Technology Usage In Education Research Articles

DigiTech use in enhancing effective teaching of Health and Physical Education

The 21st Century’s new dimension of digital technology usage in education has been unanimously welcomed worldwide. Higher education and tertiary institutions were awakened by the outbreak of the never experienced coronavirus disease (COVID-19) to embrace e-learning. Southern Africa institutions were not spared from this pandemic which had escalating deaths on daily basis causing Heads of States to announce immediate closure of learning institutions among others to curb the spread of COVID-19. Tertiary institutions implemented teaching and learning as a deficit model. Educators and learners had to go digital learning by embracing, ICT, E-learning, M-learning through the use of Learning Management Systems which include Moodle, Sakai, Google classroom, and such related platforms. In response, Health, Physical Education and Sport educators were not spared to embrace the necessity of Digital Technology usage in online teaching and learning. This paper aims at discussing DigiTech in HPE, it’s benefits, types of DigiTech, E-learning and blended e-learning, M-learning. For the upcoming digital generation, some useful DigiTech platforms in HPE have been generated to enormously improve the conducive digital teaching and learning environment.

ВИКОРИСТАННЯ ВІРТУАЛЬНОЇ РЕАЛЬНОСТІ В ОСВІТНЬОМУ ПРОЦЕСІ ТА ПРОФОРІЄНТАЦІЙНІЙ РОБОТІ НА ПРИКЛАДІ ПРОГРАМНОГО ПРОДУКТУ VRANALYTICS

The present article delves into one of the most promising computer technologies in education - virtual reality. Current usage of virtual reality technology in education is quite low, though it has a large number of advantages compared to other modern information technologies and provides possibilities that other technologies do not have. You can find a small amount of articles that highlight usage of virtual reality technology in different fields of education and almost no articles about possibility of using virtual reality technology for vocational guidance in school. Therefore, the main objectives of this article are, first, to describe and analyze potential possibility of usage of virtual reality technology in the modern educational process and vocational guidance. Second, to consider a virtual reality software product “VRAnalytics” that is currently under development. The main three objectives of “VRAnalytics” are: 1. Serve as an information environment aimed at informing the user about the modern world of professions and different specialties that exist nowadays. 2. Create tasks for the user in the form of a set of different puzzles that he/she needs to solve in the virtual reality. The purpose of such tasks is to provide the user with knowledge of the specificities of various professions and information about his/her abilities and skills, as well as their level of development in these skills. 3. Analyze and storage received information for further usage in vocational guidance and counselling. In addition, in the article we compare VR technology with other modern computer technologies and describe advantages and disadvantages of using virtual reality technology in educational process and vocational guidance, such as visibility, security, interactivity, immersion and focusing.

Technologies of Adult Education: Northern-American Experience

Abstract Factors that influence motivation are split into external and internal. Key peculiarities of adult who learns are found out. A person who studies can trace connection between educational needs and solution of everyday life problems. Basic terms of learning efficiency are: self-orientation and independence. The main principles of adult education are systematized. They are the following: necessity to know, consciousness, willingness to learn, focus on learning, intrinsic motivation, self-orientation, relying on experience, situational, practice-orientation, motivation. The concept “educational technology” is analysed. Educational technology is systematic targeted approach to learning that combines specific teaching methods, educational technology, and takes into account psychological part of the learning process – relationship between learners and those who teach; systemic ways of activities of those who teach and those who study for the effective achievement of learning goals. Principles of educational technology usage are outlined. They are: individualization, creativity, self-motivation, cooperation, activity. The gist of interactive technology is found out. Interactive learning technology is based on the interaction between participiants of training; organization of joint activities based on dialogic teaching methods; a way of organizing learning of adults considering the needs, interests, personal and professional experience. Basic forms and methods of adult’s interactive teaching in the USA are: conversation, discussion, collective solving of creative situations, the method of “round table”, project method, playing techniques, mentorship, coaching – training in small groups, storytelling, method of narrative.

