Technological Literacy Research Articles

Ethical dilemmas in healthcare management: A comprehensive review

This research paper comprehensively examines ethical dilemmas in healthcare management, offering insights into emerging trends, technological impacts, and anticipated guideline changes. The paper explores healthcare managers' multifaceted challenges, including conflicting stakeholder interests, the delicate balance between patient rights and organizational goals, and navigating diverse cultural values. Strategies for mitigating ethical dilemmas, such as education, policy implementation, and collaborative decision-making, are discussed. Additionally, the paper delves into the evolving ethical landscape influenced by genomic medicine, artificial intelligence, and telehealth. The implications for healthcare managers include the need for continuous education, ethical leadership, and technological literacy. As healthcare transforms, embracing ethical practices becomes imperative for fostering patient-centric, equitable, and ethically sound healthcare environments. Keywords: Healthcare Management Ethics, Ethical Dilemmas, Technological Impacts, Ethical Leadership.

Efforts to Improve Students' Communication Skills and Technological Literacy by Developing Google Sites Learning Media on Virus Material at Grade X

This research aims to develop Google Sites learning media on the subject of class X viruses to improve the communication skills and technological literacy of State High School students in Samarinda. The type of research used is Research and Development (R&D) with the Sugiyono development model. Data collection techniques using questionnaires, interviews and tests. The data analysis technique used is quantitative and qualitative data analysis. The subjects in this research were 3 expert validators, namely media, language and materials experts, 1 educational practitioner who was a biology subject teacher and class discussing viruses. The validation results from 3 expert validators obtained a score of 81.97% in the very feasible category. The practicality assessment by the teacher received a score of 97.8% in the very practical category and the assessment by students obtained a score of 85.1% in the very practical category. The use of Google Sites learning media has a significant influence on student learning outcomes with the calculated t value obtained (0.00 < 0.05) with a score gain index of 0.77 in the high category which shows that Google Sites learning media is effective in increasing students' understanding of learning materials. The results of the communication skills assessment questionnaire obtained a score of 81% in the very good category and technological literacy skills received a score of 86% in the very good category.

A Strategy Development Framework for Educational Technology: An integrated Design Science Research and Modified Delphi Approach

Emerging technologies are transforming educational practices, but successful integration requires improving the quality and efficiency of learning. New technology emerges in hype cycles but adoption and performance lag over time. A strategy development framework is needed for decision-makers to understand the complex interaction of all the factors to consider when making new technology investments. The research explores how strategy development occurs through the dynamic interaction of strategy with learning, and technology integration. It analyses the key elements of a strategy map for learning with technology and how they influence each other within the overall strategy map. The research design integrated the different cycles of Design Science Research (DSR) with a modified Delphi Technique in two phases of research. During the first research phase, Delphi panel members were interviewed to understand current challenges and practices in learning with technology. The results of the literature review and thematic data analysis from the interviews were used to create a hypothetical strategy map and a strategy development framework, as an artefact, as part of the DSR process. This framework was shared with Delphi members in the second phase of research, and they were requested to evaluate the framework for its fit and utility in similar contexts of learning with technology. The feedback contributed to the refinement of the artefact and highlighted the key operational focus areas for learning with technology. The key operational focus areas identified were the need to increase the basic technology literacy of students and educators, continuous professional development in terms of online pedagogy, and the need for principles in terms of multimedia design. Other focus areas were an online design blueprint and an improvement in learning and teaching experiences through efficiencies and productivity of ed-tech technologies. This study contributes a strategy development framework for educational technology which enhances theories around the analytical and conceptual processes when planning and implementing new emerging technologies in learning. Analytical processes include external and internal analysis and a SWOT analysis of aspects related to learning with technology. Other key outcomes of the study include a hypothetical strategy map for learning with technology which aligns business objectives to a financial, customer, internal business process and learning and growth perspective.

Enhancing Learning Performance of students in Tourism major at Ba Ria - Vung Tau University

Ba Ria – Vung Tau University, a tourism education institution in Vietnam, has implemented a multifaceted approach to optimize the learning performance of its tourism management students. This article examines the university’s strategies, which include curriculum design and relevance, integration of technology and digital literacy, experiential learning and industry partnerships, mentorship and career guidance, fostering student engagement and well-being, and a continuous improvement and evaluation process. The university’s comprehensive initiatives aim to prepare the next generation of tourism professionals by enhancing their knowledge, practical skills, and overall competitiveness in the dynamic and rapidly evolving tourism industry.

