Technology-enhanced Approach Research Articles

Conceptualising a data analytics framework to support targeted teacher professional development

ABSTRACT This paper proposes a conceptual framework enabling the development and adoption of descriptive, diagnostic, predictive and recommendatory data analytics in teacher professional learning by harnessing some of the affordances of digital technologies to convert data into actionable insights. The paper argues for a technology-enhanced approach that uses data to support teachers in selecting appropriate professional development (PD) options to improve their professional practice. The ultimate goal is to lay the foundations for a robust and adaptable data analytics framework that could offer tailored PD recommendations based on the developmental trajectories of individual teachers. The paper analyses data-supported personalised professional learning as meaning-making and the appropriation of cultural artefacts within the ‘mobile complex’ - consisting of structures, agency, and the dynamic interplay between cultural and technological tools and practices. This study undertakes a comprehensive literature review to identify key concepts, gaps, and theoretical insights, informing the development of a data analytics framework. The resultant framework integrates personalisation, teacher agency and autonomy, contextual relevance, and ethical safeguards into PD process, aiming to foster a responsive, collaborative, and context-aware data-supported PD.

Development of Learning Media Video Interactive Basic Motion Volleyball Game by Edpuzzle

The quality of education is significantly influenced by the implementation of high-quality learning processes by teachers, supported by technology, to prepare an advanced and excellent younger generation towards the Golden Years. Integrating technology-based media, such as Edpuzzle, into educational materials can enhance the learning experience. This study explores the application of Edpuzzle in teaching volleyball to improve educational outcomes. The research employs the Research and Development (RD) ADDIE model, which encompasses five phases: analysis, design, development, implementation, and evaluation. This comprehensive approach involves collaboration with media experts and subject matter experts to ensure the quality and relevance of the developed educational media. The study resulted in the creation of an interactive multimedia learning product using the EdPuzzle application for volleyball materials. This product incorporates various multimedia elements, including videos, sound, text, images, and questions, structured in a way that follows educational syntax such as material concepts and activity phases. The effectiveness of this product was assessed through user reviews from students, who gave it an average score of 93.8%, categorizing it as excellent. The findings indicate that the EdPuzzle-based interactive multimedia learning product is highly effective in teaching volleyball. The high user review score suggests that students find this method of learning enjoyable and beneficial. The multimedia elements and interactive features likely contribute to a more engaging and efficient learning experience. The research concludes that the EdPuzzle-based interactive multimedia learning product is feasible and effective as a learning resource for volleyball materials. This technology-enhanced approach not only improves the quality of education but also makes the learning process more enjoyable and efficient. Therefore, it can be recommended for broader use in educational settings to support the development of an advanced and excellent younger generation.

Investigating the effectiveness of TPACK and TGT in enhancing histogram learning achievement among eighth-grade students

This study aimed to explore the effects of employing the Technological Pedagogical Content Knowledge (TPACK) model integrated with the Teams Games Tournament (TGT) collaborative instructional approach in teaching the concept of histograms to eighth grade students. Additionally, the research sought to assess the students' satisfaction with this integrated method during the learning process. The participants in the study comprised 44 eighth-grade students from a public school in Thailand. Three primary instruments used in this study are the learning management plan, a learning achievement test and a satisfaction questionnaire. The findings of the study indicate that the integration of the TPACK model with TGT collaborative learning had a positive impact on the participants' comprehension and knowledge of histograms. The interactive and cooperative nature of TGT activities in addition to the integration of technological, pedagogical and content knowledge increased the learning outcomes of the students. Additionally, the participants expressed a high level of satisfaction with the integrated TPACK and TGT frameworks learning experiences. This suggests that the collaborative and technology-enhanced approach fostered a positive and engaging learning environment, facilitating a deeper understanding of the histogram concept. These findings contribute to the existing body of knowledge on innovative instructional methods and provide valuable insights for educators seeking to enhance students' learning experiences in mathematics and other related subjects.

Gamification of Cataloguing and Classification Education in Nigeria Library and Information Science Schools: A Technology-Enhanced Approach

This research explored how gamification addresses cataloguing and classification education difficulties in Nigeria. It illustrates how library schools may utilize gamification to improve students' teaching and learning experiences using technology. A comprehensive review of the literature was carried out. Literature discoveries were then utilized to build a gamification model suitable for the library school. The findings suggest that library schools should continue to plan through gamification in order to better position themselves for cataloguing and classification delivery.

