboration with other teachers, and (4) assumed more leadership positions. Successful reorientation of teachers from direct instruction to constructivist teaching methods must alter teachers’ epistemologies. Professional development, then, must address the beliefs held by educators and the methods in which they incorporate those beliefs into their teaching as well as deliver effective, new methods of integrating technology and curricula.
Regional Educational Technology Assistance Initiative—Phase II
Authors: Priscilla Norton, Carmen Gonzales
Published in: Journal of Research on Computing in Education (1998-09-01)

The Regional Educational Technology Assistance (RETA) Initiative began as a way to establish a network of educators throughout New Mexico to assist school districts with technology planning and implementation. The RETA program emphasized statewide professional-development peer workshops that focused on curriculum integration rather than technological mechanics and mastery of software. The RETA Initiative met and, in many cases, exceeded expectations. Teacher participants reported increased use of e-mail, a shift from teaching about computers to using computers as an integral part of learning, more collaboration with peers, adaptation of workshop models for use in their own classrooms, and sharing of the workshop ideas. Pre- and postinitiative surveys were conducted, and a set of open-ended questions were used for supportive qualitative data.
The Use of Educational Technology at Tertiary Level
Authors: Vehbi Türel
Published in: DergiPark (Istanbul University) (2013-06-01)

This study examined the use of educational technology at tertiary level at one of the newly established (i.e. 2007) universities in the eastern part of Turkey in the spring of 2012. The study examined the tertiary teaching staffs‟ (a) personal and computer related characteristics, (b) their computer self-efficacy perceptions, (c) their computer-using level in certain software, (d) their frequency of computer use for teaching, administrative and communication objectives, and (e) their use of educational technology preferences for preparation and teaching purposes. In this study, all teaching staffs were given the questionnaires to complete. 194 participants (n= 194) completed and returned them. The study was mostly quantitative and partly qualitative. The quantitative results were analysed with SPSS (i.e. mean, Std. Deviation, frequency, percentage, ANOVA). The qualitative data was analysed with examining the participants‟ responses gathered from the open-ended questions and focussing on the shared themes among the responses. The results reveal that the participants have high computer self-efficacy perceptions, their level in certain programs is good, and they often use computers for a wide range of purposes. There are also statistical differences between (a) their computer self-efficacy perceptions, (b) frequency of computer use for certain purposes, and (c) computer level in certain programs in terms of different independent variables.
Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?
Authors: Solomon Sunday Oyelere, Sunday Adewale Olaleye, Oluwafemi Samson Balogun, Łukasz Tomczyk
Published in: Education and Information Technologies (2021-04-15)

Abstract This study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.
Etiquette and the design of educational technology
Authors: Punya Mishra, Kathryn Hershey
Published in: Communications of the ACM (2004-04-01)

Motives for designing tact, courtesy, and even humor into educational tools must be intrinsically understood and appreciated before applied.
Integrating technologies into educational ecosystems
Authors: Pierre Dillenbourg
Published in: Distance Education (2008-07-07)

Discourse on e‐learning propagated myths that generated overstatements regarding the effects of technologies on learning. No pedagogical approach could ever meet such overexpectations. The subsequent disappointment actually paves the way for research targeting more realistic goals. As the myths are fading away, learning technologies might take a more modest but nonetheless useful role in education. They are becoming an unnoticeable part of pedagogical interventions. This contribution describes learning technologies as melting into a beam of educational tools, integrated within many other pedagogical activities that the teacher orchestrates.
Organization of practical classes in a higher educational institution using modern educational technologies
Authors: Olga I. Vaganova
Published in: Amazonia Investiga (2019-10-11)

Formation of a competent teacher of vocational training is a task that arises before modern higher educational institutions as a response to the request of the state and society. Universities strive to select the most optimal ways of becoming graduates in the framework of the competency-based approach. Today, one of the priority areas in the preparation of students is the formation of technological competence, which is an especially important part of the professional training of the teacher as a whole. The purpose of the article is to consider the organization of seminars at a university using various pedagogical technologies to identify their capabilities in shaping the technological competence of future vocational education teachers.The article reveals the essence and types of seminars implemented by higher education institutions. The seminar is a higher level of organization of students' educational activities, these practical classes are problematic. Substantiating this provision, the author notes that it is in such conditions that the student resorts to an independent study of the issue, forming skills to work with a lot of information and building up the structure, the logic of his activity, which allows the formation of professional and pedagogical skills.As the main educational technologies, the author distinguishes design, gaming, discussion, problem-based learning, information, case technologies. The author considers the formation of the technical competence of vocational education teachers in a higher educational institution by the example of a seminar using gaming technologies.
The Effectiveness of Educational Technology: Issues and Recommendations for the National Study
Authors: Roberto Agodini, Mark Dynarski, Margaret Honey, Douglas Levin
Published in: Mathematica Policy Research Reports (2003-05-09)

Recommends that an upcoming study of the effectiveness of educational technology in improving academic achievement focus on four goals: (1) defining what is meant by "educational technology," (2) deciding how to measure effectiveness, (3) clarifying what kinds of students will be studied, and (4) pinpointing how academic achievement will be defined and measured.