Educational Benefits Research Articles

What are the public health benefits of community-based education in dentistry? A scoping review.

Aim To examine what is known about the public health benefits of community-based education in dentistry.Method A scoping review was conducted using a modified Arksey and O'Malley framework. Database searches were undertaken on PubMed, Medline via Ovid, CINAHL via EBSCO and ERIC, and a grey literature search was undertaken on OpenGrey, Medlar, BASE and the British Library. Reference lists of included studies were also searched. Although no formal quality assessment was undertaken, observations on methodological rigour were recorded.Results In total, 31 studies from nine countries met the inclusion criteria. Most were from high-income countries. Methodologies of included studies varied: quantitative (n = 17); qualitative (n = 5); mixed methods (n = 6); and reviews (n = 3). Several potential public health benefits were reported: increased access to dental services (including improvements in their availability, affordability, acceptability, accessibility, and accommodation); improved awareness/health literacy of students and communities; and improved clinical outcomes. The overall quality of the evidence was low and had little community engagement.Conclusion Notwithstanding the methodological limitations of the included studies, several potential public health benefits have been associated with community-based education in dentistry. Rigorously designed, methodologically appropriate research is needed, which should include engagement with communities.

Guessing Meaning Strategies and Arabic Reading Comprehension Ability Among Chinese College Students

Guessing word meanings is vital for acquiring deep reading and adequate text comprehension, as the study implies that the cross-sectional approach quantitatively assesses the effect of guessing meaning strategies on Chinese university Arabic students' reading performance. There was significant evidence of the perfect relationship between the mastery of the guessing meaning strategy and the improvement of reading comprehension scores presented through the analysis of Chinese universities' data (r = 0.306, p < 0.01). It shows the vital importance of these approaches in raising reading skills. Students are well-positioned to carry out word investigation in terms of the etymology or roots of words, whether they are antonyms, synonyms, or synonymous phrases that help them deduce the meanings of words they are not familiar with and find out the meanings or explanations systematically in their reading. Guessing meaning strategies should be used in the Arabic language teaching curriculum in China to ensure that Arabic instructors can make learning enjoyable, thus value learning and acquiring language competencies. Additionally, different language contexts should be examined by future research to know the educational benefits and implications of these strategies.

Impact of the Neonatal Resuscitation Video Review program for neonatal staff: a qualitative analysis.

Neonatal resuscitation video review (NRVR) involves recording and reviewing resuscitations for education and quality assurance. Though NRVR has been shown to improve teamwork and skill retention, it is not widely used. We evaluated clinicians' experiences of NRVR to understand how NRVR impacts learning and can be improved. Neonatal Intensive Care Unit (NICU) clinicians with previous NRVR experience were recruited for individual semi-structured interviews. Using a social constructivist viewpoint, five researchers used thematic analysis to analyze participant responses. Twenty-two clinicians (11 nurses, 11 doctors) were interviewed. All participants expressed positive attitudes towards NRVR. Four themes were identified: (1) Learning from reality-exposure to real-life resuscitations was highly clinically relevant. (2) Immersive self-regulation-watching videos aided recall and reflection. (3) Complexities in learner psychological safety-all participants acknowledged viewing NRVR videos could be confronting. Some expressed fear of judgment from colleagues, though the educational benefit of NRVR superseded this. (4) Accessing and learning from diverse vantage points-NRVR promoted group discussion, which prompted participant learning from colleagues' viewpoints. Neonatal clinicians reported NRVR to be an effective and safe method for learning and refining skills required during neonatal resuscitation, such as situational awareness and communication. Neonatal resuscitation video review is not known to be widely used in neonatal resuscitation teaching, and published research in this area is limited. Our study examined clinician attitudes towards an established neonatal resuscitation video review program. We found strong support for teaching using neonatal resuscitation video review among neonatal doctors and nurses, with key benefits including increased situational awareness and increased clinical exposure to resuscitations, while maintaining psychological safety for participants. The results of this study add evidence to support the addition of video review to neonatal resuscitation training.

