Technology Integration In Education Research Articles

From Blackboards to Gadgets: Unveiling Academic Dynamics and Digital Landscapes in Far Eastern University-Manila through the Integration of Technology in Classrooms

The researchers ought to shed light on the importance of educational technology in the student’s academic performance by looking into how students perceive the integration of educational technology in Far Eastern University–Manila, aiming to collect insights from 60 students and discuss how these students’ perception of the integration of technology affects their familiarity and confidence in utilizing innovative educational technologies. Using quantitative research method, the data were gathered through an online survey questionnaire to collect key insights on how students view technology integrated into their classes. The responses from the survey were analyzed by comparing and correlating their responses and finding their common grounds. Through the data analysis, the findings reveal that many of the students perceive integration of technology as something that is academically advantageous, utilizing diverse educational technologies to make their academic journey easier, more motivating, and more engaging. In the same responses, it is reported that few students still regard educational technology as a limitation that challenges their academic performance, limiting their performance in a way that distracts them from achieving their maximum focus and academic retention. These findings suggest that how students perceive the incorporation of different technological tools and platforms impacts how they perform in their classes by either developing or provoking regression in their capabilities and behavior.

Information Communication and Technology Resource Availability and Integration in Instruction among Secondary Schools in Habaswein Sub-county

Incorporation of Information, Communication and Technology (ICT) in learning has been established as crucial for enabling teachers to replace traditional methods of teaching with technology-enabled education facilities. In Kenya, under vision 2030, ICT is deemed to be among the key elements essential for transforming the nation’s development. The Ministry of Education, through the Education Blue print dated 2013-2025, highlights the essence of technology-aided teaching and learning in the school’s national curriculum. This study aims to examine the availability of instructional ICT resources in government secondary schools in Habaswein sub-county Descriptive survey design was employed in this study. The study targeted nine secondary schools in the region. Piloting of study was carried out in Sarif Mixed Day Secondary School within Habaswein Sub-County. Data was gathered using semi-structured interviews and questionnaire to allow the respondents present their unbound views about the issue being explored. The qualitative data collected was analyzed using thematic data analysis method while quantitative data obtained was analyzed using SPSS. The study concludes that information communication and technology resource availability has a significant association (r = 0.644, p<.001) with ICT integration in instructions. The study recommends for provision of adequate ICT resources for effective ICT integration in in instructions in public secondary schools in Habaswein Sub- County.

The Impact of Blockchain Technology Effectiveness in Indonesia's Learning System

This research investigates the integration of blockchain technology in vocational education in Indonesia, evaluating its impact on database system learning outcomes. Involving 86 Indonesian students, this study aims to assess the effectiveness of blockchain in improving students’ understanding, skills, and academic performance. Using a quasi-experimental design, the findings of this study showed a significant improvement in learning outcomes, as evidenced by the analysis of pre-test and post-test scores. The measure of the effectiveness of the improvement in learning outcomes, with a substantial increase of approximately 46.50%, emphasizes the positive influence of blockchain technology on student achievement in the database systems course. The findings of this study will contribute valuable information to educational institutions, policy makers, and educators who wish to incorporate new technologies such as blockchain into their learning systems. The implication of this research is to provide recommendations in optimizing the integration of blockchain technology, which significantly affects learning outcomes in database systems. This is realized through facilitating fast and efficient access to learning materials, fostering a more interactive and engaging learning environment, and enhancing students’ understanding of industry practices. The integration of blockchain into database systems learning not only improves the quality of learning but also equips students for a successful career in information technology.

Technology integration and teachers’ competency in the development of 21st-century learning in EFL classroom

This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers’ competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.

Academic Path Linked to Research and Extension: The Experience of the Remote Experimentation Laboratory (Rexlab) of The Federal University of Santa Catarina

Objective: This study aims to investigate the trajectory and contributions of the Remote Experimentation Laboratory (RExLab) over its 27 years of existence, focusing on the integration of technology in education and its relevance to teaching and learning.   Theoretical Framework: RExLab was founded in 1997 with the aim of promoting digital inclusion and democratization of science education through the provision of Remote Laboratories. Over the years, the research group has added more resources to its projects, such as the integration of technologies in education, teacher training, and the creation of Open Educational Resources (OER), receiving several awards and distinctions along the way.   Method: The research adopted a documentary and bibliographical approach, tracking the evolution and impact of RExLab from its inception to the present moment. Data collection was conducted through the analysis of documents and publications related to RExLab.   Results and Discussion: The results highlight RExLab's contributions to the integration of technology in education, demonstrating its role in generating practical knowledge to solve specific problems and in understanding the experiences and perceptions related to technology in education. The discussion contextualizes these results in light of the theoretical framework, emphasizing the importance of RExLab for teaching and learning.   Research Implications: This research reflects on how RExLab can continue to be an ally in the integration of technology in education, even in the face of future challenges. Its implications encompass both the field of education and applied research.   Originality/Value: This study contributes to the literature by highlighting the importance of RExLab as a successful model in the integration of technology in education over time. Its relevance lies in the emphasis on the practical application of research and in promoting equality through education.

