Adoption Of Educational Technology Research Articles

A Systematic Literature Review with Bibliometric Meta-Analysis of AI Technology Adoption in Education

Education has undergone various developments and changes according to the current world circulation and the development of technology and science. Moreover, Covid-19 has emphasized the significance of technology in education. The use of technology in education increases collaboration among students and helps in academic achievement. The use of Artificial Intelligent (AI) has become a trend in 21st-century education in providing learning aids that are technological and digital. The purpose of this systematic survey is to identify peer-reviewed literature on the adoption of Artificial Intelligent (AI) in education among educators. Scopus, Web of Science, and IEEE citation databases are used in the data-gathering phase. PRISMA approach and keyword search were extracted and analyzed. This bibliographic data of articles published in the journals over the seven years were extracted. VOS viewer was used to analyzing the data contained in all journals. The findings show that studies are showing the use and acceptance of Ai technology in education. It also shows that using this technology has a positive effect on mastering a subject among students. However, there is still room to optimize its usability in education, which is currently in the 4.0 education shift in line with the development of the Industrial Revolution (IR) 4.0.

African Medical Educators and Anatomy Teachers' Perceptions and Acceptance of the Anatomage Table as an EdTech and Innovation: A Qualitative Study.

BackgroundThis article presents a qualitative study of African anatomists and anatomy teachers on the Anatomage Table–a modern medical education technology and innovation, as an indicator of African anatomy medical and anatomy educators’ acceptance of EdTech. The Anatomage Table is used for digital dissection, prosection, functional anatomy demonstration, virtual simulation of certain functions, and interactive digital teaching aid.Materials and MethodsAnatomy teachers [n=79] from 11 representative African countries, Ghana, Nigeria [West Africa], Ethiopia, Kenya, Rwanda [East Africa], Namibia [South Africa], Zambia [Southern Africa], Egypt [North Africa], and Sudan [Central Africa], participated in this study. Focus group discussions [FGDs] were set up to obtain qualitative information from stakeholders from representative institutions. In addition, based on the set criteria, selected education leaders and stakeholders in representative institutions participated in In-depth Interviews [IDIs]. The interview explored critical issues concerning their perceptions about the acceptance, adoption, and integration of educational technology, specifically, the Anatomage Table into the teaching of Anatomy and related medical sciences in the African continent. Recorded interviews were transcribed and analyzed using the Dedoose software.ResultsAfrican anatomists are generally technology inclined and in favor of EdTech. The most recurring opinion was that the Anatomage Table could only be a “complementary teaching tool to cadavers” and that it “can’t replace the real-life experience of cadavers.” Particularly, respondents from user institutions opined that it “complements the traditional cadaver-based approaches” to anatomy learning and inquiry, including being a good “complement for cadaveric skill lab” sessions. Compared with the traditional cadaveric dissections a majority also considered it less problematic regarding cultural acceptability and health and safety-related concerns. The lifelikeness of the 3D representation is a major factor that drives acceptability.

E-Leadership Analysis during Pandemic Outbreak to Enhanced Learning in Higher Education

In the current pandemic period, every formal education institution needs to update its digital learning process and design a curriculum that is relevant to the needs of today's and next generation. Leaders have to overcome these challenges before they can empower individuals to become technology users who will be able to apply multiple technologies. This study aims to identify digital leadership processes used by leaders in higher education to lead to increased effective learning during the COVID-19 pandemic. This study collected data using a qualitative research design with semi-structured interviews and data analysis using the six phases of Braun and Clark. Our study involved 24 respondents according to preselected criteria, and they were divided into four categories: rectors, deans, junior high school principals, and senior high school principals. The results of this study's findings can be implemented to support various stages of educational program development from the educational technology adoption cycle and promote e-leadership initiatives during the COVID-19 outbreak.

