jehanweerasuriya/uni-ai-dataset huggingface dataset:
The use of educational technology in teaching and assessing clinical psychomotor skills in nursing and midwifery education: A state-of-the-art literature review
Authors: Orlaith Hernon, Edel McSharry, Iain MacLaren, Peter J. Carr
Published in: Journal of Professional Nursing (2023-02-09)

BACKGROUND: An integral part of both undergraduate and postgraduate nursing and midwifery programmes, is the teaching and assessment of clinical psychomotor skills. In order to provide safe care, there is an expectation that technical nursing procedures are performed competently and effectively. Due to limited opportunities to practice clinical skills there is a challenge to advance and implement innovative teaching approaches. Technological advances provide us with alternative options, outside of the traditional teaching approaches, to teach these skills. OBJECTIVE: The aim of this state-of-the-art review was to examine and provide an overview of the current use of educational technologies in nursing and midwifery education in teaching clinical psychomotor skills. METHODS: A-state-of -the-art literature review was carried out, as this type of evidence synthesis design reveals the current knowledge on a topic and identifies gaps for future research. We used a focused search strategy with the expertise of a research librarian. Data extraction included research designs and educational theories guiding the included studies along with the type of technologies studied. A descriptive summary of each study's findings in relation to the educational outcomes was performed. FINDINGS: Sixty studies were sourced which met this reviews' eligibility criteria. Technologies in which most research was carried out included; simulation, video and virtual reality. The most common research design noted included randomized or quasi-experimental studies. The vast majority of studies (n = 47) did not elaborate whether educational theories guided them, while of the remaining thirteen studies, eleven theoretical frameworks were reported. CONCLUSION: Technology use in nursing and midwifery educational research surrounding psychomotor skills education is present. The educational outcomes reported by the majority of studies on the use of educational technology in teaching and/or assessing clinical psychomotor skills are encouraging. Additionally, the majority of studies noted that students evaluated the technology positively and were satisfied with its use in their education. Future research may include evaluating the technologies in both undergraduate and postgraduate populations. Finally, opportunities exist to expand the evaluation of student learning or assessment of these skills using technologies from the educational environment to the clinical environment. REGISTRATION: Not registered.
Advanced Educational Technologies - Promise and Puzzlement
Authors: Patricia Carlson
Published in: Zenodo (CERN European Organization for Nuclear Research) (2020-04-07)

Enormous sums of money and human effort have gone into educational technologies over the past decade. Yet nagging questions surface as to whether this tremendous investment produces advantageous results. While we intuitively feel that the influence of technology should be substantial, little sound guidance exists as to what is effective and why or how to use it. We seem to have cleared several of the hurdles for building a computer-aided instruction infrastructure; now we must turn our attention to richer understandings of research into the impact of technologies in the classroom. This special issue of the Journal of Universal Computer Science focuses on assessment and evaluation practices. The six articles in this collection have been clustered around three major issues: (1) pragmatics - cost estimations and product reviews, (2) measuring the effectiveness of theory-driven design, (3) extending paradigms for capturing more profound understanding of variables and outcomes.
Integrating educational technologies into teacher education: a case study
Authors: Peter Rawlins, Benjamin Kehrwald
Published in: Innovations in Education and Teaching International (2013-03-19)

This article is a case study of an integrated, experiential approach to improving pre-service teachers’ understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential learning, authenticity and the particular needs of the New Zealand school curriculum to foster pre-service teachers’ learning about educational technologies as both pedagogical tools, and as ‘disruptive’ forces which can promote the re-imagining of existing practices. Evaluation data are used to highlight support for an integrated approach to the use of educational technologies outlined in the case in question.
New Educational Technology
Authors: Elizabeth Sinz, Jeffrey M. Taekman
Published in: International Anesthesiology Clinics (2008-01-01)

*Simulation Development and Cognitive Science Laboratory, Penn State Hershey Medical Center, Hershey, Pennsylvania †Human Simulation and Patient Safety Center, Duke University Medical Center, Durham, North Carolina Reprints: Elizabeth H. Sinz, MD, Simulation Development and Cognitive Science Laboratory, Pennsylvania State University College of Medicine, Penn State Hershey Medical Center, Hershey, Pennsylvania. E-mail: [email protected]
EdTech Culturation: Integrating A Culturally Relevant Pedagogy into Educational Technology
Authors: Jenny Eppard, Amir Kaviani, Michael Bowles, Jason D. Johnson
Published in: The Electronic Journal of e-Learning (2021-11-23)