Multidimensional patterns of early care and education access through a family centered lens

Despite evidence of the benefits of early care and education (ECE) for child development and family employment, the supply of providers is scarce and variable; leading many families with young children to experience limited and inequitable access. To examine the multidetermined nature of access, this study leverages a multidimensional, family-centered definition and a nationally representative sample of families of preschoolers from the Early Childhood Longitudinal Study – Birth Cohort to examine (1) patterns of access-related features present in preschool-age children's ECE arrangements, and (2) child characteristics, household circumstances, and care setting type that may be related to patterns of access. Latent class analysis model enumeration revealed five latent classes of children's nonparental care arrangements along features of accessibility: High Across Most Access Features (26.4 %), Single, Long-Term Provider (30.1 %), Limited Across Most Access Features (11.6 %), Low Affordability, Multiple Providers (10.1 %), and High Affordability, Recent Transition (21.8 %). These results suggested many children were in ECE that met multiple dimensions of access, with others in care arrangements that reflected trade-offs. Children were also differentially classified into types of ECE arrangements in relation to care setting type, race/ethnicity, income, household urbanicity, and parental employment. The implications of investigating ECE access as a multidimensional construct, and recommendations for how ECE providers and policy can more closely align with family needs are discussed.

The Role of Islamic Education in Building Collaborative Cultures within Nigerian Schools

This study investigates the role of Islamic education in fostering collaborative cultures within Nigerian schools. Recognizing the historical and cultural significance of Islamic education in Nigeria, this research explores how its principles and practices can contribute to building an environment of cooperation and mutual support among students. Utilizing a mixed-methods approach, data were collected through surveys and interviews with educators, students, and administrators from various Nigerian schools. The findings indicate that Islamic education promotes values such as community support, respect for diversity, and collaborative learning, which are essential for creating a cooperative school culture. The study highlights the potential of integrating Islamic educational principles into broader educational practices to enhance collaboration and improve educational outcomes. The implications of these findings suggest that policymakers and educators should consider the benefits of Islamic education in fostering a more inclusive and collaborative educational environment.

Holistic Review in Applicant Selection: A Scoping Review.

To avoid overreliance on metrics and better identify candidates who add value to the learning environment, some medical schools and residency programs have begun using holistic review for screening and selection, but limited data support or refute this use. This scoping review examines holistic review definitions and practice in medical education, summarizes research findings, and identifies gaps for future research. The authors searched 7 databases using the keywords holistic, attributes, mission-based, mission-centric, and socially accountable for articles on holistic review within undergraduate medical education (UME) and graduate medical education (GME) published from database inception through July 5, 2024. Author pairs independently screened articles for inclusion and extracted data. Discrepancies were resolved via discussion. Quantitative and qualitative synthesis was performed. A total of 6,511 articles were identified, with 33 included in this review. Twenty-five studies (76%) focused exclusively on GME, with only a few assessing holistic review in UME. Holistic review was implemented at 3 main stages: screening, interviewing, and ranking. Common rationales included service patterns, patient-physician identity concordance, enhancing patient trust, professional advocacy, and educational benefits. Holistic review elements varied, with most falling within the Association of American Medical Colleges experiences, attributes, and metrics framework. Nearly all studies reported an increase in the percentage of underrepresented in medicine trainees interviewed or selected. Several studies also demonstrated increases in other groups (e.g., women, lower socioeconomic status). Many studies included additional interventions to promote diversity, limiting the ability to assess holistic review in isolation. This scoping review summarizes the literature on rationale, development and implementation process, structure and components, outcomes assessed, barriers, and strategies for success for holistic review. This work can inform institutions and departments seeking to develop or refine their own holistic review systems and serve as a nidus for future research.

Tests of moderation of the big-fish-little-pond effect across students with and without special educational needs in regular versus special education schools

BackgroundInclusive education has become increasingly popular based on the assumption that it has multiple benefits for students with special educational needs (SEN). However, contradictions remain regarding the widespread nature of these benefits, particularly when it comes to academic motivation. AimsIn this large-scale cross-sectional study, we relied on the Big-Fish-Little-Pond Effect (BFLPE) to assess the links between inclusive education and students’ academic self-concepts and learning interests in the mathematics and verbal domains. SampleThe sample consisted of 21,219 German elementary school children in Grade 4 who were enrolled in three groups: students without SEN attending regular schools (n1 = 19,069), students with SEN attending regular schools (n2 = 933), and students with SEN attending special education schools (n3 = 1214). MethodsDoubly latent multi-group multilevel structural equation models and tests of latent interaction were performed to test the BFLPE. ResultsResults supported the BFLPE for both outcomes and domains. However, no BFLPE was identified for learning interest in the verbal domain among students with SEN attending special education schools, although the size of this effect did not differ significantly from that observed among students without SEN. In regular schools, the BFLPE was almost two times stronger among students with SEN than among their peers without SEN. ConclusionsResults support the generalizability of the BFLPE to students with SEN, while casting doubts on the motivational benefits of inclusive education for these students. Interventions targeted at attenuating the BFLPE should thus be tailored for both regular and special education schools.