A Review on Tribal Literature Focus on Tribal Education With Special Reference to Tribal Women

Indian women, who had been respected in medieval India but instead were ignored many decades ago, are now receiving more attention. In India, considerable progress has been achieved in this area, but there is still much more to be done. Tribal society lags in terms of education and social and economic advancement, making it difficult for them to integrate into today's "men-dominated" world. Because of the co-relation and low adoption of educational technology, most people in tribal areas are backward. Tribal communities are secluded, isolated cultures that live in small groups. To some extent, this type of rural development education was attempted even before independence, as part of the community experts to develop the Programme. Education, on the other hand, has been restricted to a few sectors and projects, with extension services developed exclusively to conduct state or national-level plans.

Facilitated virtual learning for advanced geriatric education among nursing students during the COVID pandemic in Taiwan

PurposeThis study explored the students' perception of their adoption and acceptance of virtual learning (VL), the factors affecting the adoption of educational technologies and the correlation between their intention, perceived behavioral control and care competence in caring for older adults.Design/methodology/approachA cross-sectional survey was conducted. Surveys were administered to evaluate the participants who were involved in VL on geriatric care during coronavirus disease 2019 (COVID-19) pandemic. A total of 315 nursing students participated in the survey, and 287 valid questionnaires were collected (response rate: 91.11%).FindingsA total of 287 participants (mean age 21.09, SD 1.44 years; 242/287, 84.3% female) were included in the study. The variables of intention to use technologies were positively correlated with care competence (r = 0.59, p < 0.001). The results revealed that the major predictors were perceived ease-of-use (PEOU) (β = 0.28, 95% confidence interval (CI) 0.16–0.40) and perceived usefulness (PU) (β = 0.22, CI 0.09–0.35) which were significantly positive predictors of competence in geriatric care.Research limitations/implicationsNursing students lack in clinical knowledge and situational experience in geriatric care; therefore, their perceptiveness, expressions and reflection on the process of providing care to hospitalized older patients should be increased. These results indicated that students improved in geriatric healthcare after/during the VL program during COVID-19 pandemic.Originality/valueIt is hoped that the present study would make an invaluable contribution to existing research on education in general and on the quality of care in geriatric nursing as limited studies have been published so far.

Publisher Correction: Educational Technology Adoption: A systematic review

Publisher Correction: Educational Technology Adoption: A systematic review

Educational Technology Adoption: A systematic review.

During the past decades a respectable number and variety of theoretical perspectives and practical approaches have been advanced for studying determinants for prediction and explanation of user’s behavior towards acceptance and adoption of educational technology. Aiming to identify the most prominent factors affecting and reliably predicting successful educational technology adoption, this systematic review offers succinct account of technology adoption and acceptance theories and models related to and widely applied in educational research. Recognised journals of the Web of Science (WoS) database were searched with no time frame limit, and a total of 47 studies published between 2003 and 2021 were critically analysed. The key research findings revealed that in educational context a vast majority of selected studies explore the validity of Technology Acceptance Model (TAM) and its many different extensions (N=37), along with TAM’s integrations with other contributing theories and models (N=5). It was exposed that among numerous predictors, thematically grouped into user aspects, task & technology aspects, and social aspects, self-efficacy, subjective norm, (perceived) enjoyment, facilitating conditions, (computer) anxiety, system accessibility, and (technological) complexity were the most frequent predictive factors (i.e. antecedents) affecting educational technology adoption. Considering types of technologies, e-learning was found to be the most common validated mode of delivery, followed by m-learning, Learning Management Systems (LMSs), and social media services. The results also revealed that the majority of analysed studies were conducted in higher education environments. New directions of research along with potential challenges in educational technology acceptance, adoption, and actual use are discussed as well.

Enablers of technology agility in higher education

PurposeThe purpose of this study is two-fold. First, to identify and encapsulate the enablers that can facilitate technology integration in higher education and second, to understand and analyze the interplay between technology agility enablers.Design/methodology/approachThe study used the Total Interpretive Structural Modeling (TISM) approach to construct a theoretical model of the technology agility enablers in higher education and MICMAC analysis for ranking and segregating the enablers based on their dependence power into four categories: Autonomous, Dependent, Linkage and Independent.FindingsThe study helped identify eight technology agility enablers, with the Covid-19 pandemic as the most significant enabler. The Covid-19 pandemic has catalyzed the diffusion of technology across the education sector in India, including tertiary higher education. The study revealed government initiatives and institutional commitment as other enablers that can promote technology agility in higher education.Practical implicationsThe results of this study would assist the policymakers and management of universities and colleges in understanding the important enablers that can facilitate technology integration in higher education.Originality/valueResearch in the past on technology adoption in higher education has looked into each enabler in isolation. This research provides a comprehensive view of the enablers and has attempted to establish a multidirectional interplay between the enablers.

