jehanweerasuriya/uni-ai-dataset huggingface dataset:
The Future of Educational Technologies for Engineering Education
Authors: Sergio Martín, Esther López Martín, Alexis Moreno-Pulido, Russ Meier, Manuel Castro
Published in: IEEE Transactions on Learning Technologies (2021-10-01)

This article analyzes a survey delivered in 2019 to 259 experts in engineering education that asked them to forecast information and communication technologies, which were most likely to impact the practice of engineering education based on the expert&#x0027;s discipline (electrical, electronics, mechanical, telecommunications engineering, computer science, etc.) and region. The analysis was performed from different perspectives. First, a descriptive approach was used to analyze technologies that are considered as the most important for the experts and a nonparametric perspective approach was adopted to evaluate variation in the responses according to discipline, region, and years of experience. Second, a decision tree technique was used to establish technology profiles based on when the experts expected that the technologies will impact mass engineering education and the challenges or requirements needed to get widespread use. Third, the Spearman correlation coefficient was used to determine the value of social interest, measured through Google Trends, as a predictor of expert ratings of different technologies. Results indicate adaptive and personalized learning technologies, learning analytics, and open educational resources are the three most promising technologies that will impact engineering education in the short term. Results also show a relation between the predictions made by the experts in 2019 and the social interest in the Google Trends education category.
Mental health in adolescence: Elaboration and validation of an educational technology for health promotion
Authors: Sibele Pontes Rocha, Quitéria Larissa Teodoro Farias, Maristela Inês Osawa Vasconcelos, Stella Maris Brum Lopes, Igor Iuco Castro‐Silva, Karla Kristine Dames da Silva, Iane Ximenes Teixeira
Published in: Revista Brasileira de Enfermagem (2021-01-01)

OBJECTIVE: to build and validate the appearance of a digital educational technology to promote the mental health of school adolescents. METHODS: methodological study, which included the elaboration and validation of the "Conect@dos com a S@ude" online course based on the Galvis-Panqueva methodological framework. The elaboration was based on a literature review and followed the Theory of Meaningful Learning. The validation was performed by a total of 21 adolescent students, using an instrument adapted for the study. A quantitative analysis was performed from the Content Validity Index and descriptive of the suggestions pointed out by the target audience. RESULTS: the analysis of the Content Validity index ranged from 0.8 to 1 in all evaluated items. The adolescents presented some suggestions for improvement for the course, most of them were accepted. CONCLUSION: the course was validated by the target audience.
Hypermedia as an Educational Technology: A Review of the Quantitative Research Literature on Learner Comprehension, Control, and Style
Authors: Andrew Dillon, Ralph Gabbard
Published in: Review of Educational Research (1998-01-01)

By virtue of its enabling rapid, nonlinear access to multiple forms of information, hypermedia technology is considered a major advance in the development of educational tools to enhance learning, and a massive literature on the use of hypermedia in education has emerged. The present review examines the published findings from experimental studies of hypermedia emphasizing quantitative, empirical methods of assessing learning outcomes. Specifically, the review categorizes this research into three themes: studies of learner comprehension compared across hypermedia and other media, effects on learning outcome offered by increased learner control in hypermedia environments, and the individual differences that exist in learner responses to hypermedia. It is concluded that, to date, the benefits of hypermedia in education are limited to learning tasks reliant on repeated manipulation and searching of information and are differentially distributed across learners depending on their ability and preferred learning style. Methodological and analytical shortcomings of the literature limit the generalizability of all findings in this domain. Suggestions for addressing these problems in future research and theory development are outlined.
A collaborative process for evaluating new educational technologies
Authors: Greta Kelly
Published in: Campus-Wide Information Systems (2008-03-28)

