Type Of Educational Technology Research Articles

Engaging students in higher education with educational technology

AbstractThere is a widespread agenda of improving teaching and learning in higher education by engaging students with educational technology. Based on a large-scale literature review, the article presents 61 specific, research-based recommendations for realising the engagement potential of eight types of educational technologies in higher education. These recommendations can be used, for example, by educators to incorporate specific, available educational technologies into their teaching or as an educational development method to enhance particular forms of student engagement. Based on the evidence, the article points out that some educational technologies have a more documented and sometimes also broader potential to engage the students behaviourally, affectively, and/or cognitively than others and that this likely is related to the extent the technology supports structure, active learning, communication, interaction, and activities on the higher levels on the learning taxonomies.

Prospects for the Formation of Russian-Centric Model of Higher Education

Russian higher education, experiencing the influence of both objective processes (transition to the information society and knowledge economy, globalization, internationalization, increasing environmental ventures, changes in the geopolitical situation) and internal transformations (change of political guidelines, exit from the Bologna system, return to value-based educational paradigm) is being modified again today. The article is devoted to the study of the prospects for the formation of a new Russian-centric model as the basis for transforming Russia into a new global educational center based on an effective balance of traditional and innovative educational technologies, repositioning Russia in the global context, including in the educational sphere, the development of new formats of international cooperation in the field of education with the predominance of Russian educational practices. The paper presents the results of a study of current scientific and expert discourse on the state of Russian higher education, identifying the drivers of the formation of a Russian-centric educational model. The article summarizes the nature and types of educational technologies used in modern domestic higher education, assesses the quality of teaching in modern Russian universities, as well as the need for foreign citizens to obtain higher education in the Russian Federation based on pilot surveys of Russian and foreign students conducted by the author. Conclusions are drawn about the positive prospects for creating a Russian-centric model based on the high standards of Russian higher education, the fundamental traditions of teaching in Russian higher education, taking into account the introduction of the latest educational innovations, as well as the high demand from foreign students and applicants for obtaining Russian universities’ diplomas.

Educational technology for reading instruction in developing countries: A systematic literature review

AbstractDespite significant initiatives to improve education globally, policy makers and researchers are concerned about literacy outcomes in developing countries, as students lack basic literacy skills even after many years in schooling. Educational technology has been championed as a potential solution to low‐quality education in developing countries, yet little rigorous research on this topic exists. Since Covid‐19 has caused enormous global disruption and teachers have been forced to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital. This systematic review of the literature analyses and synthesises the range of international research available on educational technology to improve reading in developing countries. This review includes primary qualitative, quantitative and mixed methods studies, which were analysed using thematic synthesis. The review concludes that there is some suggestive evidence that reasons for the success of educational technology literacy interventions may include ongoing teacher professional development, interactive multimedia features, and a focus on phonics and progressive reading skills. The current limited research base supports technology designs that are adaptive, engaging, and child‐centred, utilising software that can differentiate for students' levels. Engaging the community using context‐specific resources and incorporating the technology into a broader literacy programme and pedagogy, were also features highlighted in multiple studies. However, with a limited number of studies the strength of the evidence is weak; therefore, definitive conclusions cannot be made. The findings provide some suggestive evidence that could guide future research. Context and implicationsRationale for this studyThis systematic review addresses the gap in current research into which types of educational technology are effective for the teaching of reading in developing countries. By synthesising the findings of qualitative, quantitative and mixed methods primary studies, this review presents tentative recommendations for policy makers and future research.Why the new findings matterThe findings present specific features of effective educational technologies that could be used by policy makers to improve literacy outcomes. This is directly relevant for the millions of students in developing countries who lack literacy skills even after many years in school. Educational technology is widely used and promoted as a solution for improving educational or literacy outcomes in developing countries, yet little rigorous research exists. This systematic review addresses this by synthesising existing research and highlighting areas for future research. Since Covid‐19 caused teachers to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital.Implications for research and practiceThis systematic review synthesises current research so that policy makers have guidelines when designing interventions. The review provides a comprehensive map of existing literature and gaps for researchers. Based on the findings from this systematic review, policy makers are encouraged to consider how technology engages students through multimedia and interactive features, is adapted to the local context and language, and is differentiated to students' different ability levels. Policy makers should also consider how technology supports student learning through the scaffolding of specific reading skills with a holistic connection to a broader literacy programme, teacher training and the local curriculum. Since little quality data exists in this area, these recommendations for policy are tentative, and it is recommended future research further explore some of the promising features that were found in numerous successful interventions.

