Effectiveness Of Technology Integration Research Articles

The Effect of Technology Integration, Work-Life Balance, and Job Stress on Employee Well-Being in the Art Industry in Jakarta

This quantitative study investigates the impact of technology integration, work-life balance, and job stress on employee well-being within the art industry in Jakarta. Through a cross-sectional survey of 150 professionals, data were collected and analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS 3). The measurement model assessment confirmed the reliability and validity of the measurement instrument, while the structural model estimation revealed significant direct and indirect effects among the variables. The findings indicate that technology integration positively influences employee well-being, while work-life balance and job stress play significant roles in shaping employee welfare. These results underscore the importance of organizational strategies and interventions aimed at promoting a healthier, more supportive work environment within the art industry. The study contributes to a deeper understanding of the factors influencing employee well-being in the context of creative professions and provides valuable insights for organizational leaders, policymakers, and practitioners.

Digital Devices Used in a Secondory School: A Case Study of Access and Use in Learning Mathematics

This research investigates the types of digital devices used by students at a Secondary School in Kiritpur Municipality, Nepal, and their relationship with grade level, focusing on integrating technology in teaching mathematics. The case is urban school phenomena. A survey was conducted with 420 students, using a questionnaire for data collection. Statistical tools used in analysis included univariate (frequency and percentage) and bivariate (Chi-Square) methods. Findings show that mobile devices are the most widely used for attending online classes. Around 25% of students lack access to necessary technology at least mobile too. Attendance rates vary between lower and higher grade levels. Importantly, the study reveals limited technology integration at an urban School, with teachers lacking awareness of how to effectively adapt and incorporate technologies in the classroom, specifically for mathematics teaching. These results underscore the need to improve digital device availability and the types for teaching science, mathematics like subjects, which demand dynamic, interactive tools use. Similarly, access to devices particularly at the lower secondary level is lower, and over reliance on parents' device needs reducing reliance on parental devices. Additionally, there is a call for enhanced professional development to support teachers in integrating technology into mathematics instruction. Addressing these challenges will contribute to enhancing the learning experience and overall effectiveness of technology integration in the classroom.

Areas for Public Functions Implementation by Artificial Intelligence in Russia and the World

The paper examines the phenomenon of the use of artificial intelligence (AI) technologies in the field of public relations in foreign countries. It also touches upon the main problems in the legal field in terms of deploying the system, concerning both ensuring the transparency of decision-making and the non-discriminatory nature of the ongoing algorithmic data processing, and its use in in relation to the supervised segment based on the principles of predictive prosecution and the provision of a proactive set of public services to citizens. The effectiveness of technology integration into the sphere of public legal relations and the accuracy of the proposed solutions in a selection of various application segments in the context of sub-branches of administrative law are considered. According to the author, in order to implement the constructions of AI integration into the public sphere proposed in the paper, it is already necessary to determine the main levels of AI access to information in the framework of control and supervisory activities. These include finding identifying features for AI developers for the purposes of authorities with the provision of extended preferences and sanctions, taking into account scale effect of legal relations, determination of experimental regimes for a number of legal relations in order to test AI in the context of granting rights and implementing a system of administrative oversight and prosecution.

The Effectiveness of Integrating Technology in the Development of Digital Photography Skills among Students of the Basic Education College in Kuwait

The study aimed to identify the effectiveness of integrating technology in the development of digital photography skills among students of the Faculty of Basic Education in Kuwait. The researcher used the survey descriptive method. The researcher prepared a questionnaire of (26) paragraphs. The sample consisted of (288) members and faculty members of the Faculty of Basic Education, and the sample included (169) males and (119) females, who were randomly selected. The results showed the effectiveness of integrating technology in the development of digital photography skills among students of the Faculty of Basic Education in the Kuwait Department of Learning Technology, and the result was high. The average calculation of the development of digital photography skills among students ranged from (3.84-4.02) to a high degree, the overall score (of 3.98) was high. The results showed that there were no statistically significant differences (8.05) attributable to the effect of gender in the effectiveness of technology integration in the development of digital photography skills in students.

