jehanweerasuriya/uni-ai-dataset huggingface dataset:
Teachers' instructional beliefs about integrating educational technology
Authors: BP Handal, T. Herrington
Published in: UTS ePRESS (University of Technology Sydney) (2004-01-01)

The so-called computer revolution in schools never took place as expected.Teachers' instructional beliefs are to a certain extent responsible for such a disappointment because a significant number of teachers do not support the principle that technology is a powerful tool for teaching and learning as recommended in current curriculum guidelines.Teachers' instructional beliefs act as a filter through which teachers make instructional decisions in class rather than relying on their own pedagogical knowledge or curriculum guidelines.It is indispensable that teachers' instructional beliefs match principles underlying current constructivist reform, particularly in regard to incorporating technology in the classroom, so that effective educational change can take place. Teachers' Instructional BeliefsTeachers' instructional beliefs have become a central issue in education.It has been argued that those beliefs have a strong impact on teaching and learning (Handal, Bobis, & Grimison, 2001;Lovat & Smith, 1995).Teachers' instructional beliefs reflect personal theories of knowledge and knowing.Such nature has been seen as influencing teachers' curriculum decisions.Teachers' beliefs have been conceptualized as a set of assumptions that teachers hold on various educational processes such as curriculum, schooling, students, teaching and learning, and knowledge (Lovat & Smith, 1995).The term teachers' beliefs have been used to represent teachers' conceptions, practical knowledge, personal knowledge and experiential knowledge" (Anderson & Bird, 199; Marland, 1994; Pajares, 1992).According to Lovat and Smith (1995) these beliefs also act as mental models driving teachers' practice and processing of new information.These instructional beliefs seem to act as mediators between curriculum goals and their actual implementation since teachers are to make curricular decisions based on their own affective and cognitive schemes.Lack of implementation of educational reform can be the result of teachers' instructional beliefs
The material side of educational technology
Authors: Michael B. Eisenberg
Published in: Communications of the ACM (2005-01-01)

Materials science presents an amazing array of unique substances offering a rich, and challenging, dimension to future educational tools and technologies.
Advancing the Field: Considering Acceptable Evidence in Educational Technology Research
Authors: Lynne Schrum, Ann D. Thompson, Debra Sprague, Cleborne D. Maddux, Anita McAnear, Lynn Bell, Glen Bull
Published in: NSUWorks (Nova Southeastern University) (2005-01-01)

The Spring 2005 issue of the Journal of Research on Technology in Education (JRTE) included an unprecedented position paper collaboratively authored by a group of journal editors. The paper issued a call for a proactive approach to a research agenda in educational technology. The participating educational technology periodicals and journals included Learning and Leading with Technology, the Journal of Research on Technology in Education, the Journal of Computing in Teacher Education, Computers in the Schools, the Journal of Technology and Teacher Education, and Contemporary Issues in Technology and Teacher Education (CITE Journal).
A Framework for Educational Technologies that Support Representational Competencies
Authors: Martina A. Rau
Published in: IEEE Transactions on Learning Technologies (2016-10-31)

Visual representations are ubiquitous in STEM disciplines. Yet, students' difficulties in learning with visual representations are well documented. Therefore, to succeed in STEM, students need representational competencies-the ability to use visual representations for problem solving and learning. Educational technologies that support students' acquisition of representational competencies can significantly enhance their success in STEM disciplines. Current design frameworks for educational technologies do not offer sufficient guidance to develop supports for representational competencies. This paper presents a new design framework that describes an iterative, step-by-step approach for the design of educational technologies that support representational competencies (SUREC) in a way that aligns with the demands specific to the target discipline. The paper illustrates how this framework was used to inform the design of an intelligent tutoring system for undergraduate chemistry. An evaluation study suggests that the SUREC framework yielded an effective educational technology that enhances students' learning of content knowledge.
Educational Technology Research: Contexts, Complexity and Challenges
Authors: Eileen Scanlon
Published in: Journal of Interactive Media in Education (2021-01-01)

This paper explores the development of educational technology research over the last 50 years. This is done by considering what has influenced this development and what are current trends. The issue is further explored by considering what influence these trends have had on the development of distance learning pedagogy, especially for the education of adults. Technology Enhanced Learning or educational technology research (TEL) is a relatively young area of research. The work of educational technologists and others involved in education research has indeed been interdisciplinary. So, part of the exploration of trends in this paper has been directed towards understanding the impact of other areas of research on progress in educational technology research. A central focus of the paper is the understanding of how the “TEL Complex” (Scanlon et al. 2013) encapsulates some of these influences both from interdisciplinary perspectives and from an understanding of the complexity which has to be considered as part of the situatedness of the developments. The paper discusses some key contemporary trends in educational technology research. These are identified as personalisation, social learning, learning design, machine learning, and data driven improvement. These are worthy of exploration, in part, because each has a basis in early work in the field and therefore illustrate some continuing concerns. The paper concludes by acknowledging the broader influences on the development of educational technology and the complexity of the challenges facing the field and its practical applications.
A Journey of Transformation:A Model of Educators' Learning Experiences in Educational Technology
Authors: Kathleen P. King
Published in: Digital Commons - University of South Florida (University of South Florida) (2002-05-01)

