National Educational Technology Research Articles

When fairness is an abstraction: equity and AI in Swedish compulsory education

ABSTRACT The paper emphasises the need to consider the social, political, and economic contexts within which educational systems operate and use Artificial Intelligence (AI). Focused on Swedish compulsory education, this study explores whether the use of AI envisioned by national authorities and educational technology companies contributes to unfairness. Through qualitative content analysis of Swedish policy documents and educational company reports, the study employs the concept of Relevant Social Groups to assess how diverse stakeholders perceive the risks and benefits of using AI in education regarding fairness. Three distinct groups are identified, each prioritising different forms of “efficiency” as a key value—economic, pedagogical, and accessibility-related. In conclusion, this study sheds light on the intricate interplay between fairness and the use of AI in the Swedish educational system. It also questions the concept of fairness revolving around formal equality of opportunities that separates fairness from the broader context of social justice.

NEP 2020 and the Infrastructure for ICT-based Teaching Learning

The globe now is attempting to recover from the devastating effects of the Novel Coronavirus Disease pandemic (COVID-19). The propagation of this rare disease across the world has altered every aspect of existence. It completely changed the paradigm of education, converting traditional classroom settings to virtual ones. One of the foremost important laws of the twenty-first century is the National Education Policy (NEP), which was written in 2019 and endorsed by the Indian Union Cabinet on the 29th of July in 2020. The policy is ground-breaking and comprehensive in every way, with a focus on several elements of education, including the incorporation of ICT. The NEP 2020 places a lot of emphasis on integrating technology because it can be a key element in fostering all-encompassing development. The creation of virtual labs is also given considerable attention in NEP 2020. It is important to note here that a National Educational Technology Forum (NETF) is likewise in the process of being founded. Despite widespread support for using ICT in teaching and learning, there were still some issues with classroom integration. Several crippling problems emerged, among them are inadequate ICT infrastructure, institutional discouragement, slack policies, and—above all—, insufficient technological, pedagogical, and integrative abilities among teachers at all levels. In addition to highlighting NEP 2020's key points and different ICTrelated provisions for teaching and learning, this paper also discusses several implementation issues and infrastructural requirements for ICT. Finally, several recommendations are made for the optimum utilization of ICT. Keywords: National Education Policy (NEP) -2020, Information and Communication Technology (ICT), National Educational Technology Forum (NETF)

Exploring EdTech Policies in Africa

National Educational Technology (EdTech) policy analysis research is essential for various reasons. For example, identifying factors that influenced the formulation of policies, informing the use of EdTech for policymakers, investigating cost-benefit analysis and comparison of national plans across countries and regions. There is a lack of updated research on African nations’ educational technology (EdTech) policies analysis resulting in a lack of knowledge on current EdTech policy landscape of Africa. This paper examined the EdTech policies for selected African countries. By adapting Zhao et al. (2006) 's policy analysis framework, this study aimed to investigate what EdTech policy documents are in place, by which government bodies, and the role of teachers, students, and technologies in the education sector are depicted in these documents.

NEP 2020 and the Infrastructure for ICT-based Teaching Learning

The globe now is attempting to recover from the devastating effects of the Novel Coronavirus Disease pandemic (COVID-19). The propagation of this rare disease across the world has altered every aspect of existence. It completely changed the paradigm of education, converting traditional classroom settings to virtual ones. One of the foremost important laws of the twenty-first century is the National Education Policy (NEP), which was written in 2019 and endorsed by the Indian Union Cabinet on the 29th of July in 2020. The policy is ground-breaking and comprehensive in every way, with a focus on several elements of education, including the incorporation of ICT. The NEP 2020 places a lot of emphasis on integrating technology because it can be a key element in fostering all-encompassing development. The creation of virtual labs is also given considerable attention in NEP 2020. It is important to note here that a National Educational Technology Forum (NETF) is likewise in the process of being founded. Despite widespread support for using ICT in teaching and learning, there were still some issues with classroom integration. Several crippling problems emerged, among them are inadequate ICT infrastructure, institutional discouragement, slack policies, and—above all—, insufficient technological, pedagogical, and integrative abilities among teachers at all levels. In addition to highlighting NEP 2020's key points and different ICT-related provisions for teaching and learning, this paper also discusses several implementation issues and infrastructural requirements for ICT. Finally, several recommendations are made for the optimum utilization of ICT.

