jehanweerasuriya/uni-ai-dataset huggingface dataset:
Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis
Authors: Neil Selwyn
Published in: E-Learning and Digital Media (2021-06-10)

Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ‘greening’ of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ‘abundant’ forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ‘Ed-Tech Within Limits’ might be pursued – outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines.
Educational Technology Research That Makes a Difference: Series Introduction
Authors: Margaret D. Roblyer
Published in: Contemporary issues in technology and teacher education (2005-01-01)

In a field as complex as educational technology, conflict is common; consensus is not. Yet there is widespread agreement on at least one point: We need a more organized and persuasive body of evidence on technology's benefits to classroom practice. Criticism of educational methods has accelerated in recent years, and the cost and complexity of implementing technology-based teaching strategies make them a favorite target. In the last decade, a diverse and growing collection of critics (e.g., Cordes & Miller, 1999; Cuban, 2001; Oppenheimer, 1997, 2003; Stoll, 1995) has been steadily making the case for reducing or eliminating the use of electronic technologies in teaching. At the same time, technology’s advocates have acknowledged an increasing need for research that could address these concerns and make a strong case for technology's pedagogical contributions.
Older Adults' Reasons for Using Technology while Aging in Place
Authors: Sebastiaan Theodorus Michaël Peek, Katrien Luijkx, M. D. Rijnaard, Marianne Nieboer, C. S. van der Voort, Sil Aarts, Joost van Hoof, Hubertus JM Vrijhoef, Eveline Wouters
Published in: Gerontology (2015-06-04)

BACKGROUND: Most older adults prefer to age in place, and supporting older adults to remain in their own homes and communities is also favored by policy makers. Technology can play a role in staying independent, active and healthy. However, the use of technology varies considerably among older adults. Previous research indicates that current models of technology acceptance are missing essential predictors specific to community-dwelling older adults. Furthermore, in situ research within the specific context of aging in place is scarce, while this type of research is needed to better understand how and why community-dwelling older adults are using technology. OBJECTIVE: To explore which factors influence the level of use of various types of technology by older adults who are aging in place and to describe these factors in a comprehensive model. METHODS: A qualitative explorative field study was set up, involving home visits to 53 community-dwelling older adults, aged 68-95, living in the Netherlands. Purposive sampling was used to include participants with different health statuses, living arrangements, and levels of technology experience. During each home visit: (1) background information on the participants' chronic conditions, major life events, frailty, cognitive functioning, subjective health, ownership and use of technology was gathered, and (2) a semistructured interview was conducted regarding reasons for the level of use of technology. The study was designed to include various types of technology that could support activities of daily living, personal health or safety, mobility, communication, physical activity, personal development, and leisure activities. Thematic analysis was employed to analyze interview transcripts. RESULTS: The level of technology use in the context of aging in place is influenced by six major themes: challenges in the domain of independent living; behavioral options; personal thoughts on technology use; influence of the social network; influence of organizations, and the role of the physical environment. CONCLUSION: Older adults' perceptions and use of technology are embedded in their personal, social, and physical context. Awareness of these psychological and contextual factors is needed in order to facilitate aging in place through the use of technology. A conceptual model covering these factors is presented.
Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches
Authors: Robert N. Ronau, Christopher R. Rakes, Margaret L. Niess
Published in:  (2011-07-31)

"This book provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research" - Provided by publisher
Capital, Neoliberalism and Educational Technology
Authors: Chris Jones
Published in: Postdigital Science and Education (2019-04-23)

