jehanweerasuriya/uni-ai-dataset huggingface dataset:
Gender Inclusiveness in Educational Technology and Learning Experiences of Girls and Boys
Authors: Irma Heemskerk, G.T.M. ten Dam, Monique Volman, Wilfried Admiraal
Published in: Journal of Research on Technology in Education (2009-03-01)

The use of technology (information and communication technology, ICT) in secondary education is an important aspect of the current curriculum and of teachers’ pedagogy. Learning supported by computers is supposed to be motivating for students and is, therefore, assumed to have positive effects on learning experiences and results. However, the question remains whether these motivating effects are equal for all students. Although the gender gap in the use of ICT and knowledge about it has diminished, there are still indications that the use of technology in education affects girls and boys differently. The present empirical study focuses on the relationship between the inclusiveness of educational tools and the learning experiences of girls and boys. The results show that gender scripts are embedded in educational tools, which are reinforced in classroom practice and affect learner experiences. A greater inclusiveness of the tools appears to improve the participation of students, enhances positive attitudes toward learning and technology, and improves the learning effects as reported by girls and boys. Girls especially tend to benefit from the inclusiveness of educational tools.
Educational Technology and Distance Supervision in Counselor Education
Authors: Robert Carlisle, Danica G. Hays, Shana Pribesh, Chris Wood
Published in: Counselor Education and Supervision (2017-03-01)

The authors used a nonexperimental descriptive design to examine the prevalence of distance supervision in counselor education programs, educational technology used in supervision, training on technology in supervision, and participants' ( N = 673) perceptions of legal and ethical compliance. Program policies are recommended to guide the training and use of technology in supervision.
Cognitive Load Theory and the Use of Educational Technology.
Authors: John Sweller
Published in: Educational Technology archive (2008-01-01)

Human cognitive architecture is a constant in a continually advancing educational technology environment. That architecture should be central in determining which technologies should be adopted and how they should be used. In this article, cognitive load theory is used to indicate aspects of human cognition relevant to instructional design, with several instructional procedures generated by the theory outlined.
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game
Authors: Bruce M. McLaren, J. Elizabeth Richey, Huy A. Nguyen, Xinying Hou
Published in: Computers & Education (2021-11-05)

There is a tendency to think of the impact of educational technology in a vacuum. However, it is likely that the instructional context in which educational technology is used affects student learning. For instance, outcomes may differ when using educational technology in a classroom versus at home, in a quiet versus noisy environment, or in a context where support is readily available versus not available. The COVID-19 pandemic provided an unexpected opportunity to explore this issue. Intending to explore how providing hints and feedback within a digital learning game (Decimal Point) impacts mathematics learning, we instead found ourselves exploring a new question: How did learning with the game differ between classrooms and at home? After two of five middle schools had participated in our classroom experiment, we switched to at-home use of the Internet-based game for the final three schools due to the pandemic. The different instructional settings led to significantly different completion rates, likely due to students in the classroom (N = 151) being monitored by experimenters and teachers (completion rate of 88.8%), while students at home (N = 126) were not monitored nor strictly required to finish (completion rate of 56.5%). In addition, the two versions of the game, one that provided students with on-request hints and error feedback (Hint condition) and one that did not (No-Hint condition), led to different classroom versus at-home results. On the delayed posttest, students in the No-Hint condition did significantly better in the classroom, while there was no significant difference between conditions at home. In addition, students in the Hint condition used significantly more hints in the classroom than they did at home. There was also a significant effect of gender in the classroom, with female students out-performing male students on the immediate posttest, but with no effect of gender remotely. We performed post-hoc analyses to better understand students’ learning processes and gameplay behaviors. In summary, our study clearly illustrates how educational technology can be sensitive to instructional context, yet just cracks open the door to much more research on this topic.
Operationalizing the Continuum between Well-Defined and Ill-Defined Problems for Educational Technology
Authors: Nguyen-Thinh Le, Frank Loll, N. Pinkwart
Published in: IEEE Transactions on Learning Technologies (2013-04-11)

