Use Of Information Technology In Education Research Articles

Comparison and Transition of Research Focus on Application of IT in Education

The application of Information Technology (IT) in education has opened new scenarios for this ancient process. With rapidly changing field of IT, the adoption of IT in education has been changed drastically. It is quite difficult for researchers to keep pace with changing research trends. An analysis based on the keywords could provide a synopsis on the use of IT in education. The keywords can be extracted and clustered to draw a sketch of trend changes over time. In this paper, we propose two empirical methods based on classic TF/IDF, i.e., overall rating (OR) and dynamic character (DC) of a keyword for in-depth keyword analysis to examine changing trends in research. The method help in disclosing time based changes in research focuses by comparing TF/IDF weights of keywords in different years. A total of 8131 scholarly articles from 12 well recognized journals were used in this analysis. The analysis shows that proposed methods provide sufficient insight into the research trends of application of IT in education in 11 years, i.e., 2007-2017.

An ethical analysis of how ESL teachers construct their professional identities through the use of information technology in teaching

While there is growing recognition of the mutually shaping relationship between teaching with information technology (IT) and teachers’ beliefs, skills and self‐efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT‐assisted in‐class teaching and out‐of‐class networking with students, in a full institutional and social context. This study investigates how a group of secondary school English as a second language (ESL) teachers regulated their teaching and practices and constructed their identities in relation to governmental requirements for the use of IT in teaching. Teachers from seven government‐subsidised schools in Hong Kong were interviewed about their experiences of using IT in teaching. We frame the reported practices of these teachers as a process of construction of identity, formed in the context of the ‘governmentality’ supporting current examination‐oriented educational policy. Observing from the perspective of what has been termed ‘governmentality’ and an ethical framework for self‐formation of personal identity makes it possible to see these teachers’ professional identities constructed through the use of IT practices within the contradictory conditions of professional/personal demands, compliance/resistance, school promotion/peer non‐cooperation, advantage/disadvantage in use of IT, use of IT/content and pedagogical knowledge. This study has implications for developing a more supportive and rational environment for the use of IT in teaching, in which more autonomy and identity options—rather than constraints—can be provided for teachers in the digital era. This study also informs practitioners and policy makers in other educational settings experiencing a similar IT boom in teaching.

Assessment of the readiness of the russian higher education for the digital economy

The purposeof the study is to assess the readiness of the Russian higher education system to move to the digital level based on the statistical researches of education. The way to the digital economy becomes decisive in the development of Russian education and covers all its stages. Within the framework of the state program “Education development” the project “Modern Digital Educational Environment” is being realized, for the secondary education the “Digital School” project is being developed, and in the program of development of the digital economy a separate direction “Personnel and Education” is emphasized. Digitalization of education becomes the next stage after the informatization stage in the technological development of education. It is necessary to assess the current level of informatization of higher education.Materials and methods of research.The presented study of the assessment of the readiness of Russian higher education to the digital economy is based on the methodology, proposed by the World Bank, which includes an assessment of five groups of indicators: the use of information technology in the learning process; training of teaching staff for the use of information technology in education; informatization of education management; information infrastructure of higher education; normative and legal support of the digitalization of education. The methodology includes the combination and interpretation of the different statistical data because the appropriate study of digitalization of education requires the specific approach. The factual basis of the research is the data of official statistics and universities.The results, on the one hand, indicate a high level of provision of universities with personal computers and access to the Internet, and on the other hand, a lack of automation of the administrative and educational processes of the university. Despite the constant development of technologies and the emergence of new educational web tools, and a multi-year state policy on the information educational space formation, its potential is partly used by universities. Only one third of university students are trained using e-learning or distance education technologies. At the same time, non-state educational institutions provide most of the educational services available to online listeners. In general, the share of online education in the market of educational services is low and is 1.8% for higher education programs and 6.7% for additional professional education. 82% of students, enrolled in programs with exclusive use of e-learning are students of non-state universities. The use of technology, even in the form of blended learning, in addition to the corresponding IT infrastructure, requires the appropriate training of lecturers and students. The training of lecturers in the use of IT in education, including training directly to work with IT, should be supplemented by teaching methodical work in the information educational space.Conclusion. The study shows that the Russian education system has created the necessary reserve for the creation of IT infrastructure, regulatory support, and best practices in the field of IT application in the educational process, which should become the basis for the participation of Russian universities in the digital economy. At the same time, the differences between information technologies (IT) and digital are not obvious, in many respects, these concepts are identical, differences arise when considering the totality of the information technologies and resources involved. Digitalization assumes that practically all the computing devices are involved in information support, including consumers, who, for example, install mobile applications in order to use the services. Involving a large number of devices with the ability to connect to the Internet allows you to organize the collection and processing of a large amount of digital data. The basis of digitalization is the created IT infrastructure and the degree of informatization in educational institutions.

