jehanweerasuriya/uni-ai-dataset huggingface dataset:
Handbook of research on educational communications and technology
Published in: British Journal of Educational Technology (2004-07-01)

pointers to exemplary work that has implications for research in educational communications and technology.This part of the Handbook consists of seven chapters covering: (1) historical foundations, (2) theoretical foundations, (3) complexity theory, (4) experiential perspectives, (5) empirical perspectives, (6) contextualistic perspectives, and (7) philosophical perspectives.
Hypermedia as an Educational Technology: A Review of the Quantitative Research Literature on Learner Comprehension, Control, and Style
Authors: Andrew Dillon, Ralph Gabbard
Published in: Review of Educational Research (1998-09-01)

By virtue of its enabling rapid, nonlinear access to multiple forms of information, hypermedia technology is considered a major advance in the development of educational tools to enhance learning, and a massive literature on the use of hypermedia in education has emerged. The present review examines the published findings from experimental studies of hypermedia emphasizing quantitative, empirical methods of assessing learning outcomes. Specifically, the review categorizes this research into three themes: studies of learner comprehension compared across hypermedia and other media, effects on learning outcome offered by increased learner control in hypermedia environments, and the individual differences that exist in learner responses to hypermedia. It is concluded that, to date, the benefits of hypermedia in education are limited to learning tasks reliant on repeated manipulation and searching of information and are differentially distributed across learners depending on their ability and preferred learning style. Methodological and analytical shortcomings of the literature limit the generalizability of all findings in this domain. Suggestions for addressing these problems in future research and theory development are outlined.
Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework
Authors: Melissa Bond, Svenja Bedenlier
Published in: Journal of Interactive Media in Education (2019-01-01)

The concept of student engagement has become somewhat of an enigma for educators and researchers, with ongoing discussions about its nature and complexity, and criticism about the depth and breadth of theorising and operationalisation within empirical research. This equally applies to research conducted in the field of educational technology and its application in schools and higher education. Recognising the inherent role that technology now plays in education, and the potential it has to engage students, this paper draws on a range of student engagement literature and conceptualises a provisional bioecological framework of student engagement that explicitly includes technology as one influential factor. This paper first proposes a definition of student engagement and provides an exploration of positive student engagement indicators. It then presents a bioecological framework, and the microsystemic facets of technology, teacher and curriculum are further explored in their relation to fostering student engagement. Based on this framework, implications for further theory-based research into student engagement and its relation to educational technology are discussed and recommendations for educators are given.
Detailed Review of Rogers' Diffusion of Innovations Theory and Educational Technology-Related Studies Based on Rogers' Theory.
Authors: İ̇smail Şahi̇n
Published in: The turkish online journal of educational technology (2006-04-01)

The process of adopting new innovations has been studied for over 30 years, and one of the most popular adoption models is described by Rogers in his book, Diffusion of Innovations (Sherry & Gibson, 2002). Much research from a broad variety of disciplines has used the model as a framework. Dooley (1999) and Stuart (2000) mentioned several of these disciplines as political science, public health, communications, history, economics, technology, and education, and defined Rogers’ theory as a widely used theoretical framework in the area of technology diffusion and adoption.
Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review
Authors: José María Fernández‐Batanero, Pedro Román Graván, Miguel-María Reyes-Rebollo, Marta Montenegro Rueda
Published in: International Journal of Environmental Research and Public Health (2021-01-11)

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.
The use of educational technology for interactive teaching in lectures
Authors: Faiz Tuma
Published in: Annals of Medicine and Surgery (2021-01-22)

Students often feel overwhelmed by the volume and complexity of knowledge and skills required to learn. Along with this challange, educational technology has been gradually introduced in medical education to facilitate learning and improve outcomes. It became an essential part of communication, storing and transferring information, audio-visual media use and production, and knowledge sharing. Technology's role has been expanding from a mere tool of study and inquiry to an approach and integrated use in education. Its use in medical education is continuously evolving. However, the impact and optimal use of various technology applications are not clearly defined. There are multiple challenges facing educators to choose the right application for the specific educational purpose. Hence, studies and evaluation reviews are needed to inform the better-defined use of educational technology. This review aims to discuss and evaluate various educational technology applications in medical education, focusing on interactive learning during lectures. Lectures and other group learning sessions are common activities used by medical schools. Promoting interactive learning in large groups is known to be challenging. The advances in technology to facilitate communication and promote interaction is a promising adjunct for lectures interactivity.
Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology
Authors: Melissa Bond, Olaf Zawacki‐Richter, Mark Nichols
Published in: British Journal of Educational Technology (2018-12-26)

