jehanweerasuriya/uni-ai-dataset huggingface dataset:
Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge
Authors: Manolis Mavrikis, Nikol Rummel, Michael Wiedmann, Katharina Loibl, W. Holmes
Published in: Educational Technology Research and Development (2022-04-01)

Abstract Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often, conceptual knowledge by means of exploratory tasks. However, both types of knowledge are needed for complete domain knowledge that persists over time and supports subsequent learning. We investigated in two quasi-experimental studies whether a combination of an exploratory learning environment, providing exploratory tasks, and an intelligent tutoring system, providing structured tasks, fosters procedural and conceptual knowledge more than the intelligent tutoring system alone. Participants were 121 students from the UK (aged 8–10 years old) and 151 students from Germany (aged 10–12 years old) who were studying equivalent fractions. Results confirmed that students learning with a combination of exploratory and structured tasks gained more conceptual knowledge and equal procedural knowledge compared to students learning with structured tasks only. This supports the use of different but complementary educational technologies, interleaving exploratory and structured tasks, to achieve a “combination effect” that fosters robust fractions knowledge.
Social Software and Educational Technology: Informal, Formal and Technical Values
Authors: Roberto Pereira, M. Cecí­lia C. Baranauskas, Sérgio Roberto P. da Silva
Published in: Educational Technology & Society (2013-01-01)

Social software is a growing reality worldwide and several authors are discussing its use to promote social interaction in learning contexts. Although problems regarding privacy, reputation, and identity are commonly reported in social software, an explicit concern regarding peoples’ values is not a common practice in its design and adoption, in part, due to the lack of research in this subject. The issue of values becomes even more critical as social software crosses the boundaries of people’s cultures to pervade every aspect of their lives, from personal relationships to work, from play to education. In this paper we shed light on this scenario by presenting an informed discussion about values in the context of social software, as it may bridge the gap between informal and formal learning. An organization of 28 suggested values is presented in the Value Pie, as a way of informing the design of social software. Our discussion is grounded on Organizational Semiotics and the Building Blocks of Culture.
Effect of the board game as educational technology on schoolchildren’s knowledge on breastfeeding
Authors: Fernanda Demutti Pimpão Martins, Luciana Pedrosa Leal, Francisca Márcia Pereira Linhares, Alessandro Henrique da Silva Santos, Gerlaine de Oliveira Leite, Cleide Maria Pontes
Published in: Revista Latino-Americana de Enfermagem (2018-09-03)

OBJECTIVE: to evaluate the effect of the board game as an educational technology on schoolchildren's knowledge on breastfeeding. METHOD: cluster-randomized clinical trial, held in nine schools, with 99 children in the third grade of elementary school (control group = 51 and intervention group = 48). The pretest was conducted in both groups; intervention consisted in the application of the educational technology immediately after pretest to the intervention group; and the post-test was applied on the 7th and 30th days to both groups. For the analysis of children's knowledge on breastfeeding, we considered the pre- and post-test score means, using the Mann-Whitney test - for comparing the means between groups - and the Wilcoxon test - within the same group. RESULTS: there was no statistically significant difference between the groups in the pretest. In the follow-up, when comparing the groups, there were higher means in the intervention group, on the 7th (19.68 ±1.788) and on the 30th (20.16±1.260) days, with statistically significant difference. Within the intervention group, there was significant increase of the means in the pretest (15.89±3.082) for the 30th day (20.16±1.260). CONCLUSION: such educational intervention has significantly contributed to the increase in scores of children's knowledge on breastfeeding for the intervention group. UTN: U1111-1184-7386.
Educational Psychology and Technology: A Matter of Reciprocal Relations
Authors: Gavriel Salomon, Tamar Almog
Published in: Teachers College Record The Voice of Scholarship in Education (1998-11-01)

