jehanweerasuriya/uni-ai-dataset huggingface dataset:
Use of Multimedia as a New Educational Technology Tool–A Study
Authors: Syaeful Malik, Ashish Agarwal
Published in: International Journal of Information and Education Technology (2012-01-01)

In the current scenario of educational institutions, multimedia has dig up its own kind of space in some or the other way as a tool of educational technology. Multimedia has overcome the barriers of time and space and provides evidence to be accepted as an anytime and anywhere tool for educating multi-disciplinary masses. The process of knowledge acquisition becomes more efficient when the learners experience an event through a multimedia simulation. Multimedia technology empowers the educational process by means of increased interaction between teachers and the students. Apart from the fact that multimedia can provide educators and students with endless possibilities of quality teaching and learning, taking vital considerations of the pedagogical strengths and limitations of Multimedia, it can be used to its fullest potency, and reach the eminence of 'New Educational Technology tool'.
A Systems Definition of Educational Technology in Society
Authors: Rocci Luppicini
Published in:  (2005-01-01)

Conceptual development in the field of Educational Technology provides crucial theoretical grounding for ongoing research and practice. This essay draws from theoretical developments both within and external to the field of Educational Technology to articulate a systems definition of Educational Technology in Society. A systems definition of Educational Technology in Society is characterized as a goal oriented problem-solving approach utilizing tools, techniques, theories, and methods from multiple knowledge domains to: (1) design, develop, and evaluate, human and mechanical resources efficiently and effectively in order to facilitate and leverage all aspects of learning, and (2) guide change agency and transformation of educational systems and practices in order to contribute to influencing change in society. This paper offers valuable theoretical grounding to help guide researchers and leaders in the field.
New Millennium Research For Educational Technology
Authors: M. D. Roblyer, Gerald Knezek
Published in: Journal of Research on Technology in Education (2003-09-01)

Research to indicate unique pedagogical benefits of technology in education flourished until the mid-1980s, when criticism of the premises and methodologies of studies made educators question the usefulness of so-called “media research.” Currently, increasing costs of maintaining technology infrastructure and evidence of low use of technology by teachers has generated new urgency for research to help provide a rationale for specific uses of technology to support teaching and learning. The new National Educational Technology Plan currently under development by the US. Department of Education provides an ideal opportunity for articulating a plan for meaningful research. This article describes topics and issues on which new research should focus and offers guidelines for research methods to address previous criticisms and provide results to guide future use of technology in education.
Student Perceptions of Educational Technology Tools
Authors: Irvine Clarke, Theresa B. Flaherty, Sandra Mottner
Published in: Journal of Marketing Education (2001-12-01)

In this age of rapid technological innovation, marketing professors are using various educational technology tools to assist learning in their classes. However, little is known about students’ perceptions of how these unique teaching tools influence their overall experience. Consequently, marketing professors may be unsure which educational technology tools to incorporate into their courses. This study investigates how various educational technology tools affect students’perceptions in three outcome-oriented areas: overall learning, ability to get a job, and expected job performance. Student perceptions were obtained through a survey administered in a “Marketing on the Internet” course that simultaneously employed various educational technology tools. Findings reveal that students have differing opinions on the impact of these technologies on their learning, ability to get a job, and job performance. Suggestions are provided so instructors can select the appropriate educational technology tools to maximize teaching effectiveness.
Personalisation in educational technology: the absence of underlying pedagogies
Authors: Antonio Ramón Bartolomé Pina, Linda Castañeda, Jordi Adell Segura
Published in: International Journal of Educational Technology in Higher Education (2018-02-16)

Personalization is one of the recurring themes in education and has occupied a large amount of specialised literature, since its appearance in the 1960s. A systematic exploration of the literature of the last 55 years (1960–2015) is presented and is intended to analyse which educational perspective underlies the customized environments or experiences proposed in the educational technology that is addressed in the literature. It is important to understand that this analysis is a very relevant challenge, if we want to understand what pedagogical approaches have been continuously developed and how and why we should consider their future. The results show a complete centralisation of experiences in technological developments, the majority of them focussed in Higher Education, as well as a lack of an explicit pedagogical perspective in the experiences analysed, especially those with greater impact. It also shows a shortage of in-house pedagogical material – developed in the light of this research, that evolves and makes an impact on the educational landscape.
Google Gemini as a next generation AI educational tool: a review of emerging educational technology
Authors: Muhammad Imran, Norah Almusharraf
Published in: Smart Learning Environments (2024-05-23)

