jehanweerasuriya/uni-ai-dataset huggingface dataset:
Development and validation of educational technology for venous ulcer care
Authors: Jéssica Lima Benevides, Janaína Fonseca Victor Coutinho, Liliane Chagas Pascoal, Emanuella Silva Joventino, Mariana Cavalcante Martins, Fabiane do Amaral Gubert, Allana Mirella Alves
Published in: Revista da Escola de Enfermagem da USP (2016-04-01)

OBJECTIVE: To develop and validate an educational technology venous ulcers care. METHOD: Methodological study conducted in five steps: Situational diagnosis; literature review; development of texts, illustrations and layout; apparent and content validity by the Content Validity Index, assessment of Flesch Readability Index; and pilot testing. RESULTS: The developed technology was a type of booklet entitled Booklet for Venous Ulcers Care, consisting of seven topics: Diet and food intake, walking and light exercise, resting with elevated leg, bandage care, compression therapy, family support, and keeping healthy habits. The apparent validity revealed minimal agreement of 85.7% in the clarity and comprehensibility. The total content validity index was 0.97, the Flesch Readability Index was 75%, corresponding to the reading "fairly easy". The pilot test showed that 100% of people with venous ulcers evaluated the text and the illustrations as understandable, as appropriate. CONCLUSION: The educational technology proved to be valid for the appearance and content with potential for use in clinical practice. OBJETIVO: Construir e validar uma tecnologia educativa para cuidados com úlcera venosa. MÉTODO: Estudo metodológico realizado em cinco fases: diagnóstico situacional; revisão da literatura; desenvolvimento de textos, ilustrações e diagramação; validade de aparência e de conteúdo pelo Índice de Validade de Conteúdo, avaliação do Índice de Legibilidade de Flesch; e teste piloto. RESULTADOS: A tecnologia desenvolvida foi do tipo cartilha intitulada Cartilha para cuidados com úlcera venosa, constituída de sete tópicos: Alimentação, Caminhadas e exercícios leves, Repouso com a perna elevada, Cuidados com o curativo, Terapia compressiva, Apoio familiar, e manter hábitos saudáveis. A validade aparente revelou concordância mínima de 85,7% na clareza e compreensibilidade. O Índice de Validade de Conteúdo total foi de 0,97, o Índice de legibilidade de Flesch foi de 75%, o que correspondeu à leitura "razoavelmente fácil". O teste piloto revelou que 100% das pessoas com úlcera venosa avaliaram o texto como compreensivo e as ilustrações, como adequadas. CONCLUSÃO: A tecnologia educativa mostrou-se válida quanto à aparência e ao conteúdo, com potencial de utilização na prática clínica.
Prerequisites for artificial intelligence in further education: identification of drivers, barriers, and business models of educational technology companies
Authors: André Renz, Romy Hilbig
Published in: International Journal of Educational Technology in Higher Education (2020-04-06)

Abstract The ongoing datafication of our social reality has resulted in the emergence of new data-based business models. This development is also reflected in the education market. An increasing number of educational technology (EdTech) companies are entering the traditional education market with data-based teaching and learning solutions, and they are permanently transforming the market. However, despite the current market dynamics, there are hardly any business models that implement the possibilities of Learning Analytics (LA) and Artificial Intelligence (AI) to create adaptive teaching and learning paths. This paper focuses on EdTech companies and the drivers and barriers that currently affect data-based teaching and learning paths. The results show that LA especially are integrated into the current business models of EdTech companies on three levels, which are as follows: basic Learning Analytics, Learning Analytics and algorithmic or human-based recommendations, and Learning Analytics and adaptive teaching and learning (AI based). The discourse analysis reveals a diametrical relationship between the traditional educational ideal and the futuristic idea of education and knowledge transfer. While the desire for flexibility and individualization drives the debate on AI-based learning systems, a lack of data sovereignty, uncertainty and a lack of understanding of data are holding back the development and implementation of appropriate solutions at the same time.
Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best‐Evidence Synthesis
Authors: Alan Cheung, Robert E. Slavin
Published in: Reading Research Quarterly (2013-07-01)