Considerações Sobre o Uso de Mapas na Web Para o Ensino de Ciência do Solo

O presente artigo apresenta reflexões sobre as possibilidades da adoção de ferramentas cartográficas como método de ensino para Pedologia, no âmbito das Tecnologias da Informação e Comunicação (TICs). Baseado no conceito de interatividade e flexibilidade, o website de mapas do Instituto Brasileiro de Geografia e Estatística (IBGE) foi analisado. As ementas de diferentes cursos referentes à Ciência do Solo corroboraram a análise da viabilidade do uso das TICs como recurso de pesquisa e ensino. O sentido de interatividade e o de flexibilidade foram questionados tendo em vista que o website é apenas um visualizador. Finalmente, concluímos que as TICs devem ser adotadas quando cabem na realidade específica da sala de aula, e que o incentivo ao uso de tecnologia na educação deve partir do ensino superior.

The effectiveness of technology-assisted history teaching based on peace training: The case of history of Cyprus

Changes in history education in Europe are related to the new approaches in the field of education, particularly related to the usage of technology in education. Additionally, the interest in the history of war, which originated as a result of the previous world wars, has been replaced by peace education today. This study is based on the principles of peace education and is based on an eight-week educational process that was implemented in the 2016–2017 spring semester. The study sample was 11 secondary school students who were enrolled at a private school in Nicosia, Northern Cyprus. In order to collect data during the research period, student essays, the Cyprus history attitude scale and researcher observation reports were used. Qualitative data obtained in the research were evaluated using content analysis, whereas quantitative data were evaluated with the Wilcoxon signed-rank test. At the end of the study, it was determined that students expressed interest in receiving education on the history of Cyprus teaching in an environment that incorporates technology, which also reduces the necessity for memorizing details and political history, and where socio-cultural history is more prevalent. Researcher observations show that the awareness of students for peace education increased and their historical empathy and cooperative working skills were developed. However, despite such positive results, it was also discovered that there is no significant difference in quantitative terms in the attitude of students towards the history of Cyprus.

Development of a Self-Efficacy Scale of Technology Usage in Education

The purpose of this study was to develop a scale instrument to allow us to establish the self-efficacies of elementary education teachers regarding their use of information technologies when educating their students. The study group comprised a total of 924 teachers from different branches working in central Ankara elementary schools. Based on the data acquired from the scales, exploratory and confirmatory factor analyses were conducted during the process of testing the construct validity of the scale. In the wake of the exploratory and confirmatory factor analysis, the model comprising 48 clauses and two factors was found to be statistically and theoretically coherent. When the obtained results are considered with regards to its reliability, the scale can be said to be sufficiently reliable. The scale instrument is thought to put forth perceptions of self-efficacy regarding the use of technology from the context of basic skills and anxiety state.

PERANCANGAN SISTEM INFORMASI PENDAFTARAN MAHASISWA BARU PADA PERGURUAN TINGGI X BERBASIS WEB

Usage of technology become have become requirement to all kind of activity of society, especially in the world of education. Usage of technology in education in the form of exploiting of information system in the form of online. Information system in designed to use CMS (Context Management System) which implementation into form of E-Business. Usage of CMS in system device at registration of new student a college. New system device try to overcome lacking of a old system which is usage of resource which many. Is for that designed by a minimization system usage of resource and spreading of information able to be more accurate. Device registration of new student candidate use language programing of PHP supported by HTML and of CSS. Usage of new system is not quit of usage of data bases as storage media and data processing, hence for the bases of data used by MySQL. For the process of registration of new student candidate use appliance assist scheme that is UML (Unfield Modelling of Language) covering Use Case Diagram, Activity Diagram. Result of system device expected can assist college in course of processing and is depository of new student candidate, while for the society of and penggunaa of system will be able to assist process registration of new student candidate.

Giftedness and Technology

The aim of this study is to determine the gifted students’ opinions on the use of technological tools. Furthermore, it seeks to determine the gifted students’ mobile phone usage purposes, use of social networking sites, the hours spent with technological tools, opinions on social media usage, opinions about the place of technology in their lives, opinions on technology usage in education and opinions on technology usage as a communication tool. The descriptive method is applied in this study. The population of the study consists of 105 secondary school students enrolled in Science and Art Center. 45 of them are female and 58 of them are male. “Students’ technological device use habits on their social lives”6 scale is used to collect the data. According to results of the study, gifted students have stated that they cannot imagine a life without technology. Gifted students who have membership in more than 3 social media accounts reported that they feel sad and angry when there is no internet connection. In addition, they indicated that technology plays an important role in their education. Furthermore, they stated that they contact with other students for a short period of time through technology and share their experiences and knowledge with each other.

