Use Of Technology In Education Research Articles

Exploring Perspectives: The Role of Educational Technologies in Improving the Teachers’ Pedagogical Aspect

The aim of this research is to examine the role of using new educational technologies in improving teachers’ pedagogical aspect. Even though various studies have been conducted on the role of technology in teaching, the pedagogical aspect and its im-provement through the use of educational technologies was not explored to date. Therefore, the lack of research on these variables was a motivation to conduct such a study. Through literature review, the advantages and disadvantages of using educational technologies in the pedagogical aspect during the teaching process are described. This research included 83 lower secondary school teachers from the municipality of Prishtina. The research used mixed methodology, including both qualitative and quan-titative designs. The research questions are: P1: What role does the use of new educational technologies play in improving the pedagogical aspect for teachers? Which was answered through inferential analysis. This shows that the use of new educational technologies plays a positive role in the pedagogical aspect for teachers. P2: What new educational technologies are used by teachers during the teaching process? This question was answered through descriptive analysis. These responses highlighted a positive role of integrating new educational technologies in improving the pedagogical aspect for teachers, making teaching more attractive and enabling greater clarification of new information for students during the lesson.

The Influence of Information Technologies on Modern Teaching Methods

The research focuses on analysing the transformation of traditional approaches to education in response to modern challenges and the needs of the global labour market. The study aims to determine the main trends and prospects for the use of information technologies in education and assess their impact on the formation of qualified personnel capable of functioning effectively in the digital economy. The study emphasises the importance of innovative teaching methods for preparing students to work in an intercultural and multidisciplinary environment. The study results testify to the importance of integrating information technologies in the educational process to improve the quality of education and the formation of professional competencies of the teaching staff. The main prospects for developing educational technologies are characterised, and recommendations are offered for optimising the use of digital tools in the educational process, taking into account the current trends in the development of global education and the challenges of the labour market.

BUILDING RELIGIOUS AWERENESS THROUGH EDUCATIONAL TECHNOLOGY IN THE ERA OF INDUSTRIAL REVOLUTION 4.0

The industrial revolution became a challenge for someone who could not take advantage of it and became an opportunity to change the growth mindset for productive thinkers. This research aims to discuss efforts to biild religious awareness through educational technology in the era of industrial revolution 4.0. This research will explore how technology can be used effectively to increase religious understanding and awareness at various levels of education, from elementary to highest levels. This research method uses library research using content analysis techniques. The research results to build religious awareness require three aspects: first, it requires integration between technology and religious values. Second, involving teachers and religious leaders in the use of educational technology. Third, providing broad access for all levels of society to educational technology. It is hoped that this research can serve as a guide for developing better religious education policies, as well as providing insight for educational practitioners, technology developers and the general public regarding the importance of technology in the Islamic religious context.

The Integration of Educational Technology in Teaching Filipino in Taganito National High School, Claver, Surigao Del Norte, Division of Surigao Del Norte: A Program

The study determined the effectiveness of integrating educational technology in teaching the Filipino Subject for Grade 9 students in Taganito National High School. The study employed a quasi-experimental research design utilizing two homogenized group comprising 30 students per group. Data gathered were analyzed using the mean and standard deviation, T-test for dependent samples, and analysis of co-variance (ANCOVA). Results revealed that the average post test scores of Grade 9 students in Filipino subject is mostly Very High both in the Control (M=9.12; SD=.38) and in the Experimental (M=9.41; SD=.31). Learning performance of Grade 9 students in the Experimental Group is significantly higher (p=.002) compared to that of the Control Group. Therefore, the use of educational technology in teaching the Filipino subject is highly effective. Students’ learning achievement in Filipino subject is significantly enhanced with the effective use of educational technology in instruction. Thus, it is recommended that the Grade 9 teachers handling the Filipino subjects are enjoined to effectively use educational technology in teaching the subject. Moreover, the learning modules used in this study may be adopted by other Filipino teachers as teaching interventions in teaching the Grade 9 students.

Cybergogy Theory Approach in the Implementation of Inclusive Education in Higher Education: A Literature Study

The implementation of inclusive education cannot be separated from the times. Currently, the era of massive use of technology, including in the scope of education. The purpose of this study is to examine the theory of cybergogy about inclusive education in higher education. The method used is a systematic review of the literature. The literature review was conducted by selecting articles from journals published within 5 years (2020-2024). The steps taken in this research are plan review, conduct review, and document review. The results of the literature study revealed that the cybergogy learning strategy significantly impacts students' learning experience. The cybergogy model activates cognitive, emotional, and social factors, and influences participation in online learning. However, there is still little literature that discusses the implementation of inclusive education using the cybergogy approach. Even though there are many studies on the use of technology in education, it seems that the application of cybergogy theory to inclusive education in higher education has not received much attention. Based on the analysis of the basic principles of cybergogy, there is an opportunity to combine the cybergogy approach with its implementation in inclusive education in higher education.

