Technology Integration Practices Research Articles

Modern Educational Institution Management Strategies

Background and Aim: Modern educational institution management strategies are critical for adapting to students' and educators' rapidly changing needs, ensuring school effectiveness and sustainability. These strategies allow institutions to create responsive and flexible learning environments, which improves educational outcomes and operational efficiency. This paper aims to analyze Modern Educational Institution Management Strategies. Materials and Methods: To identify and evaluate effective management practices, a comprehensive review of existing literature and case studies was performed. The review combined findings from various sources to provide a comprehensive view of strategies for improving educational institution effectiveness and sustainability. Results: The study discovered that implementing modern educational institution management strategies is critical for providing a flexible, efficient, and responsive environment for today's students and educators. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology integration, collaborative leadership, and inclusive practices. Continuous stakeholder engagement, professional development, and a focus on student wellness are essential for fostering a dynamic and supportive learning environment. Conclusion: The study discovered that implementing modern management strategies is critical for fostering a flexible and responsive learning environment. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology, collaborative leadership, and inclusivity, as well as creating a supportive and dynamic learning environment through ongoing stakeholder engagement, professional development, and student wellness.

Adopting Theories Underlying Directed Technology Integration Strategies: Study Objectivist Learning Theories

This paper examines key theories underlying directed technology integration strategies in education, focusing on objectivist learning approaches. The study reviews and analyzes several influential theories, including B.F. Skinner's behaviorism, Atkinson and Shiffrin's information processing model, Robert Gagne's conditions of learning, and systems theory approaches to instructional design.The analysis reveals how these theories provide conceptual foundations for technology integration in education. Behaviorism emphasizes reinforcement and observable outcomes. Information processing theory explains memory and cognitive processes. Gagne's work highlights conditions for effective learning. Systems approaches offer frameworks for designing technology-enhanced instruction. While each theory offers valuable insights, an integrated approach incorporating behaviorist, cognitive, and constructivist perspectives may be most effective for technology-enhanced learning. Understanding these theoretical underpinnings can guide educators in developing more effective technology integration strategies and creating optimal learning conditions in digital environments. This paper synthesizes key objectivist learning theories relevant to educational technology, providing a theoretical foundation to inform technology integration practices in modern education.

A Study on Technology Integration Practices in Arts Instructors: Exploring the Mediating role of Value and Ability Beliefs

Teachers are the crux of every developing mind of newly blooming pupils in the education institutes and it is a universal factor in the learning process of every nature or aspect of study. Nowadays, the use of innovative technologies has become an essential practice in learning and teaching systems of every subject including art studies which indicates the constant incorporation of technology in instructional communication and reflects an advancement in the teaching process. Quantitative research design was implemented to assess the cause-and-effect relationship among variables. Primary data was collected through the survey strategy and a close-ended questions comprised questionnaire was designed. The researcher disbursed 350 questionnaires and finalized 331 questionnaires for the data analysis. The study encountered significant results for all synthesized associations except for the mediating role of ability beliefs. The present result hold numerous theoretical and practical implications. This study extends the growing body of literature regarding technology integration practices through the professional development, ICT knowledge and technical assistance. However, the study also provides practical implications as beneficial insights can be provided through which professional development can be fostered through technology integration practices. Research limitations and future indications have also been explained to increase the generalizability of this research.

Conceptualizing the Digital Pedagogy in Arts Higher Education: Examining the Roles of Training, Technology Support, and Teacher Mindsets

In this concept paper, the propositions for incorporating professional development, ICT awareness, and technical support to introduce technology incorporation practices among College of Arts instructors are discussed. Drawing from past research in practice, this study’s conceptual framework posits value and ability beliefs as the mediators of technology integration practices. This research establishes professional development, ICT knowledge, and technical assistance as determinants of technology integration practices for learning in the study and looks at the value and ability beliefs and their impact on the instructors’ decision to integrate technology into the teaching practice. This work contributes to the generation of practical and theoretical knowledge for designing effective technology integration in arts education practices, underscoring the centrality of the multipronged perspectives of instructors’ belief, content, and practice knowing. In this case, this study seeks to improve the quality of arts education and better prepare College of Arts students for the job market of the still-growing technology focused era by raising the level of preparedness for integrating technology into lessons of the College of Arts instructors.