Technology and instruction have recently entered an alliance of reciprocal influences. Technology serves instruction and at the same time opens up novel opportunities. Concerning the former, a major justification for the employment of computers is the acceptance of constructivist conceptions and a growing understanding of learning as a social process. Technology thus comes to facilitate the realization of the learning environments that emanate from constructivist conceptions. Concerning technology's influence on education, ever-newer technological affordances pull instruction in new and promising directions. However, many of these lack purpose or rationale. Why, for example, should students design their own wWeb sites? New questions arise that need to be answered, such as whether hypermedia programs offer frail and casual webs of information that lead to the cultivation of similarly flimsy mental networks (the “Butterfly Defect”), or whether computer-mediated communication (CMC) might create virtual, faceless learning environments. It also becomes evident that the new learning environments rely more heavily than their predecessors on students’ proclivity for self-regulated and mindful learning. Can technology facilitate the cultivation of these? Educational psychology and technology are now engaged in an intensive duet that, if seriously studied, explored, and evaluated, may offer novel and improved instruction.
Educational Technologies
Authors: Maren Scheffel, Joachim Wirth
Published in: Unterrichtswissenschaft (2022-11-11)

Even if the term is not a uniform one and is characterized by different disciplines, the use of (mostly computer-supported) devices and media for analyzing, designing and/or supporting teaching and learning processes can be subsumed under Educational Technologies. Educational technologies are very diverse and can be used on the levels of individual or collaborative learning, teaching, and even school organization. Despite efforts to build a technical infrastructure in schools, national educational monitoring indicates that the perceived ease of use of educational technologies has not increased as a result. The articles in this issue also illustrate the diversity of educational technologies. This diversity is accompanied by the fact that the conditions under which the respective technology unfolds the desired benefit are very heterogeneous and generalizable statements on the successful use of educational technologies can only be formulated with difficulty. Nevertheless, research efforts in the field of educational technologies seem to be worthwhile in order to exploit their potential for pedagogical and teaching processes.
The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
Authors: Lauren E. Decker, Craig A. Mason, Ji-Eun Lee, Jenny Yun‐Chen Chan, Adam Sales, Allison S. Liu, Shihfen Tu
Published in: AERA Open (2023-01-01)

The current study investigated the effectiveness of three distinct educational technologies-two game-based applications (From Here to There and DragonBox 12+) and two modes of online problem sets in ASSISTments (an Immediate Feedback condition and an Active Control condition with no immediate feedback) on Grade 7 students' algebraic knowledge. More than 3,600 Grade 7 students across nine in-person and one virtual schools within the same district were randomly assigned to one of the four conditions. Students received nine 30-minute intervention sessions from September 2020 to March 2021. Hierarchical linear modeling analyses of the final analytic sample (N = 1,850) showed significantly higher posttest scores for students who used From Here to There and DragonBox 12+ compared to the Active Control condition. No significant difference was found for the Immediate Feedback condition. The findings have implications for understanding how game-based applications can affect algebraic understanding, even within pandemic pressures on learning.
Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge
Authors: Pi-Sui Hsu
Published in: Teaching Education (2012-04-18)

The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large university in the mid-western USA. Data sources included interviews, documents, and observations. The findings identified knowledge of technology integration the pre-service teachers developed and identified knowledge of technology integration needed in the technology integration courses. The present study provided a number of suggestions on different activities that could be built into educational technology courses to better prepare pre-service teachers to teach with technology.
Sustainable decision making for emerging educational technologies in libraries
Authors: Richard Hayman, Erika E. Smith
Published in: Reference Services Review (2015-02-05)

Purpose – The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while supporting evidence-based practice (EBP). Design/methodology/approach – This article highlights recent trends in emerging educational technologies and EBP and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice. Findings – Authors discuss the need for sustainable decision-making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators and practitioner-researchers will have faced in their own library instruction. To support the evidence-informed selection and integration of emerging educational technologies, a two-pronged model is presented, beginning with an articulation of pedagogical aims, alignment of technological affordances to these aims and support of this alignment via hard evidence available in the research literature, as well as soft evidence found in the environmental scan. Originality/value – This article provides an outline and synthesis of key issues of relevance to library practitioners working within a challenging and ever-changing landscape of technologies available for learning and instruction. The proposed approach aims to create a sustainable model for addressing problems of evidence and will benefit academic librarians considering emerging educational technologies in their own pedagogy, as well as those who support the pedagogy of others.
Educational Technology-An Overview
Authors: Balkrishna D. Damle
Published in:  (2011-08-01)

This paper will discuss the concept Education and the concept of Technology and its combination and application in education. The objective of this paper is to understand the meaning of 'Education' and 'Educational Technology' its application and various phases of application. We will first study the purpose of education described by eminent educationist, then the role of educational technology in fulfilling objectives of education in general.
Whose interest is educational technology serving? Who is included and who is excluded?
Authors: Caroline Kühn
Published in: RIED Revista Iberoamericana de Educación a Distancia (2019-01-02)

