New Technologies In Schools Research Articles

ВИКОРИСТАННЯ ПРОГРАМ ЗІ ШТУЧНИМ ІНТЕЛЕКТОМ У СЕГМЕНТІ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ: ПОТЕНЦІАЛ І ВИКЛИКИ

The involvement of artificial intelligence (AI) systems in the field of education/pedagogy is an irreversible process. The segment of general secondary education is promising for the introduction of AI services. Schools must provide students with basic skills and foster AI competence to prepare them for a high-tech future. UNESCO has developed a global regulatory framework for artificial intelligence. Some countries are already demonstrating successful initiatives to integrate new technology in schools. At the same time, the implementation of AI tools in the educational environment is a legitimate concern, because it is associated with high risks. In Ukraine, the study of various aspects of integrating AI technologies into secondary education is at an early stage. The purpose of the article is to study the advantages of implementing artificial intelligence tools in the segment of general secondary education, as well as some risks that teachers should be prepared for. The study is based on an in-depth analysis of numerous domestic and, particularly, foreign publications on the topic, and draws on the existing experience of testing various AI tools by educators and the author. Special attention is paid to the potential use of AI by students to improve learning outcomes through increased motivation, self-education and mentoring, personalized and interactive learning etc. Some challenges associated with the introduction of new technology, which is gaining momentum among students, are discussed, as well as suggestions on how to avoid the negative consequences of its incorrect use. In conclusion, it is noted that AI technology can help students develop creativity, innovation, creative abilities, providing a variety of tools and resources, as well as new opportunities for project and educational research activities. With the spread of new technology in general secondary education institutions, there is a need to change approaches to learning, including revising strategies for monitoring and correcting students' knowledge, skills, and abilities. It is timely to develop a methodology for teaching with AI in the context of various educational components of the school curriculum.

Inspecting Technology-Related Quality of Teaching Artifacts to Understand Teachers' Technology Adoption

Teachers' technology adoption primarily aims to integrate technology into the curriculum and to improve teaching and learning. Teaching artifacts encapsulate the attributes that can reflect teacher expertise in the authentic context. This study inspects the implicit quality of teaching artifacts to examine teachers' technology adoption throughout the evolution process of teaching artifacts. We demonstrate how patterns within the artificial synthesis of digital tools and teaching practice can be identified by examining the technology-specified quality of digital artifacts shaped by teachers of a primary school in Shanghai. To address the potential challenges of artifact analysis, we conduct a set of semiautomatic processes to manage the quality properties of teaching artifacts and measure quality indicators by training a series of automatic annotations. The artifact quality changes over nine semesters demonstrated that teachers increase technology flexibility, content variety, instruction diversity, and richness of artifacts as their technological understanding gradually improves. Other than the mainstream technology adoption research, this study revealed details regarding technology adoption: the introduction of new technology in schools should involve the enhancement of the technological understanding of teachers, the encouragement of teachers to adapt each component of their teaching practice to technological contexts, and the quality and use frequency of artifacts. Moreover, the proposed inspection of artifact quality can reflect the teacher's adoption process in an unconstrained environment. The artifact analytic approaches we created can contribute to the technology adoption from a more objective perspective.

School Administration Related Factors that Influence Access to and use of ICT in Special Schools of Learners with Visual Impairment