Ambivalences of Technological Literacy and Cognitive Growth: A Learning Classroom Dynamic in the Disruptive Era

This research aims to reveal the ambivalence of using technology in the learning process. The research methodology employed is qualitative. The research approach employed in this study is a case study. The data utilised in this study comprises statements extracted from a Forum Group Discussion (FGD). The data source consists of the FGD transcripts. Two ELT lecturers, one concentrates in English Writing and another in Translation, were put in sharing ideas session during the Focus Group Discussion (FGD). The data collection technique employed in this research is focus group deliberations. The data gathering method utilised in this study is the Single Focus Group (FGD). The analytical approach employed in this work is thematic analysis. From the FGDs conducted, two axes of answers were found. The first is related to how the utilisation of technology, such as AI (Artificial Intelligence), is a must. There are two points related to the necessity of technology integration in learning: 1) Improving Access and Learning Opportunities and 2) Increasing Student Motivation and Engagement. The second, on the other hand, the utilisation of technology in the learning process also reflects a very ironic phenomenon. There are two main reasons why the utilisation of technology in learning is very dilemmatic at the moment: 1) Balanced Potential Benefits and Risks, and 2) Educational Paradigm Shift. The details of these findings can be traced from the elaboration of key points from the excerpts of discussions with lecturers when sharing teaching experiences in this disruptive era.

The Portrait of Creativity in Using Posters as an Interesting Learning Medium in Grammar Classes: A Narrative Inquiry Study on EFL Teachers

Teacher creativity supported by the use of technology can be achieved by making posters as a Grammar learning medium that can provide significant benefits to students’ success in learning English. This study aimed to reveal the teachers’ perceptions and experiences in fostering creativity through making posters as a Grammar learning medium. This research used a qualitative approach with a 'narrative inquiry' design. The subjects of this study consisted of three teachers from an English learning institution in Malang, Indonesia. This study used depth interviews as an instrument. The results of this study showed that the teachers’ activity through making posters as a learning medium for 'Grammar' grew through three elements consisting of flexibility, originality, and curiosity. The use of posters could also increase productivity and foster technological literacy for teachers. Meanwhile, posters were also able to increase students’ Grammar understanding and learning motivation better. In short, posters had a great positive impact in creating an interesting and fun learning environment. Thus, it is expected that teachers have the ability to make posters as a medium for learning English.

Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand

Technological advances have introduced English instructors to various ways of delivering successful online classes. Using an Interactive Response System (IRS) as a supporting tool is one of them. This qualitative study investigates the perceptions of foreign English language teachers in Thai universities regarding the use of IRS in online classes. The study involved 10 non-native English university teachers, 7 females and 3 males, aged 27 to 35, with 3 to 6 years of teaching experience in Thailand. They are affiliated with three different Thai universities. Data were gathered through multiple online interviews and observations via Zoom or Google Meet, tailored to each participant’s convenience. The data analysis was conducted using a robust content analysis approach. The findings of this study showed that educators integrated IRS tools to boost engagement, benefiting both students and instructors. Additionally, peer influence encouraged IRS adoption and enhanced teaching methods. IRS tools served various roles, ranging from assessment to promoting motivation and enhancing comprehension. The advantages of IRS tools included increased interactivity, competition, and engagement. They aided in monitoring student attentiveness and comprehension while fostering independent learning. Challenges such as unequal internet access, device limitations, technology literacy, fees, workload, and language barriers existed, along with concerns about potential cheating during IRS activities.

Konstribusi Mahasiswa Dalam Peningkatan Literasi Numerasi Melalui Kegiatan Kampus Mengajar di SDN 028 Balikpapan Tengah

The campus teaching program is a form of program to build collaboration between students and teachers to support the educational process in schools. This service method is a qualitative approach. The location for community service was carried out at SDN 028 Balikpapan Tengah, participants in this activity included students and teachers. Data collection uses observation, interview and documentation techniques. The results of community service through the contribution of the 6th class of teaching campus students explained that the implementation of the program for implementing numeracy literacy included: integration of literacy, numeracy and technology adaptation (SI 3), literacy and numeracy classes, cognitive and non-cognitive assessments, adaptation technology with the theme "opening the door to the digital world", a library program with the theme "gateway to knowledge adventure", learning outside the classroom and media can improve students' literacy skills, there is an increase of 8% and numeracy has increased by 14%. So it can be concluded that the contribution of campus students to teaching can improve students' numeracy literacy at SDN 028 Balikpapan Tengah.