Abstract This emerging technology report discusses Google Gemini as a multimodal generative AI tool and presents its revolutionary potential for future educational technology. It introduces Gemini and its features, including versatility in processing data from text, image, audio, and video inputs and generating diverse content types. This study discusses recent empirical studies, technology in practice, and the relationship between Gemini technology and the educational landscape. This report further explores Gemini’s relevance for future educational endeavors and practical applications in emerging technologies. Also, it discusses the significant challenges and ethical considerations that must be addressed to ensure its responsible and effective integration into the educational landscape.
Current Trends in Educational Technology Research: The Study of Learning Environments
Authors: William Winn
Published in:  (2002-01-01)

cusing, in turn, on the content to be learned, the format of instructional mes sages, and the interaction between computers and students. The field is now concerned with the study of learning in complete, complex, and interactive learning environments. These environments allow both the simulation of ex periences that students might have in the real world and also the creation of compelling experiences that cannot normally be experienced directly. Learn ing environments also often allow students to communicate their own ideas with the use of a variety of symbol systems. These environments are also fre quently inhabited by more than one person, making learning within them a social activity where learning is distributed among both people and artifacts. Finally, these learning environments are complex. Studying how they con tribute to learning therefore requires research methods other than controlled experiments. This paper reviews research on learning environments to give both an historical perspective on educational technology research and a se lective view of the current state of the discipline. It concludes by identifying implications for both practice and future research.
Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers &amp; Education
Authors: Xieling Chen, Di Zou, Gary Cheng, Haoran Xie
Published in: Computers & Education (2020-02-21)

Computers & Education has been leading the field of computers in education for over 40 years, during which time it has developed into a well-known journal with significant influences on the educational technology research community. Questions such as “in what research topics were the academic community of Computers & Education interested?” “how did such research topics evolve over time?” and “what were the main research concerns of its major contributors?” are important to both the editorial board and readership of Computers & Education. To address these issues, this paper conducted a structural topic modeling analysis of 3963 articles published in Computers & Education between 1976 and 2018 bibliometrically. A structural topic model was used to profile the research hotspots. By further exploring annual topic proportion trends and topic correlations, potential future research directions and inter-topic research areas were identified. The major research concerns of the publications in Computers & Education by prolific countries/regions were shown and compared. Thus, this work provided useful insights and implications, and it could be used as a guide for contributors to Computers & Education.
Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms
Authors: Adolph Delgado, Liane Wardlow, Kimberly J. O’Malley, Katherine McKnight
Published in: Journal of Information Technology Education Research (2015-01-01)

There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.
Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools
Authors: Ashraf Alam, Atasi Mohanty
Published in: Cogent Engineering (2023-11-27)

AbstractEfforts at the intersection of technology and pedagogy converge upon four pivotal axes that collectively delineate the future educational landscape. These axes, namely mobility, interactivity, artificial intelligence (AI), and technological learning tools like games and augmented reality, encompass the domain of educational transformation. The fusion of these elements necessitates the development of a mobile-interactive paradigm that duly acknowledes the learner’s temporal availability and optimal convenience. Currently, technology is already integrated into the educational realm. However, its diverse manifestations across various contexts underscore the urgent need to integrate and amalgamate these facets within pedagogical frameworks that prioritize students’ erudition. This research undertakes a comprehensive analysis of multifarious technological modalities and puts forth a harmonized model that could furnish a foundational structure for classroom instruction. Central to this paradigm is the recognition of the paramountcy of intelligent tutoring systems, which serve to democratize access to tutoring. By imbuing these systems with advanced AI capabilities, learners can benefit from personalized and adaptive support, irrespective of their location or socioeconomic background. Furthermore, the significance of conducting technological experiments cannot be understated, as it allows for the exploration of new frontiers and the subsequent application of findings to “teaching-learning models.” These models harness a diverse range of interaction patterns to enhance the educational experience. By embracing these transformative elements, educational frameworks can better cater to the evolving needs of learners, while intelligent tutoring systems and ongoing technological experimentation serve as cornerstones in advancing the educational journey.
Educational Technology
Authors: Richard C. Dorf
Published in: IEEE Transactions on Education (1969-03-01)

The application of electronic technology to the most profound of man's tasks, that of education, provides both the opportunity for realizing lifelong, experiential learning as well as the possibility of yielding unpredicted social consequences. The use of high-speed digital computers and teaching machines is outlined and the growing power for cultural communication and control is discussed. Some possible social consequences of automated learning are examined and the need for the consideration of social, human, and educational values is presented. Finally, a university lecture course entitled "Engineering and the Technological Society" which is presented for students majoring in Liberal Arts, Business, Science, or Engineering at the University of Santa Clara and which considers the consequences and potential of educational technology is outlined.
On the Modern Educational Technology
Authors: Zhu Li
Published in:  (2002-01-01)

With the rapid development of the techniques in the fields of computer, multimedia and network, higher education is facing rigid challenge. How to adapt to the new changes brought about by the modern educational techniques has become the focus of research in all the colleges and universities, as is discussed in this research paper.
Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs
Authors: Jon Margerum-Leys, Ronald W. Marx
Published in: Journal of Educational Computing Research (2002-06-01)

