jehanweerasuriya/uni-ai-dataset huggingface dataset:
The Potential of Kinect as Interactive Educational Technology
Authors: Hui-mei Justina Hsu
Published in:  (2011-01-01)

This paper explores the idea of Kinect as interactive technology and discusses how it can facilitate and enhance teaching and learning. Kinect is examined in terms of its affordances of technical interactivity, which is an important aspect of pedagogical interactivity. Though it has facilities to fabricate meaningful classroom interactions, Kinect technology can not stand alone in the classroom setting but needs to be integrated with a computer, projector and compatible software. As far as a teaching tool is concerned, due to the multiple interaction types it supports, Kinect has the potential to enhance classroom interactions and to increase the opportunities for student participation. As a learning tool, Kinect has the affordances to create enjoyable and interesting interactions types to boost student motivation. In addition, students can utilize the information gathered by Kinect with software programs to create highly interactive multimedia works. However, the implementation of Kinect in the classroom has constraints such as large classroom space, lack of standard development tools, and long calibration time.
Philosophy of Technology Assumptions in Educational Technology Leadership
Authors: Mark David Webster
Published in: PhilPapers (PhilPapers Foundation) (2017-01-01)

A qualitative study using grounded theory methods was conducted to (a) examine what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, (b) investigate how the assumptions may influence technology decision making, and (c) explore whether technological determinist assumptions are present. Subjects involved technology directors and instructional technology specialists from school districts, and data collection involved interviews and a written questionnaire. Three broad philosophy of technology views were widely held by participants, including an instrumental view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. Technology leaders were guided by two main approaches to technology decision making in cognitive dissonance with each other, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). The researcher concluded that as leaders deal with their perceived experience of the inevitability of technological change, and their concern for preparing students for a technological future, the core category Keep up with technology (or be left behind) is given the greater weight in technology decision making. A risk is that this can on occasion mean a quickness to adopt technology for the sake of technology, without aligning the technology implementation with educational goals.
Integrating Educational Technology into the Secondary Science Teaching.
Authors: S. Selcen Guzey, Gillian Roehrig
Published in: Contemporary issues in technology and teacher education (2012-06-01)

The integration of technology in teaching is still challenging for most teachers, even though there has been a historical growth of Internet access and available educational technology tools in schools. Teachers have not incorporated technology into their teaching for various reasons, such as lack of knowledge of technology, time, and support. In this study, three beginning science teachers who successfully achieved technology integration were followed for 3 years to investigate how their beliefs, knowledge, and identity contributed to their uses of technology in their classroom instruction. The findings demonstrate that the participating teachers were all intrinsically motivated to use technology in their teaching and this motivation allowed them to enjoy using technology in their instruction and kept them engaged in technology use. The major findings of the study are displayed in a model, which indicates that the internalization of the technology use comes from reflection and that teachers’ use of technology in classroom instruction is constructed jointly by their technology, pedagogy, and content knowledge; beliefs; identity; and the resources that are available to them. The study has implications for teachers and teacher educators for successful technology integration into science classrooms.
Sustainability and Educational Technology—A Description of the Teaching Self-Concept
Authors: Salvador Baena‐Morales, Rosabel Martínez-Roig, María J. Hernández-Amorós
Published in: Sustainability (2020-12-10)

The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.
Integrating Educational Technologies to Augment Learners' Academic Achievements
Authors: Preeti Jaiswal
Published in: International Journal of Emerging Technologies in Learning (iJET) (2020-01-29)

Considering the manner in which technology is proliferating in all spheres of life, it is becoming pivotal to use Information and Communication Technology (ICT) in teaching and learning process, in today’s information age classrooms, by implementing digital learning tools. The purpose of this study is to determine the consequences of technological implementation on students’ academic achievements, in higher education. A mixed method, qualitative and quantitative, was used to collect data. A total of 40 students studying the course entitled English for Business in Department of English Language &amp; Literature, College of Arts, during the academic year 2017-18 at University of Bahrain participated in this study. The findings obtained from the quantitative evaluation and qualitative dimensions of the study revealed that the course educators and students had a positive attitude towards the use of educational technologies as it impacted students’ performances positively.
Assessing the Value of Embedded Librarians in an Online Graduate Educational Technology Course
Authors: Mary Edwards, Swapna Kumar, Marilyn Ochoa
Published in: Public & Access Services Quarterly (2010-08-25)

