Technology-enhanced Education Research Articles

Teachers’ trajectories of technology integration during participation in an online professional development program

AbstractTechnology-related professional development (PD) is a crucial strategy to prepare and encourage teachers to integrate technology into their teaching in a high-quality way. During teachers’ participation in technology-related PD, change processes occur from a current to a desired status of technology-enhanced teaching (TET). A higher probability of disruption of TET can be assumed during these change processes. However, previous research on PD is mainly based on cross-sectional data that does not provide insight into such change processes (especially during PD participation). In this study, we examined teachers’ trajectories closely during their participation in a 3-month technology-related online PD (OPD). We conducted a concurrent explanatory mixed-methods approach to analyze longitudinal data from the first four weeks of the OPD, focusing on 23 teachers who completed weekly reflection diaries. Findings from a multilevel framework revealed that most of the variances in the development of teachers’ technology integration (i.e., frequency and quality) and motivation to use technology for teaching (i.e., self-efficacy and utility value) was due to contextual factors. Using linear mixed-effects models, we found a statistically significant decrease in teachers’ quality of TET over time. Analyses of reflections on TET of extreme cases allowed us to identify possible relevant contextual characteristics related to smoother TET: 1) the use of one generic technology across lessons and 2) the use of ready-to-use domain-specific technology. Implications for practice are discussed, such as attention to unintended side effects of teachers’ TET during instructional phases of technology-related OPD.

Assessing The Perceptions Of Teachers And Students On The Integration Of Technology-Enhanced Teaching And Learning In Secondary Schools In Dodoma City

The increase in demand for technology usage has influenced many sectors, including education. However, teachers’ and students’ perceptions have a great impact on the effectiveness of technology-enhanced teaching and learning. Therefore, the purpose of this study was to assess teachers’ and students’ perceptions of the use of technology-enhanced teaching and learning and find out if there was an association between teachers’ and students’ demographic characteristics and their perceptions of technology use in teaching and learning. A cross-sectional design was used to gather information from the field. Secondary school teachers and students in Dodoma City constituted the study population. 83 teachers and 393 students from 10 secondary schools were selected purposefully. The self-administered questionnaire was used to gather data from both categories (teachers and students). The data was analyzed by using percentages and statistical tests, including Chi-square goodness of fit and one-way ANOVA, to determine the association and relationship between teachers’ and students’ perceptions in relation to the selected demographic characteristics. The study found that teachers and students have positive perceptions of the use of technology in teaching and learning in public secondary schools. Furthermore, it was found that the education level of teachers, the class of students, and the age of teachers influenced the perceptions of the use of technology in teaching and learning. The study recommended that the government should ensure pieces of training for teachers, motivation, and a conducive environment for the use of technology in teaching and learning in secondary schools.

Artificial intelligence and social media on academic performance and mental well-being: Student perceptions of positive impact in the age of smart learning

The advancement of artificial intelligence (AI) and the ubiquity of social media have become transformative agents in contemporary educational ecosystems. The spotlight of this inquiry focuses on the nexus between AI and social media usage in relation to academic performance and mental well-being, and the role of smart learning in facilitating these relationships. Using partial least squares–structural equation modeling (PLS-SEM) on a sample of 401 Chinese university students. The study results reveal that both AI and social media have a positive impact on academic performance and mental well-being among university students. Furthermore, smart learning serves as a positive mediating variable, amplifying the beneficial effects of AI and social media on both academic performance and mental well-being. These revelations contribute to the discourse on technology-enhanced education, showing that embracing AI and social media can have a positive impact on student performance and well-being.

