jehanweerasuriya/uni-ai-dataset huggingface dataset:
Effectiveness of Educational Technology in Promoting Quality of Life and Treatment Adherence in Hypertensive People
Authors: Ana Célia Caetano de Souza, Thereza Maria Magalhães Moreira, Edmar Souza de Oliveira, Anaíze Viana Bezerra de Menezes, Aline Maria Oliveira Loureiro, Camila Brasileiro de Araújo Silva, Jair Gomes Linard, Ítalo Lennon Sales de Almeida, Samuel Miranda Mattos, José Wicto Pereira Borges
Published in: PLoS ONE (2016-11-16)

The objective of this study was to test the effectiveness of an educational intervention with use of educational technology (flipchart) to promote quality of life (QOL) and treatment adherence in people with hypertension. It was an intervention study of before-and-after type conducted with 116 hypertensive people registered in Primary Health Care Units. The educational interventions were conducted using the flipchart educational technology. Quality of life was assessed through the MINICHAL (lowest score = better QOL) and the QATSH (higher score = better adherence) was used to assess the adherence to hypertension treatment. Both were measured before and after applying the intervention. In the analysis, we used the Student's t-test for paired data. The average baseline quality of life was 11.66 ± 7.55, and 7.71 ± 5.72 two months after the intervention, showing a statistically significant reduction (p <0.001) and mean of differences of 3.95. The average baseline adherence to treatment was 98.03 ± 7.08 and 100.71 ± 6.88 two months after the intervention, which is statistically significant (p < 0.001), and mean of differences of 2.68. The conclusion was that the educational intervention using the flipchart improved the total score of quality of life in the scores of physical and mental domains, and increased adherence to hypertension treatment in people with the disease.
Understanding Chemistry Professors’ Use of Educational Technologies: An activity theoretical approach
Authors: Ajda Kahveci, Penny J. Gilmer, Sherry A. Southerland
Published in: International Journal of Science Education (2007-11-22)

The aim of this study is to understand the influences on chemistry professors’ use of educational technology. For this, we use activity theory to focus on two university chemistry professors and the broader activity system in which they work. We analyse their beliefs and past experiences related to teaching, learning, and technology as well as other components of the activity system of teaching chemistry with understanding. We employ a qualitative methodology with phenomenological and symbolic interactionist perspectives. Our findings illustrate various contradictions within and between the components of the activity system. Those include the insufficient level of collaboration, reflection, and communication among faculty members, constraints for reform‐based chemistry teaching, limitations of large class sizes, and “poor” design of technology‐enhanced classrooms. We propose several possible resolutions to transform undergraduate chemistry education, including the effective utilization of technology‐enhanced teaching strategies and building a more uniform culture of teaching within science content departments.
Capability building in educational technology for teachers in China
Authors: Jun Han, Zhuzhu Wang
Published in: British Journal of Educational Technology (2010-06-14)

Abstract This paper gives a brief introduction to the project called Education Technology Capacity Building Plan for All Primary and Secondary Teachers now being implemented in China. Because information and communication technology skills training cannot match the demand of teachers' professional development, the Chinese Ministry of Education established the education technology standard for teachers and launched the project. This paper introduced the features of standard training and testing, and discusses the output and influence of the project.
Review Lecture - The technology of teaching
Authors: B. F. Skinner
Published in: Proceedings of the Royal Society B Biological Sciences (1965-07-27)

Abstract More than 60 years ago, in his Talks to teachers on psychology, William James (1899) said: ‘You make a great, a very great mistake, if you think that psychology, being the science of the mind’s laws, is something from which you can deduce definite programs and schemes and methods of instruction for immediate schoolroom use. Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediary inventive mind must make the application, by using its originality.’ In the years which followed, educational psychology and the experimental psychology of learning did little to prove him wrong. As late as 1962, an American critic, Jacques Barzun (1962), asserted that James’s book still contained ‘nearly all that anyone need know of educational method’. Speaking for the psychology of his time James was probably right, but Barzun was clearly wrong. A special branch of psychology, the so-called experimental analysis of behaviour, has produced if not an art at least a technology of teaching from which one can indeed ‘deduce programs and schemes and methods of instruction’. The public is aware of this technology through two of its products, teaching machines and programmed instruction. Their rise has been meteoric. Within a single decade hundreds of instructional programmes have been published, many different kinds of teaching machines have been offered for sale, and societies for programmed instruction have been founded in a dozen countries. Unfortunately, much of the technology has lost contact with its basic science.
Post‐Fordist visions and technological solutions: Educational technology and the labour process
Authors: William Renner
Published in: Distance Education (1995-01-01)