Technological skills and readiness of the students on the utilization of digital application June 2023

This study is entitled Technological Skills and Readiness of the Students On the Utilization of Digital Application. The respondents of the study were composed of fifty-five (55) Grade 10 students in Liceo De Los Banos. The quantitative method of research was used to find out the technological skills and the level of readiness of the Grade 10 students in the utilization of Digital Applications. The main instrument used in this study was a questionnaire that was disseminated to the respondents through Google Forms. As the responses were converted into data, mean, and Pearson r correlation tests were used for statistical treatment. The analysis of the Pearson r coefficient, it was found that there is no significant relationship between the level of technological skills and the level of readiness of the students in utilization of digital application. The use of technical instruments, such as computers, tablets, and the internet, to enhance learning and teaching is referred to as technology integration in education. Students' preparedness for using digital applications is also greatly influenced by their access to technology, motivation, self-regulation abilities, learning style, social presence, teacher assistance, and the caliber of online course content.

Pre-service Teachers' Perspectives on the Integration of Technology in Future Education: Between English Education and Ethics Education Majors

The current study aimed to investigate the perceptions of pre-service teachers regarding the integration of advanced technologies into future education and to examine whether these perceptions differ significantly based on the pre-service teachers' academic majors. The participants consisted of 110 pre-service teachers majoring in Ethics education and English education at a university in Korea's Gyeongsang Province. A questionnaire comprising 59 items was administered, addressing aspects such as interest in the utilization of advanced technologies, resistance to their use, concerns about their application, and expectations for the future of education over the next decade. Statistical analyses, including a paired t-test, an independent <i>t</i>-test, frequency analysis, and analysis of variance, were employed to examine differences based on variables of gender and major. </br>The study revealed statistically significant disparities in the perceptions of pre-service teachers from distinct majors, particularly between English education majors and ethics education majors, concerning the incorporation of advanced technologies in education. English education majors demonstrated notably high awareness, particularly in the domain of neural machine translation. Conversely, ethics education majors demonstrated a lower inclination to embrace the use of advanced technologies in their instructional practices. Additionally, ethics education majors expressed the belief that the role of teachers would become more pivotal in classes integrating these technologies. Considering these research outcomes, it becomes evident that future education for pre-service teachers should underscore comprehensive training in both digital technology education and the development of competencies in areas where artificial intelligence cannot replace the role of educators.

Integrating sports education with data analysis and computer technology: A new paradigm for enhanced athletic performance

This comprehensive study delves into the transformative integration of sports science, data analytics, and computer technology in athletic training and education. It highlights the multidisciplinary approach to enhancing athletic performance through evidence-based methodologies, including biomechanical analysis, physiological assessment, and psychological strategies. With a focus on data-driven training methodologies, real-time performance monitoring, educational implications, and the incorporation of ethical considerations, the article showcases how modern technology and data analysis can personalize training programs, optimize performance, and minimize injury risks. Through quantitative analysis and case studies, it demonstrates the significant impact of these integrations on athletic performance metrics, while also addressing the challenges and limitations faced in adopting these approaches. The findings suggest a promising future for sports education and training, advocating for interdisciplinary collaboration and the adoption of data analytics in sports.

Changes to business faculty perceived skills with online teaching tools and educational practices: The pandemic effect

AbstractIn the spring of 2020, universities worldwide closed their campuses and transitioned their face‐to‐face courses to remote teaching with educational technologies due to the COVID‐19 pandemic. This unprecedented transition to online instruction created a unique learning environment for students and faculty. Our case‐based, qualitative study explores the perceived skill level changes of professors who implemented (with minimal training) online educational technologies to deliver business courses at a business school in the southwest United States. Business faculty completed a Likert‐scale survey instrument that used the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) teacher competency framework, which includes digitally communicating with students, delivering asynchronous material, delivering synchronous classes, using the learning management system, and providing digital assessments and feedback (2018). Study outcomes indicate that instructors’ perceived skill sets in most topics grew due to the adoption of online educational technologies at the onset of the pandemic. Further study might focus on determining the long‐term implications of the growing integration of educational technology on business faculty instruction in both online and face‐to‐face classrooms.