Impact of an inquiry-oriented proposal for promoting technology-enhanced learning in a post-pandemic context

IntroductionThis study examines the effectiveness of learning processes developed through a technology-enhanced approach in higher education. Therefore, we analyzed Webquests together with other gamification resources, considered relevant research studies on the impact and advantages of this inquiry-oriented learning approach, and examined students’ perceptions of the effects of these online learning tools on developing their organizational skills and effective planning for learning.MethodsParticipants in the study were 73 student teachers enrolled in the core unit of Social Studies, in the second year of the Primary Education degree at the University of Murcia (Spain). In this study, a pre-test and posttest design was applied and questionnaires were administered to students at the beginning and end of the term to examine the impact of this inquiry-oriented approach on the development of students’ learning processes. Their perceptions of the learning achieved were analyzed using statistical software for Excel (XLSTAT).ResultsThe results indicate that these online tools effectively promote technology-enhanced learning and collaborative work, especially among the most motivated and digitally literate students, underlining the importance of motivation and digital literacy as catalysts for learning.DiscussionThe study also highlights the need for further research on the impact of digital resources in promoting competency-based learning alongside other motivational online approaches in tertiary education.

Envisioning a Technology-Enhanced Competency Checklist.

A technology-enhanced approach to competency checklists provides many benefits over paper checklists. The Informatics Research Organizing Model provides a conceptual framework to guide vision technology-enhanced competency checklists. Electronic integration of competency checklists with online policies and procedures information has the potential to enable nurses to practice in accordance with hospital policies and procedures, despite constant change in the healthcare system, and in turn impact nurse-sensitive patient outcomes.

O9.7. TECHNOLOGY ASSISTED RELAPSE PREVENTION PROGRAM REDUCES HOSPITALIZATION IN SCHIZOPHRENIA PATIENTS AT HIGH RISK FOR RELAPSE

BackgroundPsychiatric hospitalization is a major driver of cost in the treatment of schizophrenia. During the first six months after a hospitalization, patients are at increased risk for return to the hospital. Targeting treatment during this period may be especially valuable. Mobilizing a range of treatment enhancements using both smart phones and computers to support patients by individualizing treatment to specific needs may be especially beneficial. The Improving Care Reducing Cost (ICRC) program sought to determine whether a novel, multicomponent, and technology-enhanced approach to relapse prevention in outpatients following a psychiatric hospitalization could reduce days spent in a hospital after discharge.MethodsThe ICRC study was a quasi-experimental clinical trial in outpatients with schizophrenia conducted between February 2013 and April 2015 at 10 sites in the US that provide both in and outpatient. Data were obtained from 89 participants who received usual relapse prevention services, followed by a second cohort of 349 participants who received technology-enhanced relapse prevention program. Both groups were followed for 6 months. Patients were between 18 and 60 years old; had a diagnosis of schizophrenia, schizoaffective disorder, or psychotic disorder not otherwise specified; and were currently hospitalized or had been hospitalized within the past 30 days at consent. The first cohort received usual care; the second cohort received the Health Technology Program (HTP) a technology-enhanced relapse prevention program. HTP included medication treatment guided by a computer decision support system for the prescriber, a smartphone application for patients that supported medication adherence and other coping strategies, a web-based patient and family psycho-educational intervention, and web-accessed cognitive behavioral therapy for paranoia and hallucinations. A mental health technology coach provided technical support, and developed a personalized, structured, relapse prevention plan with each participant that identified individual relapse precipitants and determined which HTP components should be employed to address them. All patients received computers and Android smartphones to insure access to the interventions. Days spent in a psychiatric hospital during 6 months after discharge was assessed. The Heinrichs Carpenter Quality of Life Scale was completed at baseline and six months.ResultsThe study included 438 patients. Control participants (N = 89; 37 females) were enrolled first and received usual care for relapse prevention, and followed by 349 participants (128 females) who received the HTP. Days of hospitalization were reduced by 4 days (Mean days: b = -4.25, 95% CI: -8.29; -0.21, P = 0.039) during follow-up in the intervention condition compared to control. Finally, using Heinrichs Carpenter Quality of Life total score at month 6 as an outcome, we found no significant effect of HTP (β = 0.02, t (345) = 0.43, P = 0.668).DiscussionRecently hospitalized patients with schizophrenia who received an integrated technology informed relapse prevention program (HTP) experienced fewer days in the hospital compared to those who received usual care in the six months following their discharge. Given the high patient burden and costs of even a single day spent in a psychiatric hospital, estimated at $1358 per day based on inflation adjusted results from a recent study, our findings imply total savings in psychiatric inpatient expenditures of $5772 during the first 6 months after discharge on average. However, reduction in hospitalization days did not result in a parallel improvement in functioning as assessed by the Quality of Life Scale.Although the control and experimental cohorts were comparable in many characteristics, the quasi–experimental design represented by sequential cohorts rather than a true concurrent randomized controlled trial represents a limitation. The results of the study suggest that technology enhanced treatments that are tailored to patient needs can be implemented in a range of clinical settings in the US to patients at high risk of hospitalization and that the intervention can reduce subsequent hospitalization days. Future research should address limitations in the current study design and will benefit from the development of technology applications that can be available on a single flexible platform.

