Effective Technology Integration Research Articles

Exploring pre-service primary teachers’ emotions in a geometry project with 3D design

This study explores the emotions that pre-service teachers (PSTs) experience when they interact with geometric knowledge and 3D design in a project focused on the way of Saint James pilgrimage route. The sample was made up of 101 PSTs from the University of Santiago de Compostela, the final point of the pilgrimage path. An emotional questionnaire, together with a participant observation notebook and a rubric, served as data collection instruments. The analytical frameworks included the didactical suitability criteria for mediational and affective facets, and SAMR (substitution, augmentation, modification, and redefinition) model for the effective integration of technology in schools. The results show a greater presence of pleasant emotions, highlighting the emotions of curiosity and cheerfulness. Despite this, less pleasant emotions such as brain-taster or bewilderment were notable. Pleasant emotions shown, as well, higher correlation rates. In conclusion, 3D design seems to indicate great potential for working on emotions with this group of students.

Integrating TOGAF and Big Data for Digital Transformation: Case Study on the Lending Industry

In today’s digital era, the strategic integration of enterprise architecture frameworks with Big Data technologies is crucial in driving digital transformation, especially within the lending industry. This research aims to identify and analyze how The Open Group Architecture Framework (TOGAF) can be integrated with Big Data to enhance innovation, operational efficiency, and decision-making in the lending sector. This study examines Indonesian financial institutions using qualitative case studies, exploring the intricate practices, challenges, and benefits of the combination of TOGAF and Big Data. The qualitative methodology focuses on in-depth interviews and document analysis to gather contextual insights into the implementation dynamics and impacts of these technologies. Findings indicate that integrating TOGAF and Big Data not only streamlines workflows but also significantly enhances data security and risk management—critical elements in the lending industry. A vital outcome of this study is the development of a robust integration model that serves as a blueprint for companies in similar sectors to navigate their digital transformation journeys. Additionally, this research provides strategic recommendations to overcome integration and implementation challenges. These guidelines facilitate the transition to a more cohesive and strengthened digital architecture, equipping financial institutions to manage the complexities of modern digital economies effectively. Ultimately, this study delivers a comprehensive framework that enriches theoretical understanding and offers practical insights for effective technology integration in financial services.

Application of Artificial Intelligence-based Technology in College Archives Management

This study looks into the use of artificial intelligence (AI)-based technologies, notably Convolutional Neural Network (CNN) models and data augmentation approaches, in college archives management. With the rapid expansion of digital information, archive organizations have enormous issues in maintaining, organizing, and giving access to their vast collections of historical documents and scholarly resources. AI solutions present possible solutions to these difficulties by automating labor-intensive operations and improving the efficiency and accuracy of preservation workflows. In this study, they investigate the transformational potential of CNN models in digitization activities, utilizing their visual data processing skills to automate and enhance the digitization of visual resources within college archives. In addition, they look into how data augmentation techniques might improve the resilience and generalization capabilities of AI models, reducing biases and improving performance across a variety of archive collections. Using empirical research, theoretical analysis, and case studies, they present insights into the opportunities and obstacles of implementing AI-based technology in college archive management. Furthermore, they discuss ethical implications for the deployment of AI solutions, emphasizing the significance of transparency, accountability, and stakeholder participation. This study aims to inform archival practitioners, technologists, and stakeholders about the effective and responsible integration of AI technologies in cultural heritage preservation and promotion within academic institutions by elucidating the practical applications and implications of CNN models and data augmentation techniques in archival contexts.

Correlation Analysis of Teachers' Educational Technology Quality and Teachers' Professional Competence by Integrating Collaborative Filtering Algorithm

