Correction: Illuminating Third Space Methodology for Research on Educational Technology

Purpose The construction industry is considered worldwide to be a dangerous industry because of its high rate of fatal accidents and serious injuries. This study aims to find ways to improve this situation by focusing on how to improve competence on health and safety (H&S) among newly graduated construction engineers in Norway. Design/Methodology/Approach In Norway, the regional safety representatives (RSRs) are considered to be cornerstones in ensuring H&S in the construction industry. Information in this study was gathered by conducting semi-structured in-depth interviews with 15 RSRs. Findings The results show that RSRs believe that while construction engineers have sufficient theoretical competence on HS however, many seem to lack the practical competence needed to ensure and implement H&S measures. The informants underline the importance of work practice on construction sites as part of the education as key to improve H&S competence among graduates. Research Limitations/Implications Input on possible improvements is collected from only one group of stakeholders in the industry. Other stakeholders might have valuable input that should be considered before concluding what improvements in the education are most effective. Practical Implications The findings may help to decide upon and implement improvements in the education of construction engineers and, thus, contribute to a safer and healthier industry in the future. Originality/Value The stakeholder perspective of RSRs on education of construction engineers has not been considered in earlier research despite the fact that they represent vital competence on H&S in the construction industry. This study aims to fill some of this gap.

Educational technology research trends in Turkey from 1990 to 2011

The objective of this study is to assess the efficacy of technology in inclusive education on enhancing student learning outcomes. The research methodology employed is a comprehensive literature review, encompassing data from various sources pertaining to the integration of technology in educational settings. The findings indicate that the incorporation of technology in inclusive classrooms can markedly enhance student learning outcomes, particularly in developing cognitive and critical thinking abilities. Additionally, technology can facilitate the optimization of the learning process in terms of efficiency and effectiveness. It is also important to note that the use of technology in education presents certain challenges and risks that must be managed effectively in order to achieve optimal outcomes. Therefore, when considering the use of technology in education, it is essential to carefully select and integrate technology in a manner that is conducive to achieving desired results.

The study aims to demonstrate the significance of metaverse technology across various disciplines, academic degrees, scientific fields, and academic titles. It also aims to assess the level of knowledge and understanding of university teachers (research sample) regarding metaverse technology. Hence, the descriptive research methodology was based on the method of statistical survey in the sample. It involved a set of organized scientific steps to deduce data from the reality of the statistical sample and its nature in order to achieve the objectives of the study. In this study, a questionnaire was used as a tool to collect data from a random sample of approximately 121 teachers and instructors from the University of Baghdad. This approach helped the study draw important conclusions and make recommendations. Specifically, the study found the following: there is a need for a clear understanding of the importance of implementing metaverse technology in university education; teachers in scientific colleges are more aware of its importance compared to their counterparts in humanitarian colleges; there is a strong call for all universities, colleges, and academic institutions to prioritize the application of metaverse technology in university education; there should be the availability of all necessary supplies and devices; and there should be the creation of an appropriate environment for teachers to effectively use metaverse technology when teaching students.

The article examines the problem of using information technologies in the educational and professional training of future primary school teachers. The authors found that the integration of digital resources into the educational process can effectively solve didactic tasks. It provides opportunities for virtual travel and improves the accessibility and efficiency of education. The application of information technologies contributes to enhancing the educational process. They prepare future teachers to function within the information society and promote the development of critical thinking and creativity among students. The new approach puts the teacher at the center of the educational process. This approach takes into account the professional competencies and personal interests of educators to promote the improvement of methodological, organizational, and technological support for personalized learning. The paper investigated the possibilities of using information technologies in the educational process to train future primary school teachers. The methodology included a systematic approach and general theoretical scientific methods. They include analysis, synthesis, and systematization of the research material on the role of digital technologies in the training of future primary school teachers. The research methodology employed two indicators to assess the psychological and emotional qualities of students, namely: assessment of communication skills; analysis of cultural and value orientations. The research results showed a high level of discomfort related to the current educational system. Nearly half of the respondents experience psychological and emotional stress due to the existing teaching format. In addition, as a result of the program implementation, it was found that the configuration model of student-centered learning applied to distance learning had a significant impact on students. The statistical analysis of the chi-square indices of overall conformity (χ2 = 0.36....1) indicates a high conformity of the data set.