Pre-service and In-service Teachers’ Perceptions about Using Web 2.0 in Education

The purpose of the study was to examine teachers` perceptions about educational technologies, usage frequencies of Web 2.0 technologies, and awareness of these technologies in education. 516 pre-service (308 male and 208 female) who enrolled CEIT departments in education faculties and 317 in-service (229 male and 88 female) ICT teachers who serve in public and private primary schools participated in this study. Three instruments were used for data collection purposes. These instruments included the Views of Educational Technology Scale (VETS), developed by Gomleksiz (2004), the Usage of Web 2.0 Scale (UWS), developed by Ajjan and Hartshorne (2008) developed by the researchers, and the Awareness of Web 2.0 Scale (AWS). Descriptive survey methods was used in this study to collect data. The results of the study showed that the teachers had highly positive feelings about the educational technology usage. The in-service teachers’ views about educational technology were more positive than those of the pre-service teachers. Besides, the pre-service teachers’ scores of attitudes towards and perceived usefulness of Web 2.0 technologies were higher than those of the in-service teachers. It might be suggested that the views of school administrators, university administrators, and faculty members in teacher training programs might be investigated to determine and evaluate the impact of Web 2.0 technologies in a broader sense through various perspectives.

General Trends of the Studies about the Sustainability of the Technology Usage in Education: A Thematic Content Analysis Study

The aim of this study is to determine general tendencies through bringing a cumulative perspective to research on sustainability of technology usage in terms of education. In this respect, certain articles were reviewed in SSCI and CPCI-SSH citation indexes located at the ISI Web of Knowledge database. A total of 87 full-text articles were filtered according to the purpose of the study and they were analyzed through meta-synthesis (thematic content analysis) according to the types of theories or models they based on, names of the journals they were published in, along with their years of publication, number of citations, research groups, examined technology and learning environment, data analysis technique, structures with significant or insignificant effects and dependent variables to be explained. Research findings display that the most frequently used model is the Information Systems Continuance Model. While a significant increase is observed in the number of publications in recent years, the three variables with the most frequently researched effects on dependent variables are found to be satisfaction, perceived usefulness and perceived ease of use. In research studies where continuance intention was focused for prediction, variety of independent variables due to rich theoretical basis has been of interest. In the light of the data obtained, certain suggestions have been developed. Conclusions of this research are believed to have theoretical contributions to the literature by displaying the current situation.

The Importance of Computer-aided Courses in Architectural Education

Intensive technology usage in education has been increasing in every field recently. Because computer based visual technology has been developing and becoming the most popular trend in the recent years. In addition to these decreasing prices of the computer based systems make this trend more attractive. Architectural education is one of the most difficult and expensive education and based on visual material. That's why computers and complicated software usage in architectural education has increased dramatically. Using these software, an architecture student can perform his/her project design spending less energy-time but more realistic. But the disadvantage of these systems is to make students computer addicted and design their project without creativity. This paper aims to study advantages and disadvantages of this trend and to find a balance level. According to this concept, courses in architectural design are investigated. What kind of computer systems and software use in education is searched? Based on response of students, the advantages and disadvantages of this trend are studied.

A Survey of Factors Affecting the Successful Implementation of Technology in Teaching

The technology has changed the way people live, learn and work. Successful usage of technology in education is an important challenge, for different reasons. In one hand, children should be acquainted with ICT and develop competencies and skills from their younger age to face with the challenges of 21 centuries. In other hand, it has been shown that the usage of ICT can increase the quality of teaching and that traditional methods are no longer in position to fulfill students’ needs. The technology can offer a wider access to knowledge, adapted and personalized to the individual skills and interests of each student. The implementation of this technology requires technical infrastructure, adequate preparation of teaching staff for the use of resources and adaptation of teaching didactics based on modern technology. In this paper, we present a survey of different factors that influence the successful implementation of ICT in teaching.