Abstract This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1–6 were included in the final analysis. Findings indicate that educational technology applications produced a positive but small effect on the reading skills of struggling readers ( ES = .14) in comparison with “business as usual” methods. Among four types of educational technology applications, small‐group integrated applications such as Read, Write &amp; Type and the Lindamood Phoneme Sequence Program produced the largest effect sizes ( ES = .32). These are tutorial educational technology applications that use small‐group interaction tightly integrated with reading curriculum. Supplementary models, such as Jostens and Lexia, had a larger number of studies ( N = 12) and a more modest effect size ( ES = .18). Comprehensive models, such as READ 180 and ReadAbout ( ES = .04) and Fast ForWord ( ES = .06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all technology applications. Policy implications are discussed.
Educational Technology Media Method in Teaching and Learning Progress
Authors: Sakat
Published in: American Journal of Applied Sciences (2012-06-01)

Problem statement: The objective of this research was to evaluate the level of understanding and students' interest in Jawi education, after educational technology media was used in teaching and learning at primary schools. This study emphasizes with more detail on the aspects of usage and effectiveness media-aided teaching system. Exploring the notion of instrument, recognized positive attitude and students associated with the use of educational technology media in teaching and learning process. Approach: A total of 52 students taken as a respondent at National School of Changgai Kelantan, reviewed the Educational Technology Media as a teaching method. Purpose of this study was to compare the scoring percentage, after using the ordinary method and educational technology media as a teaching aid. In order to realize the ultimate objective, field studies, questionnaire and survey libraries were implemented. Results: Proceeds from the research found that teaching and learning process with the use of Jawi in Educational Technology Media had a positive effect on students. The results showed that more than 63.4% student achievement increased in Jawi education after using this instrument. Conclusion: Computer usage can stimulate effective learning and improve the performance of Jawi education, enhancing the high level of interactivity among students.
On school educational technology leadership
Authors: Patricia Davies
Published in: Management in Education (2010-04-01)

This analysis of the literatures on school educational technology leadership addresses definitions of school technology leaders and leadership, their role in educational change, and why schools are now changing as a result of 21st century advancements in technology. The literatures disagree over the definition of educational technology leadership. Further examination revealed that technology leadership is about the reorganization of teaching rather than the process of teaching itself. Several gaps relating to who is doing research on technology leadership are identified, and an attempt is made to assemble a model showing how schools can organize technology leadership so that teaching and learning remain the central focus.
Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives
Authors: J. Michael Spector
Published in:  (2011-11-10)

An engaging book for professional educators and an ideal textbook for certificate, masters, and doctoral programs in educational technology, instructional systems and learning design, Foundations of Educational Technology, Second Edition offers a fresh, interdisciplinary, problem-centered approach to the subject, helping students build extensive notes and an electronic portfolio as they navigate the text. The book addresses fundamental aspects of educational technology theory, research and practice that span various users, contexts and settings; includes a full range of engaging exercises for students that will contribute to their professional growth; and offers the following 4-step pedagogical features inspired by M. D. Merrill’s First Principles of Instruction: TELL: Primary presentations and pointers to major sources of information and resources ASK: Activities that encourage students to critique applications and share their individual interpretations SHOW: Activities that demonstrate the application of key concepts and complex skills with appropriate opportunities for learner responses DO: Activities in which learners apply key concepts and complex skills while working on practice assignments and/or projects to be created for their electronic portfolios The second edition of this textbook covers the core objectives addressed in introductory educational technology courses while adding new sections on mobile learning, MOOCs, open educational resources, big data, and learning analytics along with suggestions to instructors and appendices on effective writing, professional associations, journal and trade magazines.
Decoding ClassDojo: psycho-policy, social-emotional learning and persuasive educational technologies
Authors: Ben Williamson
Published in: Learning Media and Technology (2017-01-16)

ClassDojo is one of the world’s most successful educational technologies, currently used by over 3 million teachers and 35 million children globally. It reinforces and enacts emerging governmental ‘psycho-policies’ around the measurement and modification of children’s social and emotional learning in schools. This article focuses specifically on the ways ClassDojo facilitates psychological surveillance through gamification techniques, its links to new psychological concepts of ‘character development,’ ‘growth mindsets’ and ‘personal qualities,’ and its connections to the psychological techniques of Silicon Valley designers. Methodologically, the research mobilizes network analysis to trace the organizational, technical, governmental and scientific relations that are translated together and encoded in the ClassDojo app. Through its alignment with emerging education psycho-policy agendas around the measurement of non-cognitive learning, ClassDojo is a key technology of ‘fast policy’ that functions as a ‘persuasive technology’ of ‘psycho-compulsion’ to reinforce and reward student behaviours that are aligned with governmental strategies around social-emotional learning.
Implementing educational technology in Higher Education Institutions: A review of technologies, stakeholder perceptions, frameworks and metrics
Authors: Ritesh Chugh, Darren Turnbull, Michael Cowling, Robert Vanderburg, Michelle Vanderburg
Published in: Education and Information Technologies (2023-05-13)

