Use Of Technology In Education Research Articles

CHALLENGES OF TECHNOLOGIZING TEACHING AND LEARNING AT UNIVERSITY

This narrative review addresses the challenge posed by the widespread extensive use of digital tools, i.e., technologization, in university education, highlighting three aspects. First, an overuse of digital tools by teachers is discussed, particularly slideware as the most frequently used technology. Concerns are raised as to how effective an extensive use of such a technology is in promoting learning. Additionally, the impact of electronic devices used by students, especially smartphones, is reviewed, and the decrease in comprehension and academic performance associated with reading digital texts and writing on digital media compared to printed format is highlighted. Finally, the impact of artificial intelligence (AI), specifically the ChatGPT language model, in education is discussed, addressing both its potential benefits and ethical and educational challenges. The integration and promotion of AI tools in education pose additional challenges, such as environmental impact, digital distractions, and educational exclusion. A need for a balanced approach which follows the precautionary principle is emphasized, so educational institutions take preventive action to protect individuals and the environment, as well as to avoid potential harm when scientific evidence about an activity or technology is uncertain or incomplete. The text underscores the importance of raising awareness about responsible use of technology in education and advocates for a critical and reflective approach in its application so Sustainable Development Goals may be achieved.

Using data mining to understand how technology is expressed in curriculums to mediate learning outcomes

The role of technology in education increases with the increasing need for students to master technology in their practice. However, mastering technology in modern practice has become increasingly complex and requires a deeper understanding of the technologies—technologies hold premises in terms of how they limit and enable actions. While correct use can improve practice, wrong use can harm and lay waste to resources and job satisfaction. Ensuring that students can manage this complexity requires that technology is actively reflected in realistic settings. However, how do the curriculums that steer education reflect the role of technology, and do the curriculums steer the learning of technology in an advantageous direction? In this study we investigate curriculums across educations to explore how technology is expressed. This exploration will be used to discuss the role of technology in education, how it is expressed in curriculums documents, and its potential advantages and problems. The exploration is done using text mining to identify and extract specific features of the natural language of the curriculums. The features extracted will be used to highlight specific patterns related to the use of technology in education. The contribution of this paper is twofold. Firstly, it provides a method for data mining to identify patterns of technological use in education, manifested in curriculums. Secondly, it shows how technology is viewed in education.

Transforming Education in Coastal Indonesia: A Survey of Digital Literacy and Competence Among Educators

This research explores the digital literacy and competence of educators in coastal areas of Indonesia, focusing on technology access, usage patterns, and challenges in integrating digital tools into teaching practices. Utilizing a quantitative survey method, data was collected from 235 educators teaching in coastal area schools. The study found a generally positive trend in technology access, with reliable availability of computers, laptops, and internet connection supporting educators' professional tasks. However, gaps in access to up-to-date software highlight the need for improved resources and support to ensure equitable technology use. Educators demonstrated a strong trend towards integrating digital tools in lesson planning and communication with students. Despite this, the uneven adoption of these tools suggests a need for broader and more equitable technology integration. Significant challenges include difficulties in keeping up with technological advancements and managing technical issues, emphasizing the need for comprehensive professional development and targeted training on advanced digital tools and troubleshooting. While the study provides valuable insights, it is limited by its small sample size and geographic focus, potentially not fully representing the diverse experiences of educators across Indonesia. Future research should expand the sample size and geographic range to offer a more comprehensive understanding of technology integration challenges and to support more effective recommendations for enhancing technology use in education.

DIGITAL INCLUSION IN STUDENTS WITH SPECIAL NEEDS IN BRAZILIAN PUBLIC SCHOOLS

This article addresses the concepts of the use of educational information technology in Brazil and its relationship with the socialization of students with special needs. It begins with a report on the historical context of digital inclusion in Brazilian education, highlighting the main policies and programs implemented over the last few decades to integrate technology into the school environment. The research focuses on specific initiatives for the use of IT and related technologies as pedagogical support tools for students with special educational needs, such as Down Syndrome and hyperactivity disorders, in public elementary schools. The methodology used includes a qualitative analysis, with participatory observation in classrooms and semi-structured interviews with teachers, students and the resource room coordinator. The data collected was analyzed to identify the impacts of educational technologies on students’ learning and socialization. In addition, applications and digital tools were mapped that facilitate classes and promote a more inclusive learning environment. The main results indicate that the use of assistive technology has contributed significantly to the cognitive and social development of students, promoting greater interaction and autonomy. Educational applications stand out for their ability to adapt curricular content to individual needs, resulting in more personalized and effective learning. However, the research also identified challenges, such as the need for ongoing training for teachers to effectively use these technologies and the lack of adequate infrastructure in some schools.