Current State and General Perceptions of the Use of Extended Reality (XR) Technology at the University of Newcastle: Interviews and Surveys From Staff and Students

Extended reality (XR) technology is an emerging teaching tool within the higher education sector. Many institutions are currently running pilot projects, primarily assessing individual XR teaching tools typically being led by innovative/technology-driven teaching staff, which may introduce a self-selection bias and may not represent the general attitudes of the broader staff and student population. We applied a mixed-methods approach to gain insight into end-user acceptability, value areas, barriers, and opportunities for the adoption of XR in teaching at an Australian University. A university-wide online survey and targeted interview sessions with XR technology users show a general readiness for broad adoption of XR technologies in university education. Whilst existing XR teaching applications were described as “successful,” relatively few applications were sustainably integrated into the curriculum. Our data highlights the existing barriers for the successful transition from individual use-cases of XR tools to broader adoption across university institutions.

Engineering Trainee-Teachers’ Attitudes Toward Technology Use in Pedagogical Practices: Extending Computer Attitude Scale (CAS)

The current study examined the trainee teachers’ attitudes toward technology adoption and use in tertiary engineering education. The Computer Attitude Scale (CAS) was extended by including the social influence component, to examine whether social norms affect the acceptance of technology by teachers. Findings from 110 trainee-teachers revealed that their attitudes toward technology are positive. These attitudes constitute the way they like and intend to use technology, their perception of its usefulness in their daily tasks, and the control they perceived to have over technology while using it in engineering disciplines. The findings also confirm that social influence is an important predictor of trainee teachers’ attitudes toward using technology. Overall, the study provides a new influential factor (social) that could be merged with the other four major components (affect, perceived usefulness, perceived control, and behavioral intention) of CAS in conducting future research. The results of this study further provide useful knowledge that extends prior arguments concerning teachers’ attitudes toward using technology in teaching with respect to age, gender, and disciplines. More specifically, the study, theoretically, contributes to research practice in technology acceptance, by extending the computer attitude scale (CAS), with social influence as an additional important factor to be considered when conducting future research. Therefore, an extended CAS is established for exploring newer research in this domain. Policymakers and designers of teacher professional development will be informed of these findings that will accelerate initiatives of technology integration of engineering education in developing countries and other similar contexts.

Skills, practice and challenges in the adoption of learning technologies in training and adult education

&#x0D; &#x0D; &#x0D; Training and Adult Education is critical to Singapore’s effort to compete in the global economy and respond to its major economic and social challenges. iN.LEARN 2020, a key SkillsFuture initiative was introduced to catalyse the adoption of blended learning, through the use of technology-enabled learning and workplace learning, to enhance learning accessibility and relevancy. This paper reports the first nationwide survey that investigates the training and adult education landscape in Singapore. The findings provide baseline information of the current status of the use of learning technology in training and adult education and highlight issues and challenges in the adoption of learning technologies. A considerable proportion of training providers (47%) and adult educators (77%) reported using learning technologies in their training related work, however, use of learning technology may not linked to better learner experience or deep learning. Cost and lack of expertise are main obstacles to effective adoption of learning technologies. It provides implications to training organisations and adult educators to review their current programmes and skills, and to better design and implement technology enhanced learning. It also has implications for building partnerships among government agencies, enterprises and training providers and professionals to favourably exploit cutting- edge technology to support learning and performance.&#x0D; &#x0D; &#x0D;

The COVID-19 coronavirus pandemic as an impetus to digital technology development in Latin America

Subject. This article discusses the development of digital technologies during the COVID-19 pandemic. Objectives. The article aims to assess the impact of the pandemic on the development of digital technologies in Latin America. Methods. For the study, we used logical, comparative, and statistical analyses. Results. Most Latin American countries have a low level of infrastructure development and digital literacy of the population. In Chile, the State stimulates digital development, and this country is the leader among the countries of Latin America in terms of the level of development and introduction of digital technologies. Conclusions. The Latin American region has significant potential for digital growth, but at the moment, the level of development of this region is below the world average. The COVID-19 pandemic has accelerated the adoption of digital technologies in healthcare, education and public administration, and it has intensified the use of artificial intelligence, robots, and Big Data in Latin American countries.

