Educational Technology Resources Research Articles

Supervision Model Through Coaching and Mentoring for Enhancing Active Learning Instruction Competency of Elementary Teachers Under Office of the Basic Education Commission

The study aimed to 1. investigate the components and indicators of active learning instruction competency among elementary school teachers, 2. examine the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers, and 3. develop an educational supervision model based on instructional coaching and mentoring principles, aimed at enhancing active learning instruction competency among elementary school teachers under the jurisdiction of the Office of the Basic Education Commission. The study was divided into three phases: Phase 1 examine the components and indicators of active learning instruction competency. The target group comprised 7 qualified individuals selected through purposive sampling, with suitability assessed using an appropriateness assessment questionnaire. Phase 2 the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers are investigated. The sample group consisted of 384 elementary school teachers selected through multi-stage random sampling, employing a proportional stratified sampling technique. A questionnaire with a 5-point Likert scale was utilized for data collection. Phase 3 the development of the supervision model involved input from a group of 9 qualified individuals selected through purposive sampling. These individuals were chosen based on their expertise and relevance to the research objectives. Research tools included interviews and assessments. The research findings revealed that: 1. there were 4 components and 24 indicators of active learning instruction competency among elementary school teachers. These components are categorized as follows: 1) Designing of active learning management: comprising 6 indicators, 2) Organization of learning activities focusing on higher-order thinking skills and practical application: consisting of 4 indicators, 3) Utilization of educational media, innovations, educational technology, and learning resources: encompassing 6 indicators, and 4) Measurement and evaluation based on actual conditions: including 8 indicators. Overall, the competency level is rated as the highest. 2. The current state was rated as moderate, while the desired state was rated as the highest. Upon disaggregating the components of the supervision model, it was found that the component with the highest level of necessity was Component 2, which pertains to organizing learning activities emphasizing higher-order thinking skills and practical application. 3. The results of developing the educational supervision model based on instructional coaching and mentoring principles to enhance active learning management competency among elementary school teachers, under the jurisdiction of the Office of the Basic Education Commission, revealed that the supervision model consisted of the following steps: 1) Planning, 2) Observation, 3) Reflection, and 4) Evaluation. These steps were deemed highly appropriate and feasible at the highest level.

The persistent educational digital divide and its impact on societal inequality.

Computers and the Internet are widely recognized as fundamental to academic and future success on both the individual and the societal level. Moreover, the academic success of school-age children is now increasingly tied to access to educational technology, a reality that became even more apparent during the pandemic. While academic performance is viewed as the major outcome of using educational technology, this study looks at a crucial early stage in the educational technology value chain, specifically; 1) to what extent do students use computers and the Internet in their homes and at school and 2) what is the extent and nature of disparities in student access to educational technology. This study was conducted using the national CPS 2019 Computer and Internet Use Survey of 23,064 school age children. We used bivariate tables and multivariate logistic regression analysis to analyze the data. Results indicate that substantial disparities in the use of educational technology exist in the U.S. Overall, 28.0% of school age children reported they did not use the Internet at school or at home and another 22.8% reported using the Internet at home but not at school. Significantly, individual and community demographic characteristics and household and school technology resources contribute to these disparities. It is clear that if fundamental educational technology and the resources needed to effectively achieve academic success are unavailable in the home, then they must be provided in schools. Without educational technology and resources, the societal value added through growing use of this technology will not materialize for our students. We conclude that committing to increasing educational technology resources in the schools will have multiple future societal benefits and improve the effectiveness of the educational technology value chain.

Modified Fuzzy Neural Network Approach for Academic Performance Prediction of Students in Early Childhood Education

Modern education relies heavily on educational technology, which provides students with unique learning opportunities and enhances their ability to learn. For many years now, computers and other technological tools have been an integral part of education. However, compared to other educational levels, the incorporation of educational technology in early childhood education is a more recent trend. It is because of this that materials and procedures tailored to young children must be created, implemented, and studied. The use of artificial intelligence techniques in educational technology resources has resulted in better engagement for students. Early childhood special education students' academic achievement is predicted using a Modified Fuzzy Neural Network (MFNN). Before constructing the classifier, the dataset had to be preprocessed to remove any extraneous information. As a follow-up, this study will put to the test an organized approach to the implementation of customized fuzzy neural networks for the prediction of academic achievement in early childhood settings. Considerations for the analysis of academic achievement in early childhood education are discussed in this article, including recommendations for the implementation of proposed modified fuzzy neural networks. In terms of evaluation metrics such as Precision, recall, accuracy, and the F1 coefficient, the proposed model outperforms conventional machine-learning (ML) techniques.