This paper is concerned with the relationships between pedagogy, technology and the production of education. A central theme is that these relationships are coalescing around three conceptual arrangements of production, characterised by the terms Fordism, neo‐Fordism and post‐Fordism. Each of these ideal‐type models suggests very different social, political and educational outcomes. The paper starts by introducing these terms within the literature. Second, the post‐Fordist debate in distance education is summarised, identifying its strengths, weaknesses, omissions and objectives. Third, the labour process in higher education is explored in more depth, and its relationship to democracy and technology highlighted. The paper concludes with a focus on constructivist models of educational technology and their socio‐political implications.
A path analysis of pre-service teachers' attitudes to computer use: applying and extending the technology acceptance model in an educational context
Authors: Timothy Teo
Published in: Interactive Learning Environments (2008-08-01)

The purpose of this study is to examine pre-service teachers' attitudes to computers. This study extends the technology acceptance model (TAM) framework by adding subjective norm, facilitating conditions, and technological complexity as external variables. Results show that the TAM and subjective norm, facilitating conditions, and technological complexity were significant determinants of pre-service attitudes to computer use. A multiple square correlation revealed that the proposed model in this study explained 48.7% of the attitude to computer use. Various contributions to research and practice are discussed.
Psychological research in educational technology in China
Authors: Ru‐De Liu
Published in: British Journal of Educational Technology (2010-06-14)

Abstract Information and communication technology (ICT) has increasingly been bringing about significant changes in education in an ongoing process. The educational reform is not a mere technological issue but rather is based on an empirical grounding in a psychological research approach to learning and instruction. This paper introduces the research work on the application of ICT in education from the psychological perspective in China in the past three decades. The introduction focuses on four important issues with systemic theoretical thinking based on continuous empirical research and innovative practices. The first is dialectic constructivism which has offered some dialectic explanation for knowledge, learning and teaching, and balanced various contradictory aspects of learning and teaching. The second is theoretical thinking and instructional practice about the principles of learning environment design which emphasises learners' higher‐order thinking, deep understanding, collaboration and self‐regulated learning. The third is a model for the effectiveness and conditions of Computer‐Assisted Instruction. The fourth is a framework for the integration of ICT and education and a zigzag training model for teacher training for integration.
From the Social-Cognitive Career Theory Perspective: A College of Education Faculty Model for Explaining Their Intention to Use Educational Technology
Authors: İ̇smail Şahi̇n
Published in: Journal of Educational Computing Research (2008-01-01)

A model, based on Social-Cognitive Career Theory (SCCT) (Lent, Brown, &amp; Hackett, 1994, 2002), was developed to test the influence of the College of Education (COE) faculty members' self-efficacy in, outcome expectations from, and interest in educational technology on their intentions to use the technology. While outcome expectations affect faculty members' intentions to use educational technology both directly and indirectly, the influence of self-efficacy beliefs on their willingness to use the technology is exerted through outcome expectations and interest. Overall, the findings from this study displayed a significant contribution of self-efficacy in, outcome expectations from, and interest in educational technologies in the formation of faculty members' intentions to use these technologies. Efforts to develop COE faculty into the leaders of educational technology might benefit from the findings of this study. When levels of faculty confidence in and awareness of educational technology increase, faculty interest in the technology will grow and eventually result in a higher level of faculty willingness to use educational technology.
The risks and threats of digital educational technologies and products
Authors: Elena А. Sorokoumova, Elena B. Puchkova, Elena I. Cherdymova, Larisa V. Temnova
Published in: World Journal on Educational Technology Current Issues (2021-10-31)

Modern research is paying much attention to the issue of digital addiction of students in recent times since it can lead students to pay less attention to their academics. This article intends to discuss the possible threats and risks of the formation of digital dependence among teenagers from the use of gadgets. As a research method, the questionnaire method was used. The participants consisted of 13 specialists and 508 teenagers aged 11 to 14, studying in the 5th-8th grades of secondary schools. From the study, digital education increased the time spent of digital devices and technology. The authors also found that when students are learning with digital devices, they waste time on non-educational contents. The authors of the article propose psychological and pedagogical measures aimed at preventing digital addiction of students.&#x0D; Keywords: students, digital educational technologies, digital products, Internet addiction, prevention, gadget, typology of threats and risks.
“Everyone pursuing their dreams”: Google's and Microsoft's discourse on educational technology
Authors: Vittorio Marone, Bruna Damiana Heinsfeld
Published in: Computers and Education Open (2023-05-01)