This study had two purposes. The first was to explore the construct of teacher knowledge of educational technology through the lens of three components of Shulman's model of teachers' knowledge—content knowledge, pedagogical knowledge, and pedagogical content knowledge. A second purpose was to investigate the ways in which teacher knowledge is acquired, shared, and used by student teachers and their mentors in the context of the student teaching placement. The literature in educational technology takes, for the most part, a limited view of educational technology knowledge, reporting on teachers' awareness of technological applications and affordances. By using Shulman's model, this study constructed and considered a more comprehensive depiction of teacher knowledge. Teacher knowledge of educational technology as thus depicted was explored as it developed within a particular setting. Data were drawn from a three-month observation and interview period in the spring of 1999. Six participants—three student teachers and three mentor teachers—were observed and interviewed at a middle school in a working-class suburb of a large Midwestern city. From observations of teacher practice, inferences were made about the underlying body of knowledge evidenced by the participants. The perspective of student and mentor teacher participants was gained through a quasi-ethnographic interview process. Observation and interview data were analyzed using a shared coding system, allowing a rich description to be created. Results of the study indicated that employment of Shulman's model revealed a set of knowledge derived from and applicable to practice with educational technology. This knowledge could be considered a Pedagogical Content Knowledge of technology, corresponding to Shulman's identification of a particular understanding by teachers of content in service of teaching and teaming. Within the context of the mentor/student teacher pairs, both knowledge acquired in and brought to the setting was shared in a multi-year cycle from student teacher to mentor to subsequent student teacher. Impact on the field includes a broadening sense of the nature of knowledge of educational technology, as well as increased attention to the importance of the student teaching placement and student and mentor teachers' roles within that environment.
The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model
Authors: Dominik Petko, Doreen Prasse, Andrea Cantieni
Published in: Computers in the Schools (2018-01-02)

Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a more robust structural equation model was built with data from a survey of 349 Swiss primary school teachers. It confirms that educational technology integration is dependent on individual teachers' readiness, which is in turn influenced by school readiness. Teacher readiness to integrate educational technology is based on perceived skills and beliefs. Facets of school readiness include educational technology resources in classrooms, perceived importance of technology integration, goal clarity, head teacher support, as well as formal and informal exchange among teachers.
Educational Technology, Policy, and Practice
Authors: David K. Cohen
Published in: Educational Evaluation and Policy Analysis (1987-06-01)

This essay probes the relations between educational policy and teaching practice in instructional innovations. It also takes up explanations for the slow pace of instructional reform, and the seeming failure of many exciting instructional innovations. Computer technology is the case in point. One theme in the essay is that policies and programs depend on practice. Another is that instructional practice in schools is situated in a larger organization and a longer history of academic instruction than are usually considered. These angles offer a useful view of educational policy and innovation, that solves some problems in inherited accounts. But they require that analysts cross several academic barriers, joining studies of policy and school organization to studies of instructional practice, and doing so in large social and historical perspectives.
Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology
Authors: Martin Oliver
Published in: Journal of Computer Assisted Learning (2011-04-05)

This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.
A Critical look at Educational Technology from a Distance Education Perspective
Authors: Terry Anderson, Pablo Rivera-Vargas
Published in: Digital Education Review (2020-06-30)

This article focuses on educational technology as applied in the context of programs and institutions that offer completely distance education courses. All education in the 21st century is digital education in that the use of networking, text and image creation and editing and search and retrieval of information punctuates the life of almost every teacher and student. However, the context of distance education – where all the interactions are mediated, creates a unique and heightened context of digitalization. This paper focuses on two questions: (1) What aspects have not been completely satisfactory in the transit and transformation that education has undergone, from its more traditional, campus-based conception, towards its new configuration marked by the continuous use of digital technologies and environments? (2) In order what are the future challenges that distance education must deal with to support sustainability of this teaching model?From a theoretical and interpretative analysis, based on the review of relevant articles and documents on distance education, some critical dimensions (limitations, unkept promises and future challenges) the use of digital technologies in distance education is identified and subsequently analyzed. These dimensions evidence how the initial (sometimes excessive) enthusiasm about the insertion of digital technologies in distance education has not (yet?) been fully reflected in reality.
Theory of Planned Behavior and Teachers' Decisions Regarding Use of Educational Technology
Authors: Jung Lee, Frank A. Cerreto, Ji‐Hyun Lee
Published in:  (2010-01-01)

According to Ajzen’s Theory of Planned Behavior (TPB), behavioral intention (BI) is predicted by attitude toward the behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). Previous studies using the TPB to explain teachers ’ intentions to use technology have resulted in inconsistent findings. This inconsistency might be due to overly broad definitions of the target behavior. To investigate this potential weakness, we defined a specific target behavior, using computers only to create and deliver lessons, and then used the TPB to investigate teachers ’ decisions. An elicitation study was used to identify teachers ’ salient beliefs and develop a closed-ended questionnaire. Results of the closed-ended questionnaire revealed that AB, SN, and PBC all were significant predictors of teachers ’ intentions. However, AB had twice the influence of SN and three times that of PBC. This finding suggests that teachers must have positive attitudes about using computers to create and deliver lessons. They are less concerned about what others think of this practice, and far less bothered by internal or external constraints. Results provide specific information that can be used to design effective teacher development programs and remind TPB researchers of the importance of using specific definitions of the target behavior.