Secondary school students build multiple skills in evaluating business opportunities via technology-enhanced learning activities

Developing knowledge, skills and positive attitude toward entrepreneurship for students in secondary education is an evolving process of particular importance to entrepreneurship education. There is a lack of evidence about effective entrepreneurship education methods at the lower level and upper secondary school settings despite the growing efforts of integrating entrepreneurship as a key competence into school curricula of various countries worldwide. This paper proposes a technology-enhanced teaching approach that focuses on helping students acquire multiple skills for identifying and evaluating business opportunities. The positive quantitative and qualitative results of a research study conducted in six (6) high schools involving 124 students aged 15–17 years on learning effectiveness and acceptability of the proposed approach are also presented.

Using technology to increase student (and faculty satisfaction with) engagement in medical education.

Faculty dissatisfaction with diminishing levels of student engagement in lifestyle medicine sessions prompted this exploratory project that compared differences in students' substantive engagement in medical preclinical and clinical level lifestyle medicine sessions. The preclinical and clinical level sessions had the same learning objectives and learning tasks, properly aligned with that level of student learning, but were offered in different learning formats, either traditional classroom approaches or technology-enhanced approaches. At the preclinical level, we transferred a nonmandatory, face-to-face session to a nonmandatory, fully online session. At the clinical level, we introduced two novel technology tools. We utilized Zoom technologies, which afforded students the ability to access the session from anywhere, and employed Hickey's use of "promoting" student submissions as one method for increasing student-student interaction during the synchronous session. We used indicators of behavioral engagement of Henrie et al. (Henrie CR, Halverson LR, Graham CR. Comput Educ 90: 36-53, 2015) as the framework for determining applicable engagement behaviors, including attendance, assignment completion, interactions (responding/feedback/endorsements), and the quality of (and faculty satisfaction with) the face-to-face and/or online interactions. We expected to observe higher levels of engagement behaviors in the technology-enhanced approach and found that to be the case at both the preclinical and clinical levels, in both mandatory/nonmandatory and synchronous/asynchronous formats. However, it was the increase in both the level and substance of the students' interactions in the technology-enhanced sessions that provided surprising results. A review of the sessions with enhanced engagement highlight the role of student autonomy, a construct with strongly established associations to student motivation and engagement.

Tangible Technology-Enhanced Learning for Improvement of Student Collaboration

Collaboration among students in the course of learning plays an important role in developing communication skills. In particular, it helps for team building and brainstorming on solutions of complex problems. While an effective group organization is critical for the success of such collaborative learning, many instructors would make arbitrary decisions about student grouping. This is mainly due to the lack of in-depth studies analyzing group setup in face-to face settings and providing recommendations and practical guidelines for group assignment and management. To address this problem, we conducted a series of experiments exploring the dynamic formation of collaborative groups among foreign language students at different proficiency levels. On the basis of the obtained results and the identified limitations of the current methods, we propose a novel technology-enhanced approach to optimized group setup and effective management. This approach provides a scaffold for integrating Tangible Technology Enhanced Learning and Computer Supported Collaborative Learning into an instructional system with advanced interaction capabilities for augmented learning and enhanced instructor support for dynamic group management.