Large corporations active in the field of educational technology shape needs, perceptions, attitudes, expectations, and values related to technology use in education. In order to better understand how these corporations frame the role of technology in educational settings, it is crucial to critically analyze how they present and promote their products and services. Through a discourse analysis approach, this study examined the homepages of two of the major players in educational technology, namely Google for Education and Microsoft Education. Findings show that the discourse put forth by these companies positions technology as a transformative agent that can revitalize a stagnant educational system. In this picture, teachers and students are presented as incomplete and lost beings on the path towards an alarmingly indeterminate future, which can be only overcome by the technologies and services offered by these corporations. The potential of these technologies is presented as limitless, low-cost, for everyone, and available anywhere and anytime. In this deterministic “technology as a solution” framework, technology is depicted as an inevitable choice for the advancement of people and society. This study shows that, by critically approaching and analyzing corporate discourse, students, teachers, and other stakeholders can develop an outlook that cuts through marketing strategies and the hype surrounding learning technologies. In turn, this can promote reflective practices, support decision-making processes, and redefine expectations related to the role of technology in education and society.
A Survey Study on the Application of Modern Educational Technology in English Major College Teaching in the Age of 5G Communication
Authors: Yuhang Gao
Published in: Theory and Practice in Language Studies (2021-01-24)

5G, the fifth generation of mobile communications technology, is the latest generation of cellular mobile communications technology, with high data rates, reduced latency, energy savings, reduced costs, increased system capacity and large-scale device connectivity. The Ministry of Education had made the integration of information technology and education and teaching development as a key task in 2018, and the arrival of the 5G era has also provided a greater development space for modern education technology, which has brought greater opportunities and challenges for education and teaching. Based on the existing research, this paper takes English major in a university in Northeast China as an example to investigate and analyze the application of modern educational technology in English majors in the 5G era, including the following aspects: 1) the comprehensive ability of English majors; 2) the application of modern educational technology in English major teaching; 3) the students' understanding of modern educational technology; 4) the advantages and disadvantages of the application of modern educational technology in the teaching of English majors; 5) the suggestions of English major students themselves about the application of modern educational technology in the major class learning. Then through the analysis of the survey results, the study thinks about how to make modern educational technology more effective, and combines with the traditional teaching means, puts forward suggestions for better application of modern education technology in English major teaching in the future, so as to promote the improvement of students' comprehensive quality and professional teaching effect.
La sociedad del conocimiento y la sociedad de la información como la piedra angular en la innovación tecnológica educativa / The Knowledge Society and the Information Society as the cornerstone in educational technology innovation
Authors: Ricardo Pérez Zúñiga, Paola Mercado Lozano, Mario Martínez García, Ernesto Mena Hernández, José Ángel Partida Ibarra
Published in: RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo (2018-06-20)

El objetivo de este documento es presentar una reflexión en torno a los conceptos sociedad de la información y sociedad del conocimiento para entender la importancia que estos tienen en el ámbito de la innovación y la tecnología en la educación. Para ello, se realizó una indagación de tipo documental en diversas fuentes (medios electrónicos de libre acceso, bibliotecas digitales, libros y revistas indexadas de reciente publicación). A partir de esto, se explica que la sociedad de la información, apoyada en el uso de tecnologías en el ámbito de la comunicación, ha provocado una significativa evolución en nuestra vida cotidiana. Este auge tecnológico supone una transformación en diversos contextos, como el educativo, familiar, social, cultural y político. En efecto, la relación que existe entre sociedad de la información y sociedad del conocimiento crea escenarios propicios para emprender investigaciones y producir conocimiento con el fin de lograr mejores estándares de calidad que promuevan el desarrollo tecnológico y la innovación para el bienestar y progreso de las instituciones educativas, conducentes a una alfabetización digital de mejora continua que demanda el ámbito de la enseñanza-aprendizaje.
TELFest: an approach to encouraging the adoption of educational technologies
Authors: Farzana Latif
Published in: Research in Learning Technology (2017-07-17)