One of the most effective ways to learn is through problem solving. Recently, researchers have started to develop educational systems which are intended to support solving ill-defined problems. Most researchers agree that there is no sharp distinction but rather a continuum between well-definedness and ill-definedness. However, positioning a problem within this continuum is not always easy, which may lead to difficulties in choosing an appropriate educational technology approach. We propose a classification of the degree of ill-definedness of educational problems based on the existence of solution strategies, the implementation variability for each solution strategy, and the verifiability of solutions. The classification divides educational problems into five classes: 1) one single solution, 2) one solution strategy with different implementation variants, 3) a known number of typical solution strategies, 4) a great variety of solution strategies beyond the anticipation of a teacher where solution correctness can be verified automatically, and 5) problems whose solution correctness cannot be verified automatically. The benefits of this problem classification are twofold. First, it helps researchers choose or develop an appropriate modeling technique for educational systems. Second, it offers the learning technology community a communication means to talk about sorts of more or less ill-defined educational problems more precisely.
Research Trends and Issues in Educational Technology: A Content Analysis of TOJET (2008-2011).
Authors: Müjgan Bozkaya, İrem Erdem Aydın, Evrim Genç Kumtepe
Published in: The turkish online journal of educational technology (2012-04-01)

This study has been conducted to evaluate the contents of articles published in the Turkish Online Journal of Educational Technology (TOJET) between 2008 and 2011. General aim of the study is to review on what trends, issues and research methods on which studies of educational technology have concentrated in the last four years. Thus, articles which have been published in the last four years have been analyzed in this study under titles of (a) general characteristics of studies; (b) research themes and issues; and (c) research design. A total of 273 articles were reviewed.
Identity and digital equity: Reflections on a university educational technology course
Authors: Katherine McLay, Vicente Reyes
Published in: Australasian Journal of Educational Technology (2019-12-28)

This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs’ learning and that of their future students. Two central questions are addressed: How did PSTs make sense of their identities as they took part in an educational technology course? And what challenges did they encounter in incorporating technology into their learning experiences? An exploratory case study of a group of tutors and participating students in an ongoing action research project directed at redesigned educational technology and innovation course at a higher education institution was undertaken for this inquiry. By critically interrogating students’ reflexive accounts and focus group discussions with academics teaching into the course, this inquiry has investigated and built emerging explanations in relation to identity and digital equity.
Limits and Virtues of Educational Technology in Elementary School Mathematics
Authors: Athanasios Christopoulos, Henri Kajasilta, Tapio Salakoski, Mikko‐Jussi Laakso
Published in: Journal of Educational Technology Systems (2020-03-03)

The vast development and expansion of educational technology has led to the deconstruction of various barriers and challenges that the traditional approaches were incapable of overcoming. However, a field that still holds a great deal of interest and needs to be strengthened concerns the practices that surround mathematics education. Digital learning tools can provide a partial solution to this problem. In this study, we introduce a curriculum-driven digital practicing tool which accommodates diverse learning styles and educational needs. The representative sample of the pilot included 135 third-grade primary school students, randomly split in two groups, who participated in the 8-week experiment. The findings suggest that the digital practicing path can facilitate the development of subject mastery and increase the accuracy of arithmetic fact calculations. In addition, the use of learning analytics tools can facilitate the knowledge acquisition process and prevent learners from developing misconceptions toward the learning subject.
Trends and Research Issues in Educational Technology
Authors: J. Michael Spector
Published in: Malaysian Online Journal of Educational Technology (2013-07-01)

If one looks back at the last 50 years or so at educational technologies, one will notice several things. First, the pace of innovation has increased dramatically with many developments in the application of digital technologies to learning and instruction, following by a few years developments in the sciences and engineering disciplines that are largely responsible for the rapid growth in information and communication technologies. Second, advocates of new educational technologies have been overly enthusiastic in promising dramatic improvements in learning and instruction, in part due to the success of new technologies in transforming other sectors. Third, the levels of public and governmental support of educational technology have fallen far short of how technologies have been supported in other areas. These remarks represent a critical review of what appear to be the most promising educational technologies and the challenges these technologies bring to society, and especially to educational researchers. This is by no means a rigorous or comprehensive review. Rather, these remarks are simply those of someone who wishes to better support learning and instruction using appropriate methods and technologies.
Educational Technologies: Impact on Learning and Frustration
Authors: M. Christina Hove, Kevin J. Corcoran
Published in: Teaching of Psychology (2008-04-01)

