jehanweerasuriya/uni-ai-dataset huggingface dataset:
Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)
Authors: Deborah Arnold, Albert Sangrà
Published in: International Journal of Educational Technology in Higher Education (2018-05-16)

The aim of this article is to establish the extent to which the concept of e-leadership has taken off as a lens through which to study leadership for technology-enhanced learning (TEL) in higher education. Building on a previous study conducted in 2013, this article thus covers an exploratory review of the literature for the period 2103-2017. It analyses 49 articles which explore both the specific concept of e-leadership as well as other work dealing more generally with leadership and organisational change for TEL in higher education. The findings show that while none of the empirical studies identified in the literature refer explicitly to e-leadership, there are a number of interesting insights to be found in the theoretical articles. The results also highlight the widely different interpretations and applications of the concept of e-leadership and the consequent need for the definition to be refined. The paper concludes with recommendations for further multidisciplinary research at the intersection of the fields of educational technology and educational management, focusing on values, strategy, organisation and leadership interactions at meso level, the economy and public policy at macro level, and teaching and learning at the micro level, as well as for research in Leadership Development for TEL.
Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives
Authors: Tirtha Goradia
Published in: IAFOR Journal of Education (2018-12-01)

Goradia, T. (2018). Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.03
What is educational technology and how is it being used to support teaching and learning in the early years?
Authors: Christine Jack, Steve Higgins
Published in: International Journal of Early Years Education (2018-08-02)

There are many digital technologies available to support teaching and learning. Historically the focus has tended to be on computers, but this has extended to include interactive whiteboards and tablets. As well as these technologies, which were originally designed for adults, there are devices specifically designed to support teaching and learning in the early years. These tend to be overlooked in the literature. This project aimed to find out if this reflected practice in early years settings. Participants from 20 early years settings in the North East of England were asked about ‘educational technologies’. This term was deliberately not defined, the aim was to find out what they thought it meant. They were asked about the technology they had, and how it was being used. This provided an opportunity to explore whether their use of technology fit with their beliefs about teaching and learning. Findings suggest that technology is seen as more than computers and that technology is being used to support a broad range of activities in line with practitioners’ pedagogical beliefs.
Frameworks of educational technology*
Authors: Donald P. Ely
Published in: British Journal of Educational Technology (2008-02-18)

Abstract This paper, written from a 20th‐century perspective, traces the development of, and influences on, the field of instructional technology and attempts to describe a framework within which we can better understand the field.
Towards a differentiated and domain‐specific view of educational technology: An exploratory study of history teachers’ technology use
Authors: Michiel Voet, Bram De Wever
Published in: British Journal of Educational Technology (2016-07-04)

Abstract Adopting a differentiated and domain‐specific view of educational technology, the present study focuses on the case of school history. It argues that, in this particular context, one of technology's main assets is its ability to support inquiry‐based learning activities, during which students interpret the past through historical reasoning. As little is known about how history teachers use technology in the classroom, an exploratory study was carried out with 22 teachers in fourth grade of secondary education in Flanders (Belgium). Semi‐structured interviews were used to investigate beliefs about technology, ways in which technology was implemented, and factors influencing the adoption process. The results suggest that most teachers held positive beliefs about technology, and that use of technology was driven by several rationales. Although a significant group of teachers was thoughtful of how their own use of technology could support students’ learning, student use remained limited to instances where technology served as a resource for the task, rather than a tool for supporting cognitive or social activity. It appears that teachers were not yet aware of technology's ability to scaffold inquiry activities. Furthermore, limitations in school infrastructure often prevented them from experimenting with more pervasive student uses of technology.
Teachers' perceptions of educational technology integration in an Indonesian polytechnic
Authors: Ardi Marwan, Trudy Sweeney
Published in: Asia Pacific Journal of Education (2010-12-01)

Educational technology is becoming more pervasive in Indonesian vocational higher institutions, yet there is limited research available about Indonesian teachers' perceptions of this innovation. This paper sets out to contribute to this gap in the research literature and reports on a study that investigated the factors which supported and constrained the use of educational technology at an Indonesian polytechnic. Data were gathered from 10 teachers working full-time at the polytechnic using semi-structured interviews and were analysed using thematic analysis strategy. The findings confirm previous research in Western countries which suggest that factors including teachers' beliefs and attitudes, organizational culture and external influences can have a significant influence on the integration of educational technology to support learning and teaching. The study also identified that factors such as skills, workload, strategic planning, ownership, resources, professional development and leadership require attention as they can have a negative influence on successful integration.
Technology and literacy in early childhood educational settings: A review of research
Authors: Cathy Burnett
Published in: Journal of Early Childhood Literacy (2010-09-01)