I have been asked by experienced colleagues what neoliberalism means and why it is relevant in educational technology. To me, the link seems obvious but let me set out some of the links between neoliberal political economy and educational technology. Educational technology has a relatively long history (Cuban 1986) and this commentary is restricted to computing and digital technologies in education. Currently, digital technologies are established features throughout education. Indeed the core digital presence of many educational institutions is the Learning Management System (LMS) (Virtual Learning Environment, or VLE, in the UK). These systems retain many of the features found in early applications of computer conferencing and even their look and feel hasn’t moved on significantly since the introduction of a graphical user interface (GUI). The really significant advances in technologies have been in devices, networks and memory, with a movement from desktop personal computers and mainframe computers to mobile phones and tablets connected to high-speed networks and the cloud. Institutional islands and dial-up facilities have changed to high-speed broadband networks accessed via mobile and Wi-Fi connections linked to extensive storage. Technological changes are sometimes seen as the dominant driver of social change, a kind of technological determinism. However, in the same time period that technology changed, there was a political and economic transformation of the world economy from a competition between capitalism and socialism, with a developing ‘third world’, to a single global system differentiated into geographical regions and nation states. Capital is triumphant, the economy is global in scope, and the state has been reduced in the face of resurgent markets. Perhaps, surprisingly, there has been little focus on the relationships between the global resurgence of capital, in market-led neoliberal forms, and the characteristics of those educational technologies and institutions that emerged at the same time (for an exception see Selwyn and Facer 2013). This commentary addresses that perceived gap by outlining possible connections between capital, neoliberal politics and educational technology and suggesting a revised educational response.
The second educational revolution: rethinking education in the age of technology
Authors: Allan Collins, Richard Halverson
Published in: Journal of Computer Assisted Learning (2010-01-12)

Abstract This paper drew upon a recent book (Rethinking Education in the Age of Technology) to summarize a number of prospects and challenges arising from the appropriation of digital technology into learning and educational practice. Tensions between traditional models of schooling and the affordances of digital media were noted, while the promise of these technologies for shaping a new system of education was reviewed. It was argued that new technology brings radical opportunities but also significant challenges. The urgency of seeking a coherent model for the future of education in a technological age was stressed.
Educational Technology in Learning and Teaching: The Perceptions and Experiences of Teaching Staff
Authors: John R. Steel, Alison Hudson
Published in: Innovations in Education and Teaching International (2001-01-01)

Given the rapid pace of development and innovation in educational technologies, coupled with new perspectives on learning and teaching and new challenges that modern universities now have to face, utilizing educational technology in learning and teaching is high on the list of educational managers, administrators and operatives. This paper examines the perceptions and experiences of educational technology from the perspective of university teachers' at Sheffield Hallam University.An analysis of the findings herein highlight pedagogic and technical as well as social and cultural factors impacting significantly on lecturers'experience of educational technology. Such factors are explored within this paper and suggest the need for increased levels of communication across university institutions around the implementation and development of educational technologies – communication that involves academic staff, university administrators and managers, and students.
Educational Technology and the Learning Process
Authors: Robert M. Gagné
Published in: Educational Researcher (1974-01-01)

T he phrase educational technology carries differe t meanings to different people. Both of its major meanings were recognized by Commission on Instructional Technology in its report entitled To Improve Learning (1970). I have always favored second meaning identified in that report, namely, a body of technical knowledge about systematic design and conduct of education, based upon scientific research (Gagne', 1968). Obviously, though, any such systematic approach to education, and more specifically to instruction, must include a consideration of functions to be performed by media-that is, by what are called the things of learning (Armsey and Dahl, 1973).
Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning
Authors: Ka Yin Chau, Kris M. Y. Law, Yuk Ming Tang
Published in: Journal of Organizational and End User Computing (2021-08-26)

The coronavirus (COVID-19) has had severe global impacts in many aspects of education. Asian countries and regions have been the first responders to move entirely online since the epidemic started. The aim of this paper is two-folded. First, this study investigates the correlations in order to understand the compounded effects on presences in the participating synchronous learning environments. Second, this paper provide empirical evidence and insights for educators on the future trends of learning and instructional strategy in online teaching. This study investigated students’ perception of synchronous e-learning during the COVID-19 pandemic for the better design of the e-learning teaching pedagogy and determines how the key factors of e-learning perception are inter-correlated enabling educators to focus on. The study has important implications that student readiness in educational technology is critical to assist the recent practice in implementing online learning.
Saturation in Qualitative Educational Technology Research
Authors: Wajeeh Daher
Published in: Education Sciences (2023-01-17)

