Potential Of Educational Technologies Research Articles

Exploring Interactive Learning Approaches and Technology Integration in the Kenyan Education System

Abstract This paper examines the dynamic intersection of interactive learning approaches and technology integration within contemporary education. As technology rapidly evolves, it fundamentally reshapes pedagogical practices by introducing innovative tools and strategies that redefine the teaching and learning landscape. We investigated the pivotal roles of Extended Reality (XR) technologies, including Virtual Reality (VR) and Augmented Reality (AR), in crafting immersive educational experiences. Additionally, interactive learning methodologies, such as game-based learning and the Learning by Asking (LBA) system, are scrutinized for their potential to engage learners and foster their skill acquisition. Furthermore, the emergence of competency-based education (CBE) models is analyzed in response to evolving educational objectives, emphasizing the cultivation of practical skills, problem-solving abilities, and commitment to lifelong learning. Nevertheless, the successful integration of these advancements encounters formidable challenges, including institutional barriers and the imperative need for comprehensive teacher training. This review illuminates the transformative potential of technology in education and underscores educators’ pivotal role in equipping learners for an increasingly dynamic and uncertain future.

Ethical Dimensions of ICT Integration in Higher Education: A Comprehensive Review

In contemporary higher education, the integration of Information and Communication Technology (ICT) has become indispensable, revolutionizing teaching and learning methodologies. However, alongside the benefits, ICT integration brings forth a myriad of ethical considerations that must be addressed to foster a responsible digital culture within educational institutions. This review article delves into the multifaceted realm of ethics surrounding ICT usage in higher education, synthesizing existing literature to provide insights into the ethical challenges faced by educators, administrators, and policymakers. The review explores diverse topics such as digital equity, privacy concerns, academic integrity, and responsible technology use. Moreover, it analyzes the ethical dilemmas arising from the convergence of technology, pedagogy, and morality, offering a sophisticated examination of how educational stakeholders navigate these challenges. Emphasizing the necessity of ethical awareness and proactive actions, the study underscores the importance of fostering a culture of responsible digital citizenship within the educational ecosystem. Ultimately, the paper advocates for intensified efforts to address ethical concerns in ICT integration, ensuring that the transformative potential of technology in education is harnessed while upholding the values and integrity of learning in the digital age. Keywords: ICT integration, Higher education, Ethical issues, Teaching and learning, Digital citizenship

Affectivity in distance education

This article sought to deepen the understanding of the influence of affectivity in Distance Education (DE), exploring the intersection between this dimension, Contemporary Pedagogical Theories, and Educational Technologies. The main objective was to analyze how these elements converge to shape the student's experience in the DE modality, aiming to provide valuable insights for more effective and student-centered educational practices. The topic was succinctly addressed, divided into specific sections to explore crucial nuances. The theoretical framework encompasses Educational Psychology, Contemporary Pedagogical Theories, and the potential of Educational Technologies, providing a solid theoretical foundation. In the methodology, a bibliographic approach was chosen, conducting a critical review of specialized literature. The careful selection and analysis of relevant sources allowed for a holistic understanding of the topics, providing the construction of well-founded arguments. The results indicate the importance of strategically integrating affectivity, Contemporary Pedagogical Theories, and Educational Technologies in DE. The analysis highlights tools such as discussion forums, personalized feedback, and adaptive platforms as valuable instruments to strengthen the affective dimension and promote a more humane and effective learning experience. The conclusion not only summarizes the main results but also emphasizes the practical relevance of these findings in the context of DE, offering suggestions for future research and educational innovations. This study contributes to the continuous understanding and improvement of DE, considering the complex interactions between affectivity, pedagogical theories, and educational technologies.

INVESTIGATING THE EFFECTIVENESS OF INCORPORATING TECHNOLOGYBASED RESOURCES IN THE TEACHING AND LEARNING OF LITERATURE IN ENGLISH AT FCT COLLEGE OF EDUCATION ZUBA, ABUJA, NIGERIA

The paper investigates the effectiveness of incorporating technology-based resources in the teaching and learning of literature in English at the FCT College of Education, Zuba, Abuja, Nigeria. Recognizing the transformative potential of technology in education, the study aims to evaluate its impact on student engagement, comprehension, and academic performance in literature. It addresses the current practices of technology integration, the level of digital literacy among educators and students, and the challenges and opportunities presented by technological resources in literature education. The research employs a mixed-methods approach, utilizing surveys and interviews to gather quantitative and qualitative data from students and faculty. Key research questions focus on the integration of technology in literature instruction, its effects on students' learning outcomes, and the digital literacy levels that influence this integration. The findings are expected to provide valuable insights for educators and policymakers, contributing to the enhancement of pedagogical practices and informing future research in similar educational contexts. The study underscores the necessity of empirical investigation into technology's role in literature education, aiming to bridge the gap between traditional teaching methods and innovative technological applications.