Educators are increasingly using educational technologies at the postsecondary level although little research has investigated the effects of such technologies on learning. Our research explored the effects of traditional lecture, slide-show-supplemented lecture, and virtual learning environment (VLE) on learning and frustration among college students. Participants in slide-show-supplemented lecture and VLE conditions demonstrated more learning than participants in the traditional lecture conditions. However, participants in the VLE conditions reported significantly higher levels of frustration relative to those in the traditional lecture and slide-show-supplemented conditions. Our findings may be particularly relevant in light of the increasing numbers of online college degree programs that use VLE platforms. We discuss additional implications and future research.
Educational technology and the enclosure of academic labour inside public higher education
Authors: Richard Hall
Published in: DMU Open Research Archive (De Montfort University) (2013-07-01)

Across higher education in the United Kingdom, the procurement and deployment of educational technology increasingly impacts the practices of academic labour, in terms of administration, teaching and research. Moreover the relationships between academic labour and educational technology are increasingly framed inside the practices of neoliberal, transnational activist networks, which are re-defining UK higher education as a new model public service. This paper highlights the mechanisms through which educational technologies are used to control, enclose and commodify academic labour. At issue is whether academics and academic staff developers have a critical or ethical lens through which to critique the nature of the technologies that they use and re-purpose inside the University, and whether such a critique might enable technologies to be deployed for the production of socially-useful knowledge, or knowing, beyond monetization in the knowledge economy.
The new natural? Authenticity and the naturalization of educational technologies
Authors: Gideon Dishon
Published in: Learning Media and Technology (2020-11-11)

The past 40 years have been characterized by an ongoing shift in the rationale underlying the use of educational technologies – an earlier emphasis on efficiency and engagement has been overshadowed by a vision centered on educational technologies’ capacity to facilitate authentic learning in the inauthentic school context. However, despite its intuitive appeal, authenticity is a vague and contestable concept that warrants further scrutiny. Accordingly, this theoretical paper sets out to offer a conceptual analysis of the various meanings of authenticity in educational discourse, and to examine how these both shape and obfuscate arguments concerning educational technologies. To do so, I identify two key ambiguities inherent in the concept of authenticity: (1) whether authenticity relies on correspondence to real-world contexts (is), or aims to tap into a deeper essence of an individual or phenomenon (ought); (2) whether authenticity is mainly viewed from a supposedly objective perspective (external), or aims to capture individuals’ subjective experiences (internal). The depiction of technology as authentic, along with the conflations between its various meanings, serve to naturalize existing patterns of technology use, while obscuring the ways in which they are shaped by social, political and pedagogical considerations that should remain open to evaluation and critique.
Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms
Authors: Andrew Kemp, Edward Palmer, Peter Strelan, Helen Thompson
Published in: British Journal of Educational Technology (2024-02-06)

Abstract Many technology acceptance models used in education were originally designed for general technologies and later adopted by education researchers. This study extends Davis' technology acceptance model to specifically evaluate educational technologies in higher education, focusing on virtual classrooms. Prior research informed the construction of the model, which contains perceived usefulness, perceived ease of use, behavioural intent, access and convenience, system attributes and self‐efficacy. Education‐specific constructs include cognitive engagement, feedback, instructor practice and class interaction and communication. Additionally, a new construct called comfort and well‐being is introduced. A total of 427 valid responses on a 5‐point Likert scale were received from university students. Exploratory factor analysis, confirmatory factor analysis and structural equation modelling were used to analyse the data. The model accounted for 78% of variance of behavioural intent, with comfort and well‐being demonstrating the strongest influence. Cognitive engagement, access and convenience influenced perceived usefulness, and system attributes and self‐efficacy influenced perceived ease of use. Feedback, instructor practice and class interaction and communication were not significant as educational constructs for this cohort. Based on this analysis, a final extended educational technology acceptance model (EETAM) is proposed for further use and testing. Practitioner notes What is already known about this topic Most technology acceptance models used in education were made for general technologies, or do not include factors specific to learning and pedagogy. Most students prefer face‐to‐face learning experiences and active class engagement. Qualitative research shows that instructional attributes and student comfort and well‐being are known to be important for students. What this paper adds A novel extended educational technology acceptance model, informed by prior empirical research, is presented. Confirmation of the importance of including student comfort and well‐being in technology acceptance models used in education. The model revealed the heterogeneous nature of the student learning experience. Implications for practice and research Technology acceptance models used in educational settings should include factors specific for education and learning, and student comfort and well‐being. We encourage use of the presented model in educational settings to further test the model.
Classroom-Based Use of Two Educational Technologies: A Sociocultural Perspective
Authors: Sandy Schuck, Matthew Kearney
Published in: Contemporary issues in technology and teacher education (2008-12-01)

