Role Of Technology In Education Research Articles

How does educational technology answer challenges? Empirical theoretical studies and public perspectives

Educational technology is part of a scientific that is mostly engaged in education. Actually, this scientific has significant benefits, especially in the field of education. However, many people do not understand the role of educational technology in education. This can be seen from the diverse perspectives of society on educational technology. When it is associated with educational technology science, there are many views of the community that are very opposite to the scientific clusters of educational technology taught from lectures. So, the purpose of this study was to find out the various perspectives of society regarding educational technology itself. This paper is presented with the addition of theoretical educational technology clumps. This research employed a descriptive qualitative approach. This study used indirect interviews, which means giving unstructured questions but still focusing on what will be researched. The subjects in this study were six participants who were people outside the educational technology scientific clump. In addition, the author also conducted a literature review which was taken from six articles from three different journals. The results of this study reveal a diverse picture of views on educational technology. All participants argue that educational technology has a significant role, but in terms of the dominant conception they still do not understand it like other scientific. From the results it can be a separate challenge for educational technology. It can be used as an alternative reference in improving the quality of educational technology, either through formal education or other forms.

A MODEL FOR DEVELOPING THE CREATIVE ABILITIES OF PRESCHOOL CHILDREN BASED ON A PERSON-CENTERED APPROACH

In this article, the development of creative abilities of children of preschool age person-oriented individual opinion about the role of technology in education. Here are some important principles for developing a person-centered approach.

Role of Technology in Education

Role of Technology in Education

Learning to Unlearn, and then Relearn: Thinking about Teacher Education within the COVID-19 Pandemic Crisis

ABSTRACT For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.

Teaching Function Graphs To Students Using Educational Methods

This article highlights the role of educational technologies and some recommendations related to developing students 'interest in mathematics through the use of interactive learning technologies in drawing function graphs, quickly and meaningfully mastering the full verification stages before describing a function graph, and developing students' independent and creative abilities in the learning process.

A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic

Teachers participate in professional learning activities to enhance their pedagogical knowledge and share best practices—and the increasing role of technologies in education, including social media, is shifting how this professional learning occurs. The COVID-19 pandemic provided an opportunity to consider the role of social media for professional learning. Using intensive longitudinal methods, we repeatedly surveyed 14 teachers’ use of social media both before and during the pandemic (N = 386 total responses). We found patterns in social media platforms uptake and their purposes, but teachers’ use of social media was largely idiosyncratic. Also, teachers demonstrated notable shifts in social media use after the pandemic started; multilevel models indicated that teachers were more likely to use social media to connect and share, especially, as well as learn and follow, compared with before the pandemic. Higher levels of COVID-19-related family stress were also associated with more use of social media to find materials.

Higher Education in Light of Covid-19 Pandemic: The Role of Educational Technology

Higher Education in Light of Covid-19 Pandemic: The Role of Educational Technology

The Role of Educational Technologies in Teaching

The article deals with the educational technologies in teaching process. Educational technology is as an essential element of training students. In other word, educational technology is the innovative form of teaching, methods and tools help to improving the condition in educational process. To create new pedagogical technology is very difficult. One of the important part of improving teaching is to practice and working hardly. Article analyses the developing of classroom technology to get result in education. Teacher skills and key issues of educational technology n

Quality management system of professional training of students on the digital technology basis

The role of digital technologies in education is increasing. Digital technologies are characterized by both positive and negative effects. But everyone sees that digital technologies lead to a radical change in socio-economic reality and open up new opportunities. It is necessary to have knowledge and skills of working with modern digital technologies and use them in the professional training of students. The methods of our research are content analysis of scientific literature on the problems of quality management of professional training and modern digital technologies in the education system, observation, training in a remote mode, and a survey of students on the use of digital technologies in the process of distance learning. The development and use of distance learning technologies in the system of professional training of students involves: determining the sequence of operations; development and selection of appropriate methods and tools for each operation; creation of optimal conditions for the learning process. It is difficult to describe the algorithms of the quality management system of professional training and determine the set of methods of realization that make up the management process, but it is possible with proper training of teachers. Digital technologies make it possible to increase the computer literacy of the teaching staff, to update its creative potential, to include teachers in innovative activities related to the search for technologies for managing the quality of professional training of students in a blended educational environment.