The infusion of Information communication technology into teaching and learning in schools is growing by day. Information Communication Technology is now a reliable source of knowledge for transforming and reforming education. However, the school administrators’ personal beliefs and theoriesabout integration of ICT in teaching and learning are widely considered to play a central role in the implementation of the newtechnologies in schools. Therefore, given the role the head teachersplay, there is need to investigate their influence in the access to anduse of ICT in special schools of learners with visual impairments.The findings are significant for it would help policy makers to understand the role of school administration in the implementation of ICT in special schools with learners with visualimpairments. The objective of the study was to establish school administration factors that influence access to and use of ICT in special schools for leaners with visual impairments in Kenya. The study adopted descriptive survey design. The study targeted sevenpublic special primary schoolsforleaners with visual impairments with a population of 1667, 161 teachers, seven head teachers, sevencomputer teachers and seven ministry of education officers. The study sampled three schools situated in different counties in the country; Kiambu county, Meru county and Mombasa county. Judgmental sampling technique, stratified random sampling and simple random sampling were used to draw the samples. The samples consisted of three primary schools for leaners with visualimpairment, 168 learners, 18 class teachers, 3 computer teachers, three head teachers and three Ministry If Education officials in the counties where the schools are situated. Data collection instruments were questionnaires, interview schedules and observation schedules. Content validity was determined by seeking expert review. The Cronbach Alpha formula was used to compute the reliability of the instruments. A reliability co efficient of 0.72 was used to judge the reliability of the instruments. The data collected was analyzed using descriptive statistics. The study found that head teachers are willing to support the learners with visual impairment to access and use ICT in the schools. However, there are hindering factors such as unstable internet connection, low teachers’ capacity to use ICT, lack of enough time allocated toICT learning, some of the head teachers had little knowledge on how to get adapted ICTs for learners with visual impairment andfinally, there was no mechanism or model for accessibility of the ICT and other assistive resources for learners with visual impairments in the schools. The study recommended that the government through the ministry of education to train head teachers and teachers on the use of ICT suitable for learners withvisual impairments in schools and ensure their functionality and availability. There is also need for a model for access of ICT and provision of the learning support for the learners with visual impairments in the special primary schools in Kenya.

Educational purity and technological danger: understanding scepticism towards the use of telepresence robots in school

This article contributes to the sociology of education and technology by providing a cultural analysis of scepticism towards new technologies in school, using reactions to the telepresence robot ‘AV1’ as its case. AV1 is designed to connect ‘homebound’ students with their ‘school-based’ teachers and classmates. Despite its idealistic purpose, the robot has been met with significant scepticism by Norwegian school workers. To understand why, the article proposes the novel concepts of ‘educational purity’ and ‘technological danger’ to highlight the shared beliefs that underlie school workers’ concerns. We find that school workers see AV1 as threatening key ideals of schools being pedagogically oriented, physically copresent and bounded institutions – all concerns that reflect widespread ideas about how technologies tend to (not) function within educational contexts. In highlighting these symbolic tensions between new technologies and schools, the article sets a course for future studies into the cultural sociology of education and technology.

A Sentiment Analysis Approach on the Acceptance of Radio Frequency Identification Technology-Based Solutions among Schools in Nueva Ecija, Philippines

Integrating new technologies in schools improves different processes and increases trust and confidence from various stakeholders. Advancements in education are a 21st-century goal that every learning institution should consider. This study aims to conduct sentiment analysis on the acceptance of Radio Frequency Identification technology-based solutions among the private and public learning institutions in Nueva Ecija, Philippines, that have implemented the technology. School administrators and teachers participated in the study. Sentiments were analyzed using open-ended questions relating to their acceptance of the technology. Based on the analysis, more favourable terms occurred in their responses than negative words, as presented using a word cloud. The researcher thinks that school administrators and teachers of today are more open to technological progress and integrating technologies into education to improve the quality of processes, improve the delivery of instruction, create a safer and more secure learning environment, and encourage the use of new technologies to raise the quality of teaching and learning.

Postmodernist orientations in education

Postmodernist education aims to train social agents capable of diagnosis, intervention and change of the existential framework. From the perspective of postmodernist education, education must determine the subjects to be in a continuous problematic state, a state in which to constantly ask questions and seek answers. The paradigm of postmodernist education emphasizes the usefulness of knowledge: what will you do after graduation?; how will you use what you have learned?; how will you improve your life by applying what you know? In this sense, postmodernism advances the idea that it is necessary to introduce new technologies in school in order for education to keep pace with the continuous socio-economic transformation and rapid digitalization of culture.

Management of Pre-University Education Schools in the New Century - The Case of Albania

The main objective of this paper is to provide professional knowledge and practical ideas so we can understand them more easily and apply them in the teaching and management practice of the school. The aim of this paper is to help us understand the changes that occur in education by trying to reflect social developments and adapt them more easily to the requirements of new curricula, new teaching methodology and the inclusion of new technology in schools. This paper is based on literature review, and empirical treatment through the processing of statistical data enabled through surveys, questionnaires and interviews to explore experiences and perceptions of the role of leader and teacher in pre-university education schools in the new century. All schools of pre-university education in Albania have been part of this study.

Students and the World Wide Web: Issues of Confidence and Competence

As students ponder their use of the new technologies in schools and at home, what issues are raised for librarians and teachers? Do teens exaggerate their confidence and competence as they report their perceptions of using technology? In this study, four 16 year olds discussed their personal experiences in using the Internet for work and for pleasure. From their musings, we may begin to see a pattern of developmentally specific activities for using the new technologies that differs from adult expectations.