Teachers' Perspectives on the Webex Online Platform for Secondary Education During the COVID-19 Pandemic in Greece

In this study, we examine the impact of Information Systems (IS) on the COVID-19 pandemic, focusing on the utilisation of the "Webex" online platform within the Greek educational system. This assessment aims to evaluate the platform's impact on organisational performance within this industry, particularly focusing on teachers' perspectives. This paper presents original quantitative research exploring how technological advancements have facilitated distance learning driven by the COVID-19 pandemic. The research is important because it highlights the challenges faced by Greece, as shown by the Digital Economy and Society Index (DESI) indicators (1). In 2019, Greece ranked 26th out of 28 Member States, indicating outdated infrastructure and a lack of training among educators. Additionally, the country experienced a "brain drain" as a result of the 2008 Greek financial crisis, leading to skilled educators leaving the country (2). The adoption of distance learning at the secondary education level in Greece presents unique challenges as well as opportunities, according to the research. The novelty of this study is its focus on primary data gathered from secondary school teachers in relation to the country’s technological and other challenges. It provides insights into the real-world application and effectiveness of the Webex platform in an unprecedented situation. The study contributes to new knowledge by providing a detailed understanding of teachers' IT competency, their perceptions of online education, and the state's support (or lack thereof). It also highlights the psychological benefits of online education for students despite the noted challenges in attendance and achieving educational objectives. However, these lessons were not consistent for all students. Based on the statistical analysis, factors such as attendance, challenges perceived by the students, and the achievement of educational objectives were determined to be indicators of the effectiveness of online instructors. Practically, this research highlights the necessity for improved training for teachers to effectively utilise online platforms. It also recommends enhancing IT infrastructure and government support to improve online education. Teachers expressed openness to training seminars and recognised the psychological gains for students, suggesting the potential for continued use of online teaching methods post-pandemic. The wider sociopolitical impact involves informing discussions on the necessity, value, and effectiveness of e-learning, thus guiding future educational policies and practices.

The Application of Case-Based Learning (CBL) Combined with PDCA Cycle in the Clinical Teaching Practice of Breast Ultrasound in Standardized Residency Training

Background: The integration of case-based learning (CBL) with the plan-do-check-act (PDCA) cycle has potential benefits for clinical education, yet its efficacy in ultrasound residency training, particularly for breast ultrasound, requires evaluation. Aim: This study aimed to assess the impact of a combined CBL and PDCA cycle teaching model on the clinical thinking and skills of ultrasound residents compared to traditional teaching methods. Methods: A comparative study was conducted at Sichuan Provincial People’s Hospital’s ultrasound medicine base, from August 2020 to June 2023, focusing on residents in training. Sixty-one trainees were randomly divided into two groups: a joint group (n = 31) taught using a PDCA cycle-based model integrated with CBL and a traditional group (n = 30) taught with conventional methods. Both groups underwent a 20-hour course and were subsequently evaluated on theoretical knowledge, clinical thinking, and skills. Comparative statistical analysis was performed to evaluate the performance differences between the two groups. Results: The joint group demonstrated significantly better clinical thinking and skills operation than the traditional group (P < 0.05). No significant difference was observed between the groups regarding theoretical knowledge (P > 0.05). Conclusions: The combined CBL-PDCA cycle teaching mode significantly enhances the clinical thinking abilities and operational skills of residents in breast ultrasound training. This innovative approach shows promise as an effective educational strategy to foster intrinsic motivation and higher order learning capabilities among ultrasound residents.

Evolving K-12 Digital Education: Enhancing Flexibility and Access through Online Learning and Virtual Programs

