Use Of Technology In Education Research Articles

Teaching teachers to teach with technology: teacher educators’ practices

ABSTRACT Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effectively when teaching. To prepare PSTs to use technology in their future teaching practice, teacher educators (TEs), as second-order teachers, must both teach with technology themselves and teach about the use of technology in education. In this study, we investigate TEs’ use of technology, the extent to which TEs teach about different aspects of teaching with technology, and which groups of TEs can be identified based on these results. An online survey among 172 TEs at a Dutch University of Applied Sciences revealed major differences in how TEs teach with technology and which aspects of teaching with technology they address to prepare their students for their future teaching practice. Most TEs do not use technology regularly to support self-regulated learning or to provide differentiated instruction, nor do they prepare their students to do so. Three groups of TEs were identified: forerunners, a middle group, and laggards. Further research is needed to untangle the contributing factors explaining the differences between these groups, such as TEs’ competences and possibilities for professional development.

Analyzing the impact of digitized-education toward the future of education: A comparative study based on students’ evaluation of teaching data

This study investigates the key factors that impact the digitalized-education, and what those mean for the new and emerging educational models of learning. The research is based on state-of-the-art education and assessment models for learning such as Descriptive decision theory, Futures Literacy (FLF), and 8-Affordances framework that theoretically addresses both the need to use multidisciplinary components in identifying the several challenges and opportunities to the use of digital technologies in education (digitized-education) and improvement of the student's learning outcomes. Through a quasi-experimental study design and comparative analysis of the students’ evaluation of teaching (SET) dataset (n = 3178) collected in a higher education setting; the study applies a multivariate analysis of covariance (MANCOVA) and multiple comparisons (post-hoc) tests to determine the impact or association that the evaluation period (between 2019–2021) and type of school or discipline have on the students’ learning performance and evaluation. The results show that students’ satisfaction and experiences with digitized-education have exponentially grown in recent times, and mainly varied across the years, and marginally by discipline or school. In addition, the study empirically sheds light on the importance of the key findings and results by considering their pedagogical, technological, economic infrastructure, and ethical implications for the future of education and sustainable educational practice.

Mediating educational technologies: Edtech brokering between schools, academia, governance, and industry

The use of educational technologies in schools is being reshaped by a new kind of intermediary organization that brokers relations between schools, academia, governance, and industry. In this article we define and examine ‘edtech brokers’ as organizations that operate between the edtech industry, public schools, research centers and governments, guiding schools in the procurement and pedagogical use of edtech. Edtech brokers have remained mostly unexplored despite their potential to redraw the boundaries between public education and the global edtech market. We claim that edtech brokers have become increasingly relevant in the past years, embedding new types of professionalities into education, and taking an active role in co-creating and updating schools’ digital infrastructures, the evidence-making mechanisms around edtech, and the pedagogical practices around edtech. The article proposes three distinct categories of edtech brokers – ambassador, search engine, and data brokers – and explores their practices of mediation. By doing so, we outline the potential effects that brokers can have on schools and edtech markets, and we disentangle their specific imaginaries of the future of education they promote, often aligned with wider policy desires for reform.

Developing professional digital competence in Norwegian teacher education: a scoping review

The widespread use of educational technology in schools compels teachers to seamlessly integrate technology while developing students’ digital competence. As educational technology continually evolves, digital competence becomes a dynamic target. Thus, teacher education must effectively prepare student teachers to teach effectively with technology. Researchers are increasingly examining the concept of teachers’ digital competence and how teacher education supports student teachers’ acquisition of digital skills for future employability. In Nordic countries like Norway, the term Professional Digital Competence (PDC) frames a teacher’s essential knowledge for using digital technology in teaching and learning. Despite this focus, there’s limited understanding of how Norwegian teacher education fosters PDC. This scoping review investigates current research on PDC and its implementation within Norwegian teacher education. Findings from numerical and thematic analysis offer insights into the prevalent types of PDC research. Thirty-four peer-reviewed papers were identified and coded along three dimensions: (1) theoretical perspectives, (2) research questions and methods, and (3) application and implementation. The review reveals a predominant focus on student and teacher educator perceptions or self-assessments when measuring digital competence. Our findings show that professional digital competence in teacher education is diverse and multifaceted. However, there are gaps in the current state of knowledge. To address this, we propose a definition and a framework to guide teacher educators. Future research should broaden participant profiles and involve a more diverse group of educators.