Preservice teachers' learning by design through space construction in the metaverse

AbstractTeachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning‐by‐design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson plans, and conducted microteaching in the virtual classrooms. The study used a qualitative research method and focused on an emic perspective with multiple data sets, including the PSTs' reflection papers and post‐interviews as primary data, and their lesson plans, virtual classrooms and recordings of microteaching as secondary data. The results showed that the project supported learning by design, and that it also helped PSTs understand learners and learning, redefine the teacher's role as a designer and facilitator, connect theories to practice and improve their teaching skills. The findings can be used as a reference for future teacher training. Practitioner notesWhat is already known about this topic Teachers' content, pedagogical and technological knowledge and skills are essential attributes for effective performance. Preservice teachers (PSTs) have difficulty transferring their knowledge to real classrooms because their knowledge often focuses on the ‘know‐what’ of teaching, but not on the ‘know‐how’. Microteaching in virtual environments helps PSTs connect knowledge and practice and prepare for real classroom situations. What this paper adds The study applied a learning‐by‐design approach to preservice teachers' microteaching to help them connect their pedagogical knowledge to classroom practice. The study focused on describing how the PSTs' virtual classroom design influenced the way they planned and implemented their microteaching. Implications for practice and/or policy Teacher educators can incorporate the design‐based approach into their teacher training modules to help teachers understand learner needs when planning and implementing English lessons. Teachers can develop technological literacy and positive attitudes about using technology in their classrooms.

Sharia Economic Transformation in the Era of Industrial Revolution 4.0

. Industrial Revolution 4.0, marked by technological advances such as artificial intelligence (AI), Internet of Things (IoT), big data, and blockchain, has brought significant changes in various economic sectors, including the sharia economy. Sharia economics, which is based on Islamic principles such as justice, transparency and social responsibility, faces great challenges and opportunities in this digital era. The integration of technology in the sharia economy is important to ensure its relevance and sustainability. This research analyzes the impact of the Industrial Revolution 4.0 on the sharia economy, identifies the necessary transformations, and provides strategic recommendations to overcome existing challenges. The method used is qualitative with document analysis from various primary and secondary sources. The discussion includes the adoption of technology such as blockchain to increase transparency, the use of AI and big data for risk analysis, as well as the development of sharia digital financial products and services. The research results show that technology can increase operational efficiency and sharia financial inclusion, but challenges such as rigid regulations and a lack of technological literacy must be addressed. This research provides in-depth insight into the synergy between technology and sharia principles, and paves the way for sustainable and inclusive innovation in the sharia economy.

Computer Upskilling Trainings and Teachers’ Technological Literacy: Basis for Technological Skills Enhancement Plan

Computer Upskilling Trainings and Teachers’ Technological Literacy: Basis for Technological Skills Enhancement Plan

Assessing Health Technology Literacy and Attitudes of Patients in an Urban Outpatient Psychiatry Clinic (Preprint)

Assessing Health Technology Literacy and Attitudes of Patients in an Urban Outpatient Psychiatry Clinic (Preprint)

The Impact of Artificial Intelligence on Workforce Automation and Skill Development

This study explores the profound impact of artificial intelligence (AI) on workforce dynamics, focusing on automation trends and the imperative for skill development, exemplified by case studies of InnovateTech Manufacturing and SkillCraft Solutions. The findings underscore the vulnerability of routine tasks to automation, prompting a nuanced understanding of sector-specific challenges. Soft skills emerge as pivotal in an AI-centric job market, with a growing emphasis on adaptability and technological literacy. The study used mixed approach and using secondary as well as primary data with advocates for a holistic approach to workforce development, encouraging continuous learning, strategic automation, and collaboration across industries. Recommendations address the need for reskilling programs, industry-academia collaboration, and policies that safeguard workers in the evolving AI landscape. The abstract encapsulates the study's essence, highlighting the transformative journey toward a harmonious coexistence of automation and a skilled, adaptable workforce.

The Impact of Smart Room Technology on Guest Satisfaction and Operational Efficiency