Saturation is a key construct used by qualitative research theorists as a way to verify the rigor and validity of a study. This study intends to examine how saturation is used within qualitative educational technology studies that addressed saturation. We selected journals which (a) follow a peer review process; (b) are considered influential in their fields and of high quality, as reflected in being in Q1 (first quartile) or Q2 (second quartile) in Scopus; and (c) publish qualitative research. The number of journals selected for this study was 20, and we selected 3 articles from each. The methodology in the chosen articles was interview-based, and the articles were published in the journal in the 5 recent years 2018–2022 (i.e., a 5-year review period). The research results indicated that 20 out of 60 of the participating studies paid attention to the definition of saturation, 25 out of 60 participating studies paid attention to ‘why saturation was sought’, and 26 out of 60 participating studies paid attention to ‘when saturation was sought’. All the participating studies paid attention to ‘how was saturation assessed’. The most-mentioned expression to indicate the achievement of saturation was the emergence of new information, themes, categories, and codes, where most of the participating studies used expressions related to this aspect.
Informed design of educational technologies in higher education enhanced learning and teaching
Authors: Anders Olofsson, J. Ola Lindberg
Published in:  (2012-01-01)

"This book presents recent and important theoretical and practical advances in educational technology design in higher education, examining their possibilities for enhancing teaching and learning" - Provided by publisher
Emerging Educational Technology: Assessing the Factors that Influence Instructors’ Acceptance in Information Systems and Other Classrooms
Authors: Diane M. Ball, Yair Levy
Published in: Journal of the Association for Information Systems (2008-11-01)

Over the past decade there has been a shift in the emphasis of Internet-based emerging educational technology from use in online settings to supporting face-to-face and mixed delivery classes. Although emerging educational technology integration in the classroom has been led by information systems (IS) instructors, the technology acceptance and usage of other instructors continue to be problematic for educational institutions. The purpose of this study was to empirically investigate factors influencing instructors’ intention to use Tegrity®, an emerging educational technology in traditional IS classes and other non-IS classes. Specifically, the factors studied were computer self-efficacy, computer anxiety, and experience with the use of technology. Responses from 56 instructors from a small, private university were used to formulate a predictive model using ordinal logistic regression. Results showed that computer self-efficacy had the greatest influence on intention to use. As computer self-efficacy appears to be high among IS instructors, administrators of other subjects are urged to pursue avenues to increase their instructors’ computer self-efficacy when attempting to increase the acceptance of emerging educational technology in non-IS classrooms.
The ‘Erfahrraum’: a pedagogical model for designing educational technologies in dual vocational systems
Authors: Beat A. Schwendimann, Alberto Cattáneo, Jessica Dehler Zufferey, Jean‐Luc Gurtner, Mireille Bétrancourt, Pierre Dillenbourg
Published in: Journal of Vocational Education and Training (2015-07-03)

Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects different forms of knowledge into an integrated body of knowledge that contributes to developing vocational competence. This paper presents a multidimensional pedagogical model, called the ‘Erfahrraum’, for the design and implementation of educational technologies as a way to foster this integration in initial dual vocational education and training (VET). The ‘Erfahrraum’ model informs the design of shared spaces for capturing and reflecting on experiences made in different contexts in which VET takes place. The model particularly emphasises the importance of shared reflection processes to turn concrete experiences into relevant integrated knowledge. Examples of implementations in different professions using a range of different technologies illustrate the power of the ‘Erfahrraum’ model.
How To Improve Critical Thinking Using Educational Technology.
Authors: Tim van Gelder
Published in:  (2001-12-01)

Critical thinking is highly valued but difficult to teach effectively. The Reason! project at the University of Melbourne has developed the Reason!Able software as part of a general method aimed at enhancing critical thinking skills. Students using Reason!Able appear to make dramatic gains. This paper describes the challenge involved, the theoretical basis of the Reason! project, the Reason!Able software, and results of intensive evaluation of the Reason! approach.
Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students
Authors: Wan Zah Wan Ali, Mohsen Bagheri, Maria Chong Abdullah, Shaffe Mohd Daud
Published in: Contemporary Educational Technology (2013-03-01)