Purpose This paper seeks to propose a collaborative process for evaluating, piloting and selecting, new and emerging educational technologies. It aims to promote discussion about how such an evaluative process can be inclusive of interdisciplinary stakeholders and envision the actual application of these technologies in real teaching and learning contexts across disciplines. Design/methodology/approach The methodology applied in the piloting and evaluation of new educational technologies involves the design and identification of learning activities, the development of evaluation criteria which map to the goals of the learning activities and stakeholders' needs, and the incorporation of the technology-enabled activities into the total course design. Findings Evaluation methodologies that involve interdisciplinary stakeholders collaborating on a software pilot expose participants to multiple perspectives and divergent views. The evaluation of new educational technologies within a teaching and learning context is more effective in exposing the benefits and weaknesses of the technology than a conventional software pilot. Research limitations/implications The new educational technologies evaluation methodology proposed in this paper has only been fully applied in three product pilots and is still in its developmental stage. The research is limited to the evaluation of educational software, not the implementation of new educational technologies. Practical implications The re-iterative and time-consuming process of piloting and evaluating new educational technologies within a course context is one in which academics require pedagogical, technological and administrative support. This paper presents a methodology that ensures each of these varieties of support is included. Originality/value With the rapid expansion of new, sometimes costly educational technologies, universities can benefit from employing evaluation techniques based within an educational context, and ensure that their investments in these tools make an effective contribution to the enhancement of teaching and learning.
The educational integration of digital technologies preCovid-19: Lessons for teacher education
Authors: Jesús Valverde Berrocoso, María Rosa Fernández Sánchez, Francisco Ignacio Revuelta Domínguez, María José Sosa Díaz
Published in: PLoS ONE (2021-08-19)

The educational integration of Information and Communication Technologies (ICT) has been put to the test because of the need to implement «emergency remote education» as a result of COVID-19. Within this context of uncertainty («viral modernity»), flexible education is an option to promote a more just, equitable, accessible and creative educational system. In order to properly interpret the effects of this unique educational circumstance, it is essential to study the previous situation in terms of the use of digital technologies in teaching practices. The objective of the study is to describe the educational integration of ICT and the teacher education model to obtain evidence that contributes to understanding the phenomenon. To this end, a questionnaire consisting of two self-reporting tools and a scale on the description of teaching practice with ICT was applied. The sample is made up of teachers from public primary and secondary schools (N = 251). Data collection was carried out in the months prior to the closure of schools due to the Covid-19 pandemic. A univariate analysis of the variables and contrast tests of non-parametric hypotheses was carried out, along with calculation of the reliability and construction validity of the measuring instruments. The results reveal the most frequent types of teaching practice with ICT and the spaces where digital technologies are commonly used. Various weaknesses can be identified in digital competence among teachers, as well as in the initial/continuing training model, which contribute to the understanding of the difficulties encountered during "emergency remote education". Participation in ICT didactic innovation projects and the performance of ICT Coordination are associated with more experiential training. Flexible education requires a redefinition of the teacher training model that encourages learning anywhere, anytime.
Implementation of Innovative Educational Technologies in Teaching of Anatomy and Basic Medical Sciences During the COVID-19 Pandemic in a Developing Country: The COVID-19 Silver Lining?
Authors: Joshua Owolabi, Abebe Bekele
Published in: Advances in Medical Education and Practice (2021-06-01)

This article is a descriptive and reflective piece on the strategic adaptations that facilitated and enabled the teaching of anatomy and related basic medical sciences to medical students in an African medical school that never shut down during the COVID-19 induced lockdown of the year 2020. The article considers the roles of educational technology, innovations, media and how these were used to achieve learning objectives with optimal outcomes during the lockdown. Specific technologies and innovations including the Anatomage Table, Complete 3D Anatomy software, and the use of High-Fidelity Mannequin were deployed to facilitate effective teaching of anatomy and related basic medical sciences. This was aided by the robust use of a learning management system - Canvas, as well as internet facility for connection, videoconferencing, online sessions and online-based assessment in a strategically organised manner. This system was dynamic enough to respond to changes in COVID-19 related government policies including the lockdown and social distancing-related adjustments in the physical settings. The outcome was that the teaching of medical students did not stop, and optimal results were achieved. The article considers the roles of educational technology and innovations as well as the media and how these were used to achieve learning objectives with optimal outcomes during the lockdown. It is believed that this experiential piece would inspire and inform other medical schools on the benefit of building robustly dynamic medical school systems as well as the use of innovations in times of challenges. The article also considers both the limitations and benefits of technology in teaching anatomy. Very importantly, specific tools, innovations, and technologies were considered as used, and the information provided might be a guide for other potential users. Ultimately, the lesson learned would be of use to us and we believe we could also benefit many others.
An Analysis of Students' Perceptions of the Educational Use of ICTs and Educational Technologies during the Online Learning
Authors: Claudia Galarce-Miranda, Diego Gormaz-Lobos, Hanno Hortsch
Published in: International Journal of Engineering Pedagogy (iJEP) (2022-03-15)