The increase in online programs has been accompanied by the need for library instruction and support for online students. Students enrolled in off-campus programs have to be able to successfully access and use digital library resources to complete course requirements. An embedded librarian project in an online graduate educational technology course resulted in several benefits for students. The results of pre- and postassessment questionnaires, discussion forum feedback, and an instructor interview indicated that embedded librarians can greatly help students in their online assignments. Further research and recommendations for the implementation and assessment of embedded librarian projects are discussed.
Interviewing objects: including educational technologies as qualitative research participants
Authors: Catherine Adams, Terrie Lynn Thompson
Published in: International Journal of Qualitative Studies in Education (2011-02-10)

This article argues the importance of including significant technologies‐in‐use as key qualitative research participants when studying today’s digitally enhanced learning environments. We gather a set of eight heuristics to assist qualitative researchers in ‘interviewing’ technologies‐in‐use (or other relevant objects), drawing on concrete examples from our own qualitative research projects. Our discussion is informed by Actor‐Network Theory and hermeneutic phenomenology, as well as by the literatures of techno‐science, media ecology, and the philosophy of technology.
Implementing Educational Technology in Higher Education: A Strategic Approach
Authors: Cynthia Roberts
Published in: The Journal of Educators Online (2008-01-01)

Although the move toward implementing technology in higher education is driven by an increasing number of competitors as well as student demand, there is still considerable resistance to embracing it. Adoption of technology requires more that merely installing a product. This paper outlines a framework for a strategic change process that can be utilized by educators for the purpose of the selection as well as successful implementation of educational technologies within their setting, in particular, online course management systems. The four steps of this process include strategic analysis, strategy making, strategic plan design, and strategic plan implementation. The choice to embrace a new system and the extent and speed of its implementation depends upon internal factors such as resources, organizational culture, faculty readiness, anticipated degree of resistance, and the degree of variance from the status quo. A case from the author’s experience provides one example of how the use of distance learning technology was strategically implemented.
The Future of Educational Technology.
Authors: Don Beckwith
Published in: Canadian journal of educational communication (1988-01-01)

This paper describes a computer-aided personalized system of instruction (CAPSI) and its implementations with regard to both on-campus and off-campus teaching. Four years of experience with the method have prompted a natural evolution of the system from a single terminal to multiple terminals, with direct and remote links, and electronic mailing and messaging. Local area networks are being considered to extend the system even further to allow stand-alone implementations of CAPSI. In a broad sense, the method is conceptualized as a step toward the goal of involving the computer in the development of educational material and the evaluation of learning in a virtual classroom environment.
Parents’ Acceptance of Educational Technology: Lessons From Around the World
Authors: Eliana Osorio-Saez, Nurullah Eryılmaz, Andrés Sandoval-Hernández
Published in: Frontiers in Psychology (2021-08-30)

One of the long-term lessons from the school closures due to the global pandemic COVID 19, is that technology and parental engagement are the best levers to access education so as to bridge the achievement gap between socially disadvantaged children and their peers. However, using technology is not as simple as bringing equipment into the school and home and initiating its usage; these are just the first steps into a more complex and ambitious achievement of using technology as a catalyst for a shift toward new learning models in remote and hybrid settings. A theoretical framework based on the theory of acceptance and use of technology and social cognitive learning theory was used to analyse data from a survey completed by 4,600 parents from 19 countries during the national lockdowns in 2020. Regression models and thematic analysis of open-ended responses were employed to identify factors that contribute to parental acceptance and use of technology in support of their children's learning. Our results show that parents are more engaged in children's learning when well-structured technological tools are provided or suggested by schools, and when parents are socially influenced by the opinions of other parents, teachers, children, the general public, relatives, etc. Conversely, they are less engaged when they perceive the technological tools to be challenging and beyond their knowledge or skills. The study's findings have practical implications for governments and school leaders, who need to be aware of the factors likely to determine the use of technology at home and take action to meet parents' needs when using technology to support learning.
Educational technology: a facilitating instrument for the elderly care
Authors: Rachel da Silva Serejo Cardoso, Selma Petra Chaves Sá, Ana Maria Domingos, Vera Maria Sabóia, Tauan Nunes Maia, Jovíria Márcia Ferreira de Oliveira Padilha, Glycia de Almeida Nogueira
Published in: Revista Brasileira de Enfermagem (2018-01-01)