Based on research among 205 educators, it is indicated that learning educational technology has the potential to deeply impact educators’ perspectives and practice. This paper extends the findings of previous work to provide a research-driven model of transformational learning to guide professional development in educational technology.
A meta‐analysis of the educational effectiveness of three‐dimensional visualization technologies in teaching anatomy
Authors: Kaissar Yammine, Claudio Violato
Published in: Anatomical Sciences Education (2014-12-31)

Many medical graduates are deficient in anatomy knowledge and perhaps below the standards for safe medical practice. Three-dimensional visualization technology (3DVT) has been advanced as a promising tool to enhance anatomy knowledge. The purpose of this review is to conduct a meta-analysis of the effectiveness of 3DVT in teaching and learning anatomy compared to all teaching methods. The primary outcomes were scores of anatomy knowledge tests expressed as factual or spatial knowledge percentage means. Secondary outcomes were perception scores of the learners. Thirty-six studies met the inclusion criteria including 28 (78%) randomized studies. Based on 2,226 participants including 2,128 from studies with comparison groups, 3DVTs (1) resulted in higher (d = 0.30, 95%CI: 0.02-0.62) factual knowledge, (2) yielded significant better results (d = 0.50, 95%CI: 0.20-0.80) in spatial knowledge acquisition, and (3) produced significant increase in user satisfaction (d = 0.28, 95%CI = 0.12-0.44) and in learners' perception of the effectiveness of the learning tool (d = 0.28, 95%CI = 0.14-0.43). The total mean scores (out of five) and ±SDs for QUESTS's Quality and Strength dimensions were 4.38 (±SD 1.3) and 3.3 (±SD 1.7), respectively. The results have high internal validity, for the improved outcomes of 3DVTs compared to other methods of anatomy teaching. Given that anatomy teaching and learning in the modern medical school appears to be approaching a crisis, 3DVT can be a potential solution to the problem of inadequate anatomy pedagogy.
Local Technology to Enhance Data Privacy and Security in Educational Technology.
Authors: Daniel Amo-Filvà, Paul Prinsloo, Marc Alier, David Fonseca, Ricardo Torres Kompen, Xavi Canaleta, Javier Herrero
Published in: International Journal of Interactive Multimedia and Artificial Intelligence (2021-11-30)

In educational environments, technological adoption in the last 10 years has enabled a data-driven and decisionmaking paradigm in organizations. The integration of cloud services in schools and universities is a positive shift in the field of learning, but it also presents threats to all academic roles that need to be discussed in terms of protection, privacy, and confidentiality. Cloud storage brings the ubiquity of data to this technical transition and a delusive opportunity for cost savings. In many cases, this suggests that certain actors, beyond the control of schools and colleges, collect, handle and treat educational data on private servers and data centers. This privatization enables the manipulation of stored records, leaks, and unauthorized access. In this article, we expose the possibilities that open from the viewpoint of local technology adoption. We seek to reduce or even totally solve the detrimental effects of using cloud-based instructional and analytical technology, mixing or only using local technology. Technological methods that conform to this alternate viewpoint and new lines of study are also being suggested and created.
Science Student Teachers and Educational Technology: Experience, Intentions, and Value.
Authors: Rıfat Efe
Published in: Educational Technology & Society (2011-01-01)

The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students’ use, and their beliefs in the value of educational technology in science instruction. Four-hundred-forty-eight science student teachers of different disciplines and levels participated in the study. A questionnaire was used as the data collection instrument. The data were analysed using correlations (Pearson), t-tests, and one-way ANOVA. Findings revealed differences amongst science student teachers from different subjects. Correlations were also found amongst science student teachers based on their educational technology experience, their intention to use educational technology, their intention to have their students use educational technology, and their belief in the value of educational technology for learning science. Science student teachers who were more experienced with educational technology had greater intentions of using the technology, were more likely to have theirs students use it, and believed more in its value.
Exploring STEAM teachers’ trust in AI-based educational technologies: a structural equation modelling approach
Authors: Musa Adekunle Ayanwale, Owolabi Paul Adelana, Tolulope Timothy Odufuwa
Published in: Discover Education (2024-04-26)