An Examination of Chinese Physical Education Teachers’ Teaching Efficacy and Technology Self-Efficacy at the Time of the COVID-19 Pandemic

The aim of this study was to examine teaching and technology status of physical education (PE) teachers under the ongoing influence of COVID-19. A total of 1,005 in-service PE teachers completed the Physical Education Teaching Efficacy Scale (PETES) and Educator Technology Self-Efficacy Survey (ETS-ES) electronically to measure current teaching efficacy and perceived technology self-efficacy. The findings revealed that the teachers’ overall PE teaching efficacy level was high (8.08 ± 1.27) whereas, technological self-efficacy was at a moderate level (3.45 ± 0.44). Meanwhile, Efficacy for Using Technology significantly and positively predicted Technology Self-Efficacy ( p < .001). In conclusion, Chinese in-service PE teachers in primary and secondary schools exhibited a high level of competence in PE teaching. However, their proficiency in utilizing technology for educational purposes needed improvement. While these educators possessed fundamental online teaching skills, they often encountered challenges in adapting to technology-enhanced teaching methods. Education and training institutions should improve their existing curriculum, and schools need to continue to develop and train in-service teachers.

An integrated bibliometric analysis and systematic review modelling students’ technostress in higher education

ABSTRACT Technology integration in higher education has been widely recognised for its multifarious benefits. Nevertheless, arising from various factors, the prevalence of technostress poses a substantial impediment to learning effectiveness. In response, this study employs visualisation analysis and systematic review techniques to formulate a comprehensive model that encompasses variables related to technostress. Based on a systematic selection from 1,861 publications, 83 publications were included to model predictors and outcomes of higher-education students’ technostress. Our findings reveal that the COVID-19 pandemic has spurred growing academic interest in technostress, owing to concerns about the stressful and anxious nature of remote learning. Existing research on this topic predominantly relies on technology acceptance models and theories, with ongoing expansions incorporating variables from multiple research domains. In particular, external factors assume pivotal roles as predictors of technostress, along with subdimensions related to technostress. The impact of technostress can be observed in various aspects, such as learning experiences and performance outcomes. The findings of this study provide valuable insights for future research endeavours, facilitating further exploration and informing technology-enhanced teaching practice.

Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration

For meaningful technology-enhanced teaching, teachers need to systematically integrate the basic components of content, pedagogical and technological knowledge. To motivationally foster knowledge integration, we tested the effectiveness of a utility-value intervention in two experiments (laboratory: N = 43, online: N = 115) within German pre-service teacher education. Teachers randomly either received the utility-intervention or not. Afterwards all teachers were asked to learn essential aspects on teaching mathematics with technologies using an online learning environment. We did not find an effect on learning and motivation. Epistemic network analyses revealed that the intervention group realized more integration processes than the control group.

Successfully preparing future mathematics teachers for digital technology integration: a literature review

Over the last several decades, digital technology (DT) integration in teaching and learning mathematics has received considerable attention, as such integration has not led to the expected results. Teacher education is a critical factor – even more important than access to tools and devices – in technology-enhanced teaching and learning. The purpose of this literature review is to examine and systematise core findings of studies that inform mathematics teacher education that supports the integration of digital technologies. We explore key considerations in mathematics teacher education for successfully preparing Prospective Secondary Mathematics Teachers (PSMT) for digital technology integration. This review includes 25 theoretical and empirical articles found using the keywords ‘Digital Technology’ and ‘Mathematics Education’. The review explores different topics that impact teachers’ technology integration classified into six categories according to their varying nature: (1) Mathematical digital competence, (2) Empirical and theoretical justifications, (3) Stages in DT integration, (4) Pedagogies for DT integration, (5) Mathematical skills, and (6) Systemic factors. It articulates and connects several findings reported in the extant literature previously seen as isolated and disconnected.

Windows into spatial cognition: Mechanisms by which gesture-based instruction improve anatomy learning.