The use of AI in education: Practicalities and ethical considerations

There is a wide diversity of views on the potential for artificial intelligence (AI), ranging from overenthusiastic pronouncements about how it is imminently going to transform our lives to alarmist predictions about how it is going to cause everything from mass unemployment to the destruction of life as we know it. In this article, I look at the practicalities of AI in education and at the attendant ethical issues it raises. My key conclusion is that AI in the near- to medium-term future has the potential to enrich student learning and complement the work of (human) teachers without dispensing with them. In addition, AI should increasingly enable such traditional divides as ‘school versus home’ to be straddled with regard to learning. AI offers the hope of increasing personalization in education, but it is accompanied by risks of learning becoming less social. There is much that we can learn from previous introductions of new technologies in school to help maximize the likelihood that AI can help students both to flourish and to learn powerful knowledge. Looking further ahead, AI has the potential to be transformative in education, and it may be that such benefits will first be seen for students with special educational needs. This is to be welcomed.

AS NOVAS TECNOLOGIAS NO CONTEXTO ESCOLAR: OS JOGOS DIGITAIS NA EDUCAÇÃO INFANTIL

The article aims at introducing new technologies in schools, especially the educational computing in the teaching-learning process in early childhood education, especially in formatting and preparation of electronic games that can contribute in teaching methodologies both in mathematics as in other curriculum subjects. The completion of this article, is seated on the possibility of introducing electronic games in the pedagogical projects to make learning more meaningful to the student. The research technique used was bibliographic research. For this, the school as a social institution needs to organize to computerize student learning and make electronic games one of their important goals in developing new senses of learning. In this way, the article proposes to instruct the students to create and edit different games that can be used in the learning difficulties in disciplines. Keywords: Keywords: New technologies. Electronic games. Learning. Child education.

A ESCOLA E A COMUNIDADE DE INFORMAÇÃO: NO USO DAS TIC

As Tecnologias de Informação e Comunicação (TIC) são as ferramentas chave da sociedade em que hoje vivemos, ou seja a sociedade da informação. Neste trabalho se analisam algumas das concepções sobre a problemática do uso das tecnologias na escola, e se valoram as potencialidades educativas das mesmas.
 

Toward explicit measures of intention to predict information system use: An exploratory study of the role of implicit attitudes

Users' acceptance of new technologies in schools or companies is a critical challenge in modern society. In this study, we used self-reported intentional measures, an objective measure of actual behavior, namely university students' use of a new virtual learning environment platform, and a measure of their implicit attitude towards technology which we compared with two classic acceptance models (TPB, Theory of Planned Behavior; and TAM, Technology Acceptance Model). Our findings indicated that TPB was a better predictor of the intention to use the platform than TAM, but both models failed to predict actual behavior. On the contrary, implicit measures were linked to the degree to which the students explored the platform but not to their reported intention to use it. Taken together, these results provide a first argument for considering implicit measures in the field of technology acceptance.

Escuela, TIC e innovación educativa

This article analyses the pedagogical and methodological changes related to the use of new technologies. An increasing number of research explore how embedded new technologies in schools and, particularly, whether this process involves innovative teaching methods, either because these technologies modify teaching methods or they support them. The article shows case studies in schools that have invested in teaching innovation. The research reveals that changes in the teaching methods foster and support new technologies, embedding them as necessary tools in the reformulation of the relationship between teaching and learning processes.