Abstract Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of Educational Technology (BJET) from 1970 to Issue 3, 2018. A text‐mining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers &amp; Education , as well as the most cited BJET publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on BJET ’s rigour, impact and prestige. Common themes in BJET throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in‐service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in BJET published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co‐authorship and collaborative research.
Where is the “theory” within the field of educational technology research?
Authors: Khe Foon Hew, Min Lan, Ying Tang, Chengyuan Jia, Chung Kwan Lo
Published in: British Journal of Educational Technology (2019-03-14)

Abstract Critics often characterise the study of educational technology as under‐theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in‐depth analysis of the 503 most recent empirical articles published in three selected education‐technology‐related journals (Computers &amp; Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).
Educational Technology in Curriculum Development
Authors: Robert M. Diamond, Derek Rowntree
Published in: The Journal of Higher Education (1976-03-01)

(1976). Educational Technology in Curriculum Development. The Journal of Higher Education: Vol. 47, No. 2, pp. 237-239.
Perceived Quality of Educational Technology Matters
Authors: Dominik Petko, Andrea Cantieni, Doreen Prasse
Published in: Journal of Educational Computing Research (2016-05-25)

In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and student achievement. While computer use at home showed a tendency for positive correlations with test scores, computer use in schools did not. Following a different approach, the study reanalyzes PISA 2012 data by combining frequency of use and positive perceptions with regard to educational technology as predictors for student test scores. When controlling for influential sociodemographic factors, results indicate that positive attitudes toward educational technology are associated with higher test scores in the large majority of countries. As positive attitudes are likely to be a result of positive experiences, it seems reasonable to conclude that it might be quality instead of quantity of educational technology use that matters.
Educational Technology: Media for Inquiry, Communication, Construction, and Expression
Authors: Bertram C. Bruce, James A. Levin
Published in: Journal of Educational Computing Research (1997-07-01)

We describe a new way of classifying uses of educational technologies, based on a four-part division suggested years ago by John Dewey: inquiry, communication, construction, and expression. This taxonomy is compared to previous taxonomies of educational technologies, and is found to cover a wider range of uses, including many of the cutting-edge uses of educational technologies. We have tested the utility of this taxonomy by using it to classify a set of “advanced applications” of educational technologies supported by the National Science Foundation, and we use the taxonomy to point to new potential uses of technologies to support learning.
Educational technology: A review of the research
Authors: Ann D. Thompson, Michael Simonson, Connie Hargrave
Published in: Iowa State University Digital Repository (Iowa State University) (1996-01-01)

Educational Technology: A Review of the Research was written with the teacher, trainer, graduate student, professor, and media specialist in mind. It provides a brief, yet comprehensive, overview of the theories and research that support the use of technology in teaching and learning. In addition to providing a historical perspective on the research and theory foundations of the profession of educational technology, Educational Technology: A Review of the Research presents current research that constitutes the basis for use of newer technologies, such as a cross section of all research dealing with educational technology, not merely the positive studies.
Evolution of American Educational Technology
Authors: Khayra Mehiri, Fatima Nehal, Saadia Benelhadj Djelloul
Published in: IALLT Journal of Language Learning Technologies (1992-01-15)

For many Educational Technology connotes machine-mediated
Prospects for Scientific Visualization as an Educational Technology
Authors: Douglas N. Gordin, Roy Pea
Published in: Journal of the Learning Sciences (1995-07-01)

Scientific visualization has the potential to make science education more accessible and to provide a means for authentic scientific inquiry. The role of scientific visualization within science is explicated through examples of its use and by presenting a sociological account of science that portrays scientific visualization as an important new inscriptional system. Three examples of using scientific visualization within education are provided: the Chem Viz Project at the National Center for Supercomputing Activities the image Processing for Teaching (IPT) project at the University of Arizona, and an undergraduate climatology course at the University of Chicago. Potential problems of integrating scientific visualization within secondary education are described, including student' need to learn basic scientific practices, incompatibilities between the format of the traditional high-school classroom and scientific inquiry, and the need for additional infrastructure within schools. Finally, possible solutions to these problems are described, culminating in a view of scientific visualization as a means to provide education with an important new inscriptional system for exploratory, inquiry-driven learning and to link the aims of education to the practices of science.
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
Authors: Punya Mishra, Matthew J. Koehler
Published in: Teachers College Record The Voice of Scholarship in Education (2006-05-26)

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
Research article abstracts in applied linguistics and educational technology: a study of linguistic realizations of rhetorical structure and authorial stance
Authors: Phuong Dzung Pho
Published in: Discourse Studies (2008-03-28)