Research trends in engineering education research through bibliometric analysis

This study aimed to explore research trends in engineering education research through bibliometric analysis. This review comprised studies indexed in the Scopus database between 2014 and 2023. In total, 6,338 articles were examined using the bibliometric analysis method. The results revealed an increase in the number of publications in the research on engineering education from 2014 to 2023. The results also showed that most of the top-10 authors are from the USA and slight collaborations between research groups. The results also revealed that most institutions with the highest publications and citations are from the USA, a leading country in engineering education research, and only three are from other countries, Denmark, Spain, and Sweden. Also, we found that the top-three journals are the periodicals that publish articles specifically on engineering education. The results regarding research trends revealed the existence of research on participants’ self-efficacy beliefs, experiences, and perceptions and the effects of education technology practices on learning outcomes and teaching methods like project-based learning and problem-solving. Additionally, the research trends were found on design skills, decision-making, product design practices and professional development, technology integration practices, and teaching practices using artificial intelligence. Based on the results, we made implications for further studies.

Sustainable Evolution: Investigating the Factors Contributing to the Transformation of Coffee Businesses from Unplanned to Well-Planned, Sustainable Enterprises in Padang

This research aims to identify the factors contributing to the sustainable evolution of coffee businesses in Padang, West Sumatra. The research is an exploratory qualitative study. Each coffee shop, while differing in focus and approach, prioritizes quality, utilizes technology, and implements strategies for long-term sustainability in its operations. Each coffee shop demonstrates unique strategies in outbound logistics, whether through distribution methods, technology integration, strategic cooperation, or customer engagement, tailored to its specific business model and target audience. Each coffee shop employs unique marketing and sales strategies tailored to its business model and target audience, emphasizing customer engagement, promotional diversity, and long-term relationship building. Each coffee shop offers unique services, focusing on customer experience, atmosphere, personalized interactions, and proactive issue resolution to build strong customer relationships and foster loyalty. Each coffee shop employs distinct procurement strategies tailored to its business model and goals, focusing on supplier relationships, diversification, and preparedness for uncertainties to ensure smooth operations and long-term sustainability. Each coffee shop employs structured mentoring, technology integration, and maintenance practices tailored to support long-term sustainability and business growth, ensuring efficient operations and a positive environmental and community impact. Each coffee shop employs structured recruitment, training, and development programs tailored to their business needs, emphasizing employee skill enhancement, performance improvement, and continuous learning to provide excellent service. Each coffee shop employs technology as a tool to enhance sustainability, efficiency, and productivity, utilizing strategies tailored to their specific needs and challenges, whether it’s overcoming network interference, ensuring reliable technology selection, or managing repair costs efficiently.

Leadership practices and support structures enabling teachers’ informal learning for educational technology use: an appreciative inquiry approach

ABSTRACT Teachers increasingly turn to informal learning but often encounter challenges in their agency to improve technology integration practices. Through a qualitative paradigm and partly adopting the strength-based Appreciative Inquiry (AI) method, this study explored best leadership practices and considered how teachers’ self-directed learning might be enabled to better support technology use in pedagogy. Applying the discovery and dream phases of AI, the study engaged Ghana’s teachers, headteachers and education officials in constructive phone dialogues to identify practices that foster teachers’ informal learning. Different shared themes emerged through thematic analysis, revealing enabling leadership and support mechanisms contributing to teachers’ self-directed learning. Leadership support from key individuals at home, the district, and the school ecosystem surfaced as enablers for engagement in informal learning during the discovery phase. At the dream stage, teacher motivation, access to computers, headteachers’ leadership for collaborative learning, and dedicated time for independent and informal collaboration were envisioned to nurture teachers’ cointinuing self-directed learning. Findings have implications for education researchers and leaders to transition from deficits towards a strength-based inquiry as a promising tool to uncover inspiring leadership practices, actors, and support structures that cultivate and reinforce teachers’ self-directed learning to supplement formal professional development for technology integration.

Picturing digital equity in the curriculum: Cultivating preservice teachers’ digital equity mindsets in a technology integration course

Although access to technology has substantially increased in U.S. schools, inequities in technology usage persist, especially in classrooms serving disproportionately higher numbers of minoritized students. Driven by expert recommendations for increased teacher preparation focused on addressing this phenomenon, we sought to cultivate preservice teachers' (PSTs') digital equity mindsets in a stand-alone technology integration course. A qualitative analysis of pre- and post-course drawings and written reflections where PSTs indicated their intentions to build digital equity in the curriculum showed a significant evolution of their mindsets in five related dimensions of digital equity. This study provides novel insight into how PSTs' digital equity mindsets can be effectively cultivated, and how doing so might engender more equitable technology integration practices in the K-12 curriculum.