An investigation of cyberbullying incidents among learners in institutions of higher learning in Gaborone, Botswana

The study sought to investigate the prevalence of cyberbullying incidents among learners in institutions of higher learning in Gaborone, Botswana. The study explored the prevalence of cyberbullying, cyber stalking, impersonation and the use of technology. The mixed methods explanatory research design was adopted in this study. This design involved the use of qualitative and quantitative data collection and analysis techniques to establish the extent of cyberbullying in institutions of higher learning in Gaborone. Questionnaires were distributed to 150 learners at the institutions of higher learning in Gaborone main campuses. Both institutions of learning were selected because of their intensive use of technology for teaching and learning. Of the 150 questionnaires that were distributed, 115 were completed and returned culminating in a 77% response rate. The research findings revealed the prevalence of cyberbullying in institutions of learning. The results also demonstrated that technological platforms through the use of the internet facilitated cyberbullying in learning institutions. The findings of the study are significant as they will enable the leaders of the institutions to promulgate effective policies that will help curb the prevalence cyberbullying incidences. To augment knowledge sharing in the education fraternity, the study makes a recommendation to the Ministry of Education, together with other institutions of learning, that a specific cyberbullying policy should be promulgated and implemented.

Faculty and Student Perspectives on Online Learning in Higher Education

The international transforming learning community, coupled with cultural diversity and technological complexities, spurred an unprecedented acceleration in the adoption of online learning. This reshaped the educational landscape, presenting both challenges and opportunities for educators and learners worldwide. To provide insights into the use of information technology and online learning in higher education and to inform future practices, this qualitative study investigated university faculty and students’ online learning experiences. Purposeful sampling was employed to ensure a diverse selection of participants. Eight faculty and eight students from diverse higher education institutions in the U.S. participated in one-on-one interviews. The study utilized a social constructivist interpretive paradigm, and data were analyzed using iterative categorization. Findings revealed concerns about online learning effectiveness due to limited social interaction. Three main themes emerged: challenges encountered, student engagement, and strategies to improve online learning effectiveness. This research enriches the scholarly discourse on online education by elucidating faculty and student perceptions regarding factors impacting the effectiveness of online learning and sustainable teaching strategies for future higher education. It highlights a paradigm shift in higher education and emphasizes the importance of equitable access to digital resources and inclusive policies to address disparities in online learning support, promoting equity and social justice in education.

XR Experience in Architectural Design Studio Education: A Systematic Literature Review

Pursuing innovative methods in architectural education continually evolves in response to the profession's dynamic and changing demands. Today, Extended Reality (XR) technologies are emerging as powerful tools with the potential to transform design studio education fundamentally. Focusing on "Extended Reality (XR)" rather than individual terms like VR, AR, and MR is due to XR's encompassing nature. Using all realities collectively allows for a comprehensive evaluation of their synergies. Each reality has distinctive capabilities, and their combined use may offer a richer educational experience than focusing on them individually. This study examines the use and impact of XR technologies in architectural design studio education (ADSE), exploring how conventional components can evolve with XR from 2019 to 2024. It highlights XR's influence on design studio education and experiential learning, guiding students, educators, and researchers at the intersection of XR and ADSE. The authors conducted a systematic literature review following the PRISMA (2020) checklist (Page M.J.et al.,2021). Searches in three primary databases resulted in 183 articles. After identifying and removing duplicates, 178 abstracts were reviewed, and full texts were examined. Ultimately, three articles related to “XR Experiences in ADSE" were subjected to detailed analysis. The research found limited studies with the “the impact of the XR in architectural education" keyword. Following the systematic review, three articles remained. These articles were assessed to investigate the use of XR technologies in design studio education. The reviewed articles generally indicated positive outcomes from using XR technologies in one or more components of design studio education.