In recent years, the use of technology in educational contexts including e-learning has become increasing ubiquitous. While it is commonly believed that technology use can facilitate the process of teaching and learning, it is of paramount importance to adopt a Culturally Relevant Pedagogy (CRP) to address the needs of students who might experience difficulty because of cultural, linguistic and technological obstacles that might be inherent in the use of educational technology. With this consideration in mind, the present paper reports on the findings of a qualitative research involving three case studies based on structured interviews with three university professors who are experts in developing digital tools and applications for educational purposes. The participants recorded their responses to interview questions on Google Docs over a period of one month, and the data was analysed for significant themes. The data revealed that all participants believe that cultural, methodological and pedagogical barriers can significantly affect the use of educational technology in face-to-face and online classes and can consequently impact student learning. The emergent themes in the data indicate that a solid understanding of the local context in which the process of teaching and learning takes place, flexibility in terms of one’s methodological approaches to teaching and embracing differences in students’ knowledge and abilities can help ensure students succeed in their academic endeavours, they are uncritically accepted and treated in an equitable manner regardless of their competency level. All three participants in the study believe that while there are some cultural and linguistic barriers in e-learning contexts and in developing and using technological applications for students, through adopting the core principles of a culturally relevant pedagogy (CRP), they have been successful in achieving the course learning outcomes for their students. They argue that by adapting the language used in applications to the linguistic level of students, using familiar and culturally relevant themes, and adopting a blended approach in which technology complements face-to-face instruction, a better dialogue is established between the teacher and the students, and learning is thus facilitated. The findings of this study reveal that becoming familiar with the local culture, the relevant prescriptions and proscriptions can furnish the education technology developers with the requisite knowledge for creating applications that are relevant to students’ lives and are thus more effectual. Similarly, the results show that educational applications should provide a suitable platform to create and maintain an ongoing intrapersonal and interpersonal dialogue for the students to help them engage in the process of learning in a regular and consistent manner. Implications for pedagogy and research will be discussed.
Investigating the influence of individually espoused cultural values on teachers’ intentions to use educational technologies in Chinese universities
Authors: Timothy Teo, Fang Huang
Published in: Interactive Learning Environments (2018-06-26)

This study used the technology acceptance model to examine the influence of individually espoused cultural values on teachers’ intentions to use technology in Chinese universities. To address the limitations of model parsimony, the lack of studies in developing countries and the cultural biases in the technology acceptance literature, this study was conducted in a developing country – China. It extended the constructs of subjective norms and facilitating conditions into the technology acceptance model and investigated the influence of individually espoused cultural values on technology acceptance. The four cultural value dimensions, including masculinity versus femininity, individualism versus collectivism, uncertainty avoidance, and long-term versus short-term orientation, were measured at the individual level, as technology acceptance was considered an individual concern. To test the hypothesised model, data from 502 teachers in Chinese universities were analysed using structural equation modelling. The results revealed that technology acceptance model was a valid framework for explaining Chinese teachers’ technology acceptance. Perceived usefulness, subjective norms, attitudes towards use and culture were all significant determinants of behavioural intentions, with attitudes towards use having the largest effect. This study demonstrated the significant influence of subjective norms on perceived usefulness. Specifically, it showed that they facilitated the influence of perceived ease of use and perceived usefulness on attitudes toward use.
An Examination of Research Approaches that Underlie Research on Educational Technology: A Review From 2000 to 2004
Authors: Stefan Hrastinski, Christina Keller
Published in: Journal of Educational Computing Research (2007-03-01)

This study examines the research approaches that underlie research on educational technology. A classification framework was developed and used when examining all articles published in four well-known journals between 2000 and 2004 ( n = 660). The aim of the study was to contribute toward an understanding of the research approaches that characterize research on educational technology. It was found that research is increasingly dominated by empirical articles that adopt a pluralistic approach, both regarding research methods but also regarding different types of non-empirical research. The focus has been to apply rather than develop frameworks, concepts, and theory. Published articles in the four journals were more different from each other than what the aims and scopes of the journals led us to believe. Finally, researchers are challenged to reflect on the state of the field and how it may be further developed.
Educational technology in hospitality management programs: adoption and expectations
Authors: Patrick C. Lee, Sunny Sun, Rob Law, Andy Lee
Published in: Journal of Teaching in Travel & Tourism (2016-03-09)