The development of digital technology has brought significant changes to education, affecting teaching and learning methods. This article examines the impact of technology on education, especially in supporting more interactive, flexible and personalized learning. Various digital tools and platforms, such as online learning applications, educational software, as well as augmented reality and virtual reality technologies, enable more engaging and efficient learning experiences for learners. This research uses the literature study method to investigate scientific journal articles that discuss the transformation of learning in the digital era with the use of technology in modern education. The articles were selected based on criteria such as topic relevance, quality of research methodology and theoretical contribution. Searches were conducted in reputable academic databases such as Google Scholar and Sinta (Science and Technology Index) with the keywords "digital education transformation," "technology in education," and "educational innovation”. Once relevant articles were identified, a selection was made to ensure quality standards and significant contributions to the literature. An in-depth analysis was conducted to identify the main themes, methodological approaches, and findings of each study. The results of the analysis are expected to provide insights into recent developments in the use of technology in education and help identify future trends, challenges and opportunities. The findings are expected to provide a basis for the development of more effective education policies and practices in the evolving digital age

Closing the loop to shift the default: How alternative ways of knowing can inform research and pedagogical practice

Point of view (25-50 words):
 We are four female educational practitioners who engage in varying degrees and forms of teaching, research, and evaluation. And, we have been educated in legacy research methods. We are curious about new approaches to conceptualizing, inquiring into, and doing science, technology, engineering and math (‘STEM’) education that have the potential to disrupt systemic social, economic, and ecological abuse and exploitation.
 
 Value of submission (25-50 words): This autoethnographic analysis of our individual narratives serves as a cautionary tale and emotional sign-posts for those seeking to explore emerging research methodologies, particularly those that are suited for complex, dynamic social systems, such as “engineering education”: expect cognitive and/or emotional dissonance. By definition, alternative approaches to research will occur as new and possibly foreign to those trained in traditional research approaches. Such a reflexive rejection happens unconsciously and undermines the goal of learning--discovery.
 
 
 Abstract
 It is becoming increasingly common to hear engineering education described as a complex system (National Science Foundation, 2018). Such a perspective shifts the focus of analysis from the parts to the whole – from individual elements to the relationships between the elements. Most engineering education researchers, however, are trained in atomistic or reductionist models of inquiry (Borrego, 2007; Laszlo, 1996; Robbins, 2007), which begs the question – how prepared are engineering education researchers to conduct research on, and productively intervene in, complex systems? As four educational practitioners who have previously embraced complex systems thinking, both in our teaching and in our research, we considered ourselves well prepared to explore a new, participatory research methodology, called SenseMaker, which is explicitly designed to understand characterize and facilitate interventions in complex systems. And yet, all four of us independently and reflexively rejected this methodology upon our first encounter with it. In this study, we used collaborative autoethnographic techniques to examine what it is about our shared cultures, experiences, and training as engineering education researchers and practitioners that led us to react in this way. We reflect on how methodologies founded on complex systems theory, like SenseMaker, often sit outside the boundaries of what we are used to and may initially occur to us as “foreign,” or even “wrong.” Further, we explore how our reflexive responses were connected to embodied cognition, that is, a recognition that “[one’s] body, beyond the brain “play[s] a significant causal… role in cognitive processing” (Stanford Encyclopedia of Philosophy, 2011). We offer some suggestions for developing an awareness of both reflexive rejection responses and how to recognize and use our embodied cognition. These perspectives are important for researchers who seek new ways to understand and work with complex, dynamic social systems.