Background and Aims: Evolving K-12 digital education is critical because it increases flexibility, accessibility, and personalization, addressing diverse student needs and broadening learning opportunities. This evolution is critical for responding to technological advancements and preparing students for a digital future. This paper investigates the Evolving K-12 Digital Education: Enhancing Flexibility and Access through Online Learning and Virtual Programs. Methodology: The methodology for this review article is a systematic synthesis of existing literature on K-12 digital education, with a focus on online learning and virtual programs. It entails selecting and analyzing relevant studies to evaluate trends, benefits, and challenges, resulting in a comprehensive overview of how digital education improves flexibility, accessibility, and personalization. This approach is intended to provide valuable insights into the current state and future directions of digital learning. Results: the finding found that the incorporation of digital technology into K-12 education has significantly increased flexibility, accessibility, and personalized learning, it has also introduced new challenges such as the digital divide and difficulties in adapting to virtual settings. To fully reap the benefits of digital education, ongoing efforts must be made to address these challenges through equitable access, robust support systems, and comprehensive professional development for educators. The ongoing evolution of digital education promises to further transform learning experiences, assuming that these issues are effectively addressed. Conclusion: The incorporation of digital technology into K-12 education has greatly improved flexibility, accessibility, and personalization while also introducing new challenges such as the digital divide and adaptation difficulties. To fully realize these benefits, ongoing efforts are required to ensure equitable access, strong support systems, and comprehensive professional development for educators, paving the way for future advancements in digital learning.

Effects of a Training Program to Improve Co-Teaching and Collaboration Skills for In-Service Teachers of Special and General Education

Although co-teaching is increasingly recognized as a valuable approach in inclusive education, comprehensive studies that examine the impact of targeted professional development on enhancing teachers’ capabilities in this area are lacking. The limited research on this topic fails to provide clear evidence of the effectiveness of such training programs and their potential benefits for special education and general education teachers. Addressing this issue, this study investigates the effectiveness of a proposed professional development training program designed to elevate co-teaching and collaboration skills among in-service teachers. A one-group quasi-experimental design was used, and a convenience sampling of 32 female teachers, comprising 16 special education and 16 general education teachers, participated in the program consisting of 14 intensive sessions. Pre- and post-intervention assessments, comprising a co-teaching test and a collaboration skills scale, were administered. Results demonstrate significant benefits of the training program, with participants showcasing improved performance in the co-teaching post-test and collaboration scale. Special education teachers notably outperformed their general education counterparts in co-teaching skills. However, the analysis did not reveal any statistically significant differences between teachers of students with learning disabilities and teachers of general education regarding their performance on the collaboration skills scale. The study concludes with recommendations and future research directions, offering insights to further advance co-teaching practices and collaboration skills among educators.

“We Were Beaten Down”: Parents' Concerns about Children's Digital Media Use

ABSTRACTParents' concerns about children's digital media use were investigated using data from semi‐structured interviews with 17 parents of children ages five to 11 at three branches of a U.S. urban public library system. Data were analyzed using collaborative inductive thematic analysis and analyzed with the lens of culturally‐constructed anxieties about new media. The most common concerns included worries about exposure to inappropriate content, worries about digital media taking up time that children would otherwise spend engaging in more meaningful activities, concerns about safety and privacy, and worries about negative effects on children's behaviors, attitudes, and social skills. Further analysis showed parents' deeper concern for children's healthy development to underlie these narrower concerns. The authors conclude with the recommendation to shift the framing of discourse around parenting with digital media from risk protection to digital media education. Such a shift could raise awareness that framing children and digital media only in terms of risks is overly simplistic, and it could help parents come to understand that children's digital media use is not just risky but also an opportunity for children to derive educational and social benefits, and learn how to operate in a digital media‐dominated information ecosystem.

The Educational Benefits of Plastic Surgery Rotations for Off-Service Residents.

With increasing specialization among surgical divisions, a well-rounded education during a surgical residency is often accomplished by rotating among different subspecialties. Inclusion of specific rotations in the resident curriculum can be considered as a cost-benefit calculation balancing the value of exposure to a subspecialty versus the opportunity cost of potential learning from another rotation. We find that often these decisions are based on anecdotal feedback. Our goal is to supplement these reports with a quantifiable metric of learning achieved on the plastic surgery rotation. Our hypothesis in this prospective study was that residents would demonstrate improved performance on a post-rotation test after their 1-month rotation on plastic surgery compared to the pre-rotation test. A question bank was developed to reflect institutional curriculum objectives and clinical scenarios commonly seen on the service. The questions were developed, validated and vetted in collaboration with medical educators and attending plastic surgeons yielding 20 questions available for use. Postgraduate year 1 residents were given a 10-question test before and after their plastic surgery rotation. A one-tailed paired t-test was used to assess improvement between the pre-rotation test and the post-rotation test. A total of 378 tests were administered with 228 (60%) pre- and post-rotation tests completed meeting inclusion criteria. Average percentage of correct answers for the pre-rotation test was 29% and 88% for the post-rotation test showing a differential improvement of 58% (p < 0.001). Surgical trainee time is a limited commodity. Each clinical rotation needs proven consistent benefit for the trainees. We developed a questionnaire that documents the improvement in clinical knowledge after a one-month rotation on plastic surgery relative to before. The test results were consistent even when comparing trainees who did the rotation early versus late in the PGY-1 year. Clinical exposure reinforces and solidifies specialty learning.