RESOURCES TO FACILITATE AND IMPROVE LEARNING PERFORMANCE

This study aims to describe: what are the appropriate resources in PAI learning, and how the role of teachers as resources in PAI learning at SMA Negeri 13 Merangin. Qualitative research method, data collection techniques of observation, interview, and documentation, and analyzing the data that has been obtained using data analysis, namely data reduction, data presentation, and data verification. The results obtained from this study are that the 11th grade PAI learning of SMA Negeri 13 Merangin uses resources in accordance with the material to be studied, as well as using supporting tools such as props and infokus to explain learning materials, and the PAI teacher of SMA Negeri 13 Merangin is also someone who is professional in his field. The conclusion obtained from the results of this study is that the educational technology resources in SMA Negeri 13 Merangin are good both in terms of resources of tools, materials, devices, people, and the learning environment has gone well.

The Dynamics of Educational Technology in Raising Learners' Awareness in a Chaotic Time

This study investigates the dynamism of educational technology in enhancing learners' awareness during a turbulent time. The researcher used a descriptive research design of survey types for the study, with a sample of 550 respondents chosen randomly from five schools in the Nigerian city of Ado-Ekiti. The researcher gathered data via self-created questionnaires and discovered a reliability coefficient of 0.85. Respondents' opinions were analyzed using simple percentages, and the study hypotheses were examined using the PPMC (Pearson Product Movement Correlation) approach. The result found that 320 students, or 58.2%, agreed with the statement that the environment in which they live determines their understanding of educational technology. The findings also revealed a strong correlation between the variables (environmental factors, a lack of educational technology resources, parental socio-economic position, and gender) and secondary school students' academic awareness. (r =.420**, N = 200, P.05) It is recommended that teachers motivate students to use educational digital learning tools to aid their studies rather than rely on the teachers' teaching notes. Teachers should add more educational internet apps to the school's learning lab and convince learners to use digital learning tools to support their teachers' efforts during challenging home and school periods.

The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology

Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational landscape constantly evolves, where tertiary institutions are incorporating new modes of content delivery, hybrid-style learning, and interactive technologies. Investments into digital expansions must be taken with caution, particularly prior to the procurement of technology, with a need for the proposed interventions’ scalability, sustainability, and serviceability to be considered. This article presents the Triple-S framework for educators, administrators, and educational institutions, and outlines examples of its application within curricula. The paper synthesises research evidence to provide the foundation underlying the key principles of the Triple-S framework, presenting a useful model to use when evaluating digital interventions. Utilising the framework for decisions regarding the acquisition of educational technology, devices, software, applications, and online resources can assist in the assurance of viable and appropriate investments.Graphical

Research on the development efficiency of educational science and technology in China: an approach from three-stage DEA Malmquist model

ABSTRACT Under the background of the rapid development of innovation economy promoted by education science and technology, this paper uses the DEA Malmquist index model to build an evaluation index system based on the research object of the Education Science and technology industry of 31 provinces in China from 2010 to 2019. It makes a static analysis of its input–output efficiency from the aspects of comprehensive efficiency, pure technical efficiency and scale efficiency. Also, the Malmquist index method is used to analyse the changes of comprehensive efficiency, technical efficiency and technological progress. It is found that the development of the educational science and technology industry in different regions of China has its own characteristics. The efficiency of educational science and technology in some regions is good, but the growth rate slows down, and some efficiency lags behind, so there is a lot of space for improvement. On the whole, technological progress is an important factor affecting the change in total input–output efficiency. It is suggested that regional cooperation should be strengthened to optimise the allocation of educational science and technology resources. It should accelerate the deployment of next-generation technology to promote overall high-quality development.