Inclusive Growth, A Gateway of Sustainable Development of Higher Education Through Open and Distance Learning in India

Education play important role for crucial development of society as well as young generation, because it build and developed a person's beliefs, ideologies, values and take a substantial role to inclusive growth of any country. Inclusive education refer to empowering of every children with skills and knowledge’s, given equal opportunity of every children to access education equally. At the present context open and distance learning open horizontal windows of education for increasing learner participations and educational opportunities for many compatible learners who are deprived of to access classroom education due to financial, sociocultural and geographical barriers. Open and distance learning education system focuses on open access to education and learners free from the constrains of time and place and also get the opportunities of flexible learning. Nowadays educational policy of India has been emphasize to integrations of many ICT tools (audio-visual media- radio, television broadcast, video compact disc, video text, computer etc) and e-learning platform(SWAYAM,DIKSHA). For improvement of inclusive growth through open and distance learning for the quality of education and its aims to providing support and facilitated quality, access and equity for learning process in distance learning through interactive activities, by the inclusive growth through open and distance learning advocating peer to peer collaboration and also impact a great sense of autonomy and responsible learning. By the using of ICT integrated tools in education curriculum evaluation can be diversified and building intellectual capability of learners as well as inclusive growth of higher education system. Higher education is the backbone of any knowledge society. Availability, accessibility, acceptability of learning recourses of higher education level can be lead sustainable inclusive growth of education system and also give the opportunity of education for all students at same platform. National Educational Technology Forum(NETF) is a important scheme of Nation Education Policy(NEP)-2020 which will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning ,assessment ,planning ,administration and so on both school and higher education. Open and distance learning one of the most rapidly growing field of education nowadays, because of its major contribution in enhancing the Gross Enrollment Ratio(GER) in higher education and also have a sustainable impact on all education systems specially higher education.

The sustainability of technology-aided leadership adoption among school leaders: If it could ever be this real forever

The 21st century has become a challenging moment for all sectors including education. The rapid advancement of technology has brought a huge impact to leadership style among school leaders in Malaysia. Hence, this quantitative identified the level of technology-aided leadership and analyze the behavioral constructs that contribute to technology-aided leadership. A total of 365 questionnaires adapted from the national educational technology standards for administrators (NETS-A) were answered by respondents. statistical packages for social sciences (SPSS) version 26 and Smart PLS 3 were used to analyze the data. Interestingly, the results revealed that the level of technology-aided leadership is high and the six constructs of technology-aided leadership among principals are valid. The constructs are i) Productivity and professional practice; ii) Teaching and learning; iii) Social, legal, and ethics; iv) Leadership and vision; v) management support and operations; and vi) Assessment and evaluation. In general, school leaders should take the opportunity to develop themselves to become high-tech leaders. Meanwhile, the 31 indicators that are verified in this study can be used to evaluate the behavior of technological leadership. Finally, further research is strongly encouraged to enlarge the scope by collecting the data from all Malaysian states to obtain more accurate and generalizable results.

Trends in 'Technology Leadership' Research in Education: Scoping Review

The rapid development of technology and the effective use of technology in education systems have revealed the concept of technology leadership. In this study, a total of 32 master's and doctoral dissertations on 'technology leadership' published in the National Thesis Center of Turkey (YÖKTEZ) between 2009-2020 were examined. PRISMA (2009) model was preferred in the selection of published thesis studies. This review was carried out using the Scopping Review method of Arksey and O'Malley (2005). In this direction, the scope of the research consisted of 28 master's and 1 doctoral thesis ‘in the field of education and training’, ‘the language of publication is Turkish’, which ‘has the conditions of publication and permission’. Of the examined studies, 26 were conducted using quantitative, 2 qualitative and 1 mixed research method. In the sample distributions in the studies, it is seen that there are 52% teacher participants and 24% administrator participants. When the findings of the studies were examined, it was determined that school administrators' self-efficacy regarding technology leadership, role perceptions and teacher views on technology leadership were the most researched dependent variables. In studies on ISTE (International Society for Technology in Education) and NETS-A (National Educational Technology Standards for Administrators) standards, it has been concluded that school administrators are seen as technology leaders. When the literature is examined, it is seen that the studies on technology leadership in education have increased in recent years, but doctoral studies are not sufficient in the general distribution.