Technology-enhanced game-based team learning for improving intake of food groups and nutritional elements

Nutrition is a critical issue for educators, particularly given the unhealthy eating behaviors of many adolescents. While knowledge and self-reflection are important, learners must also be motivated and held accountable for their health behaviors. In order to foster healthy eating, a technology-enhanced approach, game-based team learning (GBTL), is proposed, based on social-interdependence theory. A cloud diet assessment system (CDAS) was designed for automatically providing feedback on the nutritional intake of learners through a meal analysis algorithm. Furthermore, a cloud server hosted a social competitive game which, in addition to in-class team learning activities, allowed teams to compete against each other on the basis of each group's dietary habits. A pre-test post-test quasi-experimental design evaluated the effectiveness of the GBTL group (E1) as compared to a group which received only metacognitive feedback from the CDAS (E2) and a comparison group (C). Female high school participants from three classes were randomly assigned to the three groups (C, n = 31; E1, n = 20; E2, n = 37). Results demonstrate significant improvement for E2 in terms of most food groups (including Dairy, Meats and Protein, Vegetables, and Fruit), as well as for macronutrients, such as calories and dietary fiber, and micronutrients, including Calcium and Vitamin C and B2. Within- and between-group comparisons confirmed the advantage of the E2 group, suggesting that technology-supported GBTL can foster healthy eating habits among adolescents, improving most nutritional elements to nearly 100% the recommended daily intake.

An exploration of a technology-enhanced approach to teaching the concept of grammatical voice

In this study, Japanese university learners of English piloted a series of self-paced online tutorials on the use of grammatical voice from a concept-based approach. Assessment results indicated a tendency toward overgeneralized acceptance of those aspects inconsistent with the learners’ L1. Post-treatment survey data further revealed that the computerized modules were generally well accepted because of their interactivity yet could benefit from additional examples and more thorough feedback. These findings suggest that while a technology-enhanced approach to teaching the concept of grammatical voice may have pedagogical potential, the existing modules will require further development to be fully viable.

Usage of Technology Enhanced Educational Tools for Delivering Programming Courses

Methods and approaches behind technology enhanced learning (TEL) in programming courses at a university level encourage continuous research in the last 20 years. Still there is no generally applicable way that would guarantee success. In this paper some experiences gathered during years of a technology-enhanced approach in teaching Object-Oriented Programming (OOP) at two universities in two countries are presented and compared. Emphasis is given on the technology-enhanced educational tools that were selected or developed by the two institutions for teaching OOP. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions and recommendations.

Technology-enhanced learning for Java programming

Background pedagogical theories and methods underpinning technology-enhanced learning in introductory programming courses at a university level attract teachers' community and foster continuous research at least since the end of the nineties. However, it still has not led to a generally applicable way of teaching and learning that would guarantee the best possible success under the given circumstances. This rather pessimistic fi nding intrigued and inspired authors of this paper to analyze, present, and compare selected experiences gathered during nearly a decade of technology-enhanced approach in teaching an object-oriented programming languages with specifi c focus on Java at two large universities in two countries. In this paper we have examined a number of issues affecting its positioning in the curriculum, learning design, and quality at both institutions. Based on quantitative and qualitative analysis, the history and current state is evaluated and key recommendations for planning, designing, deployment, and evaluation of similar courses are provided. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions not infl uenced by specifi c properties of one particular educational system.

Technology-Enhanced Interactive Surgical Education

Our goal was to create surgical resident centered, interactive teaching modules rich in basic science and clinical content directly pertinent to patient care and surgical techniques that would facilitate education in the 80-h work week environment. A systematic evaluation of available instructional tools determined that a technology-enhanced approach can effectively and efficiently address the new requirements for resident learning. An extensive evaluation of available technology determined the technology best suited to teaching the adult surgical learner. An on-line, multimedia-based surgical education environment using WebCT Vista (WebCT, Inc., Lynnfield, MA) and Macromedia Breeze (Adobe Systems, Inc., San Jose, CA) software packages was implemented. The concept was constructed on tenets of adult learning theory and based on the APDS curriculum and ACGME core competencies. WebCT Vista serves as virtual scaffolding, and Macromedia Breeze functions to deliver content rich multimedia audio and visual presentations. Core subdiscipline teaching modules were created, comprised of individual lecture packets developed by faculty. Components for testing pre/post module knowledge, feedback and evaluations are built-in. The online nature allows for 24-h access at locations that are convenient to the resident. Teaching modules enable maximal trainee and instructor flexibility, which translates into optimal adult learning and teaching. Lecture packets can be conveyed to all residents with unlimited availability in the virtual domain. Further refinement and continued implementation will help fill the void in direct didactic teaching left by mandated work hour restrictions, allowing for more efficient learning and teaching. There is great potential for broad application of the concept and technology to other training programs.