jehanweerasuriya/uni-ai-dataset huggingface dataset:
Influence of new educational technology on problem‐based learning at Harvard Medical School
Authors: B. Price Kerfoot, Barbara A Masser, Janet P. Hafler
Published in: Medical Education (2005-03-09)

PURPOSE: Computers with 50-inch, wall-mounted plasma screens and broadband Internet access were installed in all small group tutorial rooms at Harvard Medical School. This study examines how the introduction of this educational technology impacted on the problem-based learning tutorials. METHOD: A total of 37 tutorial groups, stratified by year of student, were observed at separate timepoints (autumn 2002, spring 2003) to document the patterns of use of the technologies. Based on these observations, end-of-course surveys were developed and distributed to students and tutors. Observational field notes and open-ended survey responses were qualitatively analysed for themes. RESULTS: Using a 5-point rating scale, both students and tutors indicated that the technologies had a positive impact on their tutorials. In autumn 2002, plasma screens were used for an average of 17.8 and 22.1 minutes per 1-hour observation in Year 1 and 2 tutorials, respectively; in spring 2003, usage declined to 6.9 and 5.9 minutes, respectively. Resources utilised included Internet sites (54% total use time), PowerPoint presentations by students (22%), and course-specific postings (24%). Marked course-specific variation in usage was noted. Observational and survey data revealed that the technologies interrupted the flow of tutorial discussion. Students and tutors expressed concerns that the plasma screens might be altering the process of problem solving in the tutorials. CONCLUSIONS: Both students and tutors reported that the introduction of computers and wall-mounted plasma screens had impacted positively on tutorials. Questions were raised as to how this technology might alter tutorial dynamics. Further research will be needed to investigate these pedagogical concerns.
The Pharmakon of Educational Technology: The Disruptive Power of Attention in Education
Authors: David Lewin
Published in: Studies in Philosophy and Education (2016-02-29)

Is physical presence an essential aspect of a rich educational experience? Can forms of virtual encounter achieve engaged and sustained education? Technophiles and technophobes might agree that authentic personal engagement is educationally normative. They are more likely to disagree on how authentic engagement is best achieved. This article argues that educational thinking around digital pedagogy unhelpfully reinforces this polarising debate by failing to recognise that digitalisation is, as Stiegler has argued, pharmacological: both a poison and a cure. I suggest that Biesta’s critique of learnification can be applied to online learning, but that any such application does not sufficiently acknowledge the pharmacological nature of modern technology. While Stiegler has something important to contribute on the relation between technology, attention and education, I suggest his account is rather too bound up with critical theories of technology. In the end I turn to philosophers of religion, such as Eliade and Smith to suggest different ways of conceiving the role of attention in education that does set technologies up over/against the formation of attention essential to education.
Educational technology – mapping the terrain with Bernstein as cartographer
Authors: Laura Czerniewicz
Published in: Journal of Computer Assisted Learning (2010-08-26)

Abstract This paper uses the literature of educational technology as the site of analysis in order to map the field of educational technology. Having considered Kuhn and Bourdieu's theories, the paper frames the analysis of the field in Bernsteinian terms as a horizontal knowledge structure in a vertical knowledge discourse. Using the concepts of interacting discursive planes, the paper maps the field in terms of its general approach planes and its problem planes. Finally, the paper shows that researchers in the field themselves acknowledge its weak grammar, and calls for commensurability of approaches to be acknowledged in order for robust knowledge to be developed and the legitimacy of the field to be enhanced.
<scp>e</scp> ‐ <scp>L</scp> eadership in higher education: <scp>T</scp> he fifth “age” of educational technology research
Authors: Jill Jameson
Published in: British Journal of Educational Technology (2013-10-17)

Abstract A discussion of the relative lack of research into e‐leadership in educational technology in education is followed by an outline of selected prior literature in the field. The paper proposes that, as part of a natural evolution of educational technology research, considerably more attention needs to be focused on research and development in e‐leadership. Building on selected prior literature, an updated framework of principles for effective “e‐leadership” of educational technology is proposed, with specific reference to higher education, building on selected insights derived from e‐leadership literature and on the author's experience of 30 years of professional practice, scholarship and research into educational technologies and leadership in education. The paper proposes the development of a new fifth “age” of educational technology research in which it is argued that more critical, selective, strategic e‐leadership approaches to the adoption and use of educational technology need to be progressed through research, development and training as the field matures.
Educational Technology and e-Learning
Authors: Anita Anita
Published in: Shodh Sari-An International Multidisciplinary Journal (2024-10-01)