Technological Advances in Early Childhood Bilingual Learning: A Quantitative Analysis

This study explores the multifaceted role of technology in augmenting early childhood bilingual education, emphasizing interactive software, multimedia resources, online communication, and programming for cognitive development. Through a series of quantitative analyses, this research delineates the significant impact of technology-enhanced learning environments on vocabulary acquisition, engagement, personalized learning, multimodal learning efficacy, phonetic recognition, cultural immersion, global classroom participation, conversational fluency, cultural competency, logic and problem-solving skills, coding for language learning, and creative expression. Findings from statistical methods, including Pearson correlation coefficients, repeated measures ANOVAs, and pre-and post-test designs, reveal notable improvements in language proficiency, cognitive abilities, cultural awareness, and expressive skills among young learners exposed to technology-integrated instruction. Specifically, gamification in language apps, adaptive learning technologies, multimedia input, and programming tasks have shown to considerably enhance educational outcomes. This paper advocates for a strategic integration of digital tools in early childhood bilingual curriculums to foster a comprehensive developmental approach, thereby preparing students for the challenges of a globalized and technologically advanced society.

A systematic review of evaluation and program planning strategies for technology integration in education: Insights for evidence-based practice

A systematic review of evaluation and program planning strategies for technology integration in education: Insights for evidence-based practice

Inbound learning: revolutionizing educational paradigms

This paper explores the transformative potential of Inbound Learning in educational settings, integrating principles from inbound marketing to foster personalized, engaging, and effective learning experiences. Through a comprehensive literature review, the study examines the application of Inbound Learning strategies across diverse educational levels and contexts, highlighting significant improvements in student engagement, academic performance, and educator satisfaction. The methodology employed combines quantitative and qualitative approaches to assess the impact of these strategies, revealing a positive correlation between personalized educational content and improved learning outcomes. Challenges such as technological access, resource allocation, and teacher training are discussed, alongside future perspectives that suggest the integration of advanced educational technologies and policy support to overcome these barriers. The findings underscore the efficacy of Inbound Learning in meeting the contemporary needs of learners and educators, advocating for its broader adoption to revolutionize educational practices.

Bridging the Gap: The Reality of Digital Technology Integration by Indonesian Pre-service EFL Teachers

Background: This research investigates the integration of digital technology into teaching practices among pre-service English as a Foreign Language (EFL) teachers in Indonesia, using the Technological Pedagogical Content Knowledge (TPACK) framework. The exploration focuses on the contextual challenges and limited technological infrastructure that hinder effective technology use during teaching practicums. Methodology: Employing a qualitative case study design, the research involved six pre-service teachers from three junior high schools in Indonesia. Data were collected through Video-Stimulated Recall (VSR) interviews, direct observations, and analysis of teaching materials, including lesson plans and multimedia resources used in classroom settings. Findings: The findings reveal that while pre-service teachers were theoretically prepared for integrating technology into education, practical implementation was often compromised by infrastructural deficiencies. Teachers frequently encountered issues such as insufficient internet access and lack of support from supervisory staff, which forced them to rely on basic and offline technological tools despite their preparedness to employ more sophisticated resources. Conclusion: The research underscores a significant gap between the theoretical training provided by teacher education programs and the practical realities in Indonesian schools. It suggests that enhancing technological infrastructure and mentorship in these settings is crucial to effectively translate pedagogical and content knowledge into technology-integrated teaching practices. Originality: This research contributes to the field by highlighting the specific challenges faced by pre-service teachers in developing countries like Indonesia and provides empirical evidence on the discrepancies between their training and actual teaching experiences. The study advocates for an integrated approach in teacher education that aligns theoretical knowledge with practical abilities to navigate technological constraints

Revolutionising engineering pedagogy: The role of 3D printing in modern engineering education