Implementasi Teknologi Digital di Sekolah Dasar Negeri Tulungrejo 1 Pada Kelas IV Bojonegoro

The use of digital technology in basic education is increasingly becoming the main focus in efforts to improve the quality of learning. This research aims to determine the implementation of digital technology at Tulungrejo 1 Elementary School in class IV in Bojonegoro. The main focus of this research is whether digital technology has been implemented in this elementary school. This includes teachers' perceptions and experiences in using digital technology, as well as its impact on student learning. The research method used is qualitative. Data was collected through in-depth interviews with fourth grade teachers, direct classroom observations, and analysis of related documents. The research results show that the implementation of digital technology has had a positive impact in improving the quality of learning at SDN Tulungrejo 1. However, the challenges faced include the availability of adequate technological infrastructure and the readiness of teachers to integrate technology in the curriculum. This study provides recommendations for increasing teacher training in the use of technology, improving technology infrastructure, and school development policies that support the effective use of digital technology in learning.

Teacher’s perceptions in Greece about the Information and Communication Technologies and the use of new technologies in intercultural education

Teacher’s perceptions in Greece about the Information and Communication Technologies and the use of new technologies in intercultural education

The Future Classroom: Analyzing the Integration and Impact of Digital Technologies in Science Education

The present study is a systematic and bibliometric literature review aimed at evaluating the incorporation of digital technologies in science education and their subsequent impacts. The review exclusively utilizes the Scopus database and covers literature from January 2019 to December 2023. The primary focus is on empirical studies that investigate the use of digital technologies in science education and their effects on educational outcomes such as student engagement, motivation, and academic performance. Notably, the key findings reveal a significant increase in the number of publications during this period, indicating a growing interest in the role of digital technologies in enhancing science education. The review corroborates the transformation of science education through digital technologies such as augmented reality (AR), virtual reality (VR), and blended learning environments, which have made learning more interactive, personalized, and accessible. However, challenges such as the digital divide, resistance from educators, and the need for continuous professional development persist. These challenges emphasize the importance of strategies to enhance digital literacy among educators and promote equitable access to technology. The review recommends the development of comprehensive training programs for educators, ensuring that all students have access to the necessary digital tools, and maintaining robust data protection measures. By addressing these issues, the integration of digital technologies in science education can be optimized, resulting in enhanced educational outcomes and better preparation of students for a technology-driven world.

Bridging the Generational Gap between the Teachers and Students in the Utilization of Modern Technology in the Teaching Methods in Public Secondary Schools in Delta State

Purpose: The study focused on bridging the generational gap between the teachers and students in the utilization of modern technology in the teaching methods in secondary schools in Delta State. Two research questions were raised and two null hypotheses were formulated in the study. Methodology: The descriptive survey design was used. The population for this study comprised all public secondary school principals and teachers in Delta State. The sample for this study was 1533 and it is made up of 100 principals and 1433 teachers in Delta State public secondary schools selected from 12 Local Government Areas. Principals represented 50% while teachers represent 10% of the population. A self developed questionnaire was design titled “Bridging the Generational gap between the Teachers and Students in the Utilization of Modern Technology Questionnaire (BGTSUMTQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.96 was used. The research questions raised were answered using percentage for the study. The researcher employed descriptive statistic of mean scores and standard deviation to provide answers to the research questions while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. Findings: The findings revealed that there are factors that are associated with the utilization of modern technology in teaching methods in public secondary schools in Delta State. The use of technology in education is influenced by the following factors such as teacher factor, organizational factor, technological factor and student factor. It also showed that there are strategies to be adopted to improve teachers and students in the utilization of modern technology in teaching methods in public secondary schools in Delta State. Unique contribution to theory, practice and policy: Based on the findings, it therefore concluded that as a catalyst for massive change, technology has improved our existing understanding by assisting educators and students in making the most use of cutting-edge teaching techniques in Delta State public secondary schools.