This literature review provides an overview of research into technology and literacy for children aged 0—8 in educational settings from 2003—2009. The article begins by exploring the different assumptions about the role of digital texts that underpin the studies considered, identifying three loose categories of studies which position technology as: deliverer of literacy; site for interaction around texts; and medium for meaning-making. Following this, aspects of actor-network theory (Latour, 2005) are used to consider other ways that technology and children may be ‘acting upon’ literacy in educational settings through recontexualizing meanings from other domains. The article concludes by arguing that there is a need for more extensive exploratory research in this field, which considers how digital practices within educational settings relate to other dimensions of children’s literacy learning, in order to better understand how new technologies are and could be contributing to children’s literacy within educational settings. It suggests that actor-network theory may offer a way of conceptualizing young children’s engagement with digital texts in new ways.
Intercultural competence for future leaders of educational technology and its evaluation
Authors: Niki Davis, Mi Ok Cho
Published in: Revistes Científiques de la University of Barcelona (University of Barcelona) (2005-01-01)

Demands of globalization today continue to increase pressure for the education of global citizens who preserve the variety and vitality of life.Our transatlantic project has been developing a shared community of graduate students and faculty experts in educational technology across six universities.Evidence of the development of intercultural competence was analyzed from artifacts, self-report, interviews, and surveys.The findings showed that students gained intercultural competence in professional and personal spheres, with openness and flexibility that include acceptance, adaptability, and multiple perspectives.Applications of educational technology served as a bridge to introduce new cultures, knowledge and people to students.
The turtle and the mouse: how constructivist learning theory shaped artificial intelligence and educational technology in the 1960s
Authors: Barbara Hof
Published in: History of Education (2020-12-21)

Drawing on historical epistemology and considerations on the function of scientific modelling, this article investigates how in the mid-twentieth century electronic and programmable animal models became tools for exploring the inaccessible ontology of the human mind. The article examines how machines have informed our understanding of the learning process and, vice versa, how the concept of learning has been used to design new technology. The main focus is on Seymour Papert, an artificial intelligence researcher and advocate of Jean Piaget’s constructivist learning theory, who developed computer software for children based on the animated turtle LOGO. The sources used include archival material from Austria, Switzerland and the United States, as well as several publications and grey literature. The article demonstrates that there were close links between artificial intelligence, constructivism and educational technology, and how these links benefited from the cultural transformation of the late 1960s.
The implications of the differences between design research and instructional systems design for educational technology researchers and practitioners
Authors: Eunjung Oh, Thomas C. Reeves
Published in: Educational Media International (2010-12-01)

Design research (DR) has been an emerging research paradigm in the field of educational technology as well as in education generally for two decades. Educational design research integrates design and research into a socially responsible approach to inquiry related to learning and teaching. Given its still relative novelty, design research requires further discussion regarding what it is and how it can be effectively executed. Instructional Systems Design (ISD) is one of the major activities carried out by educational technologists. Both ISD and design research deal with the enactment of design to improve educational practice. This paper describes the differences and similarities between these two activities and addresses the implications of these differences and similarities for educational technology researchers and practitioners.
Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning Design
Authors: Garvin Brod, Natalia Kucirkova, Joshua Shepherd, Dietsje Jolles, Inge Molenaar
Published in: Educational Psychology Review (2023-02-28)

Abstract Advancing learners’ agency is a key educational goal. The advent of personalized EdTech, which automatically tailor learning environments to individual learners, gives renewed relevance to the topic. EdTech researchers and practitioners are confronted with the same basic question: What is the right amount of agency to give to learners during their interactions with EdTech? This question is even more relevant for younger learners. Our aim in this paper is twofold: First, we outline and synthesize the ways in which agency is conceptualized in three key learning disciplines (philosophy, education, and psychology). We show that there are different types and levels of agency and various prerequisites for the effective exercise of agency and that these undergo developmental change. Second, we provide guiding principles for how agency can be designed for in EdTech for children. We propose an agency personalization loop in which the level of agency provided by the EdTech is assigned in an adaptive manner to strike a balance between allowing children to freely choose learning content and assigning optimal content to them. Finally, we highlight some examples from practice.
Educational Technology Infrastructure and Services in North American Medical Schools
Authors: Carol Kamin, Kevin H. Souza, Diane E. Heestand, Anna Moses, Patricia O???Sullivan
Published in: Academic Medicine (2006-06-20)