ABSTRACT This paper presents a comprehensive study on the integration of 3D printing technology in biomedical robotics education with undergraduate students learning about the design of robotic systems. The research investigated the effectiveness of this new teaching strategy in enhancing students’ understanding of complex engineering principles by comparing their learning experiences, and academic performance with results from traditional teaching methods. The students’ learning and performance were evaluated through a survey and grade analysis. The Mann – Whitney U test was used to analyse the data, revealing statistically significant improvements in both student satisfaction and grades. The Mann-Whitney U test results show a clear preference for the 2017 3D printing and project-based learning strategy over the 2016 traditional method. With a U-value of 0 and a critical U-value at p < 0.05 being 23, coupled with a z-score of −3.742, the data significantly indicates enhanced student outcomes with the newer teaching approach compared to conventional methods. The study also found that 3D printing technology fostered creativity, critical thinking, and enhanced spatial visualisation skills among students. However, we also identify potential challenges, including equipment maintenance, safety concerns, and the need for faculty expertise. The study concludes by providing potential strategies to overcome these challenges. This research offers valuable insights for educators and policy-makers in leveraging technology for improved learning outcomes in engineering education.

Analysis of the Digital Competencies of Physics Teachers in Bulgaria According to the Digcompedu Framework

This article is a review of the reports delivered by Bulgarian physics teachers on the National Conference on Physics Education in the period 2007 – 2023 in the context of their digital competencies’ development. Its main goal is to provide a comprehensive exploration of the integration of digital technologies in physics education, emphasizing their role in enhancing teachers’ and learners’ digital competence across various dimensions. The study emphasizes on the significance of digital technologies in fostering digital literacy, communication, collaboration, content creation, responsible use, and problem solving among students in alignment with the DigCompEdu framework. Digital technologies, including virtual labs, simulations, coding platforms, and mobile apps, offer students dynamic and interactive learning experiences, promoting information and media literacy and hands-on experimentation.

Educational Leadership: A Fifteen Year Bibliometric Review

Exploring educational leadership is crucial for shaping the future of higher education, influencing students, educators, and institutional dynamics. This thorough review is conducted by analyzing 36 research articles published in the Journal of University Teaching and Learning Practice (JUTLP) from 2008 to 2022. The study underscores the urgent need for a nuanced understanding of diverse leadership practices within the ever-changing educational landscape. While the majority of studies in JUTLP focused on women's leadership, it became evident that other aspects of educational leadership are yet to be explored in the journal’s domain. The analysis also highlights significant gaps in the existing literature, emphasizing the necessity for more comprehensive studies that encompass broader societal contexts and global perspectives. The prevalence of qualitative methodologies in the analyzed articles indicates a preference for profound qualitative insights into leadership dynamics within academia, particularly in this journal. Key findings pinpoint critical areas for future exploration. With the spotlight on women's leadership, the study identifies gaps in research published In JUTLP related to diversity in leadership roles, international comparative studies, crisis management strategies, and the effective integration of technology in education. A particularly notable gap revolves around understanding the impact of educational leadership on sessional staff, urging institutions to empower this essential segment of academia. Additionally, the study offers strategic guidance for the Journal of University Teaching and Learning Practice (JUTLP), steering future research endeavors towards more inclusive, diverse, and globally relevant studies within the domain of educational leadership.

Digital Narratives for Academic Success: Enhancing Student Achievement through Storytelling

This study looked at how Digital Story-telling (DST) affected high school students studying English as a second language in terms of their learning motivationm, critical thinking, and academic achievement. This year-long study included 48 10th-grade students from two English courses using a quasi-experimental design with pretest and posttest assessments. Information technology-integrated instruction at two levels—lecture-style (for the comparison group) and DST (for the experimental group)—was the independent variable. In order to assess how well DST improves learning outcomes, both quantitative and qualitative data were gathered. This included critical thinking and English language competence tests as well as questionnaire answers about learning motivation. The collected data underwent examination through descriptive analysis, analysis of covariance (ANCOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis. Our findings show that participants in the DST group surpassed those in the lecture-style ITII group concerning critical thinking, learning motivation, and English proficiency. Insights gathered from interviews underscore the noteworthy educational impact of DST. Both the teacher and students expressed that DST elevated their understanding of course content, heightened their curiosity, and enhanced their critical thinking abilities—essential skills for equipping students for the dynamic challenges of the 21st century. Incorporating stories from Palestinian culture, rooted in the real-life experiences of students, has been successfully undertaken to enhance the cultural relevance of DST. This addition brings a valuable dimension to the research, providing a more comprehensive understanding of how DST impacts students' learning experiences. By integrating these authentic narratives, the study successfully captures the cultural richness and diversity inherent in the students' backgrounds, thereby enriching the overall research findings.