Viagens em Troia com Freire:a tecnologia como um agente de emancipação

Resumo A rápida penetração de novas tecnologias na escola constitui uma oportunidade para a disseminação da filosofia de dois importantes teóricos da educação: Seymour Papert e Paulo Freire. As tecnologias digitais possibilitam formas diversas e inovadoras de trabalhar, expressar e construir. Essa adaptabilidade camaleônica da mídia computacional promove diversidade epistemológica (TURKLE; PAPERT, 1991), criando um ambiente no qual os alunos, na sua própria voz, podem concretizar suas ideias e projetos com motivação e empenho. Este artigo descreve uma implementação conduzida em uma escola pública brasileira e gera uma série de princípios de design de ambientes Papert/Freireanos, analisando o empenho intelectual e emocional dos estudantes, suas trajetória de aprendizado e a complexidade de seus projetos, que variaram de robôs controlados por computador a filmes de ficção científica. O artigo discute um modelo de implementação com quatro componentes: primeiro, identificar um tema gerador relevante para a comunidade; segundo, partir da cultura e da experiência tecnológica da comunidade como base para a introdução de novas tecnologias; terceiro, deliberadamente usar uma abordagem de mídia mista, em que alta e baixa tecnologia coexistem; por fim, deslocar certos protocolos sociais e comportamentais considerados normais nas escolas, mesmo aqueles aparentemente irrelevantes para o ensino e a aprendizagem. Conclui-se que tal utilização de tecnologias expressivas pode ser um poderoso agente de emancipação à Paulo Freire e, em especial, em comunidades economicamente carentes.

O PROGRAMA ENSINO MÉDIO INOVADOR EM SANTA CATARINA E AS TECNOLOGIAS DIGITAIS

Este artigo discute a inserção de tecnologias digitais no Programa Ensino Médio Inovador nas escolas de Santa Catarina. Esse programa foi criado para provocar o debate sobre o Ensino Médio junto aos Sistemas de Ensino Estaduais e Distrital fomentando o redesenho curricular, pautado em oito macrocampos, dentre eles, a Comunicação, Cultura Digital e Uso de Mídias. No desenvolvimento do trabalho realizou-se uma pesquisa documental utilizando, como fontes, os Projetos de Redesenho Curricular das escolas e os Documentos Orientadores do programa. Com base no material empírico, este estudo mapeia as escolas que optaram pelo macrocampo acima citado, identificando as ações desenvolvidas e o que apontam sobre a utilização das tecnologias digitais. Trata-se de um subprojeto de pesquisa vinculado ao projeto Tablets, computadores e laptops: análise sobre políticas e aspectos pedagógicos da inserção de novas tecnologias na escola, financiado com recursos do OBEDUC/CAPES.

Educational Leaders and the Prospective Responsiveness to the Vast Drastic Educational Changes in the Abu Dhabi Emirate

This study examines the prospective responsiveness of school leaders to the drastic educational changes currently being instituted in Abu Dhabi. The study utilizes a qualitative research approach by using a focused group interview with twenty-five teachers selected by purposive sampling from Abu Dhabi Emirate schools. The study revealed that schools are witnessing critical and continuous changes in all areas related to school leadership, teachers, pupils, curricula, teaching methods, school culture, resources, facilities, services, and infrastructures. Many of these critical changes affect the practice of educational leaders, including policy and decision making, technology use, innovative teaching, teacher training, principal preparation, quality of school facilities and services, and parental engagement. The prospective school leader’s response to these changes, from the perspective of school leaders, is to make critical decisions to introduce and implement new technologies in schools, enhancing the quality of school curricula, teaching and learning, and educational resources and services. Furthermore, a school leader’s prospective response to the drastic changes varies and depends on the availability of highly qualified leaders, financial resources, and support from educational authorities.

A utilização das novas tecnologias em uma escola experimental do Rio de Janeiro

A utilização das novas tecnologias no ambiente educacional é uma competência inovadora para o ensino. A escola ao dialogar com a cultura deve incorporar esta forma de comunicação na sua forma de fazer ver o mundo. No Rio de Janeiro, a Educopédia tem sido uma estratégia interessante. A utilização das novas tecnologias no ambiente educacional é uma competência inovadora para o ensino . A escola ao dialogar com a cultura deve incorporar esta forma de comunicação na sua forma de fazer ver o mundo. No Rio de Janeiro, a Educopédia tem sido uma estratégia interessante. Investigamos alunos de uma escola experimental que usam este recurso desde 2010. A metodologia desta pesquisa foi um levantamento de opiniões do tipo survey de natureza quantitativa. Para a coleta dos dados foi utilizada a técnica Delphi para a construção de um escala Likert. Utilizamos 3 rounds consecutivos para se alcançar um consenso entre os informantes. A amostra da entrevista nos 3 roundsfoi composta por 50 alunos, sendo 25 do sexo masculino e 25 do feminino. Os alunos apoiam a inserção das novas tecnologias na escola e sugerem que esta poderia ser mais explorada. Indicamos que a Educopédia é um recurso com um significativo potencial de atuação. A Educopédia ainda não é utilizada largamente nesta escola. Os dados sugerem maior atenção ao processo de formação dos professores.