The impact of the use of ICTs in the university context has been investigated for decades, as they are not only tools in themselves, but also generate a new social space and, therefore, a new educational space known among others as virtual education or online learning (OL). Precisely, OL has been presented as an alternative in the historical context originated by the COVID-19 pandemic, which has created an unexpected situation for social structures and their educational institutions. The main goals of the study was to know about the students' perceptions of the educational use of ICTs and educational technologies in times of the COVID-19 pandemic. Some specific objectives of the research were (i) to identify the disposition of the students towards the use of ICTs, (ii) to characterize the Interaction with others through the use of ICTs, and to (iii) identify the interaction of the students with LMS and ICTs. An in-depth theoretical review allowed the authors of this paper to construct an instrument to measure students' perceptions about the use of ICTs and educational technologies in times of the COVID-19 pandemic. This research was financially supported by the German Academic Exchange Service (DAAD) as part of the project “Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungsländern ab 2017” (Project Nr. 57334905).
Exploring Circular Digital Economy Strategies for Sustainable Environmental, Economic, and Educational Technology
Authors: Ashley J. Wilson, Rasmus Kask, Ming Li
Published in: International Transactions on Education Technology (ITEE) (2024-05-14)

This research explores the strategic implementation of digital economy principles to achieve environmental sustainability and economic prosperity, utilizing the SmartPLS method. In an era marked by heightened awareness of environmental challenges and the urgent need for sustainable economic solutions, the digital economy emerges as a promising and innovative approach. This study primarily focuses on the integration of digital technologies throughout the product and service life cycle, with the objectives of extending product longevity, minimizing waste, and enhancing resource efficiency. Through an extensive review of literature and multiple case studies, we delve into various dimensions of the digital circular economy. These dimensions include innovative business models, the pivotal role of consumers, the challenges encountered during implementation, and their overall impact on economic growth. The findings underscore the crucial importance of cross-sectoral collaboration and the formulation of supportive policies to unlock the full potential of this economic model. Moreover, this research highlights the synergies between digital transformation and circular economy practices, suggesting that their convergence can significantly drive sustainable progress in contemporary society. By presenting comprehensive insights into the digital economic cycle, this study aims to contribute to the discourse on sustainable innovation and provide a roadmap for policymakers, businesses, and researchers to foster a more sustainable and prosperous future.
Associations Between Emotional States, Self-Efficacy For and Attitude Towards Using Educational Technology
Authors: Oğuzhan Atabek
Published in: International Journal of Progressive Education (2020-04-02)

The purpose of this study was to investigate the associations between alternative certification preservice teachers’ levels of depression, stress, educational technology anxiety, self-efficacy for educational technology, and attitude towards using technology in education to provide insight into the interplay between intrinsic factors affecting technology integration. Participants were 451 preservice teachers enrolled in the alternative certification program at a public university in the southwestern part of Turkey (N=451). Data were collected using the Educational Technology Standards Self-Efficacy Scale, Attitude towards Using Technology in Education Scale, Educational Technology Anxiety Scale, Perceived Stress Scale, and Beck’s Depression Inventory. In addition to descriptive techniques, Pearson’s product-moment correlation coefficient and multiple linear regression were used for data analysis. Findings revealed that preservice teachers suffer from stress, depression, and anxiety, even more so than other undergraduate students. Age did not correlate with any of the parameters. Stress and depression did not differ according to gender; however, females were more anxious about using educational technology. Additionally, findings indicated bidirectional and cyclical relationships between emotional states, self-efficacy, and attitude. Finally, using educational technology for instructional purposes and for secondary purposes such as classroom management were associated with different sets of self-efficacy beliefs, and attitudes. Findings of the research were discussed and suggestions were made.
Examining the use of theory within educational technology and media research
Authors: Scott Bulfin, Michael Henderson, Nicola F. Johnson
Published in: Learning Media and Technology (2013-04-22)

Academic research in the areas of educational technology and media is often portrayed to be limited in terms of its use of theory. This short paper reports on data collected from a survey of 462 ‘research active’ academic researchers working in the broad area of educational technology and educational media. The paper explores their use (and non-use) of theory.
The Origin of Educational Technology in China
Authors: Long Li
Published in: Journal of Educational Technology Development and Exchange (2024-01-01)