Aplikacje mobilne w akademickiej dydaktyce językowej na przykładzie wykorzystania platformy Duolingo w nauczaniu języka rosyjskiego

In the last decade, there has been a marked increase in interest in the use of mobile technologies in education, especially in language teaching. In the context of Mobile Assisted Language Learning (MALL), mobile applications offer unique features such as personalization, interactivity, and access to online resources, promoting individual language learning processes and supporting traditional teaching methods. This article focuses on the analysis of the effectiveness of the Duolingo application in teaching Russian at the University of Warsaw. The study was conducted in the summer semester of 2021/2022 with a group of 78 students. The results confirmed the positive impact of Duolingo on student engagement and the efficiency of material assimilation, while emphasizing the need for technical and educational support for the full use of the application. Study participants were keen on using Duolingo, particularly appreciating the reading lessons, although exercises aimed at developing speaking and writing skills were perceived as less effective. The conclusions of the study indicate the need for further research on the application of Duolingo in foreign language teaching and the analysis of its materials in the context of glottodidactics.

The Use of Big Data Technology in Higher Education Management

With the rapid development of information technology, big data technology has deeply penetrated into all fields of society, including the field of education. In higher vocational education, the use of big data technology is gradually changing the teaching method, improving the quality of teaching, and positively affecting the personalized development of students. This paper will discuss in detail the use of big data technology in higher vocational education and analyze the opportunities and challenges it brings.

ІННОВАЦІЙНІ ПІДХОДИ У ПІДГОТОВЦІ ПЕДАГОГІЧНИХ ТА КЕРІВНИХ КАДРІВ ОСВІТИ ЗАСОБАМИ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

The article proves the importance of using modern information technologies in the training of pedagogical and management staff in the sphere of education. The meaning of information technologies in the process of forming the head’s of the educational institution information culture is defined. The analysis of the peculiarities of its formation is given. New applications of information technologies adapted to work in educational institutions and the possibility of their successful implementation are presented. The article suggests that information processes are aimed at forming a unique open educational environment, ensuring its accessibility, providing opportunities for updating, developing and improving the quality and efficiency of educational services. The use of the information technology approach is based on the LLL (lifelong learning) paradigm that implies the concept of continuous education, its internationalization and diversification. The efficiency of the educational process in the training of teachers and heads of educational institutions depends on the high-quality content of electronic educational resources. Electronic resources are components of the educational process and important parts of the information and educational environment. The most important directions of its development are content, technical support and maintenance of information sites, monitoring the level of information and professional competence of pedagogical workers, providing informational assistance to teachers in creating individual sites, improving their computer and technical literacy. The use of new models, information and communication technologies in educational institutions makes possible to create a unique information environment where educational regulatory documents, educational and methodical materials, monographs, tutorials are placed, which altogether can help pedagogical workers to improve the educational process and increase the level of pedagogical skills. The use of educational information and communication technologies in terms of innovative models implies the use of electronic lecturers, simulators, textbooks, encyclopedias; development of situational role-playing and intellectual games using artificial intelligence; modeling of different processes and phenomena; distance learning; conducting interactive educational teleconferences; construction of systems of control and verification of students' knowledge and skills (use of control test programs); creation and maintenance of educational institutions websites; creating presentations; carrying out design and research activities.

STRATEGY FOR DEVELOPING SOFT SKILLS IN GENERATION Z USING EDUCATIONAL TECHNOLOGY

This study aims to explore the contribution of educational technology to developing soft skills among Generation Z students in public schools. We employed a qualitative research method, utilizing a case study approach. We collected data through observations and interviews with various stakeholders in public schools. The findings of the study indicate that educational technology positively contributes to enhancing students' soft skills. The use of educational technology facilitates interactive, creative, and adaptive learning, as well as collaboration and interaction among students from diverse backgrounds. However, to maximize the benefits of educational technology, we must address challenges like accessibility gaps and curriculum integration. The study concludes that educational technology holds great potential as a tool to prepare Generation Z for the demands and challenges of an increasingly complex and interconnected workforce.