Student-initiated use of technology – Friend and foe

A multitude of different technologies are used in school today. Some are provided by the school and others are brought by the individual teacher or student. In addition, different applications are available. In this study the focus is on student-initiated uses of technology and how it conditions learning. Based on a case study with surveys, interviews and an observational time study, it is shown that students appear to be the most frequent users of technology in the classroom and for the most part initiate its use. We also show that they often initiate uses directed towards communication and inquiry. Against the prevailing understanding that students mainly use technology for extra-curricular activities, we found that most of the student-initiated technology and applications related to the task in hand and were therefore not regarded as problematic by teachers or students. However, with regard to student-initiated uses of social media, games and communicative applications the picture is more diverse. In this context, teachers and students complain that such use may distract students, although some regard it as rewarding, for example due to the informal learning or time for contemplation and relaxation that results. We conclude by questioning the dichotomies of curricular–non-curricular and intended–unintended learning and we argue for the need to add contemplation to the taxonomy used for understanding the educational use of information technologies as conditions for learning.

Öğretmen adaylarının öğretim amaçlı bilişim teknolojileri kullanımına ilişkin görüşlerinin incelenmesi

The main aim of this research is to determine the opinions of the pre-service teachers studying in the final year of an education faculty regarding the educational use of information technology (IT) in their own teaching in the future. The research is designed as a phenomology. Maximum variation sampling was chosen to obtain more detailed information from the participants. The research was conducted with 11 pre-service teachers studying in final year at an education faculty during the 2016-2017 academic year. The qualitative data were collected through semi-structured interview form and analyzed with content analysis method. As a result of the analysis, the findings are grouped under these headings: definitions for integration of IT into teaching, knowledge of IT technologies, competencies related to IT use, contribution of IT to the teaching, negative aspects of IT use and suggestions for undergraduate education. In addition, it was found that pre-service teachers had positive views about the usage of information technologies in teaching.

Una estrategia para fortalecer las competencias para la era digital

Hoy día la educación superior tiene el reto de formar profesionales competentes y pertinentes, tanto en el plano de la disciplina en la que se formen, como en las competencias tecnológicas para desenvolverse con eficiencia en la era digital, privilegiada de un alto desarrollo tecnológico; sin dejar de un lado las competencias para una ciudadanía responsable.Es así como la Universidad Nacional Autónoma de Honduras, UNAH, impulsa dentro de su estrategia de fortalecimiento de la innovación educativa, un programa de capacitación para estudiantes y docentes orientado al uso educativo de las Tecnologías de la Información, (TIC), y a las competencias para el aprendizaje en línea o virtual, que posibilite el autoaprendizaje y la autorregulación, a fin de promover el desarrollo de las destrezas y habilidades para el aprendizaje a lo largo de la vida.Dentro de este programa se incluye un proceso para capacitar a los aspirantes a la UNAH a estudiar en las carreras en modalidad en línea o virtual, que comenzó a ofrecer la institución a través de los Telecentros Universitarios adscritos a la UNAH en el Valle de Sula, el CUROC y el CURLA. El resultado al 2014 es la capacitación para el aprendizaje en línea de más de 500 aspirantes a la UNAH, en su mayoría jóvenes de comunidades rurales o semi urbanas del país, que hoy se forman para convertirse en licenciados en Pedagogía, Ecoturismo o Técnicos Universitarios en Microfinanzas.UNAH INNOV@ No.3 2014: 9-15