On the increasing role of the digital 3D model in project activity and geometric-graphical education

Currently, model of the design and engineering activity is undergoing significant changes in the direction of digital support. This shift is caused by scientific, technical, and technological challenges that arose due to the Fourth Industrial Revolution (or Industry 4.0) and the digital economy. It is necessary to radically reform the traditional approaches to training in national engineering education. This objective can be achieved by employing methods that meet modern technological requirements among which 3D modelling ranks high. Geometric-graphical training is the first academic discipline in the professional orientation of students of technical specialities. To comply with the modern requirements for convergence of educational and professional activity structures, the paradigm of innovative graphical education should be based on an electronic 3D model.The article presents data on the digitalization of educational activity taking place in several Russian universities and on the influence of three-dimensional modeling technologies on the formation of special “engineering” thinking in students. The study highlights the specific features that distinguish the thinking of a design engineer who only works with technical drawings from the thinking of a design engineer using 3D modeling.The authors emphasize the necessity to digitize geometric-graphical education as it ensures the adaptation of the subject competencies acquired by students to future professional activity as early as at the initial stage on engineering training. Additionally, the article considers the functions of digital 3D model in the educational environment and demonstrates a correlation between the phased introduction of 3D technologies and the increase in the efficiency of the of the student learning process. Students master digital modeling on the basis of the project approach when solving engineering design tasks of growing complexity. The article provides examples of individual project tasks fulfilled while studying the modules of the discipline as well as educational specialized projects completed at the final stage of training.It is concluded that the practice-oriented 3D modeling facilitates the development of special skills and habits. They differ from traditional ones and form the basis of creative engineering thinking. The results of the study confirm the hypothesis that the 3D modeling method has the potential to develop the cognitive activity of the “engineer of the future”.

A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course

This paper describes the implementation and the results of an online project-based learning (PBL) pedagogy in an advanced fluid mechanics course in a mechanical engineering technology program. This work is a close collaboration between engineering and education faculty and the engineering librarian, and aligns with the new research areas identified by the National Engineering Education Research Colloquies and the ABET Criteria for Accrediting Engineering Technology Programs Criterion 3 (student outcomes, SLO 1 to 5) and Criterion 5 (curriculum, discipline specific content C, D and E). Students were required to work in teams to design and dimension a heating, ventilation, and air-conditioning (HVAC) duct system, a real-world expression of engineering thinking. Students applied information literacy skills to identify relevant engineering codes and standards, such as ASHRAE, and used previously learned content knowledge from various courses to finalize the project. The PBL exercise was chosen as a culminating experience and in support of engineering competencies development. The results showed improvements in the flow of air in ducts content knowledge, professional communication skills, and the ability to collaborate as part of a team, including improving one's ability to work with other students on assignments, listening to the ideas of others, learning from the ideas of others, and evaluating the ideas of others. The students unanimously agreed that the project improved their heating, ventilation, and air-conditioning (HVAC) knowledge beyond the classroom as well as their information seeking skills. Based on the students end of semester course evaluation, this PBL exercise improved their readiness for the workforce.

Inclusão digital nas escolas do campo

O artigo que se apresenta busca entender como são utilizados os laboratórios de informática e o uso das Tecnologias da Informação e Comunicação (TICs) nas escolas do campo da 17ª Coordenadoria Regional de Educação do Estado do Rio Grande do sul. Sendo assim, tem como objetivo geral analisar como as TICs por meio dos Laboratórios de Informática Educativa (LIES) estão sendo utilizadas como ferramentas de apoio pedagógico nas escolas do Campo. Foram pesquisadas dezesseis escolas do campo, para o desenvolvimento da pesquisa buscou-se como aporte metodológico o estudo de caso, tendo como instrumento de coleta de dados questionários aplicados a todos envolvidos no processo, quais sejam: equipe diretiva das escolas, educadores e educandos, além de pesquisa bibliográfica que buscou entender como se consolidou o programa nacional de tecnologia educacional lançado pelo governo federal em 1997, no que diz respeito a implantação de laboratórios de informática nas escolas. Os resultados encontrados apontam para ainda se faz necessário formação para os educadores para implementar em suas práticas pedagógicas a utilização dos recursos disponíveis nos LIES e também a necessidade de manutenção dos equipamentos fornecidos pelo governo.