A Model for Task Design with Focus on Exploration, Explanation, and Generalization in a Dynamic Geometry Environment

The increasing availability of new technologies in schools provides new possibilities for the integration of technology in mathematics education. However, research has shown that there is a need for new kinds of task that utilize the affordances provided by new technology. Numerous studies have demonstrated that dynamic geometry environments provide opportunities for students to engage in mathematical activities such as exploration, conjecturing, explanation, and generalization. This paper presents a model for design of tasks that promote these kinds of mathematical activity, especially tasks that foster students to make generalizations. This model has been primarily developed to suit the use of dynamic environments in tackling geometrical locus problems. The model was initially constructed in the light of previous literature. This initial model was used to design a concrete example of such a task situation which was tested in action through a case study with two doctoral students. Findings from this case study were used to guide revision of the initial model.

New Spaces New Realities: Expanding Learning Any Time, Any Place

What are emerging trends in technology that will impact not only our world language learning environments but also continue to disrupt learning in the future?One of the best resources to explore the answers to these questions comes from the NMC Consortium Horizon Reports written in collaboration with the New Media Consortium and Educause Learning Initiative. The NMC (New Media Consortium) is an international community of experts in educational technology. From people who work with new technology in schools and on university campuses to the visionaries and researchers who explore the future trends in education, these reports give a preview of the emerging landscape of technologies that will impact certainly teaching, learning, research, and information management. Each year there are two editions: the elementary and secondary report and the higher education edition. The 2013 higher education edition has just been released and the elementary and secondary edition will be out in June 2013.In order to gather and share information, research, and data as well as share and exchange ideas that will help create the reports, the NMC Horizon Project also maintains a wikispace. This wiki allows for free open global collaboration forums in an open source format that encourages many to participate. Since it is an open source all publications are under a Creative Commons Attribution License so permission is granted to replicate, copy, distribute, transmit, or adapt the content freely. The idea that all of this information is available to everyone empowers so many more educators and other leaders to take action, especially when institutions are designing strategies and budgets for future technology implementation.The 2013 higher education report is organized around six emerging technologies that are key trends predicted to have a major impact on learning over the next five years. Those six technologies highlighted this edition are: massively open online courses (MOOCs), tablet computing, games and gamification, learning analytics, 3D printing, and wearable technology.So how might these trending technologies have an impact on language teaching as well as add to the disruption that is happening in the different learning communities? Which ones are currently putting a new twist to learning as well as providing opportunities for students to continue to learn or use their new languages?First of all, massively open online courses, better known as MOOCs, have definitely impacted how, when, and where students learn. These free online courses often have many participants and use open resources. Typically they do not offer academic credit or charge tuition fees, but this is starting to change. There are still not many MOOC courses available in language learning yet, but this is an area that is sure to expand.Udacity and Coursera are the current leaders for offering these courses. For example, Coursera has courses currently in French, Spanish, Chinese, Italian, and of course English, from sixty-two universities on four continents. Recently the addition of courses in other languages gives students a chance to actually use their languages in new contexts. These courses are not language courses, but rather math, technology, or science classes. But what an opportunity for students to learn a subject they love in the language they are studying. …

Implementing the Dietary Guidelines for Americans Using New Technologies as a Channel for Nutrition Education: Evidence From Research and Best Practices

A systematic review documented the potential value of using nutrition education delivered via digital media and technology to improve dietary behaviors among youth. This project was designed to complement the systematic review with qualitative research describing the use of and opportunities for leveraging new technologies in schools and communities for child‐focused nutrition education. Systematic review conclusions were based on review of the peer reviewed literature. Qualitative research data was collected via in‐depth searches to find pertinent unpublished and published articles with outcomes other than diet‐related behavior. A market research review and environmental scans found that while new technologies have been integrated into school curricula, their use in nutrition education is limited. Some technological nutrition education applications found were interactive websites and lessons, nutrition blogs, and smart phone programs. Ethnographic research, in which 30 semi‐structured interviews and 6 site visits with nutrition education experts are conducted, will yield best practices for maximizing the use of technologies to educate children about nutrition in settings such as school gardens and cafeterias. These research findings will highlight strategies that practitioners can use to creatively communicate Dietary Guidelines principles using new technologies.Supported by USDA.