Playing With Code: An Innovative Way to Teach Numeracy and Early Math Concepts to Young DHH Children in the 21st Century.

While focusing on numeracy is essential in preschool classrooms with deaf and hard of hearing (DHH) children, it is also important that concepts of numeracy be taught in a way that incorporates executive functions, introduces computational thinking, and prepares students for life in a 21st-century world. Technology-enhanced teaching resources (e.g., Code-a-pillar, Bee-Bot, Kubo) provide coding opportunities that engage young children in problem solving, planning, and organization. These tools provide kinesthetic experiences in the exploration of early numeracy skills like counting, addition, subtraction, and estimation. The present article provides a rationale for including 21st-century teaching practices and educational technology resources in preschool classrooms with DHH children as one path toward strengthening early mathematics understanding. The authors also offer tips for teachers on how to select technology tools for classroom use and ways to integrate the use of these tools as part of meaningful mathematics instruction.

Beyond the Classroom Through the Paperless Mode

The development of technology in the modern world has necessitated the evolution of paperless classrooms. However, the transformation of educational technology and educational resources has not been able to keep pace with the growth of digital technology that we witnessed in the employment sector. Even today, textbooks and notebooks are widely used as primary teaching and learning tools in many universities across the Arabian Peninsula. The academic community has been making conscious moves to migrate into paperless classrooms in many higher education institutions across Oman through the increased application of computer and internet technology for instructional purposes. The digital mode of instruction can be considered as a conscious attempt to prepare and equip the learners for the paperless digital era. The theory and practice of paperless classrooms are analyzed critically in the first part. The second part of the paper is more specifically an observational analysis of the undergraduate students of Dhofar University and their engagement with digital devices in the classroom. The present educational scenario in the Arabian Peninsula in general and Dhofar University in particular demand a serious study of the concept of paperless classrooms to equip the students to look beyond the classrooms into the challenging avenues of employment opportunities. This study is an attempt to critically examine the paperless mode of education in Oman with special reference to the learners of English at Dhofar University, Salalah, Oman. The study finds that paperless classrooms are more dynamic, engaging and productive that will enable learners not only to develop autonomous learning, data collection and analysis, collaboration and teamwork in the classroom but also delimiting the geographical and time restrictions. Paperless classrooms equip learners with the technological skills that are in demand in the 21st-century for employability, e-business and eCommerce.

Research on the Development of Three Dimensional Teaching Materials under the Background of “Internet +”

The continuous development of educational technology and the continuous enrichment of network digital resources provide a good environment and opportunity for the development of three-dimensional teaching materials in the era of "Internet +". After three dimensional development, teaching materials are not only simple carriers of teaching content, but also carry many links in teaching, such as teaching design, teaching methods, assessment and evaluation. The article makes a comparative analysis of traditional teaching materials, multimedia teaching materials and three-dimensional teaching materials. Focusing on the new requirements of the "Internet +" era in the development of educational technology and digital resources for the development of three-dimensional teaching materials, this paper puts forward three dimensional teaching material development and design ideas, and constructs a three-dimensional teaching material content framework.

Preparing Nurse Leaders in Nursing Professional Development: Educational Technology Resources.

Preparing Nurse Leaders in Nursing Professional Development: Educational Technology Resources.

Cloud Computing and K-12 School IT Infrastructure in Western Canada: From Challenges to Opportunities

This paper is based on the findings of an exhaustive study of all 75 large K-12 districts in Canada's three western-most provinces: British Columbia, Alberta, and Saskatchewan. This study encompassed over 1.1 million students and a geographical area of 2,258,483 square kilometers. Facilitating teaching and learning activities for so many students across such a large territory, with diverse provincial regulations, is an impressive feat achieved by the information technology leaders of the K-12 school districts. Multiple case study analysis, followed by correlation analysis, were used to explore the nature of IT infrastructure and cloud computing use in Western Canada. A data transformation model mixed methods triangulation design methodology was used. This paper discusses the strategies used in Western Canada to deliver educational technology resources through to students, teachers, parents, and district staff. The findings of this study are that cloud computing is the primary IT infrastructure in Western Canadian K-12 education. All school districts in the three provinces studied use cloud computing for some aspects of their infrastructure. In instances where cloud computing infrastructure is not used, school-level LAN and server infrastructure is used. In addition to being an alternative to cloud computing, the rare instances of school-level server use are either to supplement or complement a district’s centralized cloud computing infrastructure, with cloud computing infrastructure existing in parallel.