Abstract In a world driven by constant change and innovation, Higher Education Institutions (HEIs) are undergoing a rapid transformation, often driven by external factors such as emerging technologies. One of the key drivers affecting the design and development of educational delivery mechanisms in HEIs is the fast pace of educational technology development which not only impacts an institution’s technical capacity to infuse hardware and software solutions into existing learning infrastructure but also has implications for pedagogical practice, stakeholder acceptance of new technology, and HEI administrative structures. However, little is known about the implementation of contemporary educational technology in HEI environments, particularly as they relate to competing stakeholder perceptions of technology effectiveness in course delivery and knowledge acquisition. This review fills that gap by exploring the evidence and analyses of 46 empirical research studies focussing on technology implementation issues in a diverse range of institutional contexts, subject areas, technologies, and stakeholder profiles. This study found that the dynamic interplay of educational technology characteristics, stakeholder perceptions on the effectiveness of technology integration decisions, theoretical frameworks and models relevant to technology integration in pedagogical practices, and metrics to gauge post-implementation success are critical dimensions to creating viable pathways to effective educational technology implementation. To that end, this study proposes a framework to guide the development of sound implementation strategies that incorporates five dimensions: technology, stakeholder perceptions, academic discipline, success metrics, and theoretical frameworks. This study will benefit HEI decision-makers responsible for re-engineering complex course delivery systems to accommodate the infusion of new technologies and pedagogies in ways that will maximise their utility to students and faculty.
Educational Technology
Authors: Kimberly A. Lawless
Published in: Policy Insights from the Behavioral and Brain Sciences (2016-06-21)

New technologies are providing opportunities to guide and enhance learning that were unimagined even a few years ago. The promise of technology to help turn the tide on the declining effectiveness of the U.S. educational system has led to a swell of policies: placing technologies in our schools, mandates to use these technologies, and funding research on technology-enabled learning environments. This article reviews the impact of these endeavors, focusing on what is known about the use of contemporary technologies (i.e., digital games, social media, Massively Open Online Courses [MOOCs], and augmented reality) as tools for learners. While not comprehensive, the aggregate findings offer a means to stimulate dialogue on how we can alter our conception of formal education in the United States, as well as additional research and policy implications to support instantiation of new conceptions.
The nature and building blocks of educational technology research
Authors: Teemu Valtonen, Sonsoles López‐Pernas, Mohammed Saqr, Henriikka Vartiainen, Erkko Sointu, Matti Tedre
Published in: Computers in Human Behavior (2021-11-30)

Supporting teaching and learning with different technologies has a long and broad history. The theories of learning have changed in recent decades, and new technologies have been invented that provide possibilities for supporting learning processes based on different learning theories. Recently, this field has been studied using bibliometric methods with large datasets to gain an overview of this research area. This paper continues this approach by targeting and analyzing the most relevant journals in the field, covering 30,632 articles. The aim was to deepen the results gained from previous bibliometric studies by focusing on the journals within the educational technology field, the keywords used, the most-cited papers, and especially by outlining the theoretical backgrounds of the analyzed articles. Results show new journals with increasing numbers of articles published. By analyzing the publications used as the articles' backgrounds, we can identify the large entities within the field. Articles targeted how technology can support learning processes based on different learning theories. Along with building an understanding of technology-related learning processes, the second large area of research targets the integration and factors affecting the use of technology for teaching and learning practices. The third large perspective focuses on learners’ characteristics, especially their learning skills, motivation, and self-efficacy. The results show that new technologies by themselves do not cause fast changes in research goals and topics; rather, significant changes in the research field evolve slowly.
Sustainability of Educational Technologies: An Approach to Augmented Reality Research
Authors: Emilio Abad‐Segura, Mariana-Daniela González-Zamar, Antonio Luque de la Rosa, María Belén Morales Cevallos
Published in: Sustainability (2020-05-16)