Hello China and MOOCs: Shaping a New Paradigm in Education

Massive Open Online Courses (MOOCs) have undergone significant evolution over the years, transforming the education landscape and opening up new avenues for learning. One pioneering organisation that played a crucial role in this evolution was Hello China. Hello China introduced a ground-breaking approach to education, setting itself apart from traditional university teaching methods.
 This paper explores the evolution of MOOCs and examines how Hello China contributed to this process. Through its programmes - Hello English, tailor-made for Chinese youth and university graduates - the company aimed to enhance English language proficiency in China, thereby expanding access to business and employment opportunities. The innovative initiatives by Hello China and the Hello English project paved the way for the evolution of MOOCs. They showcased the potential of technology in education, demonstrating how mobile learning could enhance access to educational resources and bridge language barriers. Hello China's approach not only enabled learners to improve their English language skills but also connected them with employment opportunities, underscoring the practical applications of MOOCs.
 As the educational landscape continues to evolve, it is crucial to continue exploring innovative approaches and strategies to maximise the potential of MOOCs and provide accessible, high-quality education to learners worldwide. By implementing effective strategies encompassing clear learning objectives, engaging content, social learning opportunities, personalised support, flexible scheduling, and accessible platforms, we can enhance the appeal of MOOCs, empowering learners with the knowledge and skills they need to thrive in the rapidly evolving educational landscape. Through an in-depth analysis of Hello China's impact and success in integrating mobile learning into MOOCs, this paper aims to provide valuable insights into the ongoing advancement of global online education.

The Impact and Potential of Educational Technology: A Comprehensive Review

This article explores the pedagogical concerns and teacher training necessary for effectively balancing technology with traditional teaching methods in education. It highlights the importance of aligning technology use with pedagogical goals, promoting active learning, and addressing the diverse needs of students. Additionally, it emphasizes the significance of professional development for teachers to integrate technology effectively. The article also discusses the risks associated with data collection and student privacy in educational technology. It identifies potential threats such as unauthorized access, data misuse, lack of consent, and inaccurate data. To mitigate these risks, strategies such as strong data encryption, secure authentication, and transparent privacy policies are recommended. Furthermore, the article presents emerging trends in educational technology, including artificial intelligence, virtual and augmented reality, and game-based learning. It suggests potential solutions to address existing challenges, such as bridging the digital divide, prioritizing teacher training, and establishing privacy regulations. Finally, recommendations are provided for policymakers, educators, and stakeholders. These include developing clear technology policies, investing in infrastructure and resources, prioritizing professional development, fostering collaboration, and promoting equity and access. The article concludes by highlighting the need for ongoing research, innovation, and stakeholder engagement to ensure responsible and effective integration of technology in education.

The Impact of Technology on Students’ Psychological and Educational Performance

The quality, availability, consistency, and accessibility of technology play vital roles in shaping learning performance and effectiveness. However, it is important to recognize that technology alone does not guarantee desired learning outcomes. Instead, the interaction between humans and technology, along with the design dimensions of educational tools, significantly influence students' learning outcomes and their psychological engagement with the learning process. Moreover, improper utilization of technology can pose obstacles to effective learning. This paper aims to provide a thorough examination of the effects of technology on the learning process, aiming to identify instances where technology serves as a facilitator or hindrance to learners. Furthermore, a diverse range of suggestions will be presented to optimize and enhance the role of technology in promoting effective learning experiences. The research highlighted the advantages and disadvantages of different technology aspects on students, and highlighted how keeping the learning outcome as a principle in course design will lead to the proper evaluation of learning outcome. By delving into these crucial aspects, this research endeavors to provide valuable insights and actionable recommendations for educators, policymakers, and stakeholders seeking to harness the full potential of technology in education.

Using the problem based learning method and educational technologies to teach open data: A design-based research approach

With Open Data becoming more popular and more public bodies publishing their datasets, the need for educating prospective graduates on how they can use them has become prominent. This study examines the use of the Problem Based Learning (PBL) method and educational technologies to support the development of Open Data skills in university students. The study follows a Design Based Research approach and consists of three phases: a) examination of stakeholders’ needs, b) design of an Open Data module, and c) re-design of the module based on the outcomes of its first run. The data collected throughout the three phases come from various sources, namely interviews with practitioners, focus groups with students, and tutors’ reflection. The findings suggest that while the PBL method is suitable for Open Data education, special care should be taken to ensure that the potential of educational technologies is fully realised. The study concludes with design principles that aim to guide instructors on how they can incorporate the PBL method and digital tools into Open Data education effectively.