Abstract In the rapidly evolving landscape of education, Artificial Intelligence (AI) has emerged as a transformative tool with the potential to revolutionize teaching and learning processes. However, the successful integration of AI in education depends on the trust and acceptance of teachers. This study addresses a significant gap in research by investigating the trust dynamics of 677 in-service Science, Technology, Engineering, Arts, and Mathematics (STEAM) teachers in Nigeria towards AI-based educational technologies. Employing structural equation modelling for data analysis, our findings reveal that anxiety, preferred methods to increase trust, and perceived benefits significantly influence teachers' trust in AI-based edtech. Notably, the lack of human characteristics in AI does not impact trust among STEAM teachers. Additionally, our study reports a significant gender moderation effect on STEAM teachers' trust in AI. These insights are valuable for educational policymakers and stakeholders aiming to create an inclusive, AI-enriched instructional environment. The results underscore the importance of continuous professional development programs for STEAM teachers, emphasizing hands-on experiences to build and sustain confidence in integrating AI tools effectively, thus fostering trust in the transformative potentials of AI in STEAM education.
Measuring the Effectiveness of Educational Technology: What Are We Attempting to Measure?.
Authors: Jodie Jenkinson
Published in: The Electronic Journal of e-Learning (2009-01-01)

In many academic areas, students' success depends upon their ability to envision and manipulate complex multidimensional information spaces. Fields in which students struggle with mastering these types of representations include (but are by no means limited to) mathematics, science, medicine, and engineering. There has been some educational research examining the impact of incorporating multiple media modalities into curriculum specific to these disciplines. For example, both Richard Mayer (multimedia learning) and John Sweller (cognitive load) have contributed greatly to establishing theories describing the basic mechanisms of learning in a multimedia environment. However when we attempt to apply these theories to the evaluation of e- learning in a more dynamic real world context the information processing model that forms the basis of this research fails to capture the complex interactions that occur between the learner and the knowledge object. It is not surprising that studies examining the effectiveness of e-learning technology, particularly in the area of basic science, have reported mixed results. In part this may be due to the quality of the stimuli being assessed. This may also be explained by the context in which interactivity is being utilized and the model that is used to evaluate its effectiveness. Educational researchers have begun to identify a need for more fine-grained research studies that capture the subtleties of learners' interactions with dynamic and interactive learning objects. In undergraduate medical and life science education, interactive technology has been integrated into the curriculum at many levels. This paper reviews experimental studies drawn from personal experience where an attempt has been made to measure the efficacy of educational technology. In examining the shortcomings of these more traditional experiments, we can then apply this understanding to characterizing a more flexible approach to evaluation and its potential in measuring the effectiveness of educational technology. Understanding the nature of technology-mediated learning interactions and the way in which they foster depth of understanding is a great challenge for both educational researchers and developers of e-learning technologies. By adopting an evaluative framework that takes a more flexible approach to measuring the emergent nature of understanding, we can examine the capacity of educational technology to support more complex understanding of curricular subject matter.
Capturing the Complexity in Advanced Technology Use: Adaptive Structuration Theory
Authors: Gerardine DeSanctis, Marshall Scott Poole
Published in: Organization Science (1994-05-01)

The past decade has brought advanced information technologies, which include electronic messaging systems, executive information systems, collaborative systems, group decision support systems, and other technologies that use sophisticated information management to enable multiparty participation in organization activities. Developers and users of these systems hold high hopes for their potential to change organizations for the better, but actual changes often do not occur, or occur inconsistently. We propose adaptive structuration theory (AST) as a viable approach for studying the role of advanced information technologies in organization change. AST examines the change process from two vantage points: (1) the types of structures that are provided by advanced technologies, and (2) the structures that actually emerge in human action as people interact with these technologies. To illustrate the principles of AST, we consider the small group meeting and the use of a group decision support system (GDSS). A GDSS is an interesting technology for study because it can be structured in a myriad of ways, and social interaction unfolds as the GDSS is used. Both the structure of the technology and the emergent structure of social action can be studied. We begin by positioning AST among competing theoretical perspectives of technology and change. Next, we describe the theoretical roots and scope of the theory as it is applied to GDSS use and state the essential assumptions, concepts, and propositions of AST. We outline an analytic strategy for applying AST principles and provide an illustration of how our analytic approach can shed light on the impacts of advanced technologies on organizations. A major strength of AST is that it expounds the nature of social structures within advanced information technologies and the key interaction processes that figure in their use. By capturing these processes and tracing their impacts, we can reveal the complexity of technology-organization relationships. We can attain a better understanding of how to implement technologies, and we may also be able to develop improved designs or educational programs that promote productive adaptations.
DESIGNING INFOGRAPHICS FOR THE EDUCATIONAL TECHNOLOGY COURSE: PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS
Authors: Hidayah Mohd Fadzil
Published in: Journal of Baltic Science Education (2018-02-20)

Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of infographics in education or on the effective design of infographics specifically for educational settings. By employing qualitative research, the researcher attempts to explore the learners’ perception of the use of infographics. This research involved the researcher working independently on an in-class research project with 40 third-year undergraduate students. The pre-service science teachers were required to individually create an infographic related to the upper secondary school science curriculum. The findings indicated that the pre-service teachers expressed positive viewpoints about the infographics assignment. When the pre-service teachers were engaged in the learning process, they had a sense of agency and responsibility for their learning. The findings also indicated that this research created a meaningful experience for the pre-service teachers in engaging technology. This research essentially promoted innovations in teaching and learning of the course that encouraged student engagement with technology. Keywords: educational technology, infographic, pre-service science teachers, science education.
Educational Technology in Taiwan
Authors: Chih‐Hsiung Tu, Hui-Ling Twu
Published in: Educational Media International (2002-01-01)

The purpose of this paper is to examine the educational technology applications in Taiwan in the past, present and future. The brief history of educational technology in Taiwan is reviewed, current difficulties and challenges are identified, and future directions and a preliminary model in education technology is suggested. In this paper, education technology has been divided into two major sections for discussion, learning technology integration and distance education. A preliminary Taiwanese educational technology model is proposed as a guideline for future educational technology reform. This model includes four important elements - learning, technology, administration and society - which form a learning community to fulfil the Chinese education philosophy, 'everyone has chances to get education; everywhere is classrooms'. La Technologie de l'Education À Taiwan. Le but de cet article est d'examiner les applications de la technologie de l'Education À Taiwan dans le passé, maintenant et dans l'avenir. On passe en revue la brève histoire de la technologie de l'éducation À Taiwan, avec identification des difficultés courantes et des challenges. On suggère des directions futures et une modèle préliminaire de technologie de l'éducation. Dans cet article, la technologie a été divisée en deux sections majeures : l'intégration de cette technologie et l'éducation À distance. On propose un modèle de technologie de l'éducation Taiwanaise comme ligne directrice par une reforme future de la technologie de l'éducation. Ce modèle comprend 4 éléments importants : apprentissage, technologie administratives et société qui forment une communauté d'enseignement pour répondre À la philosophie chinoise de l'éducation e chacun a des chances de recevoir une éducation, partout il y a des classes. Bildungstechnologie in Taiwan. Dieser Artikel will die Anwendungen der Unterrichtstechnologie in Taiwan in der Vergangenheit, Gegenwart und Zukunft untersuchen. Es werden die kurze Geschichte dieser Technologie, die gegenwärtigen Schwierigkeiten und Herausforderungen und die künftige Entwicklung behandelt und es wird ein vorläufiges Unterrichtsmodell auf der Basis dieser Technologie vorgestellt. Zum Zwecke der Diskussion unterteilt der Artikel die Bildungstechnologie in 2 Themen: Anwendung der Lerntechnologie und Fernunterricht. Ein vorläufiges Technologie gestütztes Taiwanesisches Unterrichtsmodell wird als Richtschnur für die künftige technologische Reform vorgestellt. Dieses Modell beinhaltet vier wichtige Elemente: Lernen, Technologie, Verwaltung und Gesellschaft, die eine Lerneinheit bilden, ganz im Sinne der chinesischen Bildungsphilosophie “Jedermann hat ein Recht auf Bildung; Unterrichtsräume gibt es überall".
Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study.
Authors: Jonathan Wai, David Lubinski, Camilla Persson Benbow, James H. Steiger
Published in: Journal of Educational Psychology (2010-09-20)

Two studies examined the relationship between precollegiate advanced/enriched educational experiences and adult accomplishments in science, technology, engineering, and mathematics (STEM). In Study 1, 1,467 13-year-olds were identified as mathematically talented on the basis of scores 500 (top 0.5%) on the math section of the Scholastic Assessment Test; subsequently, their developmental trajectories were studied over 25 years. Particular attention was paid to high-level STEM accomplishments with low base rates in the general population (STEM PhDs, STEM publications, STEM tenure, STEM patents, and STEM occupations). Study 2 retrospectively profiled the adolescent advanced/enriched educational experiences of 714 top STEM graduate students (mean age 25), and related these experiences to their STEM accomplishments up to age 35. In both longitudinal studies, those with notable STEM accomplishments manifested past histories involving a richer density of advanced precollegiate educational opportunities in STEM (a higher “STEM dose”) than less highly achieving members of their respective cohorts. While both studies are quasi-experimental, they suggest that for mathematically talented and academically motivated young adolescents, STEM accomplishments are facilitated by a rich mix of precollegiate STEM educational opportunities that are designed to be intellectually challenging, even for students at precocious developmental levels. These opportunities appear to be uniformly important for both sexes.