This research investigates the historical development, current patterns, and effects of educational technology and e-learning on student involvement, motivation, and academic performance. Its objective is to pinpoint the obstacles and limitations in implementing these technologies and offer suggestions for their successful integration into educational frameworks. Using a qualitative research methodology, the study encompasses an extensive review of existing literature and case study analysis. Information was gathered from academic sources, educational documents, and official websites, with thematic analysis highlighting key issues and trends. Findings reveal that educational technology and e-learning have greatly transformed education, providing numerous advantages alongside challenges that must be addressed. The study offers valuable insights and practical advice for educators and policymakers, such as investing in infrastructure, improving digital literacy, promoting inclusive practices, adopting student centered teaching methods, and ensuring privacy and security, to enhance educational practices through technology.
A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies
Authors: Pavlo Antonenko, Kara Dawson, Shilpa Sahay
Published in: British Journal of Educational Technology (2016-06-09)

Abstract This paper addresses the need for enhancing our awareness of user‐centered design in educational technology through a more explicit and systematic alignment between the needs of educational technology users (learners and educators) and the affordances provided by the technology. First, we define the term “affordance” and discuss it from the perspectives of cognitive psychology and user interaction design. Next, we propose a taxonomy of functional affordances that builds on prior research and reflects the current trends in the design of educational technologies. The paper is concluded with an illustration of how explicit alignment of needs, abilities, and affordances can inform the evaluation of an educational technology designed to support dyslexic readers. The four‐step framework applied in this analysis helps (a) define user needs, (b) identify a potentially appropriate technology, (c) understand the abilities the technology affords and (d) align technological affordances with the specific needs of the target users. This framework is a step toward increased recognition of the importance of user‐centered design of educational technologies; it provides the needed guidance and structure for aligning needs, abilities, and affordances during the design, implementation, and evaluation of technologies for learning and teaching.
Teaching to design educational technologies
Authors: Yael Kali, Tamar Ronen Fuhrmann
Published in: International Journal of Learning Technology (2011-01-01)

Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules. The courses were based on a teaching model developed in a design-based research methodology with four iterations. The model integrates the openness of a studio approach, with the structure of a well-known instructional systems-design process. It also takes advantage of experts’ design knowledge embedded in a database of design principles. Qualitative data was used to evaluate the affordances and challenges of progressive versions of the teaching model. A generalised model for teaching educational technology design was derived, in which the following constructs are intertwined: a structuring the design process b building on accessible repositories of expert design knowledge c enabling dialogic learning.
Educational technology: opportunities and challenges
Authors: Kari Kumpulainen
Published in:  (2007-01-01)

Numerous educational technology programs and strategies have been developed on all continents to ensure that technology is used effectively for the benefit of student learning and achievement. The impact of technology on learning and instruction is still not clear. This book addresses several concerns of educators who rub elbows with a new technology. The book offers global research-based data on educational technology. The book consists of nine independent blind peer-reviewed scientific articles written by thirteen authors, four from Europe and nine from the USA. The authors present diverse views on social technologies and integration of ICT (information and communication technology) in education, online teaching, and instructional design models. Creative computing, staff and student training, and effective use of technology are also examined. Several theoretical frameworks are used including the activity theory, social constructivist theory, reflective practice, and the teacher's embodied theory. The articles represent a variety of quantitative and qualitative methods, including case studies and surveys. Practical web-based links including videos and examples of good practice are offered for primary, secondary and tertiary education.
Computational Thinking and Educational Technology: A Scoping Review of the Literature
Authors: Jesús Acevedo-Borrega, Jesús Valverde Berrocoso, María del Carmen Garrido Arroyo
Published in: Education Sciences (2022-01-08)