Este artículo da cuenta de lo que está ocurriendo hoy en día en la intersección de la educación y la tecnología. Tiene como objetivo ofrecer una visión general que comienza no en el presente sino en el pasado para que seamos conscientes de cómo con frecuencia estamos atrapados en la retórica política y en los discursos capitalistas. En los titulares de los periódicos se lee desde 1963: "Escuelas abarrotadas. Maestros desbordados de trabajo. En la confusión de la educación de hoy, ¿puede su hijo obtener la enseñanza personalizada que todo niño, estándar o avanzado, necesita?" y, para ese problema, la solución propuesta fue tecnológica, por lo que poco ha cambiado en relación con las escuelas abarrotadas y los profesores desbordados. Escudriño a continuación el presente a través de la invasión de las plataformas y el discurso de acompañamiento de Silicon Valley sobre soluciones universales a la educación, concluyendo que la situación no parece muy diferente a la de principios del siglo XX. El futuro está ilustrado con mis propias investigaciones que dan cuenta de mi enfoque sociológico a la investigación educativa en este campo. Se describen brevemente el realismo crítico y la teoría social realista y se proponen como marco teórico para pensar sobre estos temas de una manera menos determinista, dando su debida importancia a lo local. Ofrece un enfoque teórico de una metodología que contempla cómo capturar los enredos diarios de los estudiantes con herramientas digitales abiertas y participativas en el contexto de sus estudios buscando desvelar las estructuras invisibles y, por tanto, ocultas que funcionan como restricciones para la agencia de los estudiantes en su práctica digital.
<i> <scp>BJET</scp> </i> Editorial: Opening up the educational technology research agenda
Authors: Colin Latchem
Published in: British Journal of Educational Technology (2014-01-01)

An introduction is presented in which the author discusses reports from the issue on various topics including educational technology, distance education, and training technology.
INJUSTICE EMBEDDED IN GOOGLE CLASSROOM AND GOOGLE MEET: A TECHNO-ETHICAL AUDIT OF REMOTE EDUCATIONAL TECHNOLOGIES
Authors: Benjamin Gleason, Marie K. Heath
Published in: DOAJ (DOAJ: Directory of Open Access Journals) (2021-04-13)

Forcing pre-COVID-19 structures of school onto the realities of the global pandemic ignores the systemic structures embedded in public education which made pre-pandemic school places of harm for students marginalized by racism and neoliberalism. Informed by critical theories of educational technology, this study investigated how the design of technologies central to emergency remote education carry powerful perspectives about the nature and dimensions of learning. We used the conceptual framework of a techno-ethical audit which asks scholars and practitioners to analyze technologies in order to uncover assumptions of pedagogy, implications for democracy, and complicities in injustice inherent to the design of the technology. The audit found a system that limited meaningful interaction, envisioned students as technology users with little agency or control, and predisposed students to unnecessary practices of surveillance and monitoring, all while subjecting them to regimes of data collection and sharing for corporate profit. Applied at scale and in marginalized communities, the current system denies justice for millions of students subjected to harmful educational practices. Through this study, we present three recommendations to improve online learning: teach the crisis; implement project-based learning; and investigate experiences with technology.
Preparing Teachers to Teach with Technology: Examining the Effectiveness of a Course in Educational Technology
Authors: Marcy Zipke
Published in: The New Educator (2017-12-05)

The reasons elementary teachers choose not to use technology are many and varied. One commonly cited reason is that preservice programs are struggling to adequately prepare future teachers (e.g., Brown & Warschauer, 2006). This article describes the efforts of one department of education to integrate more technology instruction. Although some aspects of these attempts were more successful than others, the overall conclusion was that teaching about technology in a one-time course within a preservice program is not enough: Collaboration with tech-savvy cooperating teachers and increased technology use in methods courses are also essential. Student surveys and interviews supported this conclusion.
Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry
Authors: Neil Mercer, Sara Hennessy, Paul Warwick
Published in: International Journal of Educational Research (2017-10-13)