INTERNET AS AN INFORMATION SOURCE: ATTITUDES AND USAGE OF STUDENTS ENROLLED IN A COLLEGE OF AGRICULTURE COURSE

With Internet usage in the United States at an all-time high, information technology use in education has continued to increase. Research has shown that many students are utilizing these materials to search out information and assist with completing class assignments. Many college students have described the Internet as a functional tool that helps them to communicate with professors, conduct research, and access library materials. As more and more students and educators use the Internet as a source for information in the classroom, it is important to monitor students’ attitudes and usage to ensure students know how to use technology effectively by recognizing credible sources and utilizing the correct technology for each situation. This study utilizes a descriptive survey to explore the current usage and attitudes toward the Internet by students enrolled in college of agriculture courses at the University of Florida. Findings indicate that these students are substantial users of the Internet and programs like Facebook, MySpace, and search engines. Students indicate believing that the Internet is easy to understand, important, beneficial, believable, and accurate. Recommendations are offered as to what these findings mean for instructors in the classroom.

Visual tool for teaching synchronization problems in operating systems

During the last several years, many attempts were made to prove that information technology (IT) holds great promise for education. For that purpose all over world, research has been carried out on the instructional use of IT in education. The results of the research activity have repeatedly proven that computers can be powerful educational tools. Information technology, when properly used, can improve learning, motivate students, and help them gain higher-level cognitive skills critical to lifelong learning. Yet, despite the proven success of instructional computing, it has not yet been fully adopted in meaningful way into computer science education at university level. The paper is about an attempt to use information technology to teach basic concepts in one of the core computer science courses---operating systems---in a modest computing environment.

The effect of using a home computer on students' educational use of IT

With many students' access to computers at home out-weighing their use of Information Technology (IT) in school, the importance of home computing has grown immensely over the last decade. This paper therefore seeks to examine the nature and extent of students' domestic use of computers and the subsequent relationship with their use of IT in schools and colleges. Using a sample of 16–19-year-old students, quantitative and qualitative data were gathered to explore students' experiences of home computing. The results suggest that students using computers at home have significantly more positive attitudes toward using computers yet do not necessarily make more use of school or college-based IT; compensating for the inadequacies of educational IT with their use of computers at home. Nevertheless access to, and benefits gained from, home computers were found to differ significantly according to students' gender.

New Technologies in Education and Training: An Overview

An overview of information technology (IT) in education and training. Discusses what educators have learned and the issues facing them including: the location and pace of learning; the need for more support and guidance for teachers and learners; developments such as CD‐ROM and interactive video; equality of opportunity and access to new technologies. Examines the role of the National Council for Educational Technology (NCET) in spreading the use of IT in education and training.

Instructional design, cognition, and technology: Applications to the teaching of scientific concepts

AbstractThe effective educational use of information technologies depends crucially on good instructional design based on an adequate understanding of cognitive processes. To teach flexible intellectual performance, such design must ensure that the knowledge acquired by students be explicit, coherent, reliably interpretable, and testable. For example, the ability to use scientific or mathematical concepts requires both explicit general interpretation procedures and knowledge about various special cases. Detailed observations indicate that good scientists have these kinds of knowledge, but that students exhibit many mistakes traceable to knowledge that is fragmented and unin‐terpretable. Instructional guidelines, based on such cognitive considerations, were tested in an experiment where students were taught an explicit procedure specifying the concept “acceleration,” and then diagnosed and corrected mistakes committed by themselves or others. Such teaching greatly improved students' concept interpretations and blocked previous misconceptions. Computers can provide powerful tools for research on instructional design and for implementing more effective teaching.