The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model

ABSTRACTDecades 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.

Faculty Input for Future Allocation of Scarce Educational Technology Resources

Faculty are major stakeholders in the California community college (CCC) system’s ability to meet three primary mission objectives: increase student access, prepare students for transfer, and remain competitive. Educational technology (ET) can play a vital role in keeping the CCCs competitive, and modern learner-centric models rely heavily on faculty using ET, but ET is expensive. With 113 CCCs operating in an era of constrained budgets, the efficient allocation of scarce ET resources remains a challenge for the CCC system. Faculty input regarding their use of educational technology (ET) is invaluable, but no published empirical research explores the present and future use of ET by the CCC faculty. Therefore, the purpose of this study was to survey CCC faculty to determine their present ET hardware and software use, and their anticipated ET use five years in the future. Survey data from 655 active CCC faculty were analyzed using t-tests at the p < .05 threshold for statistical significance. Cohen’s D was used to describe the magnitude of anticipated change from current to future ET use. Results demonstrate that CCC faculty anticipate significant increases in their use of ET hardware and software over the next five years. Results also show that 42% of faculty had never been asked about their use of ET by an influencer, indicating that faculty are underutilized stakeholders in ET planning. Combined, these findings can be utilized by CCC administrative decision makers towards meeting their mission objectives by the efficient allocation of scarce ET resources.

Los primeros años del Instituto de Ciencias de la Educación de la Universidad de Santiago de Compostela

La creación de los Institutos de Ciencias de la Educación (1969) y su puesta en marcha (1970) supuso una notable innovación en el sistema educativo español. El ICE de la Universidad de Santiago (ICE-USC) inició su andadura un año antes, con carácter experimental, asumiendo las tareas de: a) formación del profesorado; b) perfeccionamiento del profesorado; c) investigación. En 1974 nace en el ICE-USC la división de Orientación educativa, con el fin de prestar asesoramiento técnico a centros, profesores y tutores del Distrito Universitario de Santiago (único en Galicia, entonces).En el ámbito de la Tecnología educativa y producción de recursos, el ICE de Santiago fue el primero de España en poner en marcha el servicio de medios audiovisuales. A través de cursos de Microenseñanza y Observación, simulaciones de comportamiento sociológico, programas de aprendizaje en EGB, didáctica de idiomas, etc., el ICE-USC se integró plenamente en las tareas de formación y perfeccionamiento del profesorado y de investigación de la Universidad de Santiago de Compostela. En este trabajo se describen sumariamente las actividades desarrolladas y su valoración por el profesorado de los diferentes niveles educativos.DOI: http://dx.doi.org/10.15304/ie.25.2900

Defining Personas of University Students for the Development of a Digital Educational Game to Learn Portuguese as a Foreing Language

This study is part of a research project which aims to develop an educational digital game prototype for learning Portuguese as a Foreign Language – PFL – self-directed learning by university students interested in studying in Brazil and Portugal. Based on the current premises of Educational Design, to close educational technology resources to users and on the concept of personas that investigates user characteristics in order to identify profiles to support the technological product, thirty international university students who attended part of their academic course in Brazil and Portugal were interviewed. For this qualitative part, a script for the semi-directive interviews was created. The interviews were transcribed and analyzed by content analysis technique using the software MAXQDA. Some of the findings were that 60% of students used informal learning as the only way or complement to formal learning of PFL before going to international program (the most mentioned resource Duolingo); plurilingualism characteristic of the sample; different vocabulary necessities according to Portuguese levels and mother tongue (Spanish, Romance language and other languages); varied habits of playing digital games, 63% of the sample as players (puzzles as the most mentioned gender played) and expectations as adaption to learning speeds, attractive design and story, challenges, competition, cultural information, fun, good feedback, good learning content, interaction with natives, original texts, reading and oral interpretation, talking/typing to characters, rewards and optional prizes in a digital game for learning a Foreign Language.