Educational Technology is the means and methods employed in educational activities. Since the inception of education, there has been a parallel development of Educational Technology with a rich historical background. The entire evolutionary process of Educational Technology can be divided into three stages: Pre-Educational Technology, Current Educational Technology, and Post-Educational Technology, corresponding to the past, present, and future of Educational Technology. Throughout history, the Chinese nation has made irreplaceable contributions to the creation and inheritance of human civilization. The educational philosophy embedded in the discussions of education and technology among various schools of thought in ancient China and the educational ideas found in ancient Chinese scientific works laid the theoretical and practical foundations for optimizing the teaching and learning process. The creation of Chinese characters, the invention and dissemination of papermaking and printing techniques, and the development and application of intuitive teaching aids enriched the theory and practice of teaching and learning resources. The combination of the two not only promoted the development of Chinese education, but also influenced the process of global education development. Ancient China possessed the necessary and sufficient conditions for the birth of Educational Technology, therefore it can be considered that China is the birthplace of Educational Technology, and the Chinese nation is the indigenous people of Educational Technology.
The social character of knowing and learning: implications of cultural psychology for educational technology
Authors: Charles Crook
Published in: Technology Pedagogy and Education (2001-07-01)

A cultural-psychological view of knowledge and learning is presented. Its concerns are defined by comparative discussion of other theoretical traditions in psychology. The cultural view frames intelligent action as something that is mediated. This renders knowledge as participatory, distributed, and socially guided. It is argued that adoption of this perspective has implications for the support of learning and the design of resources, such as those associated with educational technology. It is suggested that a number of innovations of computer use within education implicitly endorse this cultural view of knowing. However, the cultural-psychological emphasis on social aspects of learning urges more careful protection of some educational practices from unplanned consequences of re-mediations with information and communications technology – particularly as these may arise within networked learning. Four traditional arenas for educational practice are analysed in order to illustrate the subtle nature of such social grounding
On the expression of hegemony in the field of educational technology
Authors: Geir Haugsbakk, Yngve Nordkvelle
Published in: Seminar net (2020-12-17)

This article has emerged from a project aiming at gaining an overview of actors and key figures, their perspectives and results after more than 30 years of ambitious governmental efforts to introduce computer technology in school. The main focus of the article is on what we consider to be dominant arguments, discourses and issues related to the hegemonization of meaning formation. Our line of reasoning is based primarily on a case study of the leading journal in the field of educational technology in Norway over the last fifteen years, the Nordic Journal of Digital Literacy. This is a mainstream research journal, which publishes peer-reviewed articles. However, being subject to the Norwegian Ministry of Education and Research, it represents a rather interesting case for interrogating the issue of hegemony. Placing the journal’s policy at the forefront, the focus of our analysis will be on the editorials. The main findings, based on issues of the journal over the first ten years are that the editorials are in keeping with what can be regarded as the political priorities and the prevailing political discourses in the field. They contain relatively few, if any, critical perspectives and scant reference is made to the research articles and research area it claims to serve. The method used is document analysis, inspired by discourse-analytic approaches.
ICT, Education Transformation, and Economic Development: An Analysis of the US National Educational Technology Plan
Authors: Róbert Kozma
Published in: E-Learning and Digital Media (2011-01-01)

In support of the conclusions and recommendations in the National Education Technology Plan (NETP), this article makes explicit the connections between the economic rationale used in the plan and the educational transformations it recommends. The article reviews macroeconomic research, microeconomic research, labor market and workforce studies, and studies showing patterns of the everyday information communication technology (ICT) use in American life to document the profound changes occurring in the American economy and society. It also reviews studies showing a gap between what is happening in American schools and the experiences and skills that our youth need to enter the information economy. The article concludes with an analysis of and an elaboration on the transformational recommendations made in the NETP, based on these reviews.
Educational technology for bathing/hygiene of elders at home: contributions to career knowledge
Authors: Vitória Lídia Pereira Sousa, Andréa Carvalho Araújo Moreira, Marília Campos Fernandes, Maria Adelane Monteiro da Silva, Iane Ximenes Teixeira, Francisco Wellington Dourado Júnior
Published in: Revista Brasileira de Enfermagem (2021-01-01)

OBJECTIVE: to build and validate an educational booklet for bathing and hygiene of elders at home. METHODS: a methodological study, developed through data collection in literature and situational diagnosis, booklet construction, material qualification through validation by expert judges (11 nurses) and target audience (30 caregivers). Data were analyzed descriptively. The minimum content validity index of 0.80 was considered. RESULTS: in content and appearance validation, experts assigned Content Validity Index global of 0.92, while for assessment of the material's suitability, the booklet was classified as "superior", with an average of 90%. In the validation of caregivers, the overall Content Validity Index was 1.0. CONCLUSION: the booklet was successfully validated and can be considered in the context of health education and collaborate with an adequate and safe practice of bathing and hygiene of elders at home.