The ability to create efficient "mental models" or representations of anatomical structures is crucial for achieving competence in most areas of anatomy. Gesture-based teaching has been recognized to lighten cognitive loads and allow superior mental model creation compared to non-gestural teaching practices. This commentary explores the cognitive basis and possible mechanisms behind this advantage such as (1) reducing visual working memory load, (2) allowing parallel and sequential development of internal representations, and (3) facilitating preferential feature extraction and improved organization of spatial information. We also highlight how information transfer limitations of the gestural medium, interestingly, unveil features and organizational motifs preserved in the "expert's" mental schemas concerning particular anatomical structures. The universal and innate use of gestures in communication, their visual nature, and the ability to break down complex spatial information through sequential steps, all add to the immense potential of this subtle yet powerful tool of hand gestures. As pedagogical practices in the anatomical sciences continue to evolve largely towards technology-enhanced teaching utilizing perceptually richer media, the unique advantages of gesture-based teaching need to be reemphasized.

Relevancy and Outlook of the Technology-Enhanced Education within Digital Contents, Resources and Tools

Digital technology has become one of the most dictating determinants of this modern age; technology is gradually taking wider roles in every aspect of human activity and practice; education, teaching, and learning have centrally been apt to a wide range of changeability: technology-enhancement has facilitated the emergence of new concepts in education; technology- enhancement has also incorporated new roles for teachers, students, learning content, pedagogy, learning resources, instructional media and tools; as a consequence, the aim of this study was to investigate the relevancy and outlook of such a technology –enhanced education within the three domains of digital content, digital resources, and, digital tools. To achieve the aim of this study, a juxtaposed qualitative approach was followed to reveal and then describe such relevancy and outlook; the available literature has profoundly been surveyed to support the argument and the investigative range of this study; consequently, three essays, which are separate in form, but interrelated in their thematic topicality, have investigated three related issues: the first is why technology enhancement has dictated itself to the educational system, and how it has been changing the whole educational system; the second is why and how digital content can be an unavoidable digital resource and why there is a call to exploit digital contents and digital resources; the third is how digital tools, "Grammarly" as an example, bears some functional limitations that can cast some uncertainty over the degree of dependability that they are supposed to record. Accordingly, this study has generally concluded that technology enhancement, digital contents, digital resources, and digital tools are advantageous and exploitable as long as they are exploited rationally and reasonably; technology enhancement should be understood as an extension and not as a substitution to traditional educational practices; the study also concluded that the overdependence on technological and digital solutions could cast various risks on Human Intelligence (HI), thinking, attitudes, and behavior. This study comes up with various recommendations.

Insights into a Community of Inquiry that emerged during academics’ emergency remote university teaching of chemistry in response to concern for students

ABSTRACT Background Effective teaching of university chemistry in an online environment not only requires teachers to have specific discipline content knowledge; it also requires them to have knowledge and skills in technology-enhanced teaching practices. When transitioning from traditional face-to-face teaching into online contexts, teachers must learn new strategies and methods, along with a shift in their beliefs. Whilst online learning of chemistry is commonplace in many higher education institutions globally, the integration of computer and digital technologies in teaching chemistry in developing countries had been limited prior to the 2020 pandemic. Purpose In this study, the experiences, perceptions, and teaching strategies of university chemistry teachers in the Philippines have been explored during the transition of their instruction to emergency remote teaching at two timepoints during the COVID-19 pandemic. Sample Data were collected in the form of survey responses from 139 participants representing 35 universities and colleges across the nation. Results No strong relationships were found between participants’ experiences and their academic rank, length of service, or institution type, suggesting university chemistry teachers took similar approaches to quickly adopt and adapt available technologies to deliver the required curriculum. Since the Philippines continues to struggle to establish a robust infrastructure to promote online and technology-enhanced learning, participants had to devise pedagogies and practices that would allow accessible learning experiences for their students by curating online tools that would require minimal bandwidth and low internet data consumption. Using abductive methodology, the Community of Inquiry (CoI) framework was employed as a guide in interpreting university chemistry teachers’ experiences and perceptions about their implementation of emergency remote teaching using online technologies. Whilst participants had limited prior experiences in employing online learning pedagogies, key elements of the CoI framework became apparent through the new technologies and practices implemented by university chemistry teachers which fostered teaching presence, cognitive presence, and social presence.