Deep Learning PCA Correlation Analysis of Teacher’s Educational Technology Quality and Teacher’s Professional Competence

In contemporary education, the integration of educational technology has become crucial for enhancing teaching quality and fostering student learning outcomes. This study employs a novel approach by combining deep learning techniques with Principal Component Analysis (PCA) to explore the relationship between teachers' educational technology proficiency and their professional competence. The research leverages a dataset comprising various metrics related to teachers' usage of educational technology tools and their performance in professional development programs. Initially, the study preprocesses the data and applies deep learning models to extract high-level features from the complex and heterogeneous dataset. Subsequently, PCA is employed to reduce the dimensionality of the feature space while preserving the underlying structure and variability of the data. Through this process, latent factors representing different aspects of educational technology proficiency and professional competence are identified. The correlation analysis conducted on the reduced feature space reveals intricate relationships between teachers' competency in educational technology and their overall professional capabilities. The findings indicate that certain dimensions of educational technology quality, such as adaptability to new tools and innovative pedagogical approaches, positively correlate with measures of professional competence, including classroom management skills, student engagement, and instructional effectiveness. 

The Impact of Technology-Enhanced Language Learning on Bilingual Education

Bilingual education stands as a pivotal approach in contemporary educational landscapes, aiming to cultivate bilingualism and enhance academic achievement among students. In recent years, technology-enhanced language learning (TELL) has emerged as a promising avenue to augment bilingual education efforts. This paper presents a thorough examination of the impact of TELL on bilingual education, synthesizing theoretical frameworks, exploring various technologies utilized, assessing effectiveness, and addressing challenges and future directions. The theoretical underpinnings of TELL encompass constructivism, sociocultural theory, and cognitive load theory. Drawing from constructivist principles, TELL engages learners actively in constructing knowledge through meaningful interactions with technology-mediated learning environments. Sociocultural theory accentuates the socio-cultural context of language learning, underscoring TELL's potential to foster collaboration and cultural exchange among bilingual learners. Cognitive load theory informs the design of TELL materials to optimize learning outcomes by managing cognitive resources effectively. Technologies employed in bilingual education span diverse platforms, including computer-assisted language learning (CALL), mobile applications, virtual reality (VR), augmented reality (AR), and online collaboration tools. CALL platforms offer interactive exercises and personalized feedback, while mobile applications afford ubiquitous access to language learning resources. VR and AR technologies provide immersive experiences, enriching cultural understanding and language proficiency. Online collaboration tools facilitate synchronous and asynchronous communication, fostering peer interaction and collaboration. Research findings underscore the effectiveness of TELL in enhancing language proficiency, cultural understanding, and overall learning outcomes in bilingual education settings. TELL interventions have demonstrated significant improvements across language skills, motivating learners and fostering positive attitudes toward language learning. However, challenges such as limited access to technology, digital literacy skills, and the need for teacher training persist, hindering widespread implementation. Addressing these challenges requires concerted efforts to promote equitable access to technology, enhance digital literacy skills, and provide ongoing professional development for educators. Collaborative endeavors among stakeholders are essential to develop inclusive strategies for leveraging technology to support bilingual learners effectively. Future research should focus on innovative TELL approaches, long-term impact evaluation, and best practices for technology integration in bilingual education. TELL holds immense promise in enriching bilingual education by providing interactive, engaging, and culturally relevant learning experiences. By leveraging theoretical frameworks and diverse technologies, TELL has the potential to transform language learning practices and cultivate global citizens proficient in multiple languages. However, concerted efforts are needed to overcome challenges and maximize the benefits of TELL for all bilingual learners, emphasizing the importance of collaboration, research, and advocacy in advancing bilingual education in the digital age.

A Comprehensive Social Impact Analysis of Technological Advancements in Education: Bridging or Broadening Gaps

This study explores the social impact of technology integration in education through Social Impact Assessment (SIA). SIA originated in the 1970s and has evolved to include various social and economic aspects, particularly education. Interpretivist methodology and SWOT analysis highlight technology's positive and negative effects in the educational sector. Positively, technology enhances learning outcomes, ensures equitable access, promotes social cohesion, and facilitates lifelong learning. It also supports teacher development and makes learning materials more accessible. On the other hand, challenges include increased academic misconduct, ethical dilemmas involving AI, digital divides in socio-economic sectors, and the vast nature of digital content. This paper highlights the need for specific educational policies and interventions by recognizing the diverse impacts of technological advancements in different academic environments.