Benefits and drawbacks of the national and foreign engineering education. Development trends

Modern education is a factor that determines the development of a person not only as a personality, but also as a well-qualified specialist. The change in the vector of development of state educational standards of higher education contributes to the reform of programs and methods of teaching students. The integration of the educational environment has led to the fact that most countries have adopted the Bologna system of education. It is thus losing the individuality of the educational process. This paper presents the differences between the national and foreign models of education, as well as the general requirements currently imposed on the quality of engineering education. The study was conducted based on a survey among students, teachers, and employees of enterprises. The aim was to determine the level of engineering education, the number of specialists, as well as personal and professional qualities of future employees of enterprises. The results of this research are based on respondents’ responses to an online questionnaire. The paper proposes the reconstruction of engineering education based on the scientistific research and the authors’ personal opinion, which contributed to the internationalization of science and the creation of international departments, increased mobility, language training, as well as the creation of conditions for non-standard tasks and team-work. The possibility of training students in real projects, which will promote the relationship between universities and enterprises, as well as facilitate the adaptation of students in the workplace in the future, was considered.

Research on the Development Trends of European National Engineering Education Accreditation

European engineering colleges and universities account for a large proportion. The characteristics of engineering education Accreditation are reflected in the combination of professional Accreditation and curriculum design. The unification of Accreditation standards and the two-wheel drive of classification evaluation, the effective connection of professional Accreditation and engineer qualifications, and the importance of practicality in curriculum design And applicability, pay attention to the important role of employers in the process of student academic Accreditation and evaluation. China’s engineering education and other applied professional Accreditation and evaluations should learn from the above-mentioned characteristics of European engineering Accreditation. In the past ten years, China’s applied professional evaluation reforms in science and engineering, have gradually been in line with developed countries. Practice base construction, Embedded joint training and other methods in cooperation with employers have made great progress in universities across the country, but in terms of professional Accreditation and engineer qualifications, engineering and technical personnel serving as frontline teachers, and emphasis on the role of employers in the process of student academic Accreditation and evaluation More needs to be done.

Application of National Education Technology Standards as Perceived by Nursing Students and Its Relation to Their Problem Solving Skill during COVID 19 Disaster

With the emergence of COVID 19 disaster, dependence on technological and electronic learning is increasing. National Education technology standard has a great impact on improving students' skills. One of these skills is problem solving which is very crucial to nurse student to be prepared to be professional nurse. This study sought to assess application of national education technology standards as perceived by nursing students and its relation to their problem solving skill during COVID 19 disaster. The study adopted a descriptive correlational design using a convenience sample (N = 218) of all fourth nursing students who accept to participate in the study at Faculty of Nursing, Menoufia University. The instruments used to gather the data were developed questionnaire by researchers to assess application of national education technology standards, and problem solving skill questionnaire. The results show that the majority of nursing students have high level of perception regarding application of these standards. Moreover, the high percentage of nursing students had high level problem solving skill, and there was a positive moderate correlation between total score national education technology standards, and total score problem solving skill. Based on the findings, it is very important to ensure application of national education technology standards for teaching staff and administrative system. Moreover, Periodic updates and training on the new changes in education technology for both nursing students and teaching staff.

Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom

Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom

Testing ICT-based Learning Model 'Creative Reading’ as A Trigger of Children’s Metalinguistic Awareness in Learning English

Testing ICT-based Learning Model 'Creative Reading’ as A Trigger of Children’s Metalinguistic Awareness in Learning English

Visualizing technocratic power: a cyber-archaeological analysis of the US National Education Technology Plan

ABSTRACT Situated in an understanding of contemporary US education as heavily influenced by a neoliberal technocracy we conducted a Critical Discourse Analysis of the 2010 and 2016 National Education Technology (NETP) plans released by the US Department of Education. Our investigation was also guided by a cyber-archaeological excavation of digital artifacts that traced the influence of data analytics companies on the development of educational policy. Expressive values emerged prominently as a discourse feature that functions in the NETP document to formulate a tech-invigorated reality. Our examination of the NETP documents revealed three primary themes: (1) the promotion of marketization processes in education as a signifier of progress; (2) the construction of an idealized android learner; and (3) ubiquitous digital access as equitable opportunity to learn. We conclude that the NETP serves to promote a particular educational agenda that benefits corporate and private interests.