Studi Literatur Pemanfaatan Teknologi Chat GPT dalam Pendidikan

The aim of the research is to analyze the development of publications related to the use of GPT Chat technology in the field of education. The research method is a literature study with bibliometric analysis. A total of 919 articles were used from the Google Scholar database. The results of research publications on the use of GPT Chat technology in education have increased from year to year in the 2018-2022 period. The presentation of research development is known to be 2018, namely 1%, 2019 4%, 2020 17%, 2021 33%, and 2022 45%. There are 6 clusters namely cluster 1 (15 items), cluster 2 (14 items), cluster 3 (13 items), cluster 4 (12 items), cluster 5 (10 items), and cluster 6 (6 items). GPT Chat research network mapping in education topics that are often researched are GPT, System and Chatbot, while the topics that become new themes are Xlnet, Elmo, NLP, Deep Learning, and Dialog Response Generation, so that the keywords with the new theme can be used as a reference in do further research.

A Review of My Secret #EdTech Diary: Looking at Educational Technology Through a Wider Lens, A Book by Al Kingsley

Technology has come to play an integral part in the educational process of students around the world. School administrators and teachers rely on technology to gather real-time data, provide meaningful feedback, and assess student learning. In 2020, school personnel across the globe needed to provide services to students despite limitations put in place by the COVID-19 pandemic. In My Secret #EdTech Diary: Looking at Educational Technology Through a Wider Lens, Al Kingsley analyzes post-pandemic lessons in the educational technology (EdTech) field from various viewpoints. Using his experience as the CEO of an educational software company and a member of a school board of governors, Kingsley describes lessons from the rapid development and use of educational technology during and after the COVID-19 pandemic. 

The Effect of Computer-Supported Stem Applications on Secondary Students' Achievement and Computational Thinking Skills

In this study, the effect of STEM applications integrated with computer- supported materials on mathematics achievement in the subject of ratio-proportion and percentages was examined. In addition, it was aimed to reveal the effect of these applications on computational thinking skills. Furthermore, we aimed to reach the opinions of the experimental group students about the materials they used, STEM applications, and the application process. A mixed method was used with a sample consisting of 89 students in grade 7 of a secondary school. An achievement test, a scale of levels of computational thinking, and learning diaries were used as tools for data collection. The data were analyzed using t-test and content analysis. It was found that there was a significant difference between the experimental and control groups in terms of achievement in favor of the experimental groups. In terms of computational thinking, there was a significant difference in favor of the experimental groups, except for the creativity aspect of computational thinking skills. Based on the findings obtained with the computational thinking skills scale the study had a positive impact on most aspects of computational thinking. Accessed through the learning diaries students' views on learning with STEM applications were generally positive. In particular, the opinions on computer-supported materials pointed to a very satisfactory process. The findings suggest that the inclusion of STEM activities and the use of computer technology in education contribute to students' computational thinking skills and learning.

Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning process

The present study aimed to identify the didactic-pedagogical competencies of Accounting faculty members and their intention to use educational technologies in the teaching-learning process. To achieve this, a descriptive study with a quantitative methodology was conducted, involving the administration of a questionnaire to a sample of 258 Accounting faculty members across Brazil. The study aimed to define respondent characteristics, quantify teaching competencies following Zabalza's (2003) framework, and measure the adoption of technologies in the teaching-learning process using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The data demonstrated that faculty members understand the functioning and importance of virtual learning environments, and they express interest in integrating technologies into the teaching process to improve outcomes. However, reports indicate that some educational institutions do not provide adequate support for the use of technological tools. These findings provide a foundation for academic administrators to assess the technical support and technological qualifications necessary to enhance faculty development and, consequently, education as a whole.

Utilization of Media and Technology in Learning Islamic Religious Education

This research explores the use of media and technology in learning Islamic Religious Education in the digital era. The application of modern technology and interactive media has the potential to improve the quality and effectiveness of the PAI learning process. This study will analyze various technological platforms and tools used to deliver PAI material to students. Digital media such as learning videos, mobile applications and e-learning platforms can help improve students' understanding of PAI material. Apart from that, the use of technology also facilitates more interactive and interesting learning, and supports independent learning. This study also emphasizes the importance of educators' readiness to integrate technology into the PAI curriculum and the need for training and support for teachers. Proper use of technological media will bring positive changes in Islamic Religious Education learning