PURPOSE: To describe the current educational technology infrastructure and services provided by North American allopathic medical schools that are members of the Association of American Medical Colleges (AAMC), to present information needed for institutional benchmarking. METHOD: A Web-based survey instrument was developed and administered in the fall of 2004 by the authors, sent to representatives of 137 medical schools and completed by representatives of 88, a response rate of 64%. Schools were given scores for infrastructure and services provided. Data were analyzed with one-way analyses of variance, chi-square, and correlation coefficients. RESULTS: There was no difference in the number of infrastructure features or services offered based on region of the country, public versus private schools, or size of graduating class. Schools implemented 3.0 (SD = 1.5) of 6 infrastructure items and offered 11.6 (SD = 4.1) of 22 services. Over 90% of schools had wireless access (97%), used online course materials for undergraduate medical education (97%), course management system for graduate medical education (95%) and online teaching evaluations (90%). Use of services differed across the undergraduate, graduate, and continuing medical education continuum. Outside of e-portfolios for undergraduates, the least-offered services were for services to graduate and continuing medical education. CONCLUSIONS: The results of this survey provide a benchmark for the level of services and infrastructure currently supporting educational technology by AAMC-member allopathic medical schools.
Perceived usefulness and culture as predictors of teachers attitudes towards educational technology in South Africa
Authors: Samantha Anne Hart, Sumaya Laher
Published in: South African Journal of Education (2015-11-30)

The use of educational technology (ET) worldwide is increasing rapidly, and South Africa is no exception. Grouped amongst the emerging economies of the world, South Africa's information and communication technology (ICT) infrastructure is often mentioned as one of the key factors leading to the growth of the country. Integrating ICT into education has become a priority for the South African government. However, it is necessary to move beyond merely providing physical access to ICT's in order for integration to be successful. The integration of ET in schools is greatly influenced by teachers' attitudes towards the technology. The aim of this study was to investigate teachers' attitudes towards educational technology and the factors that are thought to influence teachers' attitudes, namely, perceived usefulness, perceived cultural relevance, perceived competence and access to ET. A convenience sample of 117 teachers in the Johannesburg area, from both public and private schools, across foundation, intermediate and senior phase, completed the Attitudes Towards Computer Scale. Teachers' attitudes were generally positive. The strongest predictor of teachers' attitudes was perceived usefulness followed by perceived cultural relevance. Thus, it is evident that when integrating ET into schools, attention must be paid to teachers perceptions of the utility of ET in order for integration to be successful. Having access to ET and the competence to use ET are not enough for the successful integration of ET in schools.
Emerging educational technologies: Tensions and synergy
Authors: J. Michael Spector
Published in: Journal of King Saud University - Computer and Information Sciences (2013-11-04)

A review of high level sources with regard to new and emerging technologies was conducted. Three technologies, according to these sources, appear especially promising: (a) massive open online courses (MOOCs), (b) personalized learning, and (c) game-based learning. This paper will review information from the US National Science Foundation, the US Department of Education, the New Media Consortium, and two European Networks of Excellence with regard to new and emerging technologies. A critique will then be provided using established principles pertaining to learning and instruction and a recommended curriculum for advanced learning technologies. The general result is that it appears that some educational technology advocates are overstating the likelihood of these three technologies having a significant and sustained impact in the near future, although there are promising aspects to each of these technologies in the long term.
The critical role of trust in adopting AI-powered educational technology for learning: An instrument for measuring student perceptions
Authors: Tanya Nazaretsky, Paola Mejia‐Domenzain, Vinitra Swamy, Jibril Frej, Tanja Käser
Published in: Computers and Education Artificial Intelligence (2025-01-18)