The Impact of the National Education Policy on Higher Education in India

The implementation of the National Education Policy (NEP) of 2020 is a pivotal point in the history of education in India, particularly with regard to the field of higher education. The purpose of this study is to investigate the implications of the National Education Policy (NEP) on higher education institutions across the country in a comprehensive manner. The research is to reveal the consequences of the policy on the quality, accessibility, and relevance of higher education by conducting a thorough investigation of the structural changes, curricular reforms, technology integration, and inclusive practices that have been implemented. By shedding light on its intended results, prospective problems, and the overarching effect on the higher education system in India, the research aims to give significant insights into the transformative trajectory established by the National Education Policy (NEP).

EFL Teachers’ Perceptions of the Challenges of Technology-Based Professional Development

Pre-service teacher professional development could assume an urgent part in raising teaching quality and learning outcomes. Evolving technologies allow for new and different forms of professional development. However, teacher professional development opportunities are limited and outcomes are controversial. In this study, to capture the challenges of a technology-based professional development, the researchers examined teachers’ perceptions of the barriers to technology integration and instructional practices. Three hundred participants were recruited through an online survey- Technology-Based Professional Development Questionnaire. Through employing Structural Equation Modeling (SEM), the researchers analysed the data. The results of the study indicated that the gap between information and the use of technology-based apparatuses was viewed as related with the difficulties confronting teachers with technology-based directions. Technology-literate teachers knew how to integrate their insight into their commonsense instructing and had higher students’ commitment and inspiration. In any case, technology-illiterate teachers had mechanical troubles that reduced their education. A few ramifications can be drawn from the review, for example, the requirement for teacher instruction projects to further develop teacher consciousness of new educational innovative learning strategies, and the significance of giving chances to get computerized proficiency. Our findings have both theoretical and practical implications for pre-and in-service teacher training programs. Based on these discoveries, suggestions for the plan of online professional development and gaps for future examinations are discussed.

Focus on Sustainable Development Goals: Teacher Belief and Technology Integration Practice of EFL Classrooms

The purpose of this research was to describe teachers’ beliefs abouttechnology in the EFL classrooms and identify the barriers they faced whenintegrating technology at universities in Myanmar. The critical needeverywhere in the world is for education to prepare students to leadsuccessful, fulfilling lives. In today’s world, this means providing them with relevant educational experiences that nurture their passions, problem-solving abilities, and higher-level thinking skills, including critical thinking and creativity. The best solutions involve teachers, students, universities,and whole communities. Additionally, online learning has become a viableoption for students, and the novel Coronavirus forced many teachers andstudents into this environment during the 2020 academic year. Despiteincreased access to technology, higher-level uses have not followed, and many teachers at the universities continue to struggle integrating technologyin their classrooms. Quantitative data were collected through a questionnairesurvey administered to English language teachers at selected universities inorder to gain descriptive information about how technology was being usedthroughout the university. From this sample, 26 participants were selectedfor follow-up interviews. Qualitative data was collected from theseparticipants through interviews in order to provide additional descriptivedata to answer the research questions. It has been found that Myanmar EFLteachers encounter both first-order barriers and second-order barriers whentrying to integrate technology. However, second order barriers play a significant role in technology integration. Additionally, steps to reduce first-order barriers identified in the study are suggested.

Optimizing Last-Mile Delivery Operations: Leveraging Predictive Analytics, Technology Integration, and Sustainable Practices

In the contemporary landscape of e-commerce and retail industries, the optimization of last-mile delivery operations emerges as a pivotal element for sustaining customer satisfaction and operational efficiency. This study delves into a comprehensive exploration of various strategies aimed at refining the last-mile delivery process, a segment known for its significant challenges, including high costs, inefficiencies, and environmental concerns. By integrating predictive analytics, this research goes beyond traditional logistics methods to forecast delivery needs and driver performance accurately, allowing for pre-emptive adjustments that enhance reliability and efficiency. Furthermore, the investigation into technology integration sheds light on how advanced software solutions, such as route optimization algorithms and real-time tracking systems, can drastically reduce delivery times and operational costs while simultaneously increasing customer satisfaction levels. Additionally, the paper emphasizes sustainable practices within last-mile delivery operations, exploring eco-friendly approaches that not only mitigate environmental impact but also potentially lower delivery costs through fuel savings and efficiency gains. Through the analysis of real-world data and illustrative case studies, this research articulates a holistic framework aimed at improving last-mile delivery. Such a framework is indispensable for companies seeking to maintain a competitive edge in the fast-paced and ever-evolving retail sector. The findings of this study underscore the importance of embracing technological advancements and sustainable practices to address the multifaceted challenges of last-mile delivery, ultimately leading to improved service levels and operational excellence.

Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices

AbstractIn line with ICT in education policies and curricula in Ghana and many other countries, teachers are expected to integrate digital technologies into instruction to facilitate meaningful and engaging student learning experiences. More research is however needed to investigate teachers’ actual classroom practices with technology to determine whether these align with national ICT in education policies and curricula expectations. This qualitative study conducted phone interviews with twenty teachers from twelve schools and used a synthesised ICT pedagogy classification framework as a lens to investigate teachers’ technology integration practices in relation to Ghana's ICT policies and curricula requirements. Following a thematic analysis procedure, the article finds that teachers mainly use technology conveniently for lesson preparation and direct instruction delivery, treating technology primarily as a productivity tool to support traditional teacher-centred teaching tasks. The use of technology for constructivist practices and fostering student-centred learning appears to be limited, which contradicts the priorities outlined in ICT in education policies and curricula in Ghana. The findings highlight a discrepancy between the requirements of ICT policies and the actual classroom practices of teachers. The implications of the findings are discussed, emphasising the need to action change in teachers’ knowledge, beliefs, and teaching practices in order to bridge the gap and effectively translate ICT curricula and policy plans into actual teaching practices.

Aligning Pedagogical Beliefs and Technology Integration in English Language Teaching: A Multiple-Case Study of Islamic Senior High School EFL Teachers

Understanding how teachers' pedagogical beliefs regarding language teaching and learning have been transferred into technology integration practices in English teaching would assist teachers in optimizing learning outcomes and facilitating teaching-learning. The purpose of this study is to explore how language teachers' pedagogical beliefs, which beliefs about language instruction and learning that have been translated into technology integration in English instructional practice. This study used a case study as the research design, this research also used other instruments, there were interview guidelines, documents checklist, and observation form/field notes. The data analysis of this study consisted of two phases: within-case analysis (phase 1) and cross-case analysis (phase 2). The results of this study showed rule-based practices with technology implemented by teachers. In this study typically entailed using technology to support grammar and practice in the classroom. Also, it showed the purposeful study and assessment or application of grammatical rules within appropriate contexts. Moreover, the integration of Islamic education with science and technology learning is expected to be meaningful and easily understandable. Therefore, the goal of Islamic education in leading students to recognize, understand, contemplate, believe, and have a noble character in implementing the teachings of Islam from the primary source, the holy book of Al-Quran and Al-Hadith, can be accomplished through teaching guidance, practicing, and the use of experience

Practices and Challenges of Teachers in Teaching Science Online

Educational disruption brought by this pandemic changed the practices and challenged teachers and students to navigate the new learning landscape. This descriptive research study determined the practices and challenges of science teachers in teaching amidst the COVID-19 pandemic. A total of 54 science teachers in Zambales, Philippines responded to the researcher-made Practices and Challenges of Science Teachers Questionnaire (PCSTQ). Results revealed that science teachers use printed module as a learning delivery modality in their classes. They often employ varied science teaching strategies, utilize assessment strategies and incorporate technology integration in teaching during educational disruption. They often encounter challenges in academic workload, laboratory experimentation, and physical infrastructures, while they sometimes face challenges in terms of digital infrastructure, instructional resources, digital competence, and assessment and supervision. There are significant differences in the teachers’ teaching strategies by trainings, and technology integration practices by trainings and modality used. Furthermore, there are significant differences in the challenges in instructional resources, physical infrastructure, digital competence, and academic workload by years in service; challenges in digital competence by zone; and challenges in academic workload by age. Implications of the study to pedagogy, policy, and practice are discussed in the paper. The study also contributes to the dearth of literature in describing the teachers’ practices and challenges in science teaching in the context of the COVID-19 pandemic.