БАРЬЕРЫ В РАЗВИТИИ УМНОГО ОБРАЗОВАНИЯ (SMART EDUCATION): СПЕЦИФИКА СОЦИОКУЛЬТУРНОЙ СРЕДЫ РОССИИ

Smart Education is the most advanced stage of the evolution in education associated with new information and communication technologies. The world is forming a new technical and technological reality. Digital media technologies (smartphones, wi-fi connections) penetrate into open spaces of cities and towns (parks, gardens, etc.). Modernity dictates the need for a person to acquire such knowledge and skills that should allow him not only working effectively, but also spending his free time productively. This situation is not entirely new, but it makes researchers find solutions for further implementation of smart technologies in the education system in order to search for the most appropriate answers to this challenge. Russia needs to accelerate the transition to education of the future, which involves the modernization of all educational processes. The presented research touches upon the issue of the development of Smart Education in Russia. The paper reveals the current state and identifies the key barriers in the development of smart education in the world. The empirical basis of the work is a sociological survey conducted in March-June 2018. The survey used the technique of semi-formalized interviews with representatives of five groups of stakeholders: government officials, heads of organizations, teachers, students and researchers. The educational system of Tomsk (Russia) affects the interests of all above mentioned stakeholders. The survey was aimed at the determination of the role of Smart technologies in education, their importance, barriers and prospects of implementation. The article presents the results of a sociological study that revealed the position of stakeholders in relation to various aspects of the socio-cultural environment that has an impact on the formation of smart education in Russia. The evaluation of the results of the implementation of smart city and smart education projects in Europe, America and Asia shows the presence of private success, which has not led to the formation of unambiguously positive examples of their implementation. Synergy, which unites the efforts of many participants of these projects, has not yet led to the realization of the ultimate goal – significant indicators in improving the quality of life of citizens. The comparative analysis of barriers to further development of smart education identified in the studies of foreign authors with the assessment of Russian stakeholders shows the existence of significant differences between them. The introduction of smart technologies in the life of Russian society is catching up. This leads to a rather superficial nature of acquaintance of Russian society of smart education and a lack of reflection on the barriers to its implementation.

PEDAGOGÍA DE LA ESPERANZA DE PAULO FREIRE FRENTE A LOS ESPACIOS VIRTUALES DE APRENDIZAJE

The book entitled “A Pedagogy of Hope”, by Paulo Freire, summarizes his pedagogical viewpoints and coincides with the uprising of pedagogical proposals which have supported the use of technology in education through virtualization as part of globalization. In his work, Freire proposes several concerns dealing with the role of technology in education. Thus, it is vital to briefly explore the technology-based educational profile and, particularly, the virtual contexts of learning so as to establish the contrast between both proposals. Both trends are not likely to be regarded as complementary, as they both differ especially in terms of their objectives. Indeed, while Freire regards education as a tool for transforming people´s lives, globalizations views education as a vehicle to enhance production models.

Integration of Technology in English Language Classrooms: A Research Review

This article analyses the role of technology in education, particularly in English language classrooms. It also discusses about technology enhanced language learning and the theoretical background for the study. The impact of technology in language classrooms and in developing the four language skills is discussed. Technological assistance enhances the effectiveness of education process. A digital classroom can strengthen the cognitive, affective and psychomotor domains of learning. The article gives a glimpse of the impact of technological assistance in English language classrooms.

Social Isolation and Loneliness: The Pros and Cons of Technological Interventions

A variety of technologies have been proposed, tested, and used to reduce social isolation and loneliness [SIL]. Furthermore, information technology may offer a way to detect or predict patterns of SIL. In this paper, the range of technology tools for assessment (e.g., passive monitoring, tracking data patterns, electronic health records) and intervention (e.g., social robots, social media, virtual reality) are reviewed for evidence of impact, and consideration is given for related ethical issues. The role of technology in relation to the report’s recommendations is discussed, including assessment and testing of new technological interventions for their potential benefits and harms, consideration of contextual issues such as broadband access, and the role of technology in education and training. Finally, gap areas of research are explored, such as the impact of the use of technology among current younger adults as they age. Part of a symposium sponsored by Loneliness and Social Isolation Interest Group.

The Role of Educational Technologies in CSR Perception of Tourism Education: The Comparative Analysis of E-Learning and M-Learning Tools as Moderators

The aim of this study is to investigate the effect of educational technologies on the Corporate Social Responsibility (CSR) perception of tourism students and their intention to work in the tourism business industry. By improving education programs with an investment in educational technologies, both universities and firms are believed to benefit from growing CSR initiatives, as well as potential young talents for their future business activities. Four-dimensional (economic, legal, ethical and philanthropic dimensions) model of CSR perception is followed. M-learning and E-learning platforms are compared as moderators to ensure the most effective platform for CSR education among the students. The study is conducted with data which is gathered from a total of 397 students who continue their bachelor and associate degrees in different universities in the Gulf nations. It is found that there is a positive relationship between students’ intention to work in the industry and the sub-dimensions of CSR, namely ethical responsibilities, legal responsibilities, and economical responsibilities. Conversely, philanthropic responsibilities had no effect on working intention. In addition, gender difference had no significant impact on working intention of the students in tourism industry. Moreover, it is revealed that e-learning tools are more effective in CSR education.

Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational Technology

The Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.

Burden and management of type 2 diabetes in rural United States.

In the United States, rural areas have a higher burden of type 2 diabetes (T2DM) compared to urban areas. However, there is limited information on risk factors and interventions that improve the primary prevention and management of T2DM in rural areas. To synthesize current knowledge on T2DM in rural areas and to guide healthcare providers and policy makers, we reviewed five scientific databases and the grey literature over the last decade (2010-2020). We described classification systems for rurality and the T2DM burden based on rurality and region (West, South, Midwest, and Northeast). We highlighted risk factors for T2DM in rural compared to urban areas, and summarized interventions to screen and manage T2DM based on opportunistic screening, T2DM self-management, community-based initiatives, as well as interventions targeting comorbidities and T2DM. Several studies identified the co-existence of T2DM and depression/psychological symptoms, which could reduce adherence to non-pharmacologic and pharmacologic management of T2DM. We highlighted the role of technology in education and counselling of patients with geographic and financial barriers to accessing care, which is exacerbated by the SARS-CoV-2 coronavirus disease-19 pandemic. We identified knowledge gaps and next steps in improving T2DM care in rural areas. There is an urgent need for interventions tailored to rural areas given that rural Americans currently experience a disproportionate burden of T2DM and are encumbered by its associated morbidity, mortality, and loss in economic productivity.

Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners' through English Newspaper Articles

Following the recent developments in educational technology-integrated learning, interest in the true implementation of flipped and blended classrooms as innovative approaches has become increasingly popular among language education authorities. This research aimed at comparing flipped, blended, and traditional teaching (T-learning) contexts on Iranian EFL learners’ grammar learning. To this end, 60 intermediate EFL students out of 80, based on their performance in an Oxford Placement Test (OPT), were selected and divided into three groups, including two comparative and one control group, 20 in each. At the beginning of the study, the three groups participated in a pretest to assess their initial ability of grammar knowledge. To integrate technology into their instruction, both comparative groups received the same treatment and materials based on the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. The blended comparative group received instruction in both on-line and T-learning contexts, while the flipped comparative group received instruction in an online context. The control group received instruction in a T-learning context. After the treatment sessions, they participated in a post-test. The findings showed that reading interesting English newspaper articles, both in the blended and flipped classrooms had a statistically significant effect on developing EFL learners' grammar knowledge. The findings of the study may be beneficial for EFL teachers and material developers to reconsider the role of educational technology (Ed Tech) tools to support classroom-based learning.

Technology for Educational Purposes Among Low-Income Latino Children Living in a Mobile Park in Silicon Valley: A Case Study Before and During COVID-19

Our case study explored the role of technology in education among low-income Latino residents living in a mobile park in Silicon Valley. Through surveys and in-person interviews with parents and children, we report qualitative data on home Internet access and availability of technological devices utilized for school-related purposes. The results of this study indicated that despite having a baseline level of access to technology as well as an understanding of its importance in the context of a child’s education, our study population currently faces significant barriers to having adequate access to technology at home due to socioeconomic barriers. The digital divide in educational technology was magnified when schools were abruptly closed in favor of online instruction for all children due to the COVID-19 pandemic. Findings strongly support the recommendation that more attention and systematic improvement are required in order to eliminate disparities and improve student learning and parental involvement with schooling for marginalized communities.

Rethinking the use of Multi-User Virtual Environments in education

ABSTRACT Multi-User Virtual Environments (MUVEs) have gained more prominence in education of late; however, the question of their theoretically sound implementation remains relatively understudied. The current article addresses this gap through the explanation of how a MUVE platform Second Life was used in an undergraduate course for pre-service teachers. Instructional decisions are explained within a theoretical framework of Open Source Educative Processes and are illustrated by specific multiple data sources. Based on the semester-long observations, the authors argue that Second Life can be used to create independent learning communities that have possibilities for transformative learning, creating contexts in which students move beyond simple understanding and engage multiple perspectives in their meaning-making processes. The authors explain the potential instructional and technological pitfalls involved and how to deal with them through a micro-analytic Open Source methodology, and raise broader philosophical questions about the role of technology in education.

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