Barriers to technology adoption in teaching and learning are well documented, with a corresponding body of research focused on how these can be addressed. As a way to combine a variety of these adoption strategies, the University of Sheffield developed a Technology Enhanced Learning Festival, TELFest. This annual, week-long event, emphasises the role technology can play through an engaging learning experience which combines expert-led practical workshops, sharing of practice, discussions and presentations by practitioners. As the popularity of the event has grown and the range of topics expanded, a community of practice has organically coalesced among attendees, supporting the mainstream adoption of several technologies and helping to broaden educational innovation beyond isolated pockets. This paper situates TELFest within the technology adoption literature by providing details about TELFest, outlining the results of an investigation into the impact that it has had on attendees' teaching practice and summarising some of the limitations of the method along with reflections on how to address these limitations in the future.(Published: 17 July 2017)Citation: Research in Learning Technology, 25:1, 1869, DOI: http://dx.doi.org/10.25304/rlt.v25.1945
By-passing teachers in the marketing of digital technologies: the synergy of educational technology discourse and new public management practices
Authors: Oliver McGarr, Bård Ketil Engen
Published in: Learning Media and Technology (2021-11-30)

This paper examines the online marketing of digital technologies in education from three multi-national technology corporations' websites focusing on both the language used in the text and the nature of the accompanying images. Through a content analysis, the paper shows the ways in which the need for technology investment is rationalised. It also highlights how the need for educational reform drives much of the discourse in relation to K-12 education whereas, within the higher education sites, alignment with existing practices is emphasised. The analysis of the sites highlights the veiled ways in which digital futures are presented and how the corporations and their products and services are positioned. The paper highlights how educational technology advertising capitalises on new public management practices in education to a target school and university management in the promotion and marketing of educational technology – largely by-passing those working at the coalface of education.
Construction and validation of an educational technology on human papillomavirus vaccine for adolescents
Authors: Gisele de Castro Varela Cruz, Mardênia Gomes Ferreira Vasconcelos, Sâmia Jardelle Costa de Freitas Maniva, Rhanna Emanuela Fontenele Lima de Carvalho
Published in: Escola Anna Nery (2019-01-01)

ABSTRACT Objective: To construct and validate a comic-type educational technology on the human papillomavirus vaccine. Methods: A methodological study developed based on the manuals, informative notes of the Ministry of Health and with the suggestions of the target audience. Content validation was performed with 11 expert judges and the validation of appearance, with 32 adolescents. For the judges, the Content Validity Index was used and for the target audience the proportion of agreement was considered. Results: The comic book obtained a content validation index total of 0.95, a validation index considered adequate. It was identified a concordance greater than 0.80 in the validation of appearance with the target public, indicating an excellent degree of agreement. Conclusion: The technology was considered valid by the judges and the target audience, and can be used as an educational tool to guide the practice in the acceptability scenario of the vaccine. Implications for practice: The technology may contribute to the stimulation of adhesion to the human papillomavirus vaccine, since, in Brazil, the rates of adhesion to this vaccine are still low.
Methods to Analyze Likert-Type Data in Educational Technology Research
Authors: Li‐Ting Chen, Leping Liu
Published in: Journal of Educational Technology Development and Exchange (2020-01-01)

Likert-type items are commonly used in education and related fields to measure attitudes and opinions. Yet there is no consensus on how to analyze data collected from these items. In this paper, we first synthesized literature on strategies for analyzing Likert-type data and provided computing tools for these strategies. Secondly, to examine the use and analysis of Likert-type data in the field of educational technology, we reviewed 424 articles that were published in the journal Educational Technology Research and Development between 2016 and 2020. Our review showed that about 50% of the articles reported Likert-type data. A total of 139 articles used Likert-type data as a dependent variable, among which 86% employed parametric methods to analyze the data. In addition, less than 1% of the 139 articles used an ordered probit/ logit model, transformation, or strategy for rescaling Likert-type data to interval data to perform statistical analysis. Finally, to empower educational technology researchers to handle Likert-type data effectively, we concluded the paper with our suggestions and insight regarding alternative strategies and methods.
Content Analysis of Statistical Power in Educational Technology Research: Sample Size Matters
Authors: Li‐Ting Chen, Leping Liu
Published in: International Journal of Technology in Teaching and Learning (2019-01-01)

In educational technology research, most studies are conducted to explore the effectiveness of using technology to improve teaching and learning. Priori power analysis enables researchers to determine sufficient sample size for achieving adequate statistical power during research planning. Observed power analysis is carried out on completed studies to estimate statistical power. While priori power analysis is recommended for sample size estimation, observed power analysis has been criticized for being incorrect and misleading. To understand current practices of power analysis in the field, we conducted a content analysis on five years’ publications in Educational Technology Research and Development from 2014 to 2018, a total of 178 articles. Our findings showed that only two articles (1.1%) reported a priori power analysis and seven articles (4.0%) reported observed power although it is not recommended. To facilitate sample size determination during research planning, we generated sample size tables for various t tests and ANOVAs from G*Power. Best practice recommendations to conduct and report educational technology research are provided.