Educational technology has been widely adopted to support students’ learning. However, existing literature provides fractional pictures of the current adoption and expectations of educational technology in hospitality programs in higher education. This study examines the perspectives of hospitality management students on educational technology adoption, its advantages, their concerns and expectations regarding the integration of educational technology. The findings reveal flexibility as the main advantage of educational technology, while the need for stronger self-motivation is the main concern. Students expect more adoption of multimedia in education, while the current adoption of social software suffices their expectation. Also, different technology adoption is recommended to satisfy lower and upper classmen respectively.
Social Contexts, Defensive Pedagogies, and the (Mis)uses of Educational Technology
Authors: Mark J. Garrison, Hank Bromley
Published in: Educational Policy (2004-09-01)

This article contributes to the growing body of research exploring the importance of the social context in shaping the use of educational technologies. It presents the results of a 3 1/2 year instrumental case study examining the power of the social context to shape, in negative ways, the use of technology in one urban elementary school. Three unsuccessful dynamics are identified that serve to block effective instructional uses of computers and these behaviors are related to what Linda McNeil described as “defensive teaching.” These unsuccessful interactions, it is argued, represent actors’ efforts to resolve the dilemma of how to get through the day without confronting the overwhelming instructional tasks teachers and students at the school face. The authors conclude by noting that the use of technology did not strongly shape the interpersonal and political dynamics involved and that similar types of defensive teaching and learning can be found in educational situations without technology.
Production and use of educational technologies in nursing post-graduation
Authors: Priscila de Oliveira Cabral Melo, Ryanne Carolynne Marques Gomes Mendes, Francisca Márcia Pereira Linhares, Tatiane Gomes Guedes
Published in: Revista Brasileira de Enfermagem (2022-01-01)

OBJECTIVE: To report, under the light of Gardner's Theory of Multiple Intelligences, the experience of students with advanced educational practices, involving the production and use of technologies in the postgraduation nursing course of the Universidade Federal de Pernambuco. METHODS: Experience report of students from the post-graduation nursing program from the Universidade Federal de Pernambuco, about the production of knowledge using educational technology and the application of active methodologies in the teaching-learning process for face-to-face and distance teaching. RESULTS: The post-graduate students participated in the educational process in a creative way, both during in-person and distance teaching. They created: domino games, educational videos, parodies, conceptual maps, virtual role-playing, an interactive quiz, among others. FINAL CONSIDERATIONS: The experience of the students with the advanced educational practices, including the production and use of technologies in nursing post-graduation showed that the teaching-learning process can be innovative and planned to go beyond traditional methods.
Bridging the Gap: The Role of Educational Technology in Promoting Educational Equity
Authors: Min Tang, Ping Ren, Z. W. Zhao
Published in: The Educational Review USA (2024-08-29)

In China, educational technology has been proposed as a means of promoting educational equity by improving access to information and resources for all students. However, there is a lack of research examining educators' perspectives on the impact of technology on educational equity within the Chinese context. This qualitative study aimed to investigate the views of Chinese school administrators and teachers regarding the role of educational technology in fostering educational equity. Semi-structured interviews were conducted with four administrators and four teachers from a public school in China. The findings revealed that participants believed technology could enhance educational equity by increasing access to information and resources, improving the quality and efficiency of education, and accommodating individual differences. However, participants also highlighted the potential for technology to exacerbate existing disparities based on socioeconomic status and emphasized the need for equitable access to technological infrastructure. This study contributes to an understanding of the complex relationship between educational technology and equity in the Chinese context and underscores the importance of considering educators' perspectives in the implementation of technology-based initiatives aimed at promoting educational equity.
The Duality of Technology: Rethinking the Concept of Technology in Organizations
Authors: Wanda J. Orlikowski
Published in: Organization Science (1992-08-01)

This paper develops a new theoretical model with which to examine the interaction between technology and organizations. Early research studies assumed technology to be an objective, external force that would have deterministic impacts on organizational properties such as structure. Later researchers focused on the human aspect of technology, seeing it as the outcome of strategic choice and social action. This paper suggests that either view is incomplete, and proposes a reconceptualization of technology that takes both perspectives into account. A theoretical model—the structurational model of technology—is built on the basis of this new conceptualization, and its workings explored through discussion of a field study of information technology. The paper suggests that the reformulation of the technology concept and the structurational model of technology allow a deeper and more dialectical understanding of the interaction between technology and organizations. This understanding provides insight into the limits and opportunities of human choice, technology development and use, and organizational design. Implications for future research of the new concept of technology and the structurational model of technology are discussed.
Educational Technology in India: The Field and Teacher’s Sensemaking
Authors: Neha Miglani, Patricia Burch
Published in: Contemporary Education Dialogue (2018-11-12)