In recent decades, we have witnessed the democratization of AI-powered Educational Technology (AI-EdTech). However, despite the increased accessibility and evolving technological capabilities, its adoption is accompanied by significant challenges, predominantly rooted in social and psychological aspects. At the same time, limited research has been conducted on human factors, especially trust, influencing students' readiness and willingness to adopt AI-EdTech. This study aims to bridge this gap by addressing the multidimensional nature of trust and developing a new instrument for measuring students' perceptions of adopting AI-EdTech. With 665 student responses, we employ Exploratory and Confirmatory Factor Analysis to provide evidence of the instrument's internal validity and identify four key factors influencing students' trust and readiness to adopt AI-EdTech. We then utilize Structural Equations Modeling to explore the causal relationships among these factors, confirming that students' trust in AI-EdTech positively influences AI-EdTech's perceived usefulness both directly and indirectly through AI-readiness. Finally, we use our instrument to analyze 665 student responses, covering eight courses and Bachelor's and Master's degree programs. Our contribution is two-fold. First, by introducing the empirically validated instrument, we address the need for more consistent and reliable assessments of trust-related factors in student adoption of AI-EdTech. Second, our findings confirm that student demographics, specifically gender and educational background, significantly correlated with their trust perceptions, emphasizing the importance of addressing the specific needs of students with various demographics.
Distinguishing the Field of Educational Technology.
Authors: Laura Czerniewicz
Published in: Open University of Cape Town (University of Cape Town) (2008-01-01)

Abstract: Drawing on what researchers and professionals in the field internationally report, this paper reviews educational technology as an emergent field. The review reveals the continuum of perspectives on what the field is, and how it is bounded or fragmented. The paper describes the field from two perspectives: the professional and scholarly and considers how the forms of knowledge differ and overlap in each domain. It posits some dichotomies which may frame the field such as science / social science and positivist / post-modernist. Finally the paper provides conceptual frameworks for distinguishing fields from each other and suggests what the categorisation of the field might mean, especially considering its emergent status in a rapidly changing context.
Structure and content of the educational technology of managing students' healthy lifestyle.
Authors: Bolotin Alexander, Vladislav Bakayev
Published in: Journal of Physical Education and Sport (2015-09-01)

IntroductionIt is now recognized that a healthy lifestyle has become a factor of decisive importance for university students, as it is critical to their professional longevity and overall health. A high standard of health is characterized by low disease incidence and the equilibrium state of body systems. The level of health among university students is dependent on their interactions with the environment and their social behavior.The Russian authorities have become increasingly concerned over the health status of university students and put them at the forefront of the nationwide health campaign. The emphasis is put on physical activity that has a beneficial effect on the physical health of young people.The contemporary academic environment of university students has specific health requirements. Starting to live on their own, students find themselves under a lot of academic and psychological pressure, which is bound to have an adverse effect on their bodies.In this context physical education and sport professionals have come to acknowledge students' need to be exposed to effective lifestyle management practices. There is a need for an efficient management system designed to strengthen the physical and psychological health of university students. It is common knowledge that well-organized physical education encourages healthy behaviors consistent with a healthy lifestyle. Therefore, student-oriented events promoting wellness and healthy ways of living have taken on a particular importance. Engaging students in healthier lifestyles also implies arranging events aimed to encourage physical activity among young people, as it is vital for keeping their body systems in their optimal state.ResultsRelying on the above-mentioned approaches, we have developed an educational technology of managing students' healthy lifestyle (Fig. 1).The technology comprises three stages which accurately reflect the goal and objectives of university training as well as methodological techniques and tools that are instrumental in facilitating healthy lifestyle changes.The student objective at the first stage is to acquire knowledge and broaden understanding of healthy living. The following specifics are addressed:* how to determine the scope, structure and content of one's personal exercise program;* how to monitor one's physical well-being;* how to define one's exercise protocol.The student objective at the second stage is to develop healthy lifestyle habits in the course of studies. The following skills are to be enhanced:* choosing means of training attributable to healthy living;* ensuring the development of specific muscle groups and body systems;* coordinating patterns of individual behavior in a social context. …
Teacher roles and adoption of educational technology in the Chinese context
Authors: Chang Zhu
Published in: Pedocs (German Institute for International Educational Research) (2010-01-01)

In the new digital and knowledge society, education is facing great challenges from traditional ways of instruction and learning towards more innovative ways. It also raises a great demand for the transformation of teacher roles from the traditional knowledge transmitter to a new set of roles. This research focuses on perceptions of teacher roles and their impacts on the adoption of educational technology in schools in a Chinese context. Participants in this study are 125 primary and secondary teachers in a Chinese school in Beijing. Five types of teacher roles (expert, authority, model, facilitator and delegator) are reflected. The results show that teachers of facilitator/expert profile and facilitator/delegator profile are more inclined to adopt educational technology. The current development of ICT use in teaching and learning as well as challenges faced in the Chinese educational context are presented. (DIPF/Orig.)