Creating a Virtual (Digital) Educational Environment for Teaching Biology in the Conditions of Technoparks and Quantoriums at School and University

The article describes the features of the interaction of a general education school and a technopark of a pedagogical university in the implementation of modern biological education. The relationship of biology with other sciences is considered, the types of educational technologies used in the process of interaction are presented, the significance of the digital laboratories of the technopark are revealed. The article considers as a scientific problem the identification of promising areas of didactic research, the expansion of their research field. In the article, the provisions of general didactics are concretized in relation to new objects included in its research field, the problems of didactics of higher education are considered. Also, the article deals with virtual reality, more precisely, its concept for creating a more powerful and useful virtual learning environment than existing approaches to learning based on traditional technologies, by incorporating new technologies and new learning criteria. A method of vector modeling of virtual reality, presented for use in various types of self-education, based on information and communication technologies, educational technologies for blended teaching of biology in high school is proposed and substantiated.

Research Trends and Features of Robotics Studies in Educational Technology and STEM Education: Data Mining on ERIC Samples

In the research, publications in ERIC about Robotics, Educational Technology in Robotics (ET-in-Robotics), and STEM in Robotics (STEM-in-Robotics) have been reached through data mining, their release year, titles, abstracts, and ERIC descriptions have been analyzed. However, it has been aimed to put forward their research trends and features. The analysis of the 1339 publications that were published between 01/01/1973 and 31/12/2021 and available in ERIC has been made using several Python libraries and presented in the form of tables and word clouds. The results showed that the number of publications available in ERIC was the highest between 2017 and 2021 and in the last five years the number of publications available on Robotics in ERIC has gradually increased. In addition, it has been seen that the words "learning", "robotics", and "technology" are important for all three topics, the words “child”, "science", “programming” and "teacher" for ET-in-Robotics, and the words "school" and "engineering" for STEM-in-Robotics come to the fore. Also, the most frequently assigned descriptor by ERIC staff to these publications have been found to be "teaching methods". When evaluated in general, it has been seen in the STEM-in-Robotics field more specific topics were focused on and robotic activities are taken as a type of instructional technology while in the ET-in-Robotics field robotic activities were taken as a type of educational technology. As a result, a publication that will serve as a guide for new researches in the field of robotics has been presented.

Implementing Educational Technology in the Classroom to Teach English Skills: A Systematic Literature Review

Technology is getting more sophisticated in today’s globalized world. Technology also provides educational technology tools, including in English teaching and learning. It aims to support and assist teachers and students to obtain a better English teaching and learning experience. This paper focuses on the implementation of educational technologies in English classrooms. The analysis of the included studies shows that: (1) true experiments, quasi-experiments, and causal-comparative research were the research methods used in the studies; (2) 8 types of educational technologies were found to be implemented in the studies; (3) a variety of relationship between educational technology tools and English skills were identified. This paper also shows that there had been little research regarding English skills (listening, reading, grammar, and pronunciation) in the context of educational technology. Finally, this study provides other significant information on limitations and implications followed by a conclusion.

Features of Diagnosis and Intensive Care of Drotaverine Poisoning at the Prehospital Stage (on the Example of a Case Study)

The article presents a case study with a detailed solution, reflecting the features of the clinical features of drotaverine poisoning, the principles of diagnosis and treatment of this condition at the prehospital stage. This type of educational technology is applicable both for practical training with elements of simulation training and for monitoring the level of training of medical personnel.

Cardiorespiratory System in the Context of Regular Exercise in Kayaking

<strong>Introduction:</strong> The ideas of humanistic education in the 1950s made significant changes in study of the components of health. Analysis of health indicators showed how the students are overwhelmed in their studies. The process of implementation of pedagogical technologies presupposes, first of all, an increase in professionalism in the field of physical education, which is impossible without the assimilation of various types of educational technologies by teachers. The aim of this article is generalisation of existing approaches and advanced scientific experience and their application in the study of athletes performance. <strong>Methods:</strong> The present study used analytical approach and the method of comparison. In the course of the study, 64 athletes aged 17–18 were tested. The article used analytical approach and the method of comparison. <strong>Results:</strong> It was found that rowers on kayaks improved their results in most indicators in all observed groups. At the same time, there were significant changes in physical fitness within each group. <strong>Discussion and conclusion:</strong> The scientific novelty of the study is due to the fact that the paper presents the general cardiorespiratory system from the side of all physical exercises, and rowing in particular. The practical implication of the study of health and fitness education provides the ability to identify personal health problems, the ability to notice the health-related needs of the family and people around, the willingness to make choices and decisions to ensure a healthy lifestyle.