Fetishism for Our Times: A Rhetorical and Philosophical Exploration

This article develops a detailed theory of the fetishes of the modern world. Fetishes may still have their original religious application as talismans and totems, but their actual range is much wider, as I illustrate. I show that a modern fetish satisfies our needs in an unexpected and unlikely manner: it does what it, prima facie, is not supposed to do. How does this happen? To explain, we must trace the construction of fetishes; I do this using some key rhetorical concepts. Paradiastole is a technique of evaluative redescription. It describes the world in value terms as something it is not—we can then ironize the result. If it serves the speakers’ essential interests and satisfies their desires, we have explained a fetish as a good-maker. The fetishization of an object, because of its ironic background, tends to invite critical, meiotic, and even derogatory responses—usually, the issue is and remains essentially contested. For example, early Christians wrote hagiographies that treated some people as saints, thus creating ad hoc beliefs that satisfied their religious interests. I also suggest a different, metonymic understanding of fetishes and their educational benefits. Perhaps my theory is overly permissive, allowing too many fetishes. My final conjecture is that true fetishes function as identity markers; for example, the crucifix is a fetish that defines Christianity.

EFL Students’ Perception in Indonesia and Taiwan on Using Artificial Intelligence to Enhance Writing Skills

Technological advancements in education have introduced Artificial Intelligence (AI) as a transformative tool to enhance academic writing skills in English as a Foreign Language (EFL). This study explored EFL students’ perceptions in Indonesia and Taiwan regarding the role of AI in improving their writing abilities. Using qualitative research methods, data were collected through semi-structured interviews with 20 second-year students specializing in English at an Islamic State University in Indonesia and a National University in Taiwan, who actively use AI tools in their writing processes. Analysis based on Creswell’s thematic framework revealed positive perceptions of AI, with benefits such as improved grammar, sentence structure, paraphrasing skills, vocabulary enrichment, and efficiency in topic generation. However, concerns also emerged about excessive reliance on AI, reduced creativity, and issues of plagiarism and authenticity. These findings highlighted the dual-edged nature of AI in academic writing, emphasizing the need for careful integration and risk mitigation to fully leverage AI’s educational benefits. This research enriched the discourse on technological advancements in EFL education and provides insights for curriculum developers, educators, and policymakers to optimize AI use in academic settings. The practical implications of these findings included strategies to enhance the effectiveness of AI in education and foster innovation in EFL teaching.

Implications of Positive Effects of Early Childhood Education for Education Policy

Emerging research on the benefits of early childhood education has sparked interest in making preschool education universal to improve children's readiness for school and their subsequent achievement of social, economic, and professional success. The implementation of early childhood education (ECE) programs, which aim to prepare 4-year-old children for school, has resulted in an increase in public funding. This increase can be attributed to the positive effects of the ECE program on children, as demonstrated by the academic skills of the children measured, which fall within the national average. These abilities include the ability to read and write, speak and understand mathematics, and recognize patterns in numbers. "Investing as early as possible, from birth through age five, in disadvantaged families yields the highest rate of return in early childhood development." Thus, the community and local government are required to actively involved in managing preschool structures, enhance the supervision and management of early childhood education. Common challenges encountered recorded nearly half of all teachers acknowledged to having significant levels of stress and burnout over the previous several years, mental health issues, low compensation, etc. Furthermore, NIEER research findings reveals only five states Hawaii, Michigan, Rhode Island, Alabama, and Mississippi meet all ten national program quality standards, which include putting child development guidelines into practice and offering professional development to teachers. Thus, this paper recommends that when formulating schools' improvement strategies, the Department of Education should take into account the enrollment rate in early learning and kindergarten institutions. All early childhood professional development programs aim to improve children's learning in the behavioral, social-emotional, communicative, and cognitive domains over the long run through indirect means.