Technological advancements have posed a challenge to educational institutions in the sustainability of management, research and teaching activities. Virtual technologies have allowed digital transformation to be incorporated into university education—among them, augmented reality (AR). The study examined the evolution of global research on this topic in the period 2005–2019. A bibliometric analysis of 1977 articles was performed, obtaining results of scientific productivity. The evidence showed a growing interest in studying the sustainability of AR in higher education. According to the results, the main category was computer science; the most productive journal was Computer and Education; the authors with the largest number of publications were Nee and Ong, while Wang was the most frequently cited author; the most productive institution was the National Taiwan University of Science and Technology; the United States was the country with the largest number of publications and citations; and, finally, the United States and Spain were the countries with the largest number of international collaborations in their articles. Five lines of research were identified, among which those oriented to the topics of technological resources, computer, simulation, education and learning stand out. It was verified that this research topic has a growing and dynamic interest in scientific activity, and its sustainable approach is confirmed by being linked to the Sustainable Development Goals (SDGs).
Faculty Adoption of Educational Technology
Authors: Franziska Zellweger
Published in: Alexandria (UniSG) (University of St.Gallen) (2007-01-01)

Research in Brief: Concise discussion of main findings of my dissertation. [http://er.educause.edu/~/media/files/article-downloads/eqm07111.pdf]
The Path to Teacher Leadership in Educational Technology
Authors: Lorraine Sherry, David Gibson
Published in: Contemporary issues in technology and teacher education (2002-01-01)

(Carvin, 2000), found that with federal funding, network infrastruc-ture deployment accelerated and Internet access significantly expanded inthe schools that were investigated. Yet, even with the infrastructure inplace, critical “human questions” must still be addressed. Reporting theresults of a recent study of schools in Silicon Valley, California, Cuban andhis colleagues stated:
Educational Technology in Medical Education
Authors: Heeyoung Han, David S. Resch, Regina Kovach
Published in: Teaching and Learning in Medicine (2013-01-01)

This article aims to review the past practices of educational technology and envision future directions for medical education. The discussion starts with a historical review of definitions and perspectives of educational technology, in which the authors propose that educators adopt a broader process-oriented understanding of educational technology. Future directions of e-learning, simulation, and health information technology are discussed based on a systems view of the technological process. As new technologies continue to arise, this process-oriented understanding and outcome-based expectations of educational technology should be embraced. With this view, educational technology should be valued in terms of how well the technological process informs and facilitates learning, and the acquisition and maintenance of clinical expertise.
Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centered Perspective
Authors: Barbara L. McCombs
Published in:  (2000-09-01)

For over two decades, educational technology has been used to varying degrees in our nation's schools. Numerous studies exist demonstrating that (a) educational technology appropriately applied can enhance learning and achievement compared to traditional teaching methods and (b) the benefits of educational technology cannot be adequately separated from other variables that impact learning in the larger instructional context. In spite of these findings, however, many school systems are being asked to justify the use of computer-based technologies to enhance learning in school settings (cf. McMillan-Culp, Hawkins, & Honey, 1999; McNabb, Hawkes, & Rouk, 1999). Much of the pressure to assess the benefits or value added by technology are the costs associated with this medium and the concern about whether teachers are being adequately trained to use technology effectively.
Fifty years of <i>British Journal of Educational Technology</i> : A topic modeling based bibliometric perspective
Authors: Xieling Chen, Di Zou, Haoran Xie
Published in: British Journal of Educational Technology (2020-02-05)

Abstract The British Journal of Educational Technology (BJET) has been active in the field of educational technology since 1970. To celebrate its 50th anniversary and to demonstrate a comprehensive overview of the field, we conducted a bibliometric analysis of the 3710 publications in this journal from 1971 to 2018 as indexed in the Web of Science with full bibliographic information. This study aimed to (1) identify the publication and citation trends, (2) explore the distribution of paper types, (3) recognize the most relevant countries/regions, affiliations and authors, and (4) reveal relevant thematic features by analyzing publication abstracts and titles with the use of word cloud analysis and topic modeling analysis. The results highlighted several research hotspots and emerging topics such as Technology‐enhanced classroom pedagogy , Blended learning , Online social communities , Mobile assisted language learning , Game‐based learning and Socialized e‐learning .
Modern Educational Technologies
Authors: И Н Назаров
Published in: Revista Gestão Inovação e Tecnologias (2021-06-30)

The article provides an overview of the technologies used in higher education institutions for the management of e-education, such as: educational technology, adaptive technology, personalization of learning using cloud technologies and big data technologies.
Research Priorities in Educational Technology
Authors: Constance Pollard, Richard Pollard
Published in: Journal of Research on Technology in Education (2004-12-01)

This article reports on the findings of a Delphi study conducted to determine research needs in educational technology over the next five years. The Delphi panel consisted of 30 educational technology experts from throughout the United States who participated in a three-round consensus building process via the Internet. The results of this e-research study provide a framework of eight research priority areas and specific research topics for those engaged in educational technology.