OBJECTIVE: To develop educational technology with caregivers of older people based on the needs, difficulties and concerns related to the elderly care expressed by the caregivers themselves. METHOD: Research of qualitative nature, with participant observation, based on concepts used by Paulo Freire. Data collection and analysis used the "World Cafe" methodology and the thematic content analysis, respectively. RESULT: The needs of these caregivers refer to their training and information on aging. The difficulties highlighted are deterrents to quality assistance to older adults, such as: insufficient resources, environmental factor and relationship with the family. The interests are evident in relation to the care and to its more subjective relationship. Final considerations: Educational technologies, printed matter and media, developed along with the caregivers, contribute to orientation and information of caregiver, population and professionals as facilitating instruments, regarding elderly care.
On Educational Technology
Authors: Livio C. Stecchini
Published in: American Behavioral Scientist (1962-11-01)

Delving into the history of science, Dr. Stecchini, who teaches at Paterson State College (N.J.), compares Roman "programed" instruction with our own and the printing press with the teaching machine.
Methodological capacity within the field of “educational technology” research: an initial investigation
Authors: Scott Bulfin, Michael Henderson, Nicola F. Johnson, Neil Selwyn
Published in: British Journal of Educational Technology (2014-02-25)

Abstract The academic study of educational technology is often characterised by critics as methodologically limited. In order to test this assumption, the present paper reports on data collected from a survey of 462 “research active” academic researchers working in the broad areas of educational technology and educational media. The paper explores their familiarity and expertise with various methods of data collection and analysis. Data from the survey highlight a preference for relatively basic forms of descriptive research, coupled with a lack of capacity in advanced quantitative data collection and analysis. The paper concludes with some directions for “methodological capacity building” to broaden the use of methods in educational technology research.
Trends and Topics in Educational Technology, 2022 Edition
Authors: Royce Kimmons, Joshua M. Rosenberg, Farhan Ali, Richard E. West
Published in: TechTrends (2022-02-23)

Abstract In this continuation of a series, we provide an analysis of scholarship trends over the last five years in the field of educational technology, drawing from the Scopus and ERIC databases. We report an analysis of the keywords reported for articles during this timeframe, including trends about which keywords are rising or falling in importance. We also report the top-cited papers, scholars, and institutions. Finally, we share findings about the impact of open access on the field. We interpret these results, including the seismic impact that generative artificial intelligence has had on the scholarship of the field, and conclude with recommendations for future research.
Whiteness as Technology of Affect: Implications for Educational Praxis
Authors: Zeus Leonardo, Michalinos Zembylas
Published in: Equity & Excellence in Education (2013-01-01)

This article explores the embodiment and affectivity of whiteness, particularly as it implicates educational praxis and social justice in education, focusing on the following questions: In what ways are affect and whiteness constitutive of each other in race dialogue? How does emotion intersect with racial practices and white privilege, and what are the educational implications of this entanglement? In theorizing whiteness as a technology of affect, the authors hope to capture the mental, emotional, and bodily dimensions of whiteness in the context of racial dialogue. In particular, the authors introduce the idea of “white intellectual alibis,” or Whites’ attempt to project a non-racist alibi rather than aligning themselves with anti-racism. Finally, the authors discuss how whiteness as a kind of technology of affect has implications for pedagogical efforts to engage in equitable and anti-racist education. It is suggested that unless educational scholars engage with a theoretical analysis of how whiteness is manifest as affective technology in educational praxis, we will fail to appreciate the important implications of this idea for educational theory and praxis.
The Quantified Self (QS) Movement and Some Emerging Opportunities for the Educational Technology Field
Authors: Victor R. Lee
Published in: Digital Commons - USU (Utah State University) (2013-01-01)