Information and Communication Technology (ICT) Adoption in Higher Education

The purpose of this study is to investigate students’ intention to use ICT and use behaviour for learning and research by extending the UTAUT model with Health Issues and satisfaction as mediating variables between ergonomics factors and intention to use ICT relationship. This study employed a survey, which used a questionnaire to elicit data from university students and quantitative approaches to address the study's objective. A total of 1500 questionnaires were sent out, 972 responses were received, and 955 of them were useful. To examine students' ICT usage, the researchers used partial least squares structural equation modelling. The findings suggest that performance expectancy, effort expectancy, social influence and health issues significantly influence students’ behavioural intentions to use ICTs. However, ergonomics factors negatively influence health issues. Finally, students ICT use behaviour was strongly influenced by behavioural intentions. The model explained 50.3% of students’ behavioural intention to use ICT for learning

Immersive on-the-job training module development and modeling users’ behavior using parametric multi-group analysis: A modified educational technology acceptance model

An on-the-job-training approach is required for sharing firsthand knowledge or experience with students in various contexts such as medicine, arts, architectural design, archaeology, construction, mining, and civil engineering. Large classes of university students and numerous professionals can learn from best case practices as on-the-job training. However, the job is not often available, the best case practices are not accessible to everyone, and the construction field is hazardous, so it may not be safe for a large group of students to attend operating construction sites. The large size of classes and, currently, the COVID-19 pandemic is also hindering the application of authentic and case-based training. This paper presents the process of developing and implementing innovative virtual tour (VT) modules to support on-the-job training needs where the teaching approach is the case-based storytelling scenario. The paper shows how the VTs were utilized for students’ learning, and their behavior was examined to see if it could support the development of a novel virtual teaching acceptance model (VTAM) as a theoretical framework for measuring educational technology adoption. VTAM comprises an amalgamation of technology attributes and learning factors, including perceived usefulness, engagement, situated learning, immersion, social presence, perceived utility, information-rich sources, and perceived satisfaction.VTAM was validated by conducting a longitudinal three-year survey with the participation of 339 VT users and an interview of 31 users to triangulate the quantitative analysis outcomes. The survey data was analyzed by using structural equation modeling (SEM) and parametric multi-group analysis (PMGA), and the interview transcriptions were analyzed using coding techniques. The outcome shows that VTAM, accompanied by situated learning, immersion, and social presence, has the strongest impact on engagement which positively affects students' satisfaction. VTAM helps to understand the critical factors affecting the usefulness of immersive technologies in education. The outcome is crucial to virtual system developers and online education designers for understanding students’ behavior in implementing virtual technologies successfully.

FACTORS INFLUENCING ACCEPTANCE OF FARMER EDUCATION AND IRRIGATION TECHNOLOGY FOR SUSTAINABLE FOOD PRODUCTION IN KWANAR ARE DAM – KATSINA STATE

This study was aimed at analysing factors influencing acceptance and adoption of farmer education and irrigation technology for sustainable food production as a means of ensuring food security in rural settlement of Katsina State – Nigeria. It provided insight on the underlying socio-economic factors influencing farmer’s decision to adopt education and irrigation technologies in the study area. A structured questionnaire was administered for selected farmers. Results obtained revealed that 94% of farmers were small holders with low level of education indicating that farming in the study area is highly dominated by traditional farming system that results in lower yields. It also indicates 87% of farmers were within the economic active age of 20 – 50 years. Farming experience, fragmented land holdings and poor extension services were directly related to the acceptance farmer education and adoption of irrigation technologies. The study concluded that training and educating small-scale small scale farmers that form the bulk of farming community in Nigeria are viable solutions to securing household food security, diversification of source of income and reducing rural poverty