Interest in computational thinking (CT) in the scientific community has increased significantly in the last 4 years, as evidenced by the numerous systematic reviews carried out. However, there is a lack of reviews that update the emerging conceptualization of CT and which also examine the roles of the school curriculum and teachers in the face of CT. A systematic literature review (SLR) consists of a collection of research conducted according to previous criteria with the aim of answering research questions with validity and quality. For this reason, the PRISMA-ScR statement was followed. Articles published in scientific journals, from Scopus and WoS, between January 2018 and August 2021 were included, in the English or Spanish language. The initial search resulted in 492 articles, to which the inclusion-exclusion criteria were applied. The final sample of texts for the present systematic review was n = 145. The texts were analyzed from three perspectives: conceptual, documentary and pedagogical. Thus, a renewal of previous literature reviews was carried out, updating the situation with research from recent years and new data, obtained to contribute to the collective intelligence on methodological strategies (80% of the sample was divided into “plugged” and “unplugged”); educational (more than 50% studied CT evaluation); and resources, including a collection of more than 119 educational resources.
Educational Technologies for Precollege Engineering Education
Authors: Mario Riojas, Susan Lysecky, Jerzy W. Rozenblit
Published in: IEEE Transactions on Learning Technologies (2011-04-08)

Numerous efforts seek to increase awareness, interest, and participation in scientific and technological fields at the precollege level. Studies have shown these students are at a critical age where exposure to engineering and other related fields such as science, mathematics, and technology greatly impact their career goals. A variety of advanced learning technologies have emerged to enhance learning, promote hands-on experiences, and increase interest in engineering. However, creating and sustaining technology-infused learning environments at the precollege level is a challenging task, as many schools have limited resources and expertise. Moreover, while numerous technology solutions are available to support ambitious engineering-learning goals, choosing the right technology to align to program goals and resources may be a daunting task. In this work, we fill the gap between the applicability of educational implements and suitable teaching methods for precollege engineering. We present an overview of available hardware- and software-based technologies, and characterize these technologies based on criteria such as median price, the type of learning activities fostered, and the required users' expertise levels. In addition, we outline how these technologies align with deductive and inductive teaching methods that emphasize direct-instruction, inquiry-, problem-, and project-based methods, as studies have shown these methods are effective for precollege engineering education.
Tool-mediated authentic learning in an educational technology course: a designed-based innovation
Authors: Alan Amory
Published in: Interactive Learning Environments (2012-06-06)

This design-based research project is concerned with the design, development and deployment of interactive technological learning environments to support contemporary education. The use of technologies in education often replicates instructivist positions and practices. However, the use of Cultural Historical Activity Theory (C), authentic learning (A), and educational technologies as tools (T) to mediate learning provides an integrated CAT framework to design and use learning experiences that transform not only individuals but also their world view. The work reports on the design, redesign, and evaluation of an honors course on the use of information communication technologies in teaching and learning. Analyses identified a number of design principles useful in conceiving learning tasks to support the theoretical framework. The CAT framework fosters the use of learning mediation through the use of educational tools that support collective knowledge construction of individuals and their communities, rather than replicate the use of technology for instruction.
The role of educational developers in the expansion of educational technology
Authors: Kerry Shephard
Published in: The International Journal for Academic Development (2004-05-01)

This paper explores how academic staff are supported in attempts to develop their use of educational technologies. It identifies the work undertaken by academic staff in the development of an Information and Communications Technology (ICT) application and relates this to the direct support (helping staff to teach using ICT) and professional development opportunities (helping staff to develop their skills) available to them. These broad areas of support are seen as a continuum, with varying proportions of direct support and professional development available in different circumstances. The paper concludes that increasing use and expectations of ICT to support student learning in traditional universities are leading to a greater need for team‐based approaches to support learners, and the issues that this change raises are explored.
Magnetic and multistable: reinterpreting the affordances of educational technology
Authors: Jesper Aagaard
Published in: International Journal of Educational Technology in Higher Education (2018-01-09)

The concept of affordances has become a popular analytical tool in educational technology. The present article, however, argues that the current understanding of affordances does not adequately address the use of educational technology and instead advocates a phenomenological reinterpretation. The article first introduces Gibson’s concept of affordances and describes how scholars in the field of educational technology have invoked this concept to compile lists of technical action possibilities. It then argues that affordances do not just ‘offer’ a range of action possibilities; they actively ‘invite’ certain actions. To explore how such behavioral invitations manifest themselves in the everyday use of educational technologies, the article introduces the analytical concepts of multistability, relational strategy, and mediation and uses these concepts to analyze the affordances of laptops in the classroom. It is argued that laptops act as powerful attentional magnets that often invite students to become distracted. Theoretical and practical implications are discussed.
Enhancement the Educational Technology by Using 5G Networks
Authors: Duha Al-Mallah, Ban Hassan Majeed, Haider TH. Salim ALRikabi
Published in: International Journal of Emerging Technologies in Learning (iJET) (2023-01-10)