The perceived coolness of using virtual reality technology in blended learning performance can improve learning motivation and learning satisfaction

This study verifies the practical use of virtual reality (VR) technology in real-world educational settings. The evidence indicates that the unique encounter provided by technology can assist university scholars in mastering educational assignments with high motivation and satisfaction toward the innovative learning system. This study analyzes 82 college students who used VR technology in the classroom for 6 weeks. The collected data were further analyzed using SPSS24.0 and SMARTPLS 3 analysis software. The study found the use of VR technology in education led to high levels of satisfaction and motivation to learn. As a result, college students’ learning performance was improved. The research also found that learning motivation and satisfaction played a partial role in mediating the correlation between perceived coolness and blended learning performance. This finding highlights the importance of the blended learning task arrangement, which was further verified through actual learning tasks.

A Study on Factors Influencing After-Sales Service of Reliance Fresh

To communicate, save, and manage information, teachers use a variety of ICT tools. ICT has become an integral part of teaching-learning, they are replacing chalkboards with interactive digital whiteboards and using smartphones or other devices for learning during class time. These approaches are leading towards higher order thinking skills, and creativity to express their understandings, and deal with ongoing technological change in society and the workplace. Integration of Information, Communication, and Technology (ICT) is assisting teachers with the global requirement for replacing traditional teaching methods with technology-based teaching and learning tools and facilities. ICT reduces the gap between parents, educators, and students by encouraging sustainable cooperative, and transparent communication methods. The integration of ICTs with the educational system is a complex, lengthy process that involves enough initial capital and other resources. The benefits of increased use of technology in education are specialized learning, project-based learning, increased collaboration, engaging content, and improved productivity and efficiency. ICT is playing salient roles in workplaces, business, education, and entertainment. The digital era of ICT gives the opportunities to learn and apply the required skills.

Immersive virtual environments as a tool to improve confidence and role expectancy in prospective social work students: a proof-of-concept study

ABSTRACT This paper explores the use of immersive technology in social work education, specifically through a virtual simulation called ‘Branch-VR’ designed for young people taking part in a Widening Participation Programme for entry into social work training. The study involved 24 participants aged 17–18, who interacted with a branching narrative simulation of a social work home visit, making decisions that influenced the outcome. Utilising a mixed-methods quasi-experimental design, the paper examines participants’ attitudes toward using immersive technology as a training tool, its impact on their role expectations when engaging with service users in a home environment, and its influence on their confidence in pursuing a career in social work. The findings suggest that immersive simulations like Branch-VR can bridge the gap between theoretical knowledge and practical application. This approach also boosts learners’ confidence (W = 196.000, Z = 2.808, p = .005), providing a safe environment for experiential learning and decision-making. The paper underscores the importance of integrating immersive technology with traditional training methods, emphasizing its role as an augmentation to foundational social work education.

Effects of a Novel Blended Virtual Reality and Clinical Learning Environment on the Learning Transfer of Anesthesiology Residents

The use of educational technology is considered a necessity due to the increasing changes in medical education. This study aimed to design a novel blended virtual reality and clinical learning environment (CLE) and to investigate its effectiveness in the learning transfer of anesthesiology residents during spinal anesthesia procedures. In this experimental study, 25 residents (academic year 2020/2021) were randomly divided into blended (n=11) and clinical (n=14) groups. Spinal anesthesia training for the blended group was performed in the virtual training laboratory (week 1) and the operating room (from week 2 to week 4), while for the CLE group, it was only performed in the operating room. Training, based on task-centered learning, was provided for both groups, and then, a 360-degree assessment of learning transfer was conducted by professors, patients, co-workers, and self-assessments using a standard questionnaire. Data were analyzed using non-parametric tests. There was a significant difference in the learning transfer of residents between the blended and CLE groups (U=39, P=0.03<0.05). There was also a significant difference in the subcategories of learning transfer according to the professors and co-workers; however, there was no significant difference according to the patients and self-assessments. The blended VR/CLE learning environment was more effective than CLE in improving residents’ learning transfer. Besides, an increase in scores indicated an improvement in professional competence.

The persistent educational digital divide and its impact on societal inequality.