ORGANIZATIONAL AND PEDAGOGICAL PRINCIPLES OF THE READINESS OF FUTURE MARITIME TRANSPORT SPECIALISTS FOR PROFESSIONAL FOREIGN LANGUAGE COMMUNICATION IN THE CONTEXT OF ONLINE EDUCATION

The broadening of the European and world space in the last years of the 21st century encourages direct contacts between state structures and social groups, provides a stimulus for cultural exchanges, scientific cooperation, and participation in international researching projects. Professional communication leads to the intensive development of society, which leads to globalization and expansion and becomes the reality of today. The formation of readiness for professional activity begins with motivation, namely: setting a goal, based on needs and goals or with a person’s awareness of the tasks. The development of a plan, models, schemes of further action is the nex means and methods of activity, compares the progress of the work performed and the obtained intermediate results with certain goals, makes adjustments. Modern pedagogical sources present various approaches to learning a foreign language, which is considered as a means of developing professional competence. At the same time, there is a lack of systematic pedagogical research on the conceptual foundations of mastering professional English using online education technologies. The implementation of online education as a tool and means for teaching and learning English (in our study “Professional English for future maritime transport specialists”) can be successful under different psychological and pedagogical conditions. We offer our own model of psychological and pedagogical conditions for the effective use of online technologies when implementing remote and mixed forms in the educational and extracurricular work of a higher educational institution. For this purpose, we summarized the experience of the Department of Foreign Languages of the State University of Infrastructure and Technologies from 2018 to 2022. Thismodelincludesthemainpsychologicalandpedagogical theories, which are the basis for the implementation of online education. The psychological processes involved in this type of educational technology are defined. The main contribution of our research is the identification of psychological barriers to effective adaptation to distance education using information technologies. We have offered practical recommendations to foreign language teachers who use this technology in educational and extracurricular processes.

Training in digital competencies for health professionals: systematic mapping (2015-2019)

Digital competencies are one of the main transversal competencies of the XXI century. By means of systematic mapping, international published papers and research on digital skills training were critically evaluated, generating a process that helps us to recognize information about health professionals and the type of educational technology used in training. With this in mind, we employed the systematic mapping method using the WoS and Scopus databases between 2015 and 2019 in English and Spanish, specifically focused on research articles. The five competencies of the European Framework of Digital Competence were used to analyze the articles, and the works were classified according to the educational technology used. Inclusion, exclusion, and quality criteria were applied. Two hundred and forty-eight articles were selected for the study. Most focused on the information literacy dimension (168) and used digital educational technology. In total, 27 papers were concerned with competence in communication, 19 with safety, and 12 with problem-solving. Only 8% of the papers were conducted in the context of health institutions, and 68% were based in an academic context. Articles related to the social field were found that dealt with aspects directly linked to health and safety. The publications on digital competencies used in the field of health mostly addressed the dimension of information competence, with a focus on the design and implementation of training activities in the management of information sources, instructional standards, curriculum design, and the competencies of the health librarian as an instructor.

Perceived usability evaluation of educational technology using the System Usability Scale (SUS): A systematic review

This article presents the findings of a systematic review of perceived usability of educational technology systems. The research was conducted after studying, organizing, and analyzing the results of 104 research papers evaluating perceived usability of educational technologies using the System Usability Scale (SUS). The results were organized on the basis of (a) the usability score obtained when using the SUS, (b) the type of educational technology used, (c) the subject being learned, (d) the level of education, (e) the type of participant, (f) the age, and (g) the number of participants in each survey. Statistical analysis in all surveys (N = 170) demonstrated a good level of usability but with some issues (M = 70.09, SD = 12.98). The categories of Internet platforms (M = 66.25, SD = 12.42), university websites (M = 63.82, SD = 16.52) and affective tutoring systems (ATS) (M = 68.87, SD = 7.30) seem to have a good usability level according to SUS, preceded by mobile applications (M = 73.62, SD = 13.49) and multimedia (M = 76.43, SD = 9.45). Moreover, SUS scores were not found to be significantly related with participants’ age (r = 0.017, p = 0.931, ns), stage of education (p = 0.539, ns), or the type of participants (p = 0.639, ns). Furthermore, the subject being learned (p = 0.038, s) and the number of participants in each survey (r = −0.259, p = 0.001, s) seem to relate to the obtained SUS scores. Α slight, statistically insignificant improvement is noted in the perceived usability over the years (p = 0.182, ns). The findings of this review will serve as a useful reference guide for educational technology designers, practitioners, and teachers.