This article describes a continuing programme of school-based applied research. The basis of this research, which originated in a project called ‘Thinking Together’, lies in the relationship between language and cognitive development postulated by sociocultural theory. The research has developed and tested methods for improving the quality of classroom interaction amongst teachers and students, looking for improved levels of collaboration, reasoning, and academic attainment as the desirable outcomes. A key strand of this research concerns the use of digital technology for supporting classroom dialogue and students’ emerging thinking over time. As we will explain, the outcomes of several research projects pursuing this line of enquiry have yielded positive results which have direct implications for classroom pedagogy and practice.
Ten More Years of Educational Technologies in Education: How Far Have We Travelled?.
Authors: Ron Oliver
Published in: Australasian Journal of Paramedicine (2005-06-01)

This paper describes the advancements that have occurred in the use of educational technologies over the past ten years (1995-2005) and argues that progress has been slow and reminiscent of the slow progress observed in the previous decade (1985-1995). The paper argues that one of the principal reasons for the less than spectacular results stems from the top-down approaches that always seem to drive technology use in education and schools. It argues the need for applications and activities to be driven by bottom-up forces, by the teachers and students themselves and presents the argument that more applied and grounded research at the classroom level is one strategy that can effectively support these aims.
Readiness for inter-professional education at Health sciences: A study of educational technology prespectives
Authors: Soe Soe Aye, Roy Rillera Marzo
Published in: World Journal on Educational Technology Current Issues (2020-07-30)

Background: Interprofessional Education (IPE), provides an integrative and rewarding learning platform for different healthcare professions to engage with each other in a cooperative basis to ultimately improve healthcare services for patients. Throughout the years, IPE has established itself as an indispensible tool in cultivating the necessary skills, mindset, and understanding to enhance interprofessional collaboration among healthcare providers. That being said, as with many other educational approaches, the success of IPE hinges on the readiness of healthcare professions students to learn and apply the concept; and yet, despite having been readily explored in numerous Western institutions, such readiness among healthcare students in Asian universities remains largely unknown. Methods: We measured attitudes related to interprofessional education &amp; collaboration using a questionnaire called Readiness for Interprofessional Learning Scale (RIPLS). A total of 158 students from three faculties of health sciences at Asia Metropolitan University participated in this study. Cumulative result, as well as results from individual faculties were analyzed using Descriptive and non-parametric statistics. Results: Medical students overall, reported a higher rating for the perceived benefits of working together to solve patient problems compared to other students from other health sciences faculties. They are more receptive to working with other students from different healthcare professions in small-team projects and also seem to value the importance of mutual learning when dealing with patientsâ€™ problems. On the other hand, nursing students were more uncertain of how they will fit into a cross-disciplinary team in a professional capacity and felt the need to acquire much more knowledge and skills when compared to students from other health sciences faculties. The total RIPLS score among all three faculties of health sciences at Asia Metropolitan University was in the high range. Conclusion: Students from three faculties of health sciences offered at Asia Metropolitan University namely Faculty of Medicine, Faculty of Healthcare Management, and Faculty of Nursing, were deemed IPE ready. Recommendations: The university needs to consider how to integrate IPE into the curricula, define learning outcomes and/ or competencies, develop and utilize the 4-dimensional curriculum development blueprint in line with health professional accreditation standards to promote collaboration and competence among all students ,whereby upon graduation, they as healthcare professionals, will in turn, optimize health services, strengthen health systems, and improve health outcomes. Keywords: four dimensional curriculum;inter-professionaleducation; inter-professional learning; medical education;
Three paradoxes in the approach to educational technology in the education studies of the Spanish universities
Authors: Joan Ferrés Prats, María-José Masanet, Julio-César Mateus
Published in: International Journal of Educational Technology in Higher Education (2018-03-02)

The education studies of the Spanish universities are not alien to technological innovations, but their approach to them tends to be basically instrumental. Neuroscience’s contributions about the functioning of the minds that interact with these technologies give new perspectives to the academic world; perspectives that are necessary for optimizing teaching-learning processes. This article analyses the recent scientific production on ICT and innovation in Spanish higher education, as well as the Spanish university teaching guides of education degree subjects about technologies. This critical analysis is organized around three paradoxes related to information, rationality and critical sense. Comparing the analysis results with the discoveries of neuroscience during the last decades reveals limits and contradictions in those areas that tend to be considered strongest in the technology-education relationship. We draw conclusions for revising the parameters for the approach to ICT in university education.