jehanweerasuriya/uni-ai-dataset huggingface dataset:
Enhancing Self‐Directed Learning through Educational Technology: When Students Resist the Change
Authors: Gerlese S. Åkerlind, Chris Trevitt
Published in: Innovations in Education and Training International (1999-05-01)

SUMMARY ‘As a general matter, innovation represents change, and there is usually built‐in resistance to change’ (Maier and Weidner, 1975, p 70). Where the introduction of computers in learning involves providing students with greater autonomy as learners, this commonly conflicts with students’ past educational experiences and can require a shift in their conceptions of what learning involves and what constitutes appropriate roles of students and teachers. Student resistance to the inevitable stress of such change is to be expected, irrespective of the potential learning benefits of introducing the technology. Factors which can aggravate or alleviate such resistance are discussed, with some illustrations from a computer‐facilitated, problem‐based course in Forestry.
Digital Storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology
Authors: Misook Heo
Published in: Journal of educational multimedia and hypermedia (2009-10-01)

This study examined the effects of the digital storytelling experience on pre-service teachers’ self-efficacy towards edu cational technology. Additionally, this study examined professional dispositions including openness to change towards educational technology, degree of willingness to participate in professional development and technology training, and willingness to work beyond the contractual work hours for technology infusion in classrooms. A total of 98 pre-service teachers participated in the study. After participating in a brief tutorial session, participants spent a week creating their own personal stories using Photo Story software. Results indicated that participants’ technology competency and openness to change towards educational technology improved with the experience of digital storytelling. While teaching pre-service teachers about educational technology and classroom technology integration is important, transferring the technology knowledge and skills that they already possess into the learning environment is also important.
Educational use of social networking technology in higher education
Authors: Hsiu‐Ting Hung, Steve Chi-Yin Yuen
Published in: Teaching in Higher Education (2010-10-21)

This study explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and, thus, to promote classroom communities of practice in the context of higher education. Data were collected from 67 students who enrolled in four face-to-face courses at two public universities in Taiwan. Findings indicated that the majority of participants developed strong feelings of social connectedness and expressed favorable feelings regarding their learning experiences in the classes where social networking sites were used as a supplementary tool. Learner difficulties and concerns of instructors about the educational use of social media are addressed with recommendations for future research and practice.
Microcomputers in Classrooms: Educational Technology or Social Practice?
Authors: Hugh Mehan
Published in: Anthropology & Education Quarterly (1989-03-01)

Microcomputers were given to four elementary school teachers and changes in classroom organization, teacher‐student relations, and curriculum were observed. Teachers fit their new microcomputers into previously established classroom organizational practices; they seldom modified spatial and temporal arrangements. Teachers had two students work together at a computer; a different participation structure emerged in which students assisted each other and cooperated in completing tasks. Teachers used microcomputers as a means to meet previously established educational goals and as a means to reach previously unattainable educational goals. As a result of this yearlong investigation, two of the more extreme predictions about the role of microcomputers in education are questioned for being overly deterministic. Those who predict a computer revolution assume that technology causes changes in social organization while those who predict that schools will reject computer innovations assume that social organization determines technological use. Both positions confuse technology with social practice. It is not the features inherent in the machine but what people do with the machine that determine how microcomputers will be used in education. Recognizing that microcomputers are always part of a larger social system enables us to see the relationship between classroom organization and computer use as a mutually influential, not a unidirectional, relationship.
Elaboration of an educational technology for ostomized patients: peristomal skin care
Authors: Dione Seabra de Carvalho, Ana Gracinda Ignácio da Silva, Sandra Regina Monteiro Ferreira, Levindo Cardoso Braga
Published in: Revista Brasileira de Enfermagem (2019-04-01)

OBJECTIVE: to describe the elaboration of an educational technology to support orientations on peristomal skin care for ostomized patients. METHOD: the research had a qualitative approach and used the Action-Research method; data was collected through the Focus Group technique, with eight ostomized patients. The data was analyzed through Thematic Content analysis. RESULTS: the analysis generated for categories: the educational material as source of knowledge; difficulties in the peristomal skin care; peristomal skin self-care; and educational technology for ostomized patients. Based on these data, the Educational Technology was elaborated. After its validation, it will contribute to the prevention of peristomal dermatitis. FINAL CONSIDERATIONS: we highlight the contribution of educational technologies in the context of health education and the role of this resource to promote health, prevent complications, develop skills and promote patient autonomy and confidence.
Educational technology in transnational higher education in South East Asia: the cultural politics of flexible learning
Authors: Christopher Ziguras
Published in: RMIT Research Repository (RMIT University Library) (2001-01-01)