The Quantified Self (QS) movement is a growing global effort to use new mobile and wearable technologies to automatically obtain personal data about everyday activities. The social and material infrastructure associated with the Quantified Self (QS) movement provides a number of ideas that educational technologists should consider incorporating and using. This article discusses some recent efforts to bring the movement to the practices of the educational technology field and presents some issues to consider in the future.
Journal of Educational Technology and Online Learning
Authors: Publisher Gürhan Durak
Published in: ADVANCED SCIENCES INDEX (2020-10-27)

The scope of JETOL is research on educational technology, online learning, distance education and open and distance learning. JETOL considers manuscripts that present qualitative, quantitative and mixed methods studies, critical reviews or analyses, and theoretical positions.
The Effect of Educational Technology on EFL Learners’ Self-Efficacy
Authors: Ying Zhang
Published in: Frontiers in Psychology (2022-04-13)

This paper aimed at investigating the related studies on educational technology and its effect on English as a Foreign Language (EFL) learner self-efficacy. Earlier studies have proved the positive and significant relationship between learner self-efficacy and educational technology use. Investigations have revealed that improving learners' dynamic mindsets, online interaction, self-assessment, academic knowledge, and positive affectivity can increase learner self-efficacy. Moreover, the provision of the encouraging context can help develop learners' self-efficacy in technology-supported education. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of learner self-efficacy in technology-supported educational contexts and its role in L2 education.
Analysis of the concept of nursing educational technology applied to the patient
Authors: Aline Cruz Esmeraldo Áfio, Aldiânia Carlos Balbino, Maria Dalva Santos Alves, Luciana Vieira de Carvalho, Míria Conceição Lavinas Santos, Natália Rodrigues Oliveira
Published in: Rev Rene (2014-02-16)

It is aimed at analyzing the concept of educational technology, produced by nursing, applied to the patient. Rodgers´ Evolutionary Method of Concept Analysis was used, identifying background, attributes and consequential damages. 13 articles were selected for analysis in which the background was identified: knowledge deficiency, shortage of nursing professionals' time, to optimize nursing work, the need to achieve the goals of the patients. Attributes: tool, strategy, innovative approach, pedagogical approach, mediator of knowledge, creative way to encourage the acquisition of skills, health production instrument. Consequences: to improve the quality of life, encouraging healthy behavior, empowerment, reflection and link. It emphasizes the importance of educational technologies for the care in nursing, to boost health education activities.
Educational Technologies for Physician Continuous Professional Development: A National Survey
Authors: David A. Cook, Morris J. Blachman, David W. Price, Colin P. West, Barbara L. Baasch Thomas, Richard A. Berger, Christopher M. Wittich
Published in: Academic Medicine (2017-06-28)

PURPOSE: To determine the past experiences with, current use of, and anticipated use of online learning and simulation-based education among practicing U.S. physicians, and how findings vary by age. METHOD: The authors surveyed 4,648 randomly sampled board-certified U.S. physicians, September 2015 to April 2016, using Internet-based and paper questionnaires. Survey items (some optional) addressed past and current technology usage, perceived technology effectiveness, and anticipated future use of specific technology innovations. RESULTS: Of 988 respondents, 444 completed optional items. Of these, 429/442 (97.1%) had used online learning and 372/442 (84.2%) had used simulation-based education in the past five years. Desire for more online learning was modest (mean [standard deviation], 4.6 [1.5]; 1 = strongly disagree, 7 = strongly agree), as was desire for more simulation-based education (4.2 [1.7]). Both online learning and simulation-based education were perceived as effective (5.2 [1.4]; 5.0 [1.4]). Physicians believed they possess adequate skills for online learning (5.8 [1.2]) and that point-of-care learning is vital to effective patient care (5.3 [1.3]). Only 39.0% used objective performance data to guide their learning choices, although 64.6% agreed that such information would be useful. The highest-rated innovations included a central repository for listing educational opportunities and tracking continuing education credits, an app to award credit for answering patient-focused questions, 5-minute and 20-minute clinical updates, and an e-mailed "question of the week." Responses to most survey items were similar across age groups. CONCLUSIONS: Practicing physicians generally seem receptive and prepared to use a variety of educational technologies, regardless of age.