Technology Readiness and Accelerated Adoption of Educational Technology at Higher Education Institutions in Cambodia during the COVID-19 Pandemic

Technology Readiness and Accelerated Adoption of Educational Technology at Higher Education Institutions in Cambodia during the COVID-19 Pandemic

Perception of Secondary School Teachers for Online Learning During COVID-19

In this present lockdown situation due to COVID-19 pandemic, the entire education system shifts from traditional to non-traditional teachinglearning. Our teachers have made education possible with the help of technology. The usage of technology for online learning depends upon teachers' perceptions of it. The research was conducted to determine the perception of secondary school teachers of online teaching-learning. The major objectives of this study are to find out the perception of teachers towards online learning based on gender, type of school, subject taught, teaching experience, and educational qualification. The descriptive survey is used in this research. The quota sampling technique selects 140 secondary school teachers from Patna. A self-constructed and validated perception scale was used to collect data. Data analysis was carried out with chi-square for perception scale in SPSS software. From the analysis, it was found that there were no significant differences in the perception of secondary school teachers based on the various background variables of secondary school teachers. It means that the secondary school teachers of Patna have a positive perception of online learning during COVID-19. They used online platforms for the teaching-learning process. This research paper contributes to studying teachers' perception of technology adoption in education.

Teacher development in robot and IoT knowledge, skills, and attitudes with the use of the TPACK-based Support-Stimulate-Seek approach

ABSTRACT In-service teachers’ professional development regarding technology adoption in education is often focused on only one specific technology. To maximize the utilization of technologies, teachers need to be able to leverage different technologies seamlessly. Technological Pedagogical Content Knowledge (TPACK) is one of the most important frameworks depicting teachers’ competences for effectively teaching with technology. The TPACK Support-Stimulate-Seek model (3S-TPACK) was used to design training programs with learning activities using robots, IoT-based sensors, actuators, tablets, and computer programming tools. The results show that the training programs designed by adapting the 3S-TPACK model not only can improve the teachers’ learning outcomes but also can support positive attitudes toward adopting robots and IoT technologies in the teaching and learning process.

Promises and challenges of Blockchain in education

Blockchain is arguably the next technology-mediated socioeconomic mega trend after the ongoing era of Net Neutrality and Big Data. This theoretical paper explores blockchain technology and its impacts on education. It is argued that we cannot take for granted that the network neutrality, popularized accessibility of the Internet and its influence on education will remain as we know it today. Blockchain promises, among others, a greater control over financing and investing in education, implementing instructional projects, a certification/accreditation system and learning. Education blockchain with its distributed ledgers would set novel standards of crypto-learning and crypto-administration that are acceptable across organizations and nations, enhancing thus the objectivity, validity and control of information without being compromised by socio-economic instabilities. The slow rate of adoption of blockchain technology in education reflects the rate in the fields of finance and management but, at the same time, it poses a few critical challenges such as lacking tangible incentives for technology maintenance or ‘blockchain mining’ (inward sustainability) coupled with a rather feeble orientation to collective development of education (outward sustainability).

Application Value of Multimedia Artificial Intelligence Technology in English Teaching Practice

Since the 1980s, with the continuous deepening of penetration of reform and liberalization, there has been scientific and technological development. In such an environment, the traditional teaching model of colleges and universities posed new challenges and put forward higher requirements for English teaching practice. To enhance the performance of English instruction, this article applies a multiple media technique to start English education practice; firstly, through the study of the current English teaching mode, it analyzes the specific needs of teachers and students and designs the functions to meet their specific needs. Secondly, combined with multimedia technology and network technology, a multimedia English practice teaching platform was designed and implemented. In this way, the overall educational efficiency has been increased by nearly 30%, and the acceptance of the model by students has been increased by 35%. Finally, this paper constructs a small multimedia piano practice teaching platform for testing and proves the practicability and usefulness of multimedia synthesis technology in English education practice through comparison with traditional English teaching effects. Experiments show that the adoption of multimedia artificial smart technology in English education has a remarkable impact on enhancing the result of English teaching, can stimulate students’ learning enthusiasm, and realize the reform of English teaching.