The educational technology (EdTech) is being viewed as one of the hopes for failing government schools in India. Huge investments are being made in EdTech by the market, philanthropies and the government, and several organisations are partnering in order to improve student learning outcomes and teachers’ instruction. This article is an attempt to understand this phenomenon from the vantage point of teachers’ work. We use the theoretical lens of the new institutionalism in organisational analysis for broadly mapping the EdTech field, as well as understanding how teachers make sense and purpose of EdTech in their classrooms. We argue that investigating the phenomenon in its macro form, while important in itself, significantly informs the study of individual EdTech implementations.
Educational technology for people living with HIV: validation study
Authors: Gisele de Brito Brasil, Ivaneide Leal Ataíde Rodrigues, Laura Maria Vidal Nogueira, Iací Proença Palmeira
Published in: Revista Brasileira de Enfermagem (2018-01-01)

OBJECTIVE: to validate an educational technology to support the action of health professionals with people living with HIV. METHOD: methodological study with data collection using a four-point Likert scale for evaluation by eleven judges and 51 people living with HIV. The data were tabulated, processed, and analyzed by inferential and descriptive statistics, Cronbach's alpha test, and Kruskal-Wallis for reliability and internal consistency analyses. RESULT: the Cronbach's alpha was 0.974 for judges and 0.694 for the target audience, reliable values. Kruskal-Wallis tested hypotheses H0 and H1 with significance of 0.05. H0 was accepted with significance of 0.395 for judges and 0.187 for the target audience, demonstrating agreement on the distribution of answers. Judgements with favorable response of at least 70% were considered relevant, according to the performed tests. CONCLUSION: the technology presents high reliability and good internal consistency, being deemed appropriate.
Educational Technology as Metaphor
Authors: Denis Hlynka, Barbara A. Nelson
Published in: PLET Programmed Learning & Educational Technology (1985-02-01)

The classic art/science dichotomy applies to educational technology, as well as to the traditional academic disciplines within which the debate has raged. Educational technology as applied science implies effectiveness and efficiency in instruction and for learning. Educational technology as art provides us with a different metaphor — one which has hitherto been overlooked. Is there a blueprint for good teaching as the engineering metaphor would have us believe? Or, is educational technology the orchestration of a performance? The metaphors of educational technology are very relevant to future directions of the field.
Framing the Assessment of Educational Technology Professional Development in a Culture of Learning.
Authors: Melissa Pierson, Arlene C. Borthwick
Published in: Journal of Digital Learning in Teacher Education (2010-01-01)

AbstractAssessing the effectiveness of educational technology professional development (ETPD) must go beyond obtaining feedback from participants about their level of satisfaction with a workshop presenter. Effective and meaningful assessment of ETPD requires that we design inservice learning activities that can be measured using methods that are consistent with what we know about teaching and learning, recognize teacher and student change as it relates to the larger teaching and learning context, and view evaluation as an inseparable component of ongoing teacher action. We therefore offer for consideration an ETPD assessment model that merges three theoretical constructs through which professional development consumers might interpret research findings: (a) technological pedagogical content knowledge (TPACK), (b) organizational learning, and (c) participant research and inquiry.
On the digital frontier: Stakeholders in rural areas take on educational technology and schooling
Authors: Elizabeth Wargo, Davin Carr‐Chellman, Kathleen Budge, Kathryn Canfield Davis
Published in: Journal of Research on Technology in Education (2020-05-21)

Even in the most remote U.S. rural contexts today technology is a part of schooling. This article explores stakeholders’ perceptions of educational technology as it relates to schooling in six rural districts in the state of Idaho. Stakeholder descriptions were collected using sondeo style focus groups with seven specific groups (students, parents, teachers, support staff, community members, principals, boards, and superintendents) in each district (n = 42). Stakeholders believe the educational technology in their schooling environments is both necessary and welcome in their districts; however, their assessments indicated that despite a decades-long policy push aimed at increasing educational equity, augmenting schooling facilities with technology presents complex resourcing challenges. The conclusion explores how different experiences and conceptualizations of context shape individuals’ understanding and implementation of educational technology. We argue that a more contextualized view of technology-oriented change is needed. One that better positions rural place as something to be protected (as opposed to overcome) in order to leverage the best of both what technology and place have to offer in changing rural communities.