The education sector is currently developing dynamically. As of 2015, there are a huge number of online platforms in online education for remote communication and training in all fields. On these platforms, students can receive training and feedback through online broadcasts based on educational content, and they can supplement their knowledge through the completion of various tasks. In Kazakhstan, such platforms in the Kazakh language are few. These projects are being developed and implemented in developed countries of the world, such as Europe, the USA, Canada, Russia, etc. Now, the educational platforms in these countries are being used reliably and at a high level. Unfortunately, in the field of education, such platforms and digital technologies are not used in their own tenge, so a number of works (seminars, courses, trainings, etc.) should be carried out in order to improve the digital literacy of teachers. In this regard, the article defines the content of the educational process in a new way, corresponding to the development of teacher competence in the field of education, and the need for it to be based on educational technology. Educational technologies aim to improve the capabilities of digital technology in the educational process and enhance the digital knowledge of teachers through the creation and use of massive open online courses. The article defines the direction of changes in the field of education. The emergence and development of methods of its management correspond to the development of the teacher's skills in the field of education. The essence of the educational system is revealed as the basis for the formation of professional skills of teachers in the learning process. It reveals the nature, structure, functions, and prerequisites for organizing the process of improving the competencies of future teachers. These processes are based on the content of technical support, including educational technology. The relevance of the problem we are studying is obvious, given the fact that the President of the country, Kassym-Jomart Tokayev, has stated that for digital transformation to be successful, every employee must have the necessary amount of digital skills. The research methodology was based on the literature on philosophy, education, psychology, and methodology, as well as research and analysis of legal texts.

This paper reports the results from a multi-phase study to assess the impact of rewards on the teaching practice of engineering educators and to describe the spread of pedagogical innovations across engineering education. The study is situated within the context of the Premier Award for Excellence in Engineering Education Courseware, which from 1997 – 2012 highlighted and rewarded teaching innovations associated with technology. The study is guided by the research question, has been the impact of efforts to motivate faculty to innovate with technology in engineering education? The phase of the study spanning 2012-2013 involved conducting a survey with engineering deans and department chairs asking how faculty members are rewarded for creating, testing and using innovative educational in their teaching on their campuses. Forty-two percent of the respondents indicated that this type of activity is rewarded on their campuses, mainly through teaching awards. Respondents interpreted the term courseware broadly, referring to a variety of online learning tools, not just curriculum or learning environments. Almost a fifth of respondents indicated they did not know of any faculty rewards on their campuses. To gain more insight into the survey responses, two virtual focus groups were held. The focus groups yielded little in terms of extending the analysis of the survey data but did lend insight into the effectiveness of these types of online discussions as a research methodology. 1.0 Introduction This paper reports the results from a multi-phase study to assess the impact of rewards on the teaching practice of engineering educators and to describe the spread of pedagogical innovations across engineering education. The study is situated within the context of the Premier Award for Excellence in Engineering Education Courseware, which from 1997-2012 highlighted and rewarded teaching innovations associated with technology at a national level. The National Engineering Education Delivery System (NEEDS digital library), the precursor to the Engineering Pathway (http://www.engineeringpathway.com/ep/ about/index.jhtml) developed the Premier Award “to recognize high-quality, noncommercial designed to enhance engineering education.” One of the aims of establishing and promoting the award was to provide faculty members who create innovative online teaching materials rewards and recognition for their efforts. The award Figure 1: What is Courseware? “Engineering is computer-based educational material that can be used to assist engineering students in their learning process.... Courseware can be used in lectures, during recitation sections, as self-paced study, as reference material for the student, or as exercises for the student to perform alone or in a group. Typically, takes advantage of multiple media, such as graphics, photographic images, sound, video and animation to illustrate engineering concepts, devices, or practices. Courseware will often include features such as hyperlinks or hypertext which permit users to explore related information or greater depth of information as they are interested.” [7, 9]

\nThe article emphasizes the relevance of the use of modern means of multimedia in teaching the Russian language in the changing social and cultural milieu. Multilevel social inquiry and practice of modern education necessitated comprehensive study and the special project of the educational process of learning the Russian language with the use of multimedia and communication technologies. The analysis of monographic and methodological literature and dissertation research results have revealed some features of the present stage of the use of multimedia and information and communication technologies in Russian language teaching.\n

Every year thousands of aspirants complete their graduation from various institutions in different disciplines. Yet many engineering graduates are failing to find respective employment and education with respective their disciplines often they find crude employment belittling their efficiency. It is imperative to understand the gap between industry and engineering education in present scenario. As it is eventually found that there is a huge gap between engineering education and industry application in terms of learning. Engineering education follows more conventional and traditional practice on the other hand industry is more practical oriented where in emphasis on hands on skill development is primarily focused. To bring the transformation in engineering education it is prudent to address the major problems such as research methodologies, tools and techniques, Design Thinking, project planning, skill development and many more for conceiving ideas and executing the ideas into the real world. For this a multidisciplinary skill development workshop has been organized to impart basic set of skills like Carpentry, Sheet metal work, Electrical , Rapid prototyping among the engineering aspirants at the beginning of their engineering education.