Educational Technology Research Past and Present: Balancing Rigor and Relevance to Impact School Learning

Today, the exponential growth of technology usage in education, via such applications of distance education, Internet access, simulations, and educational games, has raised substantially the focus and importance of educational technology research. In this paper, we examine the past and present research trends, with emphasis on the role and contribution of research evidence for informing instructional practices and policies to improve learning in schools. Specific topics addressed include: (a) varied conceptions of “effective” technology uses in classroom instruction as topics for research, (b) historical trends in research approaches and topics of inquiry; (c) alternative research designs for balancing internal (rigor) and external (relevance) validity; and (d) suggested directions for future research. Attention is devoted to describing varied experimental designs as options for achieving appropriate rigor and relevance of research evidence, and using mixed-methods research for investigating and understanding technology applications in complex real-life settings.

Teacher Training via Distance Learning Focussed on Educational Issues of Information Technology

This paper deals with the main problem of involving information technology in teacher education - structure and contents of teachers' training courses based on distance learning. In Lithuania, the Standard of computer literacy for educators has been developed. It should be the main source of all teachers' training courses on information technology. The Standard consists of two parts: technological and educational. The main attention of the paper is paid to the analysis and requirements of the educational part that becomes more and more urgent: it requires some psy- chological, cognitive, social, and pedagogical knowledge referring to the information technology usage in education. This paper comprehensively covers the problems of application of information technology in education, course planning, and implementation of distance teaching, it referring to the teachers' training course on educational issues of information technology via distance learning, carried out by the Ministry of Education and Science of the Republic of Lithuania and organized by the Centre of Information Technologies of Education, and summarises its results.

Virtual Learning Environments as a Supplement to Traditional Teaching

Many factors influence teaching nowadays. Numbers of students are increasing, some students pay for studies and require more flexible teaching, more students have access to Internet, the learning material is changing rapidly (especially of subjects, related to information technologies), publishing industry is slow and expensive. All that stimulates usage of modern technologies in education. Virtual Learning Environments (VLEs) is one of the forms of e-learning. They open new ways of teaching and communication such as management of online learning, course delivery mechanism, communication and assessment tools, student tracking, access to electronic resources, etc. All these means correspond to the needs of contemporary teachers and students. VLEs have primarily been used for distance education but they are being used increasingly as supplement of traditional classroom based education. The author is interested in this latter aspect of VLEs.The paper briefly reviews main types of Virtual Learning Environments and analyses the use of VLEs in Lithuania. The results of the investigation of two different learning environments - traditional (Web CT) and collaborative (FLE3) at the Vilnius Pedagogical University are also discussed in the article.

Pedagogų kompiuterinio raštingumo problematika

This paper deals with the main problem of involving information technologies in education – contents of teachers' training courses. Three directions are presented: preparation of teachers (1), in-service teacher training (2), re-qualification of the speciality (3). The main attention should be paid to the constant in-service teachers' training. The Standard of computer literacy for educators has been developed. It should be the main sources of all teachers' training courses on informa­tion technology. The Standard consists of two parts: technological one and educational one. The technological part is based on ECDL Start modules. The educational part is uniqu: it requires some psychological, social, and pedagogical knowledge referring to information technology usage in education. The main attention of the paper is paid to the analysis and requirements of the educa­tional part of the Standard of computer literacy for educators.

Bilder av Internet - en studie av IT som verktyg för meningsskapande

The aim of this thesis is to develop and apply an empirical approach that can be used in studies of the relationship between different expectations of, and actual use of, information technology in educational settings. The studies focus on meanings of artefacts shaped in people's talk about and/or use of technology. The aim is based on the twofold ambition to (1) develop an approach that opens the way for empirical investigations on the usage of technology and (2) to make a contribution to research about computers in education. I show how an approach based on a sociocultural perspective on learning, specified by inspiration from a sociotechnical perspective on artefacts, generates new questions about the usage of technology and its influence on learning and socialisation. Furthermore, I show how discourse analyses, inspired by the writings of Ludwig Wittgenstein, can be used in studies of educational processes. The thesis consists of five case studies. In the first study I examine the rhetoric on information technology during the years 1994-1998 (Paper I). In the three following cases I analyse video-recorded conversation between children using computers in science education (Papers II-IV). In the light of the results from the first four studies I return in the fifth to the rhetoric on technology. In that paper different expectations on the usage of technology in education and on the technology users, expressed in the curricula for the Swedish compulsory school during the years 1962-1998, are clarified and discussed (Paper V). The results of the thesis show that expectations are central parts of human action and that different expectations may result in different kinds of practices. The historical studies show that it is in no way obvious for what purposes artefacts are to be used in educational settings, or who is to decide on this issue.