The abstract found at the beginning of most journal articles has increasingly become an essential part of the article. It tends to be the first part of the article to be read and, to some extent, it `sells' the article. Acquiring the skills of writing an abstract is therefore important to novice writers to enter the discourse community of their discipline. Based on 30 abstracts from three journals, the present study aims at exploring not only the rhetorical moves of abstracts in the fields of applied linguistics and educational technology, but also the linguistic realizations of moves and authorial stance in different abstract moves. The results show that there are three obligatory moves in abstracts in these two disciplines — Presenting the research, Describing the methodology, and Summarizing the results. The results also indicate that a combination of certain linguistic features such as grammatical subjects, verb tense and voice can help distinguish moves in the abstract. The findings of the study have some pedagogical implications for academic writing courses for graduate students, especially students from non-English backgrounds.
Educational Technology Research Past and Present: Balancing Rigor and Relevance to Impact School Learning
Authors: Steven M. Ross, Gary R. Morrison, Deborah L. Lowther
Published in: Contemporary Educational Technology (2010-03-01)

Today, the exponential growth of technology usage in education, via such applications of distance education, Internet access, simulations, and educational games, has raised substantially the focus and importance of educational technology research. In this paper, we examine the past and present research trends, with emphasis on the role and contribution of research evidence for informing instructional practices and policies to improve learning in schools. Specific topics addressed include: (a) varied conceptions of “effective” technology uses in classroom instruction as topics for research, (b) historical trends in research approaches and topics of inquiry; (c) alternative research designs for balancing internal (rigor) and external (relevance) validity; and (d) suggested directions for future research. Attention is devoted to describing varied experimental designs as options for achieving appropriate rigor and relevance of research evidence, and using mixed-methods research for investigating and understanding technology applications in complex real-life settings.
A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models
Authors: Andrew Kemp, Edward Palmer, Peter Strelan
Published in: British Journal of Educational Technology (2019-06-18)

Abstract The aim of this theoretical review was to identify the important factors shown to affect attitudes towards use of educational technologies by students or educators in higher education institutions and organise them into broad, intermediate and narrow groupings. This was done to assist the construction of more objective measurement instruments used in the evaluation of educational technologies. A qualitative review of the influential factors that affect user attitudes, intentions and motivations to use educational technologies was conducted, first by interrogating the fundamental behavioural theories underpinning technology acceptance models, and then by exploring the findings of later and contemporary empirical research conducted in the educational context. Identified factors were grouped to produce an ordered taxonomy of measurement constructs. This taxonomy provides each construct’s lineage back through tertiary, secondary and primary taxonomic groups and provides a greater scope of measurement than commonly used models. Seven primary and twenty two secondary and tertiary taxonomic groups were defined, which collectively comprise sixty one measurement constructs. The taxonomy is designed to reduce measurement bias within studies and also acts as a basis for consistent and objective benchmarking within and across institutions. Practitioner Notes What is already known about this topic Technology acceptance models are derived from a number of foundational behavioural and motivational theories. The TAM and UTAUT are validated models that appraise attitude and/or behavioural intent to use an educational technology, which nonetheless do not cover the entire scope of what has been shown to be important in various studies. There is little consistency from study to study of measurement constructs used in technology acceptance models. What this paper adds Collection and organisation of the salient measurement constructs into a flexible taxonomy. Establishment of a consistent measurement scope that is specifically suited to educational technology research. Establishment of construct lineage that clearly shows similarities and differences between the various constructs. Implications for practice and/or policy The taxonomy supports robust instrument construction to improve both convergent and discriminant validity of measurement models. The taxonomy provides a recommended scope for higher education institutions to measure factors affecting use of various educational technologies. Consistent use of the taxonomy will provide an objective standard that can be used to compare across institutions or within institutions over time, which assist with benchmarking and management decisions. The taxonomy can be used as a framework for meta‐analyses or to collate ‘prior’ data to use in Bayesian‐type technology evaluation.
Using activity theory and its principle of contradictions to guide research in educational technology
Authors: Elizabeth Murphy, María A. Rodríguez‐Manzanares
Published in: Australasian Journal of Educational Technology (2008-08-17)

&lt;span&gt;This paper describes how activity theory (AT) and its principle of contradictions may be relied on to guide research in educational technology. The paper begins with a theoretical overview of AT and of its principle of contradictions. It follows with a synthesis of studies that have used AT as a lens to study information and communication technologies (ICTs) in educational contexts. We analyse educational technology studies that have focused on contradictions in terms of their underlying assumptions, research questions, approaches to analysis, findings, and implications. The lens of AT and contradictions provides a versatile tool to inquire into various aspects of educational technology use, taking into account individual and institutional perspectives as well as evolution over time. AT and its principle of contradictions provide insights into how transformation may occur with use of ICTs in educational contexts.&lt;/span&gt;