Purpose: The general objective of the study was to investigate the impact of smart room technology on guest satisfaction and operational efficiency. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the impact of smart room technology on guest satisfaction and operational efficiency. Preliminary empirical review revealed that smart room technology significantly enhanced guest satisfaction and operational efficiency in the hospitality industry. It found that technologies like automated lighting, climate control, and voice-activated assistants provided guests with greater convenience and personalization, leading to increased satisfaction. Additionally, these technologies reduced energy consumption and labor costs, improving overall operational performance. Despite the benefits, challenges such as high initial costs and the need for technological literacy among staff and guests were noted. The study recommended comprehensive training programs and guest education initiatives to address these issues, ultimately advocating for the continued adoption and investment in smart room technologies to drive innovation and efficiency in the industry. Unique Contribution to Theory, Practice and Policy: The Technology Acceptance Model (TAM), Diffusion of Innovations Theory and Resource-Based View (RBV). The study recommended integrating smart room technologies within existing hospitality management theories and emphasized the need for comprehensive models addressing user interaction and technological literacy. Practically, it advised hotels to invest in impactful smart technologies, implement robust staff training, and adopt a phased approach to technology adoption. Policy recommendations included creating frameworks to incentivize smart technology investment, ensuring data security, and updating hospitality curricula to include smart technology management. The study also called for ongoing research into the long-term impacts of smart room technology on guest satisfaction and operational efficiency. Keywords: Voice-Activated Assistants, Automated Climate Control, Smart Lighting, Training Programs, Phased Adoption, Data Security

Consumer Vulnerability After Pandemic Covid-19 on Using Mobile Health Apps

This research has highlighted the topic of consumer resilience after the COVID-19 pandemic. This research topic will enhance the subject of Health app users in Indonesia. This research aims to find out the answer to these research questions: the consumer vulnerability caused by the lowest technology literacy, the consumer resilience related to customers’ trust and privacy concerns, and consumer adaptability caused by lack of personalization that will affect purchase satisfaction on Health Apps. Respondents of this research will be limited to 200 people who used Health Apps during 2020-2023. Those respondents will be selected from the four biggest provinces in Java. This research method uses linear regression analysis to determine the influence of consumer vulnerability and consumer resilience toward purchase satisfaction and the moderating effect of consumer adaptability upon consumer vulnerability toward purchase satisfaction and consumer resilience toward purchase satisfaction. The result showed that consumer adaptability did not strengthen the relationship between consumer vulnerability toward purchase satisfaction and consumer resilience toward purchase satisfaction. Alas, each variable significantly affected purchase satisfaction

Curse or a Blessing: Excessive Use of ChatGPT in Academia

This research study provides a comprehensive analysis of excessive use of ChatGPT in academia which started a debate that either the excessive use of ChatGPT in academia is a blessing or a curse. Recently, the advent of artificial intelligence (AI) like ChatGPT had dramatically enhanced the human and computer interaction by offering the unparalleled accessibility and convenience. The study has measured the potential factors of academia which caused the excessive use of ChatGPT. Instant gratification (IG), academia work overload (AW) and social isolation (SI) has been taken as the predictors of excessive use of ChatGPT in academia. By employing the Uses and Gratification theory, it has been observed that how university students seek the help of AI for gratification, to minimize their work load and to mitigate the impact of social isolation. To escape from hard work, to reduce the life stressor and to gain comfort, students constantly seek for positive reinforcement from their tutors. So, positive reinforcement (PR) has been taken as a mediator in the relationship between IG, AW, SI and excessive use of ChatGPT. Access and technical know-how will strengthen the relationship of IG, AW, SI and PR while lack of technological literacy will lessen the strength of such relationship. Hence, technological literacy (TL) has been taken a moderator for IG, AW, SI and PR. Data has been collected from a homogenous population of business and management students of public and private universities of southern Punjab, Pakistan. A survey has been by conducted by distributing a structured questionnaire to 1100 graduate and undergraduate students. Out of which 678 students responded. At the end 617 useable responses were recorded for analysis. It has been found that IG, AW and SI enhances the use of ChatGPT while PR partially moderates this relationship. Additionally, TL strengths the relationship of IG, AW, SI and PR. The study measured the possible reasons of excessive use of ChatGPT in the academia while the perils of AI is yet to be explored in academia.

Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers

The intricate relationship between teenagers' literacy and technology underscores the need for a comprehensive understanding, particularly in the Spanish context. This study employs explainable artificial intelligence (AI) to delve into this complex interplay, focusing on the pivotal role of reading comprehension skills in the personal and career development of Spanish teenagers. With a sample of 22,400 15-year-olds from the PISA dataset, we investigate the impact of socioeconomic factors, technology habits, parental education, residential location, and school type on reading comprehension skills. Utilizing machine learning techniques, our analysis reveals a nuanced connection between autonomy, technological proficiency, and academic performance. Notably, family oversight of technology use emerges as a crucial factor in managing the impact of digital technology and the Internet on reading comprehension skills. The study emphasizes the necessity for a balanced and supervised introduction to technology from an early age. Contrary to current trends, our findings indicate that online gaming may not contribute positively to reading comprehension skills, while moderate daily Internet use (1–4 h) proves beneficial. Furthermore, the study underscores the ongoing nature of acquiring reading comprehension and technological skills, emphasizing the need for continuous attention and guidance from childhood. Parental education levels are identified as partial predictors of children's performance, emphasizing the importance of a holistic educational approach that considers autonomy and technological literacy. This study advocates for addressing socio-economic and gender inequalities in education and highlights the crucial role of cooperation between schools and families, particularly those with lower educational levels.