Comparison of Simulation-Based and Textbook-Based Instructions on Middle School Students’ Achievement, Inquiry Skills and Attitudes

Simulations, which is a type of educational technology has started to be used widely in classes. Contradictive results show that there is no certain conclusion about the effects of them on students’ domain knowledge, inquiry skills and attitudes towards science. The goal of the study is to compare the impacts of simulation-based and textbook-based instructions on the middle school students’ science achievement, inquiry skills and attitudes towards science. The study was done with 188 middle school students and three science teachers. Whereas 98 of them enrolled in the classes where simulation-based instruction was used, 90 of the participants were from the classes in which textbook-based instruction followed. A quasi-experimental research design was used in the study. The data was gathered by the achievement test, the inquiry skills, and the attitude scale. The findings revealed that simulation-based instruction is significantly efficient in enhancing middle school students’ science achievement and inquiry skills. Yet, it was also reached that both of the instructions have no significant impact on students’ attitudes towards science. Possible reasons behind the results were also discussed.

Problem Oriented Training in Emergency Medical Care Under the Conditions of Extremal Technogenic Situation (the Example of Solving a Situational Task)

The article provides a situational task with a detailed solution, reflecting the principles and procedure for the provision of emergency medical care outside a medical organization during a technogenic emergency (explosion followed by a fire) with several victims. This type of educational technology is applicable both during practical exercises with elements of simulation training, and monitoring the level of training of medical personnel.

Translation and cross-cultural adaptation of the Educational Technology Device Predisposition Assessment into Brazilian–Portuguese language

Objective The study aimed to translate and culturally adapt the Brazilian–Portuguese version of the instrument Educational Technology Device Predisposition Assessment in its Brazilian version for the student and version for the teacher. Method It is a methodological study, focusing on the steps for preparing an adapted version of the assessment instruments. The following operational system was adopted: 1st) initial and reconciled translation into Brazilian–Portuguese language; 2nd) back-translation and adequacy of the instrument; 3nd) equivalence analysis of the instruments’ items; 4nd) Pretest and cultural adequacy. Result The translated and culturally adapted version has a high index of agreement and good acceptability by the study participants. Conclusion The translated and adapted to Brazilian Portuguese instrument can be used in the Brazilian school settings to verify the predisposition to use technologies. Implications for rehabilitation Educational technologies enable students with many types of disability to receive instruction according to their learning needs and styles, assist them in communicating and participating more effectively, and increases self-confidence and motivation through the mastery of an educational program. Not all students benefit from the same type of educational technology and it is important to match them with the ones most appropriate for their use. The Educational Technology Predisposition Assessment assists in the selection of educational technologies based on a particular student’s learning style, needs and preferences. The Educational Technology Predisposition Assessment is a validated measurement and it has been translated for use in Brazil and has been found to be a reliable tool.

Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities

This research assumes that administrative and infrastructural factors may explain the low use of educational support systems (ESS) for teaching by library and information science (LIS) educators in Nigerian universities. The literature has focused on the adoption of different types of educational technologies and their use by teachers and students with little consideration for the LIS educators’ actual use of ESS for teaching and the effect of institutional support on the use of these systems. Thus, the study seeks to determine the user percentage of ESS for teaching, how the educators actually use ESS for teaching, the nature of administrative and infrastructural support they receive while teaching with ESS and whether the two factors correlate with and predict the actual use of ESS for teaching. A descriptive survey design was adopted and data were collected through a questionnaire. The results indicate that many of the LIS educators did not use ESS for teaching and that their actual use of ESS for the instructional activities highlighted in the study was low and below average. Moreover, the educators were found to have received minimal administrative and infrastructural support. The two factors were also found to have significant positive correlations and a significant and positive joint influence on the actual use of ESS for teaching with a joint contribution of 14.7%. Analysis of their relative contributions to the prediction of actual use revealed that, although the two support factors contributed positively, only infrastructural support contributed significantly at 0.05 level of significance. It was therefore recommended that for administrative support to be meaningful, adequate infrastructural facilities should be provided for an appreciable and sustainable use of ESS for teaching.

THE PROCEDURE FOR PROVIDING EMERGENCY MEDICAL SERVICE AT MASS TRAUMA EVENTS (USING THE EXAMPLE OF SITUATIONAL TASK SOLVING)

The article gives a situational task with detailed solving on providing emergency medical service at traffic accident with several victims. This type of educational technology is applicable for training classes and monitoring of medical personnel training level.