Technology Use and Job Performance of Academic Staff of Bishop Stuart University

The study investigated the impact of technology use on job performance of academic staff. In particular, the study examined the influence of teaching technological use, managerial technological use, and research technological use on job performance of academic staff. Utilising a quantitative research approach, the study employed a correlational research design on a sample of 158 academic staff of Bishop Stuart University in Uganda. Data was collected using a self-administered questionnaire (SAQ). Data was analysed using descriptive statistics to show how the respondents rated academic staff technology use and job performance and Partial Least Squares Structural Equation Modelling to examine intricate relationships between variables and indicators. Descriptive results revealed that academic staff job performance was moderate while technology use was high. Structural equation analysis revealed that while managerial technology use had a significant and positive impact on academic job performance, research technology use and teaching technology use had a positive but insignificant influence on academic job performance. The study concluded that technology use for teaching and research has less contribution to job performance of academic staff but technology use for managerial purposes is vital for job performance of academic staff. The study recommended that university managers should employ more academic staff with PhDs such that besides teaching, they can effectively participate in research and community service activities, university managers should enhance academic staff use of technologies for research activities, and university managers should encourage academic staff to use technology for managerial purposes

ОСОБЛИВОСТІ ВИКОРИСТАННЯ СУЧАСНИХ ІНФОРМАЦІЙНОКОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ВИЩІЙ МАТЕМАТИЧНІЙ ОСВІТІ

The article discusses the relevance of using information and communication technologies (ICT) in higher mathematical education within the context of the contemporary educational environment characterized by rapid technological changes. It is noted that effective utilization of ICT, such as electronic journals, multimedia technologies, testing systems, and computer mathematics systems, contributes to the improvement of the teaching and learning process. Emphasis is placed on the necessity of reviewing and modifying teaching methodologies for mathematical disciplines to integrate innovative solutions. Furthermore, the use of information and communication technologies in higher mathematical education is deemed highly relevant due to the rapid development of the modern technological environment and the needs of the contemporary job market. The implementation of electronic journals, multimedia technologies, testing systems, and computer mathematics not only enhances the efficiency of teaching mathematical disciplines but also helps create a solid foundation for the future professional success of students. Electronic journals serve not only as convenient tools for administrative processes but also as platforms for active interaction among students, teachers, and administration, fostering the development of academic community and stimulating discussions and collaboration. Multimedia technologies, such as video lessons, interactive exercises, and simulations, provide students with opportunities to better grasp material and understand complex concepts, opening up new possibilities for personalized learning and adaptation to various learning styles. Testing systems, particularly those based on interactive platforms, enable instructors to effectively monitor students' knowledge and track their progress, as well as provide opportunities for personalized learning through automatic adaptation of task complexity Computer mathematics systems, including software packages for numerical and symbolic computations, become an integral part of modern mathematical education, empowering students to efficiently solve complex mathematical problems and explore new concepts, thus stimulating their creative potential and innovative approach to problem-solving. Together with educational platforms and distance learning systems, these tools contribute to the modernization and optimization of the educational process, leading to the improvement of the quality of higher mathematical education and the preparation of qualified professionals for the contemporary world.

Inovasi dalam Manajemen Kurikulum untuk Menghadapi Era Digital

This research aims to identify innovations in curriculum management needed to face the challenges of the digital era through a literature study method. In the digital era, the integration of technology in the learning process has become a necessity to improve educational effectiveness. This study reviews various literatures that discuss innovative approaches in planning, implementing and evaluating technology-based curriculum. The results show that the use of educational technology, such as e-learning, digital platforms and project-based learning, can improve student engagement and learning effectiveness. In addition, continuous training for teachers to master the latest technologies and curriculum adjustments to suit the needs of industry 4.0 are required.

Use of Information Technology in Physical Education Lesson

The use of new technologies in physical education requires teachers to have a set of knowledge and skills that would favor the use and capitalization of new technologies in the didactic activity. These modern technologies, used in the physical education lesson, represent one of the most complex forms of integration of informal education into formal education. Contributing to the efficiency of the researched study, the use of these information technologies in the teaching-learning-evaluation process achieves the diversification of didactic strategies, allowing the student access to various structured information, presented in different ways of visualization. Technology has enough potential to simplify effective physical education instruction and provide teachers with key information. In this study, I aimed to use information technology in physical education classes to increase the performance of learning sports skills in physical activities among primary school students, respectively the 4th grade.