TEACHERS’ PEDAGOGICAL SKILLS AND STUDENTS’ ATTITUDES TOWARDS TECHNOLOGY-ENHANCED TEACHING AND LEARNING IN MOROGORO SECONDARY SCHOOLS, TANZANIA

Technology provides pedagogically enhanced tools and facilities, allowing teachers to more effectively replace traditional methods of instruction. Technology in teaching and learning is essential for Tanzania's development. The Ministry of Education, Science, and Technology encourages technology-based learning in national curricula through a wide range of initiatives. This study examined teachers pedagogical skills and students' attitudes towards the use of technology to improve teaching and learning in Morogoro Municipal Secondary Schools. The study employed a survey design involving a sample of 140 municipal secondary school students and 40 teachers. The Statistical Package for Social Sciences (SPSS) was used for analysing descriptive statistics. The findings indicate that smart phones are the most widely used technologically advanced tool among teachers. While teachers use the internet to find instructional materials, LCD projectors for lesson delivery, and online platforms for flipped classrooms, the study found that the majority of them lack the technologically enhanced pedagogical skills needed to deliver lessons online, such as the use of digital technologies to promote inclusive education, the use of learning management systems (LMS), and the selection and use of appropriate software tools for instruction. The majority of respondents felt positive about technology-enhanced teaching and learning, despite concerns about bullying when using social media for learning purposes. Based on these findings, the study suggests teacher training programmes to enable successful technology-enhanced teaching and learning. The study also suggests that school administrators adopt safety measures and educate students on how to protect themselves when engaging in online learning platforms.

A study on the impact of digital transformation on student empowerment in higher education of India

This study delves into the transformative influence of digital technologies on student empowerment within the landscape of higher education. As educational institutions increasingly integrate digital tools into teaching, learning, and administrative processes, it becomes imperative to scrutinize the ramifications of this digital transformation on student experiences. The research evaluates the extent of digital adoption in higher education, exploring its impact on student engagement, participation, and interaction. Through a comprehensive analysis of curriculum integration, learning management systems, and technology-enhanced teaching methods, the study aims to discern how digital initiatives contribute to student empowerment. Furthermore, the research investigates the influence of digital platforms on collaborative learning, real-time interaction, and adaptive learning experiences. By assessing the accessibility and inclusivity of these tools, the study explores their potential to bridge educational disparities. Additionally, the study scrutinizes the feedback from students and faculty, providing valuable insights into the perceived effectiveness and challenges associated with digital transformation. The findings of this study contribute to the scholarly discourse on the intersection of technology and education, offering recommendations for optimizing digital strategies to enhance student empowerment. This research not only sheds light on the current state of digital transformation in higher education but also serves as a guide for institutions seeking to create an inclusive, engaging, and empowering learning environment through effective technological integration.

Pedagogical Practices in the Technology Intervened Indian Education System

Globally, the advent of technology has caused significant changes to the education system, and India is not an exception. The incorporation of technology into education has created new opportunities for teaching and learning, as well as the opportunity to improve pedagogical practices. This paper aims to investigate the pedagogical practices in the Indian education environment influenced by technology. The study is conducted by conducting a systematic literature review of research articles published in various journals and conference proceedings over the past decade. The review focuses on the pedagogical practices in technology-enhanced education in India, such as multimedia resources, collaborative learning, gamification, and personalized learning. In addition, the paper discusses the obstacles and constraints educators encounter in implementing these practices and suggests potential solutions to overcome them. According to the study, incorporating technology into education can enhance the quality of teaching and learning in India. Nevertheless, it is essential to implement pedagogical practices that are applicable and effective in the Indian context. The paper recommends that educators receive the necessary training and resources to implement these practices effectively. The study concludes that technology-enhanced education has enormous potential to trans- form the education system in India and create more equitable and accessible learning opportunities for all students.