Social Studies Teacher’s Perception in the Use of Educational Websites in Online Teaching in the Philippines: A Systematic Literature Review

The pandemic has challenged the educational system to alter the delivery of instruction from the traditional face-to-face into distant learning, modular and online. This sudden paradigm shift posited a lot of concerns particularly in the integration of technology in social studies curriculum. This review used the systematic literature review to analyze the empirical literature and the reading log (University of South Australia) to analyze the findings. The systematic literature is a rigorous approach in searching related literature, identifying publications to be included to undergo an iterative and transparent processes, analyze the data through a structured abstraction and a systematic approach (Gentles, S.J. et. al. 2016). This review found out that there is a limited literature in the integration of technology specific in social studies both internationally and in the Philippine context. Although there are some literature on technology integration in social studies, they failed to tackle the experiences and challenges by the teachers in technological integration in full online delivery of instruction specific in social studies teaching. Thus, it is recommended that researchers must explore other angles of technological integration in social studies such as the teacher’s perceptions of specific technologies used in the subject. Second, the experiences and challenges they encountered during the delivery of instruction amidst the crisis. Third, studies should also be conducted on the effect of technology integration to student outcomes. These studies will serve as the basis for the future planning, design, implementation, assessment, and modification of social studies curriculum to be more student centered, contextualized and inclusive with the use or aid of technologies.

Effect of Technology Integration on Middle School Math Proficiency: A Multiple Linear Regression Study

Mandates to improve curriculum and instruction and incorporate technology in teaching U.S. K-12 students have failed to improve math proficiency as measured by standardized assessments. Still, 40–60% need remedial coursework in college. Past efforts have focused on incorporating specific technologies. The SAMR approach redirects the effort to focus on how technology is used, aligning with Bloom’s taxonomy. Hierarchical multiple linear regression analysis was used to quantify the contribution of Substitution, Augmentation, Modification, and Redefinition to MAP Growth in math for 644 students taught by eight teachers across 36 class sections at a single Indiana middle school. A wide range in teacher use of technology corresponded to significant (p .05) differences in MAP Growth. Hierarchical multiple linear regression revealed that incorporation of SAMR elements above Substitution explained a small, 2.0%, yet significant (p = .001) part of variation in MAP Growth. At least Most Weeks use of Augmentation added 1.06 points (p = .008), Modification an additional 2.12 points (p = .002), and Redefinition an additional 1.19 points (p = .003) for a combined significant net 4.37-point increase. With all teachers from the same school and only some using technology at high learning levels, the findings led to a recommendation for investment in professional development training rather than focusing on adding specific technology tools.

Technology Integration in Improving ESL Learners' Vocabulary: A Systematic Review

Integration of technology in explicit instructional strategy vocabulary teaching and learning process become familiar nowadays. This paper proposed a review of current empirical studies on explicit instructional strategy with technology integration and without technology integration in vocabulary teaching and learning to seek the effectiveness of explicit instructional strategy itself and also the effectiveness of technology integration in the strategy. Eighteen past studies reviewed from the online database. Three past studies show that explicit instructional strategy in vocabulary learning assists learners to retain the words successfully and effectively. Meanwhile, with the integration of technology in explicit instructional strategy, vocabulary learning prolongs its effectiveness with added value which makes learners highly motivated and stress - free in order to acquire the vocabulary. The limitations and recommendations for future research also highlighted in this review as a reference to the researchers.

Approaches and Models for Application of Gamification Techniques in v-Learning

Nowadays, the effectiveness of technology integration into teaching and learning approaches is widely recognised, mainly, in those pedagogical practices where students are the centre and co-constructors of their knowledge process. Specifically, the authors underline the potentialities of combining the gamification techniques and 3D virtual environments to design innovative learning settings through the description of two projects, TALETE and AVATAR, funded by the European Commission.