This paper describes the fit between educational technologies and teacher views and pedagogies in light of two recently completed research projects. These studies focused on observed pedagogies associated with the classroom-based use of two learning technologies: digital video (student-generated), and interactive whiteboards. The paper considers the use of these two technologies from a sociocultural perspective, recognizing that the nature of tools and the nature of societal use of these tools are mutually dependent. Questions are raised about how the inherent nature of different technologies might shape different learning experiences and outcomes and whether certain technologies fit better with some pedagogical approaches than others.
Use of Digital Educational Technologies among Nursing Students and Teachers: An Exploratory Study
Authors: Fernanda Loureiro, Luís Sousa, Ana Vanessa Antunes
Published in: Journal of Personalized Medicine (2021-10-08)

The emergence of digital educational technologies (DET) raises questions regarding the personalization of both teaching and care. DET use implies profound changes with consequences in nursing care and in nursing teaching-learning process. With the purpose of contributing to the improvement of the teaching-learning process through the use of DET, an exploratory-descriptive, cross-sectional, and observational study, with a quantitative approach (descriptive and inferential statistics), was developed. Online questionnaires were applied (n = 140 students and n = 23 teachers) after ethics committee approval. Results point to low cost and access without time/space limits as the main benefits, and decreased interaction, less physical contact, and technical difficulties as constraints. Globally, there was no difference between students and teachers in the use of DET. Still, men report more constraints than women. In this sample, the use of DET is still at an early stage. Both students and teachers are still unfamiliar with the scope and possibilities of these tools, not taking full advantage of the potential they have to offer. The impact of DET used in personalized nursing care is still yet to be understood.
Perceptions and Opinions of Educational Technologists Related to Educational Technology
Authors: Nurettin Şimşek
Published in:  (2005-01-01)

Perceptions related to “educational technology ” have been continuously changing throughout the century. At this point, educational technology seems to be a confusing or an incomprehensible concept for most people. Perceptions of professional educational technologists in the relevant field can provide individuals who build their career in the relevant area with various perspectives. Also practices related to educational technology and relevant opinions of professionals can provide a guiding outline for the research activities being conducted in the field. This research was conducted to reveal how educational technology is perceived as a discipline, and how opinions about applications of educational technology in various countries differ. A total of 71 professionals from 12 universities in six countries participated in this research, implemented through survey method. Results support the idea that functions of the educational technology in various areas are mostly related to learning-teaching processes, and learning resources. Professional opinions on current status of the discipline reflect that there are no considerable differences related to the problems being experienced among different countries.
The Impact of Educational Technologies on University Teachers’ Self-efficacy
Authors: Наталія Саєнко, Yuliana Lavrysh, Valentyna Lukianenko
Published in: International Journal of Learning Teaching and Educational Research (2020-06-30)

The teaching profession is always evolving. Teachers have to upgrade their knowledge and skills to be in line with studentsâ€™ and employersâ€™ needs. The challenges teachers are facing are the continuously changing conditions of the teaching process and technological innovations. Unsuccessful and numerous attempts to overcome these challenges negatively affect teachersâ€™ self-efficacy. The purpose of the study was to investigate the impact of educational technologies on university teachersâ€™ self-efficacy level changes using quantitative (pre and post-self-efficacy test) and qualitative (peer-observation, interviews) research methods. The study involved 60 in-service ESP teachers with different length of teaching experience. Teachers were exposed to a short practical course on technologies integration into the teaching process, and after that, they had to demonstrate the practical application of the knowledge obtained. The findings showed that educational technologies integration had positive influence on four components of teachersâ€™ self-efficacy: classroom management, instruction strategies design, studentsâ€™ engagement and technologies integration. During the course delivery, we dealt with two problems: computer anxiety (senior teachers), as well as technology and pedagogical content knowledge framework (novice teachers). Â https://doi.org/10.26803/ijlter.19.6.1 9
Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives
Authors: İbrahim Hakkı Öztürk
Published in: European Journal of Educational Technology (2022-12-31)

This paper reviews the book “Book Review: Foundations of Educational Technology. Integrative Approaches and Interdisciplinary Perspectives”, written by J. Michael Spector (published in 2016 by Routledge, 2nd edition, first edition in 2012, 253 p.).
INNOVATIVE EDUCATIONAL TECHNOLOGIES
Authors: Arabova Gulsanam
Published in: Zenodo (CERN European Organization for Nuclear Research) (2023-06-18)

This article discusses the use of innovative pedagogical technologies used in the educational process