This paper examines appropriateness of using educational technologies to increase the flexibility of learning in transnational higher education in South East Asia. It considers the argument that while interactive educational technologies may be appropriate in countries in which self-directed study and student autonomy are emphasised, the same uses of technology may not be as appropriate in South East Asian countries in which education has traditionally been more tightly structured and teacher-directed. This paper examines government policies toward the use of educational technologies in higher education in Singapore, Malaysia and Vietnam, and considers the experiences of five transnational institutions in these countries. The paper concludes that transnational educators are inevitably caught up in tensions between global modernising trends and local traditional practices. It argues that it is important for educators to recognise how their actions relate to local social changes in countries in which their students are located.
Learning Strategies: A New Educational Technology
Authors: David H. Jonassen
Published in: PLET Programmed Learning & Educational Technology (1985-02-01)

The transition to cognitive theories and assumptions about learning which began in psychology a quarter of a century ago are slowly being implemented in the practice of educational technology. Educational technology and instructional design are also in transition. Although the descriptive bases of educational technologies are accepted to be in cognitive psychology, the practical, predictive implications of it that form the processes of educational technologies are not obvious. However, the trend is ineluctable. The failure to provide generalizable instructional techniques and media has forced us to shift our emphasis from what we do to what the learners do. Instructional procedures need to be concerned with how learners are processing the information they contain. Educational technologies need to become learner‐oriented. Our task is to improve learners’ integration and reorganization of knowledge ‐‐ not simply to convey material or control behaviour. The goal of new technologies, such as learning strategies, is to promote independent, self‐motivated learners who are capable of initiating, selecting, and using appropriate strategies for acquiring, retaining, and using knowledge. That, I contend, is a more productive and constructive instructional goal than the transmission of content or the control of behaviour.
Utilization Of Big Data in Educational Technology Research
Authors: Ninda Lutfiani, Lista Meria
Published in: International Transactions on Education Technology (ITEE) (2022-11-29)

This research aims to exploit the role and contribution of big data in normal-age learning paradigms that require online learning that was initially conducted face-to-face. Educational technology research includes research areas that require changes in learning strategies. This includes the use of technology currently occurring during the COVID-19 virus pandemic to transform face-to-face learning online. Use big data to develop learning strategies (procedures) to solve problems/facilitate learning. The use of big data can contribute to the study of education in general and educational technology in particular. Methodologies used include the analysis and potential implementation of big data in the field of educational technology research by conducting literature survey analyses. The data obtained and used are in the form of local and international journals related to the implementation of big data in the world of educational technology research. The development of technology research applications based on big data makes it easier for researchers to see the possibilities and problems of individual students. Based on this data, researchers can monitor and evaluate students, teachers, materials, and learners. The data can be used to prepare future research efforts.
Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective
Authors: Peijian Paul Sun, Bing Mei
Published in: Computer Assisted Language Learning (2020-04-14)

This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers’ intention to use educational technology in their future classrooms. Six relevant constructs—intention to use technology, perceived usefulness, attitudes toward use of technology, technology self-efficacy, facilitating conditions and experience of technology use—were incorporated into three hypothesized models. A total of 331 preservice L2 Chinese teachers from two national key universities in China participated in this study. Data were collected via a self-report questionnaire and analyzed through structural equation modeling. Model comparison results showed that the third hypothesized model fit the data best. Specifically, perceived usefulness, technology self-efficacy, and facilitating conditions had direct positive effects on attitudes toward use of technology, while perceived usefulness, attitudes toward use of technology, and experience of technology use showed a positive influence on intention to use technology. This study enriches our understanding of technology acceptance by extending consideration to under-studied preservice L2 Chinese teachers in China. Implications for schools and teacher educators are also discussed.
A Job Announcement Analysis of Educational Technology Professional Positions
Authors: Youngju Kang, Albert D. Ritzhaupt
Published in: Journal of Educational Technology Systems (2015-03-01)