TECHNOLOGY INTEGRATION BELIEFS AND PRACTICES OF TURKISH NOVICE EFL TEACHERS AFTER ONLINE PRACTICUM

Although technology is a vital part of 21st-century education, teachers in English as a foreign language (EFL) contexts face challenges when using digital tools in their teaching. Studies have been conducted with in-service teachers to understand their beliefs and practices with digital learning of English. However, there is a gap in the literature about investigating the technology integration beliefs and practices of newly graduated EFL teachers who experienced online teaching practice during their pre-service education. Thus, this study aimed to investigate how novice teachers’ online practicum affects their teaching with technology in face-toface classrooms. To this end, this study adopted a qualitative case study research design and collected data through six open-ended questions from 20 Turkish novice EFL teachers who received their teaching practice and school experience courses online and conducted semi-structured interviews with 5 participants. The thematic analysis of the data showed that the participants were aware of the importance of technology use, and their online teaching practice experience helped them get familiar with teaching English with digital tools before graduating. However, the lack of resources and support in their current face-to-face teaching contexts prevented them from using technology. The findings revealed that teacher education programs should offer updated content and opportunities for creating digital material to prepare EFL teachers for the future.

MODEL DAN STRATEGI PEMBELAJARAN QUANTUM TEACHING & LEARNING

This research presents an exploration of the Quantum Teaching & Learning model and its associated strategies. Quantum Teaching & Learning is an innovative approach to education that blends various pedagogical methods, technology integration, and learner-centric practices. This study delves into the key components and principles of the model, emphasizing its adaptability to diverse educational settings and subjects. The research also investigates the effectiveness of Quantum Teaching & Learning in enhancing student engagement, critical thinking, and overall learning outcomes. Additionally, it discusses the challenges and opportunities for implementing this model in contemporary educational contexts.

Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities.

The current paper explores the relationship between technological knowledge, beliefs about technology use in education, beliefs about the limits of technology use with respect to children with disabilities, self-efficacy beliefs, and their effects on technology use or teacher practices in the special education setting regarding mathematics education. Research was conducted via an online questionnaire. A total of 83 teachers working in the field of special education answered the questionnaire. The answers were analyzed via quantitative and qualitative analyses. In addition, correlational analyses were conducted. A prediction model that included all the aforementioned variables was tested. Our regression analysis evidenced the strong predictive value of technology-related knowledge with respect to technology integration practices but not toward the other models that included beliefs. Through mediation analysis, we found that technology-related knowledge mediates the relationship between self-efficacy and technology integration practices. The qualitative findings provided information on the interplay between knowledge, practice, and beliefs that are contextualized; on the specificity of technology-related knowledge. Implications are discussed with reference to factors important for the professional development of teachers with regard to technology integration.

How field experience shapes pre-service primary teachers’ technology integration knowledge and practice

ABSTRACT The expectation for teachers to integrate technology within their classroom practice is growing. However, few studies examine the influences on pre-service teachers’ technology integration knowledge and practice, and the role of field experience in shaping these. Narratives from semi-structured pre-COVID interviews with 35 pre-service primary school teachers in one teacher education programme in Ireland, some of whom used a digital camera, were analysed using an inductive thematic approach. Opportunities for pre-service teachers to develop their knowledge and practice were shaped by their interaction with the primary school context, the people within it and the digital resources provided, the Zone of Proximal Development (ZPD). While the initial teacher education programme provided opportunities and digital resources to support the primary teachers’ learning, the Zone of Promoted Action, these were ultimately shaped by the ZPD. The results have implications for professional development programmes striving to support teachers in developing innovative practice in a post-COVID era.

Teaching during COVID-19 Pandemic: Students’ Experiences, Perceptions and Lessons for Higher Education Institutes

A sudden shift to complete online teaching and learning due to the COVID-19 pandemic created many challenges for educational institutes, their administrators, teachers and students. This study investigated students’ online teaching experiences with the intention to shape higher education institutes’ (HEI) Information and Communication Technology (ICT) integration policies and practices. A mixed-method research approach was used to collect data. The quantitative data were collected using a survey questionnaire and focus group discussion method was used to gather qualitative data. The students’ views of their instructors’ online instructional and assessment strategies revealed that teachers confined themselves to the university guidelines and used the recommended learning management system (LMS) and digital tools but lacked the training to utilise many of the features available in the recommended LMS and digital tools that could be integrated with the LMS due to poor knowledge and ICT skills. This study suggests that HEIs should invest in research to understand students’ choices of digital tools and train teachers to maximise the use of the LMS.