The Effect of Technology Integration in Education on Prospective Teachers' Critical and Creative Thinking, Multidimensional 21st Century Skills and Academic Achievements

In this study, it was aimed to examine the critical and creative thinking, multidimensional 21st century skills and the change in academic achievements as a result of technology integration of prospective teachers who have science education in pedagogy fields. Research was carried out in Turkey's western Black Sea region in a state university. 144 prospective teachers, who were educated in the faculty of education and who were in science, classroom and pre-school education departments, participated in the research. The research was carried out in 3 stages. In the first stage, technology integration is not provided. In the second stage, basic and medium level technology integration is provided. In the third stage, advanced technology integration is provided. Quantitative and qualitative approaches were used together in the research. Academic success test, critical and creative thinking test developed by the researcher as a means of quantitative data collection, and three different scales with validity and reliability were used previously. In addition, project, exam, homework, presentation and group work scores are included in the process. Semi-structured interview, observation and field notes, document review, were used as qualitative data collection tools. The quantitative data obtained were subjected to descriptive and inferential statistics. While doing these operations, SPSS 23.0 and LISREL 9.2 package programs were used. Qualitative data were subjected to descriptive analysis and content analysis. The results of the research show that gradual integration of technology into the education process provides a positive change in prospective teachers' critical and creative thinking, multi-dimensional 21st century skills and academic achievements.

Contributions of technology, culture, and attitude to English learning motivation during COVID -19 outbreaks

Technology aids students’ English learning process and culture included in material content may attract students’ interest to learn English. Both are integrated in classroom learning and teaching of English to prescribe their effect on students’ motivation in learning English. Attitude as mediator is used to see whether or not it could boost the effect of technology and culture as independent variables on students’ motivation in learning English as dependent variable. Students’ perception to the direct and indirect effect of technology and culture on motivation through attitude is the focus of this research and which is the most affecting on students’ motivation. Questionnaires were sent online to 95 students of higher school as the respondents in this study. The data were analyzed by path analysis with SPSS verse 21 for windows. The findings show that integrating technology and culture in classroom learning could affect directly and indirectly through attitude the students’ motivation in learning English. Attitude is proved to strengthening the effect of technology and culture on motivation. However, the absence of attitude as mediator does not affect the positive effect of both technology and culture on motivation. The finding also shows that the effect of technology integration in classroom learning outweighs the effect of cultural integration on students’ motivation in learning English.. Abstract should have approximately 10 to 20 lines. How to Cite this Article Pubmed Style Kaharuddin, Djuwairiah Ahmad, Mardiana, Rusni. OF TECHNOLOGY, CULTURE, AND ATTITUDE TO ENGLISH LEARNING MOTIVATION DURING COVID -19 SRP. 2020; 11(11): 76-84. doi:10.31838/srp.2020.11.13 Web Style Kaharuddin, Djuwairiah Ahmad, Mardiana, Rusni. OF TECHNOLOGY, CULTURE, AND ATTITUDE TO ENGLISH LEARNING MOTIVATION DURING COVID -19 http://www.sysrevpharm.org/?mno=134651 [Access: March 29, 2021]. doi:10.31838/srp.2020.11.13 AMA (American Medical Association) Style Kaharuddin, Djuwairiah Ahmad, Mardiana, Rusni. OF TECHNOLOGY, CULTURE, AND ATTITUDE TO ENGLISH LEARNING MOTIVATION DURING COVID -19 SRP. 2020; 11(11): 76-84. doi:10.31838/srp.2020.11.13 Vancouver/ICMJE Style Kaharuddin, Djuwairiah Ahmad, Mardiana, Rusni. OF TECHNOLOGY, CULTURE, AND ATTITUDE TO ENGLISH LEARNING MOTIVATION DURING COVID -19 SRP. (2020), [cited March 29, 2021]; 11(11): 76-84. doi:10.31838/srp.2020.11.13 Harvard Style Kaharuddin, Djuwairiah Ahmad, Mardiana, Rusni (2020) OF TECHNOLOGY, CULTURE, AND ATTITUDE TO ENGLISH LEARNING MOTIVATION DURING COVID -19 SRP, 11 (11), 76-84. doi:10.31838/srp.2020.11.13 Turabian Style Kaharuddin, Djuwairiah Ahmad, Mardiana, Rusni. 2020. OF TECHNOLOGY, CULTURE, AND ATTITUDE TO ENGLISH LEARNING MOTIVATION DURING COVID -19 Systematic Reviews in Pharmacy, 11 (11), 76-84. doi:10.31838/srp.2020.11.13 Chicago Style Kaharuddin, Djuwairiah Ahmad, Mardiana, Rusni. CONTRIBUTIONS OF TECHNOLOGY, CULTURE, AND ATTITUDE TO ENGLISH LEARNING MOTIVATION DURING COVID -19 OUTBREAKS. Systematic Reviews in Pharmacy 11 (2020), 76-84. doi:10.31838/srp.2020.11.13 MLA (The Modern Language Association) Style Kaharuddin, Djuwairiah Ahmad, Mardiana, Rusni. CONTRIBUTIONS OF TECHNOLOGY, CULTURE, AND ATTITUDE TO ENGLISH LEARNING MOTIVATION DURING COVID -19 OUTBREAKS. Systematic Reviews in Pharmacy 11.11 (2020), 76-84. Print. doi:10.31838/srp.2020.11.13 APA (American Psychological Association) Style Kaharuddin, Djuwairiah Ahmad, Mardiana, Rusni (2020) OF TECHNOLOGY, CULTURE, AND ATTITUDE TO ENGLISH LEARNING MOTIVATION DURING COVID -19 Systematic Reviews in Pharmacy, 11 (11), 76-84. doi:10.31838/srp.2020.11.13