Computers and the Internet are widely recognized as fundamental to academic and future success on both the individual and the societal level. Moreover, the academic success of school-age children is now increasingly tied to access to educational technology, a reality that became even more apparent during the pandemic. While academic performance is viewed as the major outcome of using educational technology, this study looks at a crucial early stage in the educational technology value chain, specifically; 1) to what extent do students use computers and the Internet in their homes and at school and 2) what is the extent and nature of disparities in student access to educational technology. This study was conducted using the national CPS 2019 Computer and Internet Use Survey of 23,064 school age children. We used bivariate tables and multivariate logistic regression analysis to analyze the data. Results indicate that substantial disparities in the use of educational technology exist in the U.S. Overall, 28.0% of school age children reported they did not use the Internet at school or at home and another 22.8% reported using the Internet at home but not at school. Significantly, individual and community demographic characteristics and household and school technology resources contribute to these disparities. It is clear that if fundamental educational technology and the resources needed to effectively achieve academic success are unavailable in the home, then they must be provided in schools. Without educational technology and resources, the societal value added through growing use of this technology will not materialize for our students. We conclude that committing to increasing educational technology resources in the schools will have multiple future societal benefits and improve the effectiveness of the educational technology value chain.

School Principal Management In Improving Teacher Competency Vocational School In Jambi Province

This research aims to look at the phenomenon of school principal management in improving teachers' pedagogical and professional competence. Principal management includes planning, implementation, supporting and inhibiting factors and evaluation carried out by the principal. This research uses a qualitative phenomenology approach which was carried out at State Vocational High Schools in Jambi Province. Data collection techniques include interviews, observation and documentation. The research was carried out at SMK Negeri 4 Sarolangun, SMK Negeri 4 Jambi City and SMK Negeri 4 Tanjung Jabung Timur. Research subjects included school principals, deputy principals, heads of skills programs, teachers and school staff. Research results: (1) principal planning in the form of teacher needs analysis, in house training, teacher internship program, bringing in guest teachers, upskilling and reskilling programs, (2) implementation includes: learning planning, application of learning methods, classroom management, professional development , collaboration with colleagues, curriculum understanding, use of educational technology, teacher skills development, educational research and measurement and evaluation. (3) The supporting factors are: leadership commitment, teacher empowerment, providing space for teachers to develop initiatives. Meanwhile, the inhibiting factors are budget limitations, resistance to change, unavailability of human resources, teachers' insufficient ICT capabilities and lack of support from related parties. (4) Evaluations carried out by school principals include teacher performance assessments, evaluation discussions with teachers, training and professional development. Based on the research findings, it was concluded that management was carried out directly by the school principal in improving the competency of State Vocational School teachers in Jambi Province. Recommendations were submitted to the Indonesian Ministry of Education and Culture, the Jambi Provincial Education Office and the Industrial and Business World to develop teacher competencies in accordance with industry needs.

Investigating popular topics for the integration of the internet of things in physical education: A content analysis in higher education

Background Problems: Advanced technologies, such as the Internet of Things (IoT), have played an increasingly important role in the development of physical education in higher education. Research Objectives: This study aims to conduct a content analysis of the use of IoT technology in physical education in higher education. Methods: Scopus and Web of Science databases were used to collect and analyse data for this study, with a total of 178 articles obtained, consisting of 104 articles (Scopus) and 74 articles (Web of Science). The final data used for this study consisted of 20 articles, as it only targeted the top five topics related to the internet of things (IoT) in physical education after being analysed using ScientoPy. Findings and Results: The analysis identified five main topics related to the application of the internet of things in physical education in higher education, including cloud, artificial intelligence, deep learning, big data, and virtual reality. The implications of these findings for the development of physical education in higher education are discussed in this study, emphasizing the importance of IoT technology integration in creating a more adaptive and responsive learning environment. Conclusion: The contributions of this research include providing deeper insights into how IoT technologies can be applied in physical education in higher education, as well as highlighting the potential to improve the effectiveness of learning and teaching in this area. The conclusions of this study emphasises the importance of continuing to develop innovations in the application of IoT technology in physical education in higher education in order to achieve a more efficient and competitive learning environment.