The purpose of this study was to understand the perspectives that Chinese scholars hold regarding educational technology. An illustrative case study with purposive sampling was used to gain this understanding. Fifty-two participants representing faculty in educational technology from 34 different universities in China, a majority ranging in ages from 36 to 50 years old, and most having worked in the educational technology field for more than 10 years, completed and submitted the survey. After analyzing the data, the author found that most participants perceived that the strength of educational technology in China was attributable to the strong funding support from the Chinese government, but the faculty members also felt that this field needed help with research methodology. To help improve educational technology in China, the major efforts the participants believed would be most useful included self-development, enhancing academic exchanges, conducting research, applying theories in practice, and improving training/teaching and learning. The pace of development in educational technology in China is fast; however, there is concern for how Chinese scholars deal with the potential problems arising with this rapidly developing field. The current situation in China provides great opportunities for academic exchanges globally.

This book is the published record of the Association of Educational Communications and Technology (AECT) forum. AECT is a professional association in the area of Educational Technology. The association focus on research of instructional design and business development to enrich teaching and learning within the United States and across the world. The global studies in educational technology and new applications of recent technologies for learning promote academic research on top of the best practices. This sequence report from the 2012 AECT Summer Research Symposium highlights robust research methodologies used to enhance instructional design in educational technology, specifically focusing on the concept of design thinking. Fifteen full-text articles depicted methodology, process and details of instructional design for the impact of instructional technology.

In recent years, there has been an increasing trend for children to use information and communication technology in its various forms. Children now grow up immersed in technology to a level that keeps surprising earlier generations, but which, to them, is simply an inherent element of their habitat. Although this immersion is partly dependent on wealth and circumstance, it is certainly the case that in most developed countries children are frequently users and owners of Personal Computers, video game consoles, personal music technologies and mobile phones. This increase in usage of interactive technology by children has not gone unnoticed. More than ever before, technology manufacturers and service providers are turning their attention to children as a growing market segment. Even more important, societies are becoming concerned to ensure that appropriate products and services, namely those that can support development and enhance well-being, are being made available for children. Whatever motivates the design of interactive technology for children, it is clear that there is an urgent and present need for methodological knowledge about the design of these products and an understanding of the ways in which interaction takes place between the child and the technology. Designing technology for humans has been studied for many years. Initially concentrating on ergonomics of use, before becoming more concerned with general human factors, this field has now matured to the point where there are defined research areas that have clear identities. Human computer interaction (HCI) is that area that focuses on the interaction between man and machine. HCI has been growing in importance over the last 25 or more years, and, as a discipline, has matured and settled. For HCI practitioners and academics there are published curricula, dedicated high-impact journals, specialised undergraduate and postgraduate University courses, and vibrant associations of professionals in the field (e.g., Usability Professionals Association, British HCI group, ACM SIGCHI). Child computer interaction (CCI) is the sub-field of HCI that studies how children use interactive products. In contrast with HCI, CCI is still finding its way. Relating to sociology, education and educational technology, connected to art and design, and with links to storytelling and literature, as well as psychology and computing this new field borrows methods of inquiry from many different disciplines. This disparity in methods of enquiry makes it difficult for researchers to gain an overview of research, to compare across studies and to gain a clear view of cumulative progress in the field. It is difficult to identify an exact moment when CCI became a specialised field as it was a gradual maturity of the area that spawned its creation. In the early days, pioneering work by Papert and Resnick at the Massachusetts Institute of Technology (MIT) laid the foundations for work that was carried forward by a few interested individuals around the globe. Several key individuals including P. Markopoulos (&) Department of Industrial Design, Eindhoven University of Technology, Eindhoven, The Netherlands e-mail: p.markopoulos@tue.nl