National Policies and Educational Technology: a Synopsis of Trends and Perspectives from Five Countries

There have been continued efforts in exploring how educational technology impacts human learning and performance. Through a synopsis of the trends and perspectives on educational technology in five countries by using the STEEP (social, technological, economic, environmental and political) framework, the authors discuss the direct influence of national policies on educational technology implementation and research, the constraints of the local STEEP elements of culture on the adoption of and research on innovation and change, and the strategies and reforms that different countries have adopted to prepare the next generation for the constantly changing, globalized twenty-first century. Limitations and future research following this work are discussed.

Exploring the Evolution of Educational Technology Policy in Ireland: From Catching-Up to Pedagogical Maturity

Many countries have launched national educational technology policies in the past number of decades aimed at increasing technology integration in schools. This article analyses educational technology policy in Ireland from 1997 to 2017 and draws attention to an underlying economic agenda for technology integration in schools, set against a backdrop of neoliberal discourses. The study found that the challenge of integrating technology is no longer understood as simply a challenge of “integration” but rather as a realignment of the existing education system toward a more student-centered experience. Most recent policy also recognizes the complex and contextually bound nature of the associated change process suggesting a maturation of understanding in respect of the intersection between technology and education. The article also highlights the symbolic function of policy and the role it plays in representing the educational system in a particular light to national and international audiences. Recognizing the symbolic function of educational technology policy and the neoliberal ideology underpinning it can help identify the reasons for the apparent failures of past attempts to integrate technology in schools as well as informing future policy iterations.

Moving Toward a Technology Infusion Approach: Considerations for Teacher Preparation Programs

Most colleges of education employ a standalone technology integration course as a part of their teacher preparation programs. But in a 2016 higher education brief associated with the National Educational Technology Plan, the U.S. Department of Education suggested this approach is limiting for teacher candidates and charged teacher educators to devise a better option. A program-deep and program-wide approach to address technology integration that our college calls “technology infusion” is embedded in courses where content and pedagogy were emphasized. Over the past seven years, we have learned that technology infusion requires viewing technology integration from a conceptual and developmental perspective, and considering this innovative approach from an organizational perspective. This is consistent with change theory that indicates coming up with an innovation is 20% of the effort, while implementing change accounts for the other 80% (Fullan, 2007). The conclusions in this paper are based on the compilation of findings from our research studies as well as recent reflective conversations related to lessons learned that might support others in the field who are interested in moving toward an infused approach. Included are literature we used to justify a technology infusion approach, factors that shaped the adoption of technology infusion in our college, and factors we believe other colleges should consider prior to launching a technology infusion effort. (Keywords: educational technology, technology infusion, technology integration, teacher preparation, TPACK)

Barriers to technology implementation in community college mathematics classrooms

Algebra has been called the gatekeeper to higher level mathematics, college success, and higher wages, but many community college students struggle to pass college-level mathematics courses. The National Educational Technology Plan for higher education (U.S. Department of Education 2017b) calls for the integration of technology, such as real-time formative assessments, to support student learning. Community college faculty, however, struggle to implement technology to support student learning. The purpose of this ethnographic study is to describe barriers to technology implementation from the perspectives of mathematics community college instructors. A rural community college in the southeastern United States had a goal of increasing student success rates in developmental and college algebra courses by engaging in professional development to incorporate classroom connectivity technology, the Texas Instruments Navigator system coupled with the Nspire calculator, within their algebra sequence. Over the course of 3 years, mathematics faculty participated in 27 professional development days, provided input for lesson creation and revision, and had ongoing classroom support. Faculty interviews were conducted postintervention and analyzed using a grounded theory approach (Charmaz 2006). Barriers to the implementation of classroom connectivity technology at the instructor level included faculty beliefs about mathematics teaching and learning and about students’ abilities. Other findings included lack of time for planning, inadequate technical support, lack of agency related to the college’s quality enhancement plan, and the perception of misalignment between the activities and the state-mandated curriculum. Implications for supporting technology implementation in higher education will be discussed.