The K-12 educational technology value chain: Apps for kids, tools for teachers and levers for reform

Historically implementing, maintaining and managing educational technology has been difficult for K-12 educational systems. Consequently, opportunities for significant advances in K-12 education have often gone unrealized. With the maturation of Internet delivered services along with K-12 institutional trends, educational technologies are poised to help support the transformation K-12 education by providing student access to educational resources on an anywhere, anytime, any device basis. In addition, an emerging body of empirical research shows that when implemented systematically, technology can support a wide range of potential education innovations including inverted classrooms, peer-to-peer teaching and customized learning as well as increased academic achievement. A major public policy question is how best to insure educational technology resources reach all K-12 students in the shortest time and most equitable way possible. In response, this paper adopted an educational technology value chain model to assess potential avenues and barriers to implementing educational technology inK-12 systems. We find that a fully implemented educational technology value chain would directly benefit students, teachers, school systems and society. However, the analysis also finds that efforts to implement educational technology in K-12 systems still must overcome challenges and risks.

Ensino do processo de enfermagem a graduandos com apoio de tecnologias da informática

OBJETIVO: Avaliar o ambiente virtual de aprendizagem no ensino do processo de enfermagem a graduandos. MÉTODOS: Trata-se de estudo exploratório, de delineamento transversal. A população constituiu-se de 42 acadêmicos divididos em grupos A e B, com 21 cada, selecionados aleatoriamente. Os dados foram coletados no uso da Plataforma Web e em exercícios relacionados ao conteúdo programático de identificação e classificação de diagnósticos de enfermagem, tanto no ambiente virtual como na versão impressa. RESULTADOS: Encontrou-se associação significativa entre as variáveis "possui microcomputador" e "preferência em realizar os exercícios na plataforma web" (p=0,0044) e entre "possui microcomputador" e "acesso à internet" (p=0,000001). A maioria prefere realizar os exercícios em ambiente virtual pela comodidade, rapidez e praticidade (61,9%). CONCLUSÃO: O uso do ambiente virtual de ensino e aprendizagem foi avaliado positivamente pelos acadêmicos, mas os resultados apontaram para a necessidade de adequações desse recurso tecnológico educacional.

Educational Technology Network Cooperation Model and Architecture Based on Task Allocation

 Abstract—This article put forward a design of educational technology network cooperation based on task according to actual situation of some institute educational technology development actual situation. The purpose is to study how to balance resources in different institutes or from different educational technology works, and how to common develop by resource sharing or network cooperation. The model and architecture of educational technology network cooperation are discussed in this paper. We give a description of technology platform features and core module function. Educational technology network cooperating, has made beneficial trial to solve the problem of regional information resources sharing and irrational allocation of Educational technology resources.

Virtual Centre of Educational Technology Resources: a tool for elementary ICT instruction in teacher training

Durant els cursos 2005-2006 i 2006-2007 es va dur a terme un estudi sobre la incorporació d'un Centre Virtual de Recursos Educatius com a eina per a la formació en TIC d'estudiants de Magisteri de les universitats Rovira i Virgili i de Lleida en el marc de l'assignatura troncal Noves tecnologies aplicades a l'educació .  A més d'analitzar la incidència del Centre Virtual en la formació professional dels estudiants en l'ús de TIC, l'estudi tenia com a objectiu comparar -entre els alumnes de tots dos cursos i de totes dues universitats- l'impacte de l'assignatura en la percepció sobre la seva capacitació i domini de les TIC.  En la primera part de l'article es detallen els principals objectius i instruments de la nostra investigació, i en la segona es descriuen i exemplifiquen les característiques i funcions de l'eina. Finalment, es plantegen els principals resultats i conclusions de la nostra investigació.