With the spread of global markets for modern technical education and the diversity of programs for the requirements of the local and global market for information and communication technology, the universities began to race among themselves to earn their academic reputation. In addition, they want to enhance their technological development by developing IMT systems with integrated technology as the security and fastest response with the speed of providing the required service and sure information and linking it The network and using social networking programs with wireless networks which in turn is a driver of the emerging economies of technical education. All of these facilities opened the way to expand the number of students and solve the problem of accumulation, collection and analysis of data by storing it with large, expanded and automatically interconnected databases between university places and departments to provide services adapted to the desire of demand. This research dealt with a sample from of the academic’s opinions and students. The sample is 319 questionnaires. It concluded that each of the infrastructure, devices, Internet of things, smart classrooms, and administrative database, with the presence of the fifth-generation network and its equipment, have a statistically significant correlation with technical education technology.
Concerns, Considerations, and New Ideas for Data Collection and Research in Educational Technology Studies
Authors: Damian Bebell, Laura M. O’Dwyer, Michael Russell, Tom Hoffmann
Published in: Journal of Research on Technology in Education (2010-09-01)

In the following pages, we examine some common methodological challenges in educational technology research and highlight new data collection approaches using examples from the literature and our own work. Given that surveys and questionnaires remain widespread and dominant tools across nearly all studies of educational technology, we first discuss the background and limitations of how researchers have traditionally used surveys to define and measure technology use (as well as other variables and outcomes). Through this discussion, we introduce our own work with a visual analog “sliding” scale as an example of a new approach to survey design and data collection that capitalizes on the technology resources increasingly available in schools. Next, we highlight other challenges and opportunities inherent in the study of educational technology, including the potential for computer adaptive surveying, and discuss the critical importance of aligning outcome measures with the technological innovation, concerns with computer-based versus paper-based measures of achievement, and the need to consider the hierarchical structure of educational data in the analysis of data for evaluating the impact of technology interventions.
New Directions in the Evaluation of the Effectiveness of Educational Technology
Authors: Walter Heinecke, Natalie B. Milman, Lisa A. Washington, Laura Blasi
Published in: Computers in the Schools (2001-10-01)

Summary Drawing from work by Shadish, Cook, and Leviton (1991) on social program evaluation, the authors discuss recent changes in evaluation theory and practices, and they connect these changes to technology and student learning. Concluding with a list of recommendations for evaluating the effectiveness of technology in teaching and learning, the authors challenge the purposes of education and prevalent goals for evaluation. After questioning how technology can impact student learning, they call for new and expanded definitions of student learning outcomes. Recommendations include redefining technology as a process rather than as a product, conducting implementation evaluations prior to outcome evaluations; reducing the reliance on standardized test scores as the primary outcome measure; and adopting multifaceted evaluation approaches (including case studies).
The Crisis of Educational Technology, and the Prospect of Reinventing Education
Authors: Abdulkafi Albirini
Published in:  (2007-01-01)

With the fading monopoly of the industrial mode of production and the emergence of the “information revolution, ” modern technology has pervaded almost every aspect of human life. In education, however, information technology has yet to find a place, despite the unceasing attempts to “fit ” it into the existing educational system. The paper argues that the industrial mode of production was successful in inventing “education ” as a new paradigm, institutionalizing it in schools, and implementing it through a number of tools, such as “certified ” teachers, curricula, and textbooks. By contrast, the information mode of production has created the tools, namely “educational technology, ” before developing a corresponding paradigm or institution. This crisis of educational technology is therefore a corollary of its misplacement, and subsequent malfunction, in the still-in-use industrial paradigm and institution (education and school). The paper suggests that, in order to ensure a proper functionality of modern technology, we need to resolve this theoretical inadequacy. A possible solution would be to thoroughly restructure “education ” and schools, as remnants of the industrial age, into a new paradigm and institution.