КОЛАБОРАТИВНЕ ПРОЄКТУВАННЯ ПЕРСОНАЛІЗОВАНОЇ ГІБРИДНОЇ LMS З ВИКОРИСТАННЯМ ВІРТУАЛЬНОЇ МАШИНИ В ХМАРНОМУ СЕРЕДОВИЩІ

A teacher currently needs to acquire a huge amount of educational information and knowledge as part of his/her practice for the purposes of teaching, self-study, publishing, research, language support and related activities. In the academic environment, so-called learning management systems (LMSs), especially Moodle in the European Union, have proven suitable for the processing of educational content under e-Learning. LMSs usually function as online platform, at the same time as a supplement to academic information systems (AIS) on the local servers of universities. These are used by a larger number of participants, so these do not always meet the pedagogical needs of the teacher in all the activities he/she does. For example, these do not allow multilingual support, multiple searches and mass processing of e-Learning content. There are a large number of articles in the scientific literature describing the design of add-on modules for LMS. The authors offer their own approach to solving the problem of processing educational information to support a virtual team's work. As part of collaborative research in the field of technology-enhanced education and e-Learning design, the international team in the V4 EDUPORT project is implementing a personalized hybrid system on the IT infrastructure consisting of a specially designed desktop application WPad or web application (PIKS) and a common shared remote computer (virtual computer on a cloud server with Windows 2022). In this paper, the researchers share their experiences gained with their universities' academic LMSs (Moodle and AIS) and compare their personalization capabilities level to the teacher level and their use in the cloud. Part of current and future research is the development of the PIKS internet application, which operates as a multi-functional communication channel for e-Learning purposes (including use for the visually impaired). .

ANALYSIS OF BLENDED LEARNING TEACHING METHODS ISLAMIC EDUCATION IN DIGITAL ERA

Abstract: In the contemporary digital era, education is undergoing a transformative shift, and Islamic education is no exception. This study delves into the analysis of blended learning teaching methods within the context of Islamic education, exploring the intersection of traditional pedagogical approaches and digital technologies. The research employs a mixed-methods approach, combining qualitative and quantitative data collection methods to provide a comprehensive understanding of the effectiveness and challenges associated with blended learning in Islamic education. A review of the existing literature establishes the theoretical framework, emphasizing the need for adaptive teaching methods that align with the demands of the digital age while preserving the core values of Islamic education.The qualitative component involves interviews and focus group discussions with educators, students, and educational administrators, aiming to capture the perspectives, experiences, and attitudes towards blended learning in Islamic education. The study contributes to the growing body of literature on technology-enhanced education in the context of Islamic studies, providing insights that can inform pedagogical practices, curriculum design, and policy development. As the digital landscape continues to evolve, understanding the nuances of blended learning in Islamic education becomes imperative for educators, policymakers, and stakeholders seeking to ensure the holistic development of students in the modern era.

Exploring the relationship between teachers' professional capital and technology-enhanced teaching innovation: The mediating role of constructivist belief

This study aims to develop and test a mediation model to examine teachers' constructivist belief as a mediator in the relationship between teachers' professional capital and technology-enhanced teaching innovation. Analysing data from 4,471 Chinese teachers, we found that: (a) Teachers' professional capital, integrating human, social, and decisional capital, positively related to technology-enhanced teaching innovation. (b) The effect of teachers' professional capital surpasses the individual effects of teachers’ human, social or decisional capital. (c) Constructivist belief mediates the relationship between professional capital and teaching innovation. This work provides implications on how to promote teaching innovation from a professional capital perspective.

Leveraging ChatGPT for Rethinking Plagiarism, Digital Literacy, and the Ethics of Co-Authorship in Higher Education

Within higher education, technology has consistently influenced the writing process; however, no technology has composed and shaped the message in the same way as Large Language Model-based artificial intelligence tools. Despite the rapid adoption of generative AI tools in higher education contexts, ethical best practices for using LLMs for technology-enhanced learning experiences within higher education are still evolving. To further examine AI-based co-authorship, the ChatGPT 3.5-generated position paper featured in this article’s second section argues for redefinitions of plagiarism and co-authorship in higher education and presents implications for teaching students the necessary digital literacy skills for navigating responsible, ethical AI use. The final section of this paper presents a human-generated comparative reflection of various composing processes and technologies used to create this article and the significance of these composing processes on the craft of writing. This paper aims advance ongoing discussions about the changing nature of authorship in technology-enhanced education.