Given the importance of globalization as well as the need to train skilled and knowledgeable employees for the 21st century workforce, higher education needs to take a more critical look at the educational practices and instructional methods which lead to improvements in students’ essential skills such as self-directed learning. This study sought to examine the effects of project-based learning (PoBL) strategy on students’ self-directed learning skills in a system-based education course offered in the educational technology department of Arak University in Iran. In order to achieve this end, a sample of 78 students in the field of educational technology who enrolled in the system-based education course was selected. Subjects were randomly assigned to one of the two groups: the experimental group (PoBL strategy) and control group (conventional teaching strategy). The self-directed learning readiness scale (SDLRS) was administrated three times (i.e. pretest, post-test one, and post-test two). The experimental group received the PoBL strategy and the control group was exposed to conventional teaching (CT) methods. The results of two-way repeated measure ANOVA tests revealed that students who were taught using PoBL strategy performed significantly better in terms of self-directed learning skills than did students who were taught using CT strategy.
DEVELOPMENT AND VALIDATION OF AUDIOVISUAL EDUCATIONAL TECHNOLOGY FOR FAMILIES AND PEOPLE WITH COLOSTOMY BY CANCER
Authors: Bruna Vanessa Costa da Rosa, Nara Marilene Oliveira Girardon-Perlini, Nidia Gamboa, Elisabeta Albertina Nietsche, Margrid Beuter, Angélica Dalmolin
Published in: Texto & Contexto - Enfermagem (2019-01-01)

ABSTRACT Objective: produce and validate an educational technology in the form of video for people and families who experience colostomy and cancer. Method: educational technology development study conducted in two phases: production and validation of audiovisual technology, which includes the stages of construction and validation of the script, video production and audio-visual validation. Twelve people participated in the validation, being seven expert judges and two families (five people). The appearance and content were validated by Content Validity Index greater than or equal to 0.70% (IVC ≥0.7) and interview. Results: the script content has been validated by the expert judges, with a Global Content Validity Index equal to 0.99 and by the target audience with a Global Content Validity Index of 1. The validation of audio-visual content obtained a Global Content Validity Index equal to 0.99. Conclusion: the validated audiovisual educational technology represents a resource enhancement for the educational practices of nursing in the care of people with stoma and their families.
Why Improving Preservice Teacher Educational Technology Preparation Must go beyond the College's Walls
Authors: Sara Dexter, Eric Riedel
Published in: Journal of Teacher Education (2003-09-01)

To prepare new teachers to use technology within their programs of preparation, schools, colleges, and departments of education (SCDEs) can develop and require coursework in which students learn how to operate and teach with technology and set expectations that students demonstrate their integration abilities during student teaching. This survey of student teachers found that setting these expectations for designing and delivering instruction using technology was effective in getting student teachers to use technology during clinical experiences. However, additional factors beyond the control of SCDEs were equally important, such as the level of access to technology and the support of and feedback from cooperating teachers at the student teaching site. The authors discuss the implications these factors hold for SCDE's extending efforts “beyond their walls” to prepare new teachers to use technology.
Buber, educational technology, and the expansion of dialogic space
Authors: Rupert Wegerif, Louis Major
Published in: AI & Society (2018-02-20)

Buber’s distinction between the ‘I-It’ mode and the ‘I-Thou’ mode is seminal for dialogic education. While Buber introduces the idea of dialogic space, an idea which has proved useful for the analysis of dialogic education with technology, his account fails to engage adequately with the role of technology. This paper offers an introduction to the significance of the I-It/I-Thou duality of technology in relation with opening dialogic space. This is followed by a short schematic history of educational technology which reveals the role technology plays, not only in opening dialogic space, but also in expanding dialogic space. The expansion of dialogic space is an expansion of what it means to be ‘us’ as dialogic engagement facilitates the incorporation, into our shared sense of identity, of aspects of reality that are initially experienced as alien or ‘other’. Augmenting Buber with an alternative understanding of dialogic space enables us to see how dialogue mediated by technology, as well as dialogue with monologised fragments of technology (robots), can, through education, lead to an expansion of what it means to be human.
Teachers' Beliefs about Using Educational Technology in the Science Classroom.
Authors: Charlene M. Czerniak, Andrew T. Lumpe, Jodi J. Haney, Judy Beck
Published in: Journal on Educational Technology (1999-01-01)

Current science education reform documents include educational technology as a key idea in school science programs. Teachers' beliefs about curriculum and instruction may play an important role in the implementation of reforms. In this study, we sought to examine the influence of K-12 teachers' beliefs on their intent to use educational technology in their classrooms. The Theory of Planned Behavior was used to examine the influences of K-12 teachers' attitudes, subjective norm (social support), and perceived behavioral control (external influences). Specific suggestions for addressing teachers' beliefs about using educational technology and staff development ideas are offered.