From Pen to Pixel

The use of digital technologies in higher education is continually increasing, leading to changes in language use and presumably altering the language skills needed for academic studies. However, scores from high-stakes English language proficiency (ELP) tests used in postsecondary admissions only ensure the prerequisite level of traditional English skills (reading, writing, listening, and speaking). Such tests generally do not directly assess technology-mediated language skills (e.g., using online dictionaries and communicating via text message) that likely facilitate successful degree completion for international students. We present results from a needs analysis survey to re-evaluate the English-medium postsecondary linguistic landscape (i.e., update the target language use domain description), to inform ELP admissions tests. We specifically investigate international student (n = 379) and disciplinary instructor (n = 427) perceptions of the importance and frequency of technology-mediated language skills. Results show that student and instructor responses differ on certain technology-mediated skills, such as typing on a smartphone, underscoring the need to consider diverse perspectives in domain analysis research. Findings may inform how digital ELP admissions tests are developed, and how English for academic purposes curricula are designed, in order to better align test/classroom tasks with the academic language skills postsecondary students need.

The Intervention Effect of Online Mindfulness Training in Alleviating Youths’ Test Anxiety

With rapid development and modernization of today’s society, the resource inequality between rural and urban areas has enlarged, especially regarding adolescents’ mental health education. In order to provide alternative to adolescents with limited resources, this study targets test anxiety as example, aiming to explore the effectiveness of online mindfulness training in alleviating students’ test anxiety through a quasi-experiment. This study recruited youths from 12 to 18 years old and used their pre-test/post-test data on 186 trained participants ( Mage = 14.85, 57.5% male) and 217 propensity-score matched controls ( Mage = 15.35, 53% male). After careful analysis, the results proved the effectiveness of online mindfulness training in reducing test anxiety and showed that the online training was more beneficial for students with serious interpersonal problems. This study further provided implications for the use of technology in mental health education, promoting the care of psychological well-being in rural areas.

Augmented Reality in Education: A Review of Learning Outcomes and Pedagogical Implications

Purpose: The use of technology in education can either engage students actively, fostering motivation and effective learning, or result in passive learning if it fails to encourage critical thinking, meaning making, and metacognition. Materials and Methods: This concept paper conducts a comprehensive review of research on the potential of augmented reality (AR) in education. It systematically examines AR applications in various academic fields, comparing them to traditional educational technologies and teaching methods. Findings: Augmented reality (AR) exhibits significant potential to revolutionize education by transforming the learning process into a more active, effective, and meaningful experience. AR accomplishes this by providing advanced technology that allows users to interact with virtual and real-time applications, thereby immersing them in realistic educational scenarios. Across a spectrum of subjects, including Medicine, Chemistry, Mathematics, Physics, Geography, Biology, Astronomy, and History, AR offers advantages over conventional technology and traditional teaching methods. Implications to Theory, Practice and Policy: The research underscores the positive potential of AR in education and highlights its capacity to bridge the gap between technology and active, engaged learning. To fully harness these benefits, educators and researchers should address the identified limitations of AR and explore its further integration into educational practices. This paper emphasizes the need for ongoing research and innovation to optimize AR's role in education and enhance learning outcomes. Future research endeavors should concentrate on refining the implementation of AR for optimal educational impact.

Influence of VR-Assisted College Dance on College Students' Physical and Mental Health and Comprehensive Quality

With the development and the popularization of sports dance, sports dance teaching has become a required elective course in universities. Sports dance can not only improve students' comprehensive quality, but also affect college students' healthy psychology. The use of VR (Virtual Reality) technology in dance education will definitely develop and promote dance education. This paper studies an effective feature extraction method for the characteristics of dance movements based on VR. The edge features of all video images in each segment are accumulated into one image, and the directional gradient histogram features are extracted from it. The results show that compared with the current robust regression method and cascade regression method, our method has higher positioning accuracy on the pollution test set, and more than 75% of the sample errors in this method are within 0.1. This also verifies the effectiveness of this motion recognition algorithm for dance motion recognition. Dance can effectively resist the psychological barriers of college students and improve their comprehensive quality.