The purpose of this research was to identify the competencies of an educational technologist via a job announcement analysis. Four hundred job announcements were collected from a variety of online job databases over a 5-month period. Following a systematic process of collection, documentation, and analysis, we derived over 150 knowledge, skill, and ability statements from the job announcements themselves based on a conceptual framework. We coded the frequency to which the competencies occurred in each announcement and summarized the results meaningfully in our article. Results suggest educational technologists must be competent in multiple areas, but especially in instructional design, project management, technical skills, and soft skills. Results provide compelling evidence that educational technology professionals must work with a wide variety of stakeholders in their work. The findings of our research are relevant to professionals, professional associations, and academic programs interested in competencies. A discussion for the results is provided.
What are the educational affordances of wearable technologies?
Authors: Matt Bower, Daniel Sturman
Published in: Computers & Education (2015-07-26)

By providing users with hands-free access to contextually relevant knowledge, wearable technologies are poised to inspire a new generation of mobile learning design. However, in order for educators to harness the pedagogical opportunities of wearable technologies it is crucial for them to develop an understanding of their potentials, or ‘affordances’. This paper analysed the perceptions of 66 educators from around the world who self-rated as having a ‘good’ or ‘very good’ understanding of wearable technologies to determine the key educational affordances and issues at stake. Qualitative thematic analysis of participant perceptions, as well as relevant literature, revealed fourteen affordances of wearable technologies and thirteen issues relating to their use. These clustered together into three emergent themes; ‘pedagogical uses’, ‘educational quality’ and ‘logistical’. Utilising the insights of knowledgeable practitioners resulted in nine affordances and issues not identified in the literature, and within the literature there were three issues not identified by the knowledgeable practitioners. The implications of findings for the future of wearable technology learning design are also discussed.
The dubious promise of educational technologies: Historical patterns and future challenges
Authors: Larry Cuban, Petar Jandrić
Published in: E-Learning and Digital Media (2015-04-22)

In this article, Larry Cuban discusses his ideas about the topic of this Special Issue of E-learning and Digital Media ‘Networked Realms and Hoped-For Futures: A trans-generational dialogue’ with one of its co-editors, Petar Jandrić. The conversation explores the historical relationships between education and information and communication technologies and draws lessons for present and future. The first part of the conversation explores methodological issues pertaining to historical thinking about schools and computers in the network society. It identifies a continued need to recognize historical patterns, including those in thought experiments, and shows that Rogers’ theory of diffusion of innovations should be supplemented by more nuanced approaches to the historical relationships between schools and computers. The second part of the conversation presents an attempt to explain historical patterns using the ancient notion of magical thinking. It explores why teachers use computers in their private lives much more than in their professional lives, and ‘school anarchy’ caused by student usage of personally owned devices in classrooms. It creates a baseline for comparison between desktop / laptop computers and various hand-held devices, and dismantles the quest for deschooling as another example of magical thinking. The third part of the conversation examines the ideological role of information and communication technologies in contemporary school reform and explores their potential for democracy. It analyses the contemporary transformations of traditional publishing formats such as books, journals and newspapers, and their reflections in the world of academia. It examines the changing role of teachers as public intellectuals, and the role of information and communication technologies in their public exposure. The last part of the conversation analyses the process of ‘educationalizing’ various social and economic problems, and links it to contemporary technologies. It revisits Larry Cuban’s predictions from Teachers and Machines: Classroom Use of Technology Since 1920 (1986), and reminds us that accurate predictions are rare, while inaccurate ones are not only common but often memorable. Finally, it examines why it is so hard to balance education with information and communication technologies.
The Adoption of Social Media As Educational Technology Among Marketing Educators
Authors: Tracy L. Tuten, Melanie Marks
Published in: Marketing Education Review (2012-10-01)

Social media usage has grown rapidly in recent years, as individuals have incorporated social networks such as Facebook into their daily activities and businesses have begun to use social tools to interact with consumers. Many social media tools, likewise, have applications relevant for marketing education. This study assesses the adoption of social media as educational technology among marketing educators. The results suggest that, while many of those surveyed use social media personally, most tools have not been widely embraced for educational purposes. Reported barriers to adoption include limited time, challenges adjusting to the quantity of tools available, and perceived functional uses of the tools. Implications for marketing educators are discussed.
Theorising knowledge practices: a missing piece of the educational technology puzzle
Authors: Sarah Howard, Karl Maton
Published in: Research in Learning Technology (2011-11-01)