THE USE OF TECHNOLOGY IN EDUCATION: 10 CONCERNS THAT SHOULD NOT BE OVERLOOKED

The use of technology in education is being applied worldwide. Several studies present some concerns that should be taken into consideration when technology is applied in classrooms. This article investigates the use of technology in education, specifically 10 concerns that should open the public forum so that the educational community become fully aware of its repercussions. These 10 topics of concern are (1) Digital platforms; (2) Digital books; (3) Investment in education technology; (4) Digital schools; (5) Technology distraction; (6) Technology addiction; (7) Technology and teachers’ profession; (8) Effectiveness of education technology; (9) Social and emotional effects; (10) Computerized testing. The review of the literature shows that these concerns should be addressed because they represent serious issues for learners and teachers alike. Further research on these concerns is needed considering the gap between the fast implementation of technology and the possibility to research the consequences of such use in classrooms.

ARTIFICIAL INTELEGENCE TRENDS IN EDUCATION AMONG SCHOOL ADMINISTRATORS IN MALAYSIA

In recent years, artificial intelligence (AI) has gained significant attention in the education sector in Malaysia. With the rapid advancement of technology, school administrators are recognizing the potential of AI to improve student learning outcomes and streamline administrative processes. In this narrative overview, we will discuss some of the AI trends in education that are currently being implemented or considered by school administrators in Malaysia. The awareness of the importance of digital learning are very much needed to be emphasize because without it, students will be left behind in terms of education. The main objective of this research is to identify the prospective impact of artificial technologies among school administrators in Malaysian schools with personalized learning, chatbots, predictive analytics, intelligent tutoring systems, and automated grading. This study also conducted to examine the level of competence of school administrators on the technology management and instructional technology using artificial technologies. The respondents of this study consisted of 40 secondary schools from Malaysia. Using the method of questionnaire survey and interview this study takes the entire education system of Malaysia as an example to explore the effect of AI on role cognition in the education system to streamline administrative processes. The findings of the study show that the level of competence among school administrators in technology management and instructional technology in leveraging AI to improve student outcomes and streamline administrative processes to the study process and to predict possible changes in educational landscape is at a moderate level. Therefore, school administrators need to give their full commitment to the use of instructional technology in order to increase productivity in teaching and learning as well as school management with the impact of artificial intelligence. This research will provide appropriate knowledge for all school administrators to adopt technology leadership features to enhance the school administration system and teacher teaching implementation at a higher level.

EFFICIENCY OF USE OF PEDAGOGICAL TECHNOLOGIES IN SPECIAL DISCIPLINES

This article deals with the use of pedagogical technologies in the teaching of specialized subjects, highlighting the content of the interactive qualities of technology, and determining the ways of its application to the educational process.

CONTENT AND ESSENCE OF VITAGEN EDUCATIONAL TECHNOLOGY

This article highlights the basic competencies of secondary schools based on international educational standards, the basic competencies of secondary schools, the use of vitagenic education technologies in the development of social competencies among students, the content, significance, pedagogical and psychological conditions of vitagenic education technologies in ensuring the effectiveness of the educational process in our republic.

Validity Test of Android-Based Learning Media Assisted by Ispring Suite on Pythagorean Theorem Material

The development of technology today has a great influence on human life. This influence also includes the use of technology in education, such as the utilization of learning media connected to information technology. This research was conducted to validate the use of learning media in the form of Android applications with the help of iSpring Suite in learning Pythagorean Theorem material. The research method used is RnD by applying the ADDIE model. The research subjects consisted of 3 experts, one practitioner, and 5 grade VIII students. Data collection involved qualitative and quantitative data. The results of the analysis showed that the experts gave an average assessment of 92.09% with the category "Very Valid." Trials conducted on practitioners and small groups also showed a "Very Valid" assessment with an average of 90%. Overall, it can be concluded that the use of Android-based learning media with iSpring Suite is appropriate and effective in achieving learning objectives. With this learning media that has been proven valid and effective, it can be an interesting alternative to improve the quality of mathematics learning in the classroom. Integrating technology in learning can also provide a more interactive and interesting learning experience for students. Thus, the results of this study make a positive contribution to answering the challenges of education in the digital era, enriching learning methods, and increasing the attractiveness of learning materials.