Использование возможностей информационно- коммуникационных технологий в обучении иностранным языкам студентов-международников

The article deals with the potential application of information and communication technologies in modern higher professional education, which serve as a continuous source of creation and implementation of innovations in the educational process and teaching foreign languages. The author of the article describes the didactic functions and methodological potential of educational technologies as a tool for the development of students’ professional competencies, the forms of their use and methods of effective implementation in teaching foreign languages in the process of professional training of IR (International Relations) students. The article analyses various approaches to the use of information and communication technologies in the process of teaching foreign languages and highlights the advantages and disadvantages of their use. The examples of the application of these technologies in teaching foreign languages of IR specialists, which help to enrich and diversify the educational process, are given.

Disruptive innovation, labor markets, and Big Valley STEM School: network analysis in STEM education

A defining characteristic of contemporary trends in global education policy is the promotion of STEM learning in the primary, secondary, and tertiary sectors of education as a means to generate innovation and prosperity in the economy. Intertwined with common sensical assumptions about future labor markets and the transformative potential of technology in education, STEM has become a hegemonic discourse informing policy formation and educational practice. In Gramscian terms, the struggle over STEM as a discursive practice, between proponents of instrumental learning of marketable economic skills and those of education towards humanistic goals, reveals insights about the ideological characteristics of the push for STEM learning. This article explores the power dynamics behind the push for STEM learning as an ideological discourse propagated by global networks of elite policy actors and enacted by non-elite policy actors at the school level. The findings point toward a disjuncture between the discourse of elite policy actors in the US, the realities of STEM labor markets, and the actualization of this policy discourse into classroom practice. The implications of this study indicate that analyses of vertical power relations in network governance in STEM education should attend to the semiotics, materiality, and mutability of networked spaces.

Unlocking the potential of technology in education

Unlocking the potential of technology in education

The Digital Learning Challenge: Obstacles to Educational Uses of Copyrighted Material in the Digital Age

This foundational white paper reports on a year-long study by the Berkman Center for Internet and Society, funded by a grant from the Andrew W. Mellon Foundation, examining the relationship between copyright law and education. In particular, we wanted to explore whether innovative educational uses of digital technology were hampered by the restrictions of copyright. We found that provisions of copyright law concerning the educational use of copyrighted material, as well as the business and institutional structures shaped by that law, are among the most important obstacles to realizing the potential of digital technology in education. Drawing on research, interviews, two participatory workshops with experts in the field, and the lessons drawn from four detailed case studies, the white paper identifies four obstacles as particularly serious ones: * Unclear or inadequate copyright law relating to crucial provisions such as fair use and educational use; * Extensive adoption of digital rights management technology to lock up content; * Practical difficulties obtaining rights to use content when licenses are necessary; * Undue caution by gatekeepers such as publishers or educational administrators. The white paper concludes with some discussion of paths toward reform that might improve the situation, including certain types of legal reform, technological improvements in the rights clearance process, educator agreement on best practices, and increased use of open access distribution.

The New Technology:Is it Part of the Solution or Part of the Problem in Technical Education?

This paper attempts to raise some significant questions about theory and practice in educational technology and the way in which educators perceive it. It also deals with cultural, social and philosophical issues that are often ignored in discussions of the use and potential of technology in education. While drawing together a varied image of the state of technology in the college today, some common themes emerge. * Technology is not a panacea. Its use does not automatically lead to more, better, or cheaper learning; its introduction will not always happen quickly or easily; and it will not automatically compensate for poorly educated teachers or high numbers of students in individual classrooms. * Designing technology-based products for learning requires special care. One cannot simply reconfigure what has been used in the past and expect radically different results, nor is that process of design and development necessarily easy to specify at the current moment. * Technology has social as well as cognitive effects. While we often think of computers and their use in education as topics principally technical in nature, these systems are in fact intensely social in how we perceive them, how we use them and how we assess their effectiveness and value. Coping with these diverse and sometimes unanticipated aspects of technology-based learning environments requires' educators to exercise special care m their design and use, and in working with others to use them. Because technology is credited as being a significant factor in increasing productivity in many industries, some people believe that more effective use of technology in colleges could do more to improve educational opportunities and quality. Research indicates that while there are poor uses of technology in education, appropriate technology use can be very beneficial in increasing educational productivity.

Rural education in Bolivia & the potential of educational technology

The educational needs of Bolivia are great, as are the untapped human resources. The field of educational technology with its multi-disciplinary expertise and its emphasis on systematic problem solving could play a major, beneficial role in the improvement of Bolivian rural education.

Educational Technology

The application of electronic technology to the most profound of man's tasks, that of education, provides both the opportunity for realizing lifelong, experiential learning as well as the possibility of yielding unpredicted social consequences. The use of high-speed digital computers and teaching machines is outlined and the growing power for cultural communication and control is discussed. Some possible social consequences of automated learning are examined and the need for the consideration of social, human, and educational values is presented. Finally, a university lecture course entitled "Engineering and the Technological Society" which is presented for students majoring in Liberal Arts, Business, Science, or Engineering at the University of Santa Clara and which considers the consequences and potential of educational technology is outlined.