A phase IV study of ApricityCARE program for cancer adverse events rapid evaluation to improve treatment outcomes of ethnic/racial minority patients with non-small cell lung cancer (NSCLC) receiving immune checkpoint inhibitors (ICI).

TPS1642 Background: ICI have changed the treatment landscape of NSCLC, with many now FDA approved in not just advanced, but even early-stage disease. With the increase in ICI use, the incidence of immune-related adverse effects (irAEs) has also risen, occurring in up to 16% of ICI-treated patients. Prompt recognition and timely management are necessary to avert potential poor outcomes from direct toxicity and/or early treatment discontinuation. However, existing barriers to access care that disproportionately impact racial and ethnic minority patients may amplify challenges in early, effective management of irAEs. Using technology-enabled health interventions in a culturally competent manner can improve access to health care resources and reduce health disparities. These platforms need to be optimized at the technology and health literacy level of underserved minority communities and adapted to meet the community's needs. Methods: We have designed a multi-center phase IV clinical trial to 1) assess factors related to suboptimal and optimal use of the ApricityCARE, a virtual first-response clinical support (or coverage) to provide 24/7 symptom monitoring and side effect management and 2) determine the impact of the program on ICI toxicity management for NSCLC patients receiving ICIs in a highly diverse community. Eligible patients are those with a confirmed diagnosis of NSCLC who self-identify as a member of an ethnic minority or underserved population, prescribed for any treatment regimen that includes an ICI. The study entails a 50-patient run-in phase with two focus group discussions, stratified on a Likert-type scale based on the frequency of utilization, to determine factors impacting usability of the ApricityCare program. This data will inform optimal implementation of ApricityCare for the randomized phase of the study, where 230 patients will be assigned 1:1 to use of ApricityCare versus standard of care. The run-in phase of the study is currently accruing at Columbia University, and is planned to open at NYU, Mount Sinai, and Montefiore (NCT05812274). Clinical trial information: NCT05812274 .

Assessment of the level of technological literacy among non-teaching staff in selected universities in Edo State, Nigeria

The purpose of the study was to assess the level of technological literacy among non-teaching staff (NTS) in selected public universities in Edo State, Nigeria. Two research questions were raised to guide the study and two corresponding hypotheses were formulated and were also tested at 0.05 level of significance. A survey research design was used for the study. The population of the study comprised 1520 NTS obtained from both public and private universities in Edo State used for this study. A forty-item questionnaire structured on a five-point rating scale was the instrument used for data collection. The content and face validity of the instrument were carried out by experts in measurement and evaluation and a science educator A reliability coefficient of 0.80 was obtained. A reliability test of the instrument was also conducted and analysed using mean, standard deviation, and Z-test statistics. Findings show that non-teaching staff in Edo State selected universities possess moderate level knowledge of: (1) technological literacy, and (2) nature of technology. The study also revealed that there were high differences in technological skill levels between public and privately owned universities. Implication of the study was highlighted as being of great benefit to science and technology education planners and administrators, technical instructors and students. Based on the findings of the study, appropriate recommendations were made and if adopted it will enhance the level of technological literacy among non-teaching staff in universities in Edo State, Nigeria.

Bridging the digital divide: gender and learning mode impacts on pre-service teacher digital competence and online engagement

ABSTRACT Digital technology literacy, attitude, efficacy, and online engagement are important for effective teaching in a contemporary world. This study examines the connections between pre-service teachers’ (PST) self-assessed digital technology literacy, attitudes, self-efficacy, and engagement in online learning. It also explores how these aspects relate to their gender, age, and learning mode. A total of 110 first year PSTs responded to an online survey consisting of Likert scale questions and demographic information. These PSTs can access various study options, including online, on-campus, and a mixture of both. First, a series of one-way analyses of variance was conducted to evaluate the relationship between age range, gender, mode of study and the different constructs. Next, Post Hoc tests were conducted to evaluate pairwise differences among the significant means. The study found significant differences in PSTs’ digital literacy based on gender, attitude, and engagement in online learning. It suggests that teacher education should adopt tailored strategies to address these technology skill gaps. Personalised support for PSTs could improve their digital literacy and confidence in using technology for teaching. The implications for course and programme design in teacher education are also explored.