Impact of Implementing a Virtual Learning Environment (VLE) in the EFL Classroom

This descriptive qualitative research study aims at identifying the impact of implementing a Virtual Learning Environment (VLE henceforth) in English-as-a-foreign language (EFL) courses at a public university in Colombia. About 210 students and 5 teachers composed the sample of convenience for this study. As for the research instruments, questionnaires, class observation notes, quick surveys, and teacher narratives were used to gather information related to students’ perceptions and attitudes towards the use of this technology in class as well as the existing conditions for such implementation. The study shows that students feel enthusiastic and motivated towards the use of VLEs, and they suggest that all teachers should indeed include them in their lessons. Students also realized that even though they are part of a digital age in which the use of personal digital devices is commonplace, it is sometimes challenging for them to deal with some types of educational technology. On the other hand, it was found that the capacity of laboratories and computers, as well as Internet connectivity, remain as the main threats to implementing VLE. Nevertheless, when those hindrances were overcome, the technology-based learning experience turned to be satisfactory for the EFL students.

IMPROVING THE FINANCIAL LITERACY OF STUDENTS BY USING TAX EXPERIMENTS IN THE EDUCATIONAL PROCESS

The paper deals with the problem of development in students of financial literacy and tax competencies needed to ensure the functioning of developed civil society and determine the financial and tax discipline of future taxpayers. Due to the imminency of taxes and their importance for the financial stability of the state, the need to familiarize students with the basics of the country’s tax system, the importance of taxes for society, tax risks and the accountability of taxpayers for actions performed is justified. As a research method, a tax experiment is proposed: a survey of students’ behavior patterns in the tax payment sphere made before and after the getaware classes on the subject in question. The students were ranked by their risk appetite, and trends common to the behavior of future taxpayers were identified. The results of assessing the effectiveness of various types of educational technologies were discussed. The polls were conducted before and after classes among different student audiences. The effectiveness of the following training methods was evaluated: lectures, seminars, business games and field trips to the tax authorities. At lectures the teacher spoke about different taxes and the tax control. In practical classes students analyzed the components of different taxes. In business games, real tax payment or non-payment situations and possible sanctions for the violation were simulated. In field classes, students were involved in practice-oriented activities of tax bodies including a visit to the tax service museum, meeting with employees of tax bodies, participating as witnesses in investigative activities. Various training methods were ranked by their impact on the tax self-awareness of future taxpayers. It is concluded that active training methods are more effective because the willingness of students to pay taxes in full increases in such cases at a faster pace compared to passive methods.

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

BackgroundAs a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date.ObjectiveThe aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning.MethodsA comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs).ResultsOf 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education. Positive outcomes for student learning included providing rich, authentic problems and/or case contexts for learning; supporting student development of medical expertise through the accessing and structuring of expert knowledge and skills; making disciplinary thinking and strategies explicit; providing a platform to elicit articulation, collaboration, and reflection; and reducing perceived cognitive load. Limitations included cumbersome scenarios, infrastructure requirements, and the need for staff and student support in light of the technological demands of new affordances.ConclusionsThis literature review demonstrates the generally positive effect of educational technologies in PBL. Further research into the various applications of educational technology in PBL curricula is needed to fully realize its potential to enhance problem-based approaches in health sciences education.

Educational Technology for Millennial Dental Hygiene Students: A Survey of U.S. Dental Hygiene Programs

A growing body of literature suggests that today's learners have changed and education must change as well since Millennial generation students expect technology to be used in their coursework. This study sought to determine what educational technology is being used in U.S. dental hygiene programs, what student and faculty perceptions are of the effectiveness of technology, and what barriers exist to implementing educational technology. A stratified random sample of 120 entry-level dental hygiene programs nationwide were invited to participate in a survey. Fourteen programs participated, yielding a pool of 415 potential individual participants; out of those, eighty-four student and thirty-eight faculty respondents were included in the analysis, a total of 122. Results were analyzed using descriptive statistics and a Mann-Whitney U test (p<0.05). Faculty and student respondents agreed on the effectiveness of educational technology in all areas except clickers and wikis. The faculty members tended to rate the effectiveness of educational technology higher than did the students. The greatest perceived barrier to implementing technology was technical difficulties. This study suggests that support services should be available to faculty and students to ensure successful implementation of technology. Dental hygiene educators have adopted many types of educational technology, but more data are needed to determine best practices.