In today's educational landscape, the effective integration of technology into teaching practices is paramount for fostering engaging and impactful learning experiences. Central to this integration is the competence of educators and the quality of educational technology utilized. This study presents a novel approach to correlating teachers' educational technology quality with their professional competence, utilizing a fusion of collaborative filtering algorithm and Weighted Collaborative Mamdani Optimization (WCMO). By leveraging collaborative filtering, the model extracts patterns from historical data to recommend educational technology tools tailored to individual teachers' needs and preferences. The WCMO framework further refines these recommendations by incorporating weighted factors related to teachers' professional competence, ensuring a more nuanced understanding of their instructional requirements. WCMO considers the collaborative input from multiple stakeholders or sources, assigning weighted values to each input based on their relevance or significance. This collaborative approach allows for a more comprehensive analysis of the problem space, ensuring that diverse perspectives and factors are adequately accounted for in the decision-making process. Additionally, by leveraging Mamdani fuzzy logic, WCMO can handle imprecise or uncertain input data effectively, enabling more robust and adaptive optimization outcomes. Through extensive analysis and evaluation using real-world educational datasets, proposed approach demonstrates a significant correlation between teachers' technology quality and professional competence, achieving a correlation coefficient of 0.92. Moreover, qualitative assessments reveal the effectiveness of the WCMO-enhanced recommendations in enhancing teachers' instructional practices and technology integration.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

Educational Leadership: A Fifteen Year Bibliometric Review

Exploring educational leadership is crucial for shaping the future of higher education, influencing students, educators, and institutional dynamics. This thorough review is conducted by analyzing 36 research articles published in the Journal of University Teaching and Learning Practice (JUTLP) from 2008 to 2022. The study underscores the urgent need for a nuanced understanding of diverse leadership practices within the ever-changing educational landscape. While the majority of studies in JUTLP focused on women's leadership, it became evident that other aspects of educational leadership are yet to be explored in the journal’s domain. The analysis also highlights significant gaps in the existing literature, emphasizing the necessity for more comprehensive studies that encompass broader societal contexts and global perspectives. The prevalence of qualitative methodologies in the analyzed articles indicates a preference for profound qualitative insights into leadership dynamics within academia, particularly in this journal. Key findings pinpoint critical areas for future exploration. With the spotlight on women's leadership, the study identifies gaps in research published In JUTLP related to diversity in leadership roles, international comparative studies, crisis management strategies, and the effective integration of technology in education. A particularly notable gap revolves around understanding the impact of educational leadership on sessional staff, urging institutions to empower this essential segment of academia. Additionally, the study offers strategic guidance for the Journal of University Teaching and Learning Practice (JUTLP), steering future research endeavors towards more inclusive, diverse, and globally relevant studies within the domain of educational leadership.

A Study on Students’ Autonomous Learning Ability Based on Network Multimedia English Teaching Mode

The effective integration of network multimedia technology and educational and teaching activities is an inevitable requirement to improve the quality of education and teaching at present. The current application of network multimedia technology in English teaching makes its teaching mode diversified under the influence of multimedia technology and communication. Moreover, the application of media technology is helpful for teachers to help students build autonomous learning situations, which is of great significance to enhance students’ autonomous ability. Together with the characteristics of network multimedia, the college English teaching mode should be changed by making full use of the characters of vivid, intuitive and interactive advantages of network multimedia technology to strengthen students’ autonomous learning ability, to stimulate and help students to accumulate interest in English learning, to guide students to master certain English learning strategies, to establish a learning database, to organize cooperative learning and to carry out various evaluation methods.

Gamification and motivation in learning

This study explored the impact of gamification on student motivation, examining how the application of game elements and mechanics in educational contexts can enhance engagement, knowledge retention, and academic performance. The primary aim was to analyze the effectiveness of gamification as a pedagogical strategy to increase student motivation. The methodology involved a literature review, focusing on studies assessing the implementation and outcomes of gamification in education. Findings indicated a positive relationship between gamification and increased student motivation, supported by alignment with motivation theories and effective integration of technologies like virtual reality. Challenges such as balancing ludic and educational elements and teacher training were identified. Final considerations highlighted gamification’s potential to revitalize pedagogical practices despite implementation hurdles. Future prospects point towards an expansion of gamification, driven by technological advancements and greater acceptance of innovative teaching methods.