Educational technology research has been characterised as lacking theoreticalframeworks that can enable cumulative knowledge-building across the field.This article explores the value of Legitimation Code Theory (LCT) for addressingthese issues by discussing research into the key question of integration ofinformation and communication technologies in education. Specifically, it showshow LCT enables the theorisation of knowledge practices, the basis of educationbut undertheorised by existing research. Drawing on a major study of a technologicalinitiative in all state secondary schools in New South Wales, Australia,the article illustratively uses one dimension of LCT to compare the organisingprinciples underlying the initiative with those underlying the key subjects ofmathematics and English. Analysis suggests that a ‘code clash’ with mathematicsand a ‘code match’ with English might help explain their different patternsof integration of information and communication technologies. It also demonstrateshow LCT can be utilised with multiple methods, enabling the integrationof research into a wide range of educational topics and thereby contributingtowards building knowledge across the field.10.1080/21567069.2011.624170
A cross‐cultural examination of the impact of social, organisational and individual factors on educational technology acceptance between <scp>B</scp> ritish and <scp>L</scp> ebanese university students
Authors: Ali Tarhini, Kate Hone, Xiaohui Liu
Published in: British Journal of Educational Technology (2014-05-13)

Abstract This paper examines the social, organisational and individual factors that may affect students' acceptance of e‐learning systems in higher education in a cross‐cultural context. A questionnaire was developed based on an extended technology acceptance model ( TAM ). A total sample of 1173 university students from two private universities in L ebanon and one university in E ngland participated in this study. After performing the satisfactory reliability and validity checks, the hypothesised model was estimated using structural equation modeling. The findings of this study revealed that perceived usefulness ( PU ), perceived ease of use ( PEOU ), social norms ( SN s), perceived quality of work life ( QWL ), computer self‐efficacy ( SE ) and facilitating conditions ( FC ) are significant determinants of behavioural intentions (BIs) and usage of e‐learning system for the L ebanese and B ritish students. QWL , the newly added variable, was found the most important construct in explaining the causal process in the model for both samples. Differences were found between L ebanese and B ritish students with regard to PEOU , SN , QWL , FC , SE and actual usage; however, no differences were detected in terms of PU and BI . Overall, the proposed model achieves acceptable fit and explains for 69% of the B ritish sample and 57% of the L ebanese sample of its variance which is higher than that of the original TAM . Our findings suggest that individual, social and organisational factors are important to consider in explaining students' BI and usage of e‐learning environments.
Paradox of time in research on educational technology
Authors: Elena Barberà, Begoña Gros Salvat, Paul A. Kirschner
Published in: Time & Society (2014-03-10)

Though the concept of time is fuzzily defined in education, it embraces many key teaching and learning aspects of the educational situation from scheduling (at the macro, meso, and micro level) through certification (i.e., credit requirements). It is also one of the determining factors within institutions for distance learning where education is almost always time and place independent and where learners and/or institutions make use of online and/or e-learning. Strangely, while these temporal aspects of teaching and learning are extremely important, the time-factor has not received much attention in educational research. This is especially strange since “lack of time” and “out of sync” are two of the most common complaints heard from learners in online educational settings. Thus, educational practice misses adequate research on an important aspect that can improve education/learning in general and online/e-learning in particular. To better understand how research deals with “time” as a factor in learning and education, a systematic literature analysis of articles relating to “time” was carried out in a high-impact SSCI journal on education and educational technology. A total of 966 articles across a period of 11 years was analyzed for the presence of “time” as a factor in the research published. The most important result of this literature analysis was that “time” played almost no role as a variable in research on education and educational technology.
Pedagogical biases in educational technologies
Authors: Marlene Scardamalia, Carl Bereiter
Published in: Educational Technology archive (2008-01-01)

Capabilities and biases of learning technologies are examined in light of four widely accepted principles: deep content knowledge, dialogue, agency, and collaboration. Software that supports these principles must focus students' attention on ideas rather than topics or tasks and should foster high levels of epistemic agency, providing students with means to assume responsibility not only for their individual contributions to knowledge in the classroom but also for the overall progress of the class's knowledge building efforts.