The Impact of Technology Use in Teaching and Understanding Religious Values on Students' Moral Development in Islamic Schools in Indonesia

This study investigates the impact of technology in teaching and the understanding of religious values on the moral development of students in Islamic schools in Indonesia. A quantitative analysis using Structural Equation Modelling with Partial Least Squares (SEM-PLS) was employed to examine the relationships among these key variables. The study's questionnaire demonstrated strong validity and reliability. Discriminant validity confirmed the distinctiveness of the constructs. Hypothesis tests revealed significant positive relationships between Religious Values and Students' Moral Development and between Technology Use in Teaching and Students' Moral Development. These results underscore the critical role of both religious values and technology-enhanced teaching methods in shaping the moral character of students. The findings provide valuable insights for educators and policymakers in Islamic schools, emphasizing the potential of technology in religious education without compromising moral development.

Overcoming Oral Presentation Anxiety: A Systematic Review of Tertiary ESL/EFL Students’ Challenges and Strategies

This systematic review addresses the widespread fear of oral presentations among ESL/EFL students at the tertiary level. Based on a comprehensive review of academic literature from 2016 to 2023, it identifies and summarises the factors contributing to such anxiety and evaluates effective intervention strategies to alleviate it. Key factors include environmental, psychological, language and resource challenges. Environmental constraints include the complexity of managing large classes and insufficient practice opportunities, while psychological elements include stress, motivation and nervousness. Linguistic challenges relate to aspects such as intonation and the influence of students’ mother tongue. In addition, the lack of authentic teaching materials and the limitations of the curriculum highlights resource-related problems. Various intervention strategies were highlighted, focusing on technology-enhanced teaching methods, assessment techniques and student-centred approaches. These strategies aim to promote oral presentation skills while reducing associated anxiety. Significantly, the educator’s role in creating a conducive learning environment and the need to integrate technology into modern educational environments was emphasised. While the findings offer valuable insights, they are often context-specific or regionally limited. Therefore, an all-encompassing solution remains elusive. The review highlights the urgency of addressing oral presentation anxiety as it affects students’ academic and career trajectories. It argues for a more nuanced, holistic approach that combines traditional and technologically advanced methods to meet student’s diverse needs and challenges in the globalised educational landscape of the 21st century.

Impact of the COVID-19 pandemic on online learning in higher education: a bibliometric analysis

The outbreak of the COVID-19 pandemic significantly disrupted higher education by forcing the transition to online learning, which became a mandatory teaching process during the lockdowns. Although the epidemiological situation has gradually improved since then, online learning is becoming ever more popular as it provides new learning opportunities. Therefore, the paper aims to present recent research trends concerning online learning in higher education during the COVID-19 pandemic by using selected bibliometric approaches. The bibliometric analysis is based on 8,303 documents from the Scopus database published between January 2020 and March 2022, when repeated lockdowns meant most countries were experiencing constant disruptions to the educational process. The results show that the COVID-19 pandemic increased interest in online learning research, notably in English-speaking and Asian countries, with most research being published in open-access scientific journals. Moreover, the topics most frequently discussed in the online learning research during the COVID-19 pandemic were ICT and pedagogy, technology-enhanced education, mental health and well-being, student experience and curriculum and professional development. Finally, the COVID-19 pandemic encouraged explorations of emergency remote learning approaches like e-learning, distance learning and virtual learning, which are intended to limit physical contact between teachers and students, where the specific requirements of a given field of study often guide which online learning approach is the most suitable. The findings add to the existing body of scientific knowledge and support the evidence-based policymaking needed to ensure sustainable higher education in the future.