Emerging Technologies In Education Research Articles

Exploring Emerging Educational Technologies in School Libraries: A Research Review

Exploring Emerging Educational Technologies in School Libraries: A Research Review

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

In recent years, the adoption of emerging technologies in education (ETE) has significantly grown. However, the effective integration of these technologies remains challenging as many educators have not been afforded the professional/career readiness to properly acknowledge and use them as educational tools. Although the STEM approach has gained prominence in science education, it still requires proper teacher readiness for successful implementation. In this study, with design-based research and mixed-method approaches, a ten-session program for prospective teachers was developed and evaluated to foster the necessary skills and knowledge to effectively integrate different technological resources in STEM education. The program aims to bridge the gap between technology and pedagogy, empowering educators to maximize the use of ETE to enrich learning experiences. The main conclusions emphasize the significance of technology-centric education for future educators, stressing the necessity for teacher training programs that align technological potential with practical classroom applications. Integrating emerging technologies supports contemporary pedagogical approaches like STEM education, promoting active student participation and problem-solving skills. To fully harness emerging technologies’ potential, educators need training and support. Developing comprehensive training pathways for these technologies is vital to narrow the gap between technology and effective educational integration.

Librarians’ Digital Competencies: Influence on their Utilization of Emerging Educational Technologies

Academic and instructional services in academic institutions, particularly in Higher Education Institutions (HEIs), have changed as a result of technological advancement. Library and information search services are being digitized, and librarians must gain digital skills in order to provide library users with more effective and efficient research services. The purpose of this study was to determine the influence of librarians’ digital competencies in their utilization of emerging educational technologies. This study used the descriptive correlational research design and analyzed using descriptive and inferential statistics. The participants were eighty (80) registered librarians and active Philippine Librarians Association, Inc. (PLAI) members who are employed in selected libraries in Northern Mindanao. Online survey questionnaires were used for data collection. Findings reveal that the librarians’ digital competencies in terms of managing and developing digital libraries were high. while the competencies in protecting digital content were rated to a moderate extent. Moreover, the librarians’ extent of utilization of emerging educational technologies in terms of cloud computing, web conferencing, and institutional repositories was rated as generally high. The librarians’ assessment of their digital competencies significantly influence their utilization of emerging educational technologies. It is concluded that the digital competencies of librarians are crucial and indispensable as it influences their utilization and application of emerging technologies in managing and developing digital library services. It is recommended that the librarians may acquire knowledge and skills, particularly on these topics related to protecting digital contents: computer and network security, security tools and techniques, digital copyright policy, copyright issues and security and privacy in digital libraries.

Perceptions about the Future of Integrating Emerging Technologies into Higher Education—The Case of Robotics with Artificial Intelligence

Emerging technologies (ETs) will most likely have a strong impact on education (starting with higher education), just like they have already had in so many economic and social areas. This paper is based on the results obtained in the project “My Future Colleague Robot”, an initiative that aimed to improve the competence of university teaching staff regarding the introduction of ETs in teaching practices at university level. In this paper, we identified the strengths and weaknesses, opportunities, and threats that are related to the adoption in higher education of the combination of two ETs: robotics together with artificial intelligence (AI). Additionally, we analyzed the perceptions of university-level teaching staff about the potential of introducing ETs in education. The empirical data presented here were collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous ET-related experience can support positive attitudes and the implementations of ETs in university teaching; in this study, university teachers had optimistic expectations towards ETs, accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.

Emerging Educational Technologies at University: the experience foreign and domestic higher education institutions

This article provides a brief analysis of the aspects of modern information culture. The most promising initiatives and trends for the development of the educational environment of higher education are presented. The problems of the information model implementation in the world systems of higher education and the universal factors of influence on its effectiveness are considered.

Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations

Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their eyes when reading and engaging with different learning objects, many teachers of Luganda language are yet to gain experiences of utilizing these technologies in their teaching. This paper emerges from a semester-long (17 weeks) study which followed a Design Based Research (DBR) approach and deployed qualitative techniques to cultivate the experiences of 68 Luganda language teacher-trainees in utilizing different emerging Educational Technologies (ETs) in their teaching. The study was guided by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s model of conducting research in authentic e-learning contexts. During the study, trainees concretely experienced, abstractly conceptualized and made observational reflections about their own active experimentations of different ETs in teaching Luganda language. In this paper, we describe how we supported the trainees to conduct an active experimentation of Tobii-T120 to track how students moved their eyes when reading and engaging with learning objects on an emulated smart phone. Following the observational reflections, which the trainees made about their active experimentation, this paper also presents a discourse analysis thereof.

The Classroom of the Future and Emerging Educational Technologies

When discussing emerging educational technologies, the complaint around the globe is common enough: we may be outfitting schools with classrooms of the future, but teaching methods remain mired in the past. In this special issue of the International Journal of Information and Communication Technology Education, fresh perspectives for choosing and applying emerging educational technologies are presented as a result of the efforts of this investigation. Many well-respected experts have addressed the need for new methodologies. Instead, we have chosen to focus on the process of choosing the technologies themselves. We set out to determine how to evaluate the individual promise an educational technology may hold and to provide guidelines to those who choose and use the technologies for teaching and learning.

Tertiary Educators’ Perceptions of and Attitudes Toward Emerging Educational Technologies

ABSTRACT A small initial study aimed to find out what values, perceptions and attitudes educators from a sample tertiary faculty (the Faculty of Nursing at the University of Newcastle, New South Wales, Australia) have towards a group of new and emerging educational technologies. A questionnaire was formulated which was administered as a written survey or telephone interview. The study found that the respondents are most familiar with and have useful knowledge about CD‐ROM technology, and most are also familiar with video‐conferencing. These technologies are seen as the most potentially useful. Lack of knowledge, display/delivery equipment, and the time‐consuming nature of making such educational material are the major barriers which hinder their use of them. The study recommends further inquiry into the barriers that prevent the integration of such technologies into tertiary learning.