Teaming up to Learn: An Experience of Team-Based Learning in A Private Medical College

Objective: We aim to explore the experience of team-based learning in a newly implemented integrated MBBS curriculum. Study Design: Cross-sectional study. Settings: ABWA Medical College, Faisalabad Pakistan. Duration: The study duration was from April 2023 to September 2023. Methods: This cross-sectional study involved 100 medical students via non-probability purposive sampling from 1st-year MBBS who participated in 2 team-based learning sessions offered in the “Hematopoietic Module”. Students were asked to fill out a 16-item survey questionnaire regarding their experience of team-based learning. Data was analyzed through SPSS 25.0 software. Results: A total of 86/100 students returned the survey questionnaire. Overall students had a positive experience regarding team-based learning The highest student rating was received for “Instructor facilitation in the learning process” while the lowest rating was received for the theme "learning outcomes achieved”. Conclusion: The results provide an understanding of 1st-year MBBS students' perceptions of TBL, indicating areas of strength and opportunities for improvement. The positive reception emphasizes the importance of refining TBL practices to maximize its benefits in medical education.

PERSPECTIVA SOBRE O CENÁRIO ATUAL DO ADOECIMENTO MENTAL DOS PROFESSORES DA REDE PÚBLICA DE ENSINO DE RONDÔNIA

In recent years, mental illness at work, especially among public school teachers, has gained prominence in discussions about mental health. Given the importance of the topic, this article’s general objective was to identify and analyze the factors that contribute to the mental illness of teachers in the public education system in Rondônia, proposing intervention strategies that can minimize these disorders. In order to identify and analyze these issues in Rondônia, the research used a quantitative and descriptive approach, involving a bibliographic survey and an online questionnaire. The data collected was statistically analyzed, allowing the identification of patterns and the proposal of recommendations for improving working conditions and mental health of teachers. Research applied to public school teachers in Rondônia reveals a complex scenario and that these teachers face significant challenges related to mental health. The identification of factors such as excessive workload, lack of support and high prevalence of lack of motivation and mental illness highlights the urgency of effective interventions. It is concluded that it is essential that education departments and other competent bodies develop policies that promote a healthier working environment, aiming not only to retain teachers, but also to improve the quality of education offered to students. The research shows that acting in this direction can result in benefits for both educators and students who depend on quality teaching

Pharmacists as educators: Enhancing patient understanding and access to specialty medications through community workshops

Pharmacists are increasingly recognized as vital educators within the healthcare system, particularly in improving patient understanding and access to specialty medications. This review explores the expanding role of pharmacists as educators, emphasizing their unique expertise in providing accurate, accessible information and their impact on patient outcomes. The paper highlights community workshops as an effective tool for delivering education, focusing on the structure, content, and accessibility of these workshops to diverse patient populations. Furthermore, it examines patients' barriers to accessing specialty medications and how pharmacists can help overcome these challenges through education, support, and coordination with other healthcare providers. The review also discusses future directions for enhancing the educator role of pharmacists, the need for supportive policies, and the potential long-term benefits of pharmacist-led education on public health and healthcare costs. Recommendations for implementing and expanding community-based education initiatives are provided, emphasizing integrating these efforts into broader healthcare strategies. Keywords: Pharmacist-led education; Specialty medications; Community workshops; Healthcare access; Patient outcomes; Public health

Usage of Technologies: Essential in Leading to Up-gradation of overall System of Education

In educational institutions of all levels, all the members, irrespective of their job positions in the hierarchy are making use of various types of technologies. The individuals in leadership positions, administrative staff members, technical assistants, librarians, educators and students are making use of various types of technologies. As a consequence of making use of these, the job duties and responsibilities can be put into operation in a well-organized and satisfactory manner. The internet is a prominent source that is utilized on a comprehensive basis. Hence, the utilization of different types of technologies is regarded as vital in doing well in one’s job duties and generating desired outcomes. Furthermore, these are facilitating in leading to up-gradation of overall system of education. Hence, in order to be successful, it is necessary to acquire an efficient understanding of all types of technologies. Furthermore, one will be able to lead to up-gradation of motivation and concentration levels towards tasks and activities. In addition, honing of confidence levels is essential in doing well in one’s job duties and generating desired outcomes. One of the important aspects is, individuals should not be overwhelmed by the feelings of apprehensiveness and vulnerability. In this manner, they will be able to overcome all types of impediments. Therefore, it is well-understood, usage of technologies is essential in leading to up-gradation of overall system of education. The main concepts that are taken into account in this research paper are, understanding the meaning and significance of usage of technologies, understanding the technologies utilized in educational institutions and benefits of technologies.