The Effects of Technology Integration in the Classroom for Students With ADHD

This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.

TPACK Framework Based Research in Mathematical Education: A Systematic Literature Review

This systematic literature review aims to identify the themes of the study on the Technology Pedagogical Content Knowledge (TPACK) framework in mathematics education and the research methods used in the studies. The search for articles published from year 2015 to 2020 was conducted through the Google Scholar electronic database. A total of 30 articles were selected. The results show that researchers are more focused on studying the level and effectiveness of technology integration in mathematical learning. Over 50% of the research has been done on teachers compared to students and lecturers in the field of mathematics. The findings also show that technology integration in teaching fraction and algebra is the most frequently studied. Qualitative research method is the dominant research methodology used to study the research objectives regarding the TPACK framework, compared to the quantitative method and the mixed method. Limitations and suggestions for further studies are also discussed.

Technology integration in postsecondary education: A summary of findings from a set of related meta-analyses

Although the overall research literature on the application of educational technologies to classroom instruction tends to favor their use over their non-use, these results vary considerably depending on what kind of technology is used, who it is used with and, more importantly, under what circumstances and for what instructional purposes it is used. Relatively recent, but well-developed and powerful methodology of systematic reviews, particularly quantitative syntheses (also known as meta-analyses) is especially suitable for addressing questions of that type by systematically summarizing research evidence in given areas of interest in social sciences.This meta-analysis summarizes data from 674 independent primary studies that compared higher degrees of technology use in the experimental condition with less technology in the control condition, in terms of their effects on student learning outcomes in postsecondary education. The result was an overall average weighted effect size of = 0.27 (k = 879, p < .01), indicating low but significant positive effect of technology integration on learning. The follow-up analyses revealed the influence of educational technology used for cognitive support and blended learning instructional settings designed interaction treatments, and technology integration in teacher training, especially when student-centered pedagogical frameworks are used. These findings are of potentially high interest and applied value for educational practitioners, including teachers and school administrators, as well as for instructional designers and developers of educational software.

Technology Integration Expertise among Middle School Teachers

When technology is integrated effectively into classrooms there is strong positive impact on student achievement. However, there is still a great divergence between what enthusiastic advocates think technology will do for education and what is actually being accomplished. The primary objective of this study was to identify the concepts and knowledge that teachers who are experts in technology integration consider to be essential for successful technology integration, and to examine how these teachers characterize this conceptualization in their design and practice of instruction. The conceptual knowledge of these expert teachers was compared to the knowledge of teachers who are not technology experts to identify knowledge that should be highlighted in technology training sessions. Study findings indicate a significant difference in the knowledge organization of technology experts and novices with the experts focusing on conceptual issues such as challenges; technology as a stimulant to change in the learning environment; new opportunities; and effects of technology integration on the learning environment while novices tended to focus on lower level procedural skills required to use the technology.