Utilization of Data Analytics to Enhance Operational Efficiency in Manufacturing Companies

In the digital era, manufacturing industries confront challenges like heightened global competition and intricate production processes, urging them to boost efficiency and productivity. Amidst these circumstances, Big Data emerges as a pivotal opportunity to enhance manufacturing performance. Big Data, characterized by vast volumes of data, utilizes advanced data mining to machine learning techniques for analysis. Data analytics, an interdisciplinary field, profoundly impacts manufacturing operations, enabling deeper insights into production processes. By analyzing production data, companies identify inefficiencies, streamline workflows, and enhance operational efficiency and productivity. Predictive maintenance through sensor data analysis prevents machine failures, while logistics data analysis optimizes supply chains and inventory management, reducing costs and enhancing competitiveness. However, implementing Big Data analytics presents challenges such as rapid data growth, diverse data sources, real-time insights, skill shortages, and data fragmentation. Overcoming these hurdles requires robust technology, skilled personnel, and effective data management strategies. Examples of Big Data analytics applications include customer behavior analysis by Amazon and Netflix, fraud detection in insurance, and urban mobility optimization. Success factors in data analytics implementation include effective data-driven communication, technology integration, and skill enhancement. In conclusion, implementing Big Data Analytics in manufacturing promises significant benefits in operational efficiency, product quality, and competitiveness. Overcoming challenges necessitates robust strategies and consideration of ethical and security issues, ensuring responsible data usage. With a deep understanding of Big Data Analytics, manufacturing companies can leverage this technology to achieve higher efficiency and competitiveness in the global market.

Impact of Artificial Intelligence in Human Psychology

Abstract: The diverse impacts of AI on human psychology, highlighting both its potential benefits and ethical considerations. As AI continues to evolve, it is essential to navigate these complexities thoughtfully to ensure the responsible and effective integration of technology into psychological practice. impact of AI on human psychology based on different ways factors, including the design and applied of AI systems, social values and individual experience.it is encompassing various domains such as diagnosis, treatment, research methodology and ethical considerations.AI on human psychology has merits and demerits.

Photovoice Reflections of Preservice Teacher Perceptions of Effective Technology Integration

Photovoice Reflections of Preservice Teacher Perceptions of Effective Technology Integration

Unlocking the Potential of BIM and VR Integration to Address Construction Challenges in Malaysia’s Building Industry: A Literature Review

Delays in project completion, cost overruns, safety risks, and poor communication among project stakeholders are just some of the leading causes of the many problems plaguing Malaysian construction projects. The construction sector in this country is suffering from these significant problems, which could be remedied with the help of emerging technologies, including Building Information Modelling (BIM) and Virtual Reality (VR). Integrating Virtual Reality (IVR) and Building Information Modelling (BIM) may help avoid and resolve such problems during construction. The features allow for remote collaboration, enhanced communication and connection, enhanced immersion and interactivity, and reduced costs. This literature review exemplifies the challenge that arose on a construction site, as well as the potential of VR technology in general and its integration in assisting the construction industry in Malaysia with BIM. Based on the comprehensive analysis conducted, it is evident that the integration of BIM and VR presents a vast potential to alleviate and resolve the pressing construction-related challenges afflicting Malaysia’s construction industry. The effective integration of these innovative technologies can revolutionise the sector by mitigating cost overruns, reducing project delays, enhancing communication, and improving safety outcomes. Therefore, realising the potential and exploring the possibilities of BIM and VR integration is crucial to overcoming the issues and promoting sustainable growth in Malaysia’s construction sector.

Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study

Digital transformation opens up multiple opportunities for educators to achieve the continuity of learning through life, aligning with UNESCO’s fourth goal of sustainable development, and to prepare them for the digital age. Effective integration of technology goes beyond using it for its own sake; it involves using it to deepen students’ learning experiences. Digital transformation raises key questions about teachers’ digital competence. Building on the DigCompEdu framework, the current study aims to uncover the level of digital competence of science teachers and their perceptions towards it as well as to identify the factors influencing this competence. The study adopted a mixed-methods approach utilizing a sequential explanatory design. This design involved a questionnaire which was administered to a sample of 611 science teachers, while a semi-structured interview was applied to 13 teachers. The results indicate that the teachers’ level of digital competence was medium (58.4%). The study also revealed that the teachers had high-level positive perceptions towards the use of digital technologies (78%). Furthermore, the results indicate that perceived usefulness and subjective norms directly influence digital competence. This study also identifies the benefits of digital technologies and the challenges that teachers encounter in implementing them in the educational environment. The benefits focus on enhancing students’ motivation and assessing their learning experiences, communicating with the educational community, and the continuousness of e-learning. The challenges, however, include the acceptance of technology by the educational community; cognitive and skill-related challenges faced by teachers; administrative and teaching burdens; limited access to digital technologies and tools; and challenges related to student behaviors. As a result, a set of recommendations and implications are proposed for educational policymakers, curriculum and professional development program designers, researchers, and educational practitioners.

Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments

Against the backdrop of digitalization, it is imperative to provide pre-service teachers with adequate training opportunities to foster their professional knowledge regarding technology integration in teaching-learning scenarios. However, to date, only limited insights into the empirical nature of such knowledge – often subsumed under the term Technological Pedagogical and Content Knowledge (i.e., TPCK) – are possible given the heterogeneity of prior research investigating the empirical relationship between different knowledge components. This heterogeneity is likely due to the predominant use of self-reports in previous studies. Against this background, the present study pursued two goals. The first goal was to investigate the empirical nature of TPCK among pre-service teachers, utilizing test-based instruments to explore TPCK's nature from a subject-specific angle, that is, its relationship with Pedagogical Content Knowledge (PCK) and Technological Knowledge (TK). Given the widespread use of self-reports, the study's second goal was to examine the relationship between test-based and self-reported TPCK, exploring possible associated factors (e.g., pre-service teachers' gender, prior experience in teaching with technologies in school, or metacognitive accuracy) that may explain why both measures are linked only weakly. Findings reveal that both PCK and TK statistically predicted TPCK to a similar extent highlighting the integrated nature of TPCK. The relationship between test-based and self-reported TPCK was moderated by pre-service teachers' metacognitive accuracy, but not by their gender or prior experience. Together, these insights offer valuable guidance for refining teacher training regarding effective technology integration by indicating the need to target not only PCK and TK but also TPCK.

A multi-centric investigation of technology integration in health professions education: The importance of educators’ Technological Pedagogical and Content Knowledge

The widespread acknowledgment of Information and Communication Technology (ICT) as a fundamental component of educational strategies is a key context for understanding the findings of our study, which focused on the use of technology by educators in higher education, particularly in the health professions domain. This study examines technology usage patterns and factors influencing active implementation of technology among health professions educators. A cross-sectional survey involving 202 educators from six institutions in Morocco reveals their high confidence in their Technological Pedagogical Content Knowledge (TPACK), notably in Pedagogical and Content domains. The study highlights a prevalence of passive digital learning activities over active approaches. Educators actively employing technology display enhanced TPACK, emphasizing the significance of TPACK development for effective technology integration in teaching practices. Among those with a good level of active technology use, a majority (102 out of 119) have a high TPACK level, and 54 out of 83 of those categorised as low-level participants have a low TPACK level. The findings contribute valuable insights with both theoretical and practical implications for educators in the health professions, emphasizing the significance of aligning technology use with effective instructional practices in this specialized field. Further research should be pursued with diverse methodological approaches to gain a deeper comprehension of the technology integration process in the health profession domain.

Teachers’ ICT in pedagogy: A case for mentoring and mirrored practice

AbstractThe rapid expansion of the knowledge society, due mainly to the ubiquity and access of information and communication technology (ICT), places a professional demand on teachers to acquire relevant knowledge to make use of technology in their classrooms. Thus, for teachers to effectively integrate ICT into their teaching repertoire, they must transform their pedagogical practices. In this regard, the quality of pre-service and in-service training is pivotal in preparing teachers for effective technology integration. Utilising a case study approach and Activity Theory principles as a theoretical lens, this study set out to explore the influence of ICT as a tool of instruction on the classroom practice of in-service teachers in Rwanda. Qualitative methods were employed to capture data through interviews, observations, and document analysis. Data was analysed using content analysis to understand in-service teachers’ constructions about learning through ICT and how it influenced their classroom practice. The investigation of the influence of ICT as an instructional tool to in-service teachers yielded unique patterns of their ICT learning-teaching experiences. The findings were two-fold. First, the ICT learning experiences of the in-service teachers changed their perspective towards teaching and learning with ICT in their own classrooms. Second, the teacher participants vicariously mirrored their lecturers’ use of ICT in their own classroom practice. This unintended experience created affordances for the in-service teacher trainees to not only learn ‘about’ ICT, but significantly ‘how to teach’ pedagogically with ICT. It is crucial for teacher trainees to experience the same type of learning environments they are expected to create in their own classrooms.

Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework

This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service teachers comprehended the Technological Pedagogical Content Knowledge (TPACK) and its components, content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and their associations with demographic variables. Using a self-report questionnaire, the study surveyed 440 pre-service teachers from three distinct teacher training colleges. Data was analyzed using descriptive statistics, independent t-test, and Pearson's correlation. Results showed that pre-service teachers rated themselves above the mean in all components: TPK and CK were the highest, and TCK and TPACK were the lowest. There was a significant difference in the gender and foreign language variables; males and being able to understand foreign languages were the favor. A negative relationship existed in age variables where younger pre-service teachers demonstrated higher competence in all aspects of TPACK except PCK. It concluded that Cambodian STEM pre-service teachers demonstrate adequate knowledge of content, pedagogy, and technology to integrate information communication and technology (ICT) into their teaching. Possessing a medium to a high level of TPACK, additional professional development programs are needed to assist pre-service teachers in reaching the highest TPACK level.

Slovak Science teachers’ TPACK and Their Attitudes Toward Educational Technologies

ABSTRACT Enormous scientific and technological development has brought the requirement of appropriate implementation of technologies into the educational process. The use of educational technologies is determined by several factors. One of them are teachers, for whom the effective integration of educational technologies is still a challenging task. Teachers’ attitude toward technology makes a crucial point in this issue. An important element that determines teachers’ interest for using educational technologies is their perception of the effectiveness in the educational process and also their skills in using technology. This study presents the results of a research, which’s aim was to identify whether there are any statistically significant differences between science teachers’ self-efficacy and self-assessment, based on the TPACK frame, and their attitudes toward using technologies in educational processes. Science teachers rated their own TPACK moderately positive. They had the highest mean scores on the component items focusing on pedagogical knowledge and content knowledge. Lower mean scores were recorded in the components associated with technological knowledge, where teachers perceiving their technological content knowledge to be the worst one.

Perceived barriers in digitalizing oral health promotion: Phenomenological study among Malaysian dental public health specialists

Abstract Aim: The ascent of digital health promotion, encompassing telemedicine, teledentistry, mHealth, eHealth, mOralHealth, and social media, underscores the necessity for its adoption in advancing health promotion. Identifying barriers in digitalizing health promotion aids in overcoming obstacles and facilitating the effective integration of digital technologies for improved healthcare and health outcomes. Hence, this study aims to identify barriers to digitalizing oral health promotion among Malaysian dental public health specialists. Materials and Methods: Eight dental public health specialists from different ministries in Malaysia participated in the interviews using semi-structured questionnaires. The interviews were transcribed and analyzed using NVivo software. Results: Thematic analysis identified three major themes with 19 sub-themes, totaling 51 occurrences across the interviews. Among these three major themes, the availability of a supportive environment or infrastructure was the most discussed among the respondents. Among all sub-themes, respondents perceived those facilities, resources, and infrastructure (n = 6); and poor internet connection and stability (n = 6) as significant barriers to adopting and implementing digitalized oral health promotion. Conclusions: This study provides a distinctive contribution to stakeholders, offering insights into the impediments hindering dental students and professionals from embracing digital health promotion. The study findings can be utilized as a guide to facilitate the integration of digital dentistry and address the related issues within a broader context, guided by existing regulatory frameworks.

Assessing Gender Differences in Technological Pedagogical Content Knowledge (TPACK) among EFL High School Teachers in Inner Mongolia

This study examines gender differences in Technological Pedagogical Content Knowledge (TPACK) among 437 English as a Foreign Language (EFL) high school teachers in Inner Mongolia, China. Quantitative data revealed significant TPACK disparities between male and female teachers, with males exhibiting higher levels. The findings suggest that male teachers demonstrate greater confidence in integrating technology into their English classrooms. To address the TPACK gender gap, it is recommended that female EFL teachers receive specialized training through mentorship programs, online communities, and workshops. Policy changes are urged to create a collaborative, supportive, and inclusive digital environment for effective technology integration.