Assessing the Impact of Multicultural Curriculum on Student Performance in Beijing High Schools

Considering increasing diversity and the need for culturally responsive education, this study examines the integration of technology within multicultural curricula in Chinese high schools. This study focuses on the interplay between task characteristics and technological capabilities and their impact on student performance. Grounded in the TaskTechnology Fit theory, the analysis employs structural equation modelling (SEM) to assess the relationships among these variables. This study aims to identify how aligning educational tasks with technological resources can enhance student outcomes in multicultural learning environments. The research design involved collecting data from a purposive sample of teachers and students in Beijing, and the analysis revealed significant relationships among task characteristics (TaC), technology characteristics (TeC), tasktechnology fit (TTF), and student performance (SP). The findings highlight that optimal alignment between educational tasks and technological tools is crucial for enhancing academic performance and fostering deeper engagement with the multicultural aspects of the curriculum. These results emphasise the critical need for strategic selection and integration of technology in educational settings. This study underscores the importance of developing strategies that consider both the pedagogical aspects of the curriculum and the technological tools used for its delivery. This research provides empirical insights into the effective use of technology in multicultural education and offers valuable guidance for educators and policymakers. Furthermore, it plays a role in attaining sustainable development goal 4 and 10. The findings contribute to the ongoing discourse on educational technology and multicultural education, with practical implications for enhancing teaching and learning in diverse educational contexts.

Exploring the landscape of learning analytics privacy in fog and edge computing: A systematic literature review

The study systematically reviews the integration of Fog and Edge Computing within Learning Analytics to enhance data privacy and security in educational settings that use cloud computing. Employing the PRISMA methodology, we analyze current literature from Web of Science and Scopus databases to examine how these decentralized computing technologies can mitigate the risks associated with centralized cloud storage by processing data closer to its source. Our findings highlight the significant potential of Fog and Edge Computing to transform Learning Analytics by enabling real-time, context-aware data analysis that supports personalized learning while ensuring stringent data privacy. This approach challenges conventional data management practices, advocating for privacy by design in developing new strategies and frameworks. The research underscores the need for collaborative efforts in establishing standards and guidelines for secure and effective technology use in education, pointing towards the necessity of addressing technical, operational, and ethical challenges to maximize the benefits of fog and edge computing in Learning Analytics.

"We are not being taught sustainable citizenship!"

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

Use of digital technologies for staff education and training programmes on newborn resuscitation and complication management: a scoping review

BackgroundPoor-quality care is linked to higher rates of neonatal mortality in low-income and middle-income countries (LMICs). Limited educational and upskilling opportunities for healthcare professionals, particularly those who work in remote...

TRENDS IN IMPLEMENTATION OF TECHNOLOGY USE IN MATHEMATICS EDUCATION ON SCOPUS DATABASE: BIBLIOMETRIC ANALYSIS

This study aims to analyze the trend of technology implementation in mathematics education in the Scopus Database using bibliometric analysis. Using predetermined keywords, researchers analyzed 251 documents using RStudio and Vosviewer. From the analysis conducted, it can be concluded that this study shows an interesting growth pattern in research on the use of technology in mathematics education over the period 1977 to 2024. This pattern changed significantly in the last 15 years, from 2009 to 2024, which is equivalent to four times the previous figure, or 66.13% of the total. The University of Pretoria dominated with the highest number of publications, at 14 articles. The source "Educational Studies in Mathematics" stands out as the best source with the highest h-index, at 5. Marien Alet Graham stands out as the author with the highest h-index, at 3. The paper Drijvers et al. (2010) stands out with the highest number of citations, at 168. There were 46 keywords divided into 6 groups, with the keywords Whatsapp, Geogebra, Science Technologies, and Collaborative Learning potentially being interesting and innovative research subjects related to Technology in Mathematics Education.

Relationship between Teacher Professional Development and use for ICT in Teaching and Learning in Primary Schools in Sabuli Sub-County, Wajir County

Information and communication technology use in education has become an indispensable aspect in the contemporary education system. This explains why many governments including Kenya government have invested in information and communication technology to foster the quality of education. However, despite efforts to avail information and communication technology resources, their use and impact on instructional delivery has been minimal, especially in primary schools in Kenya. Consequently, there has been concern on relationship between availability of information and communication technology and teacher professional development in primary schools. This situation has necessitated the proposed study which is aimed at assessing the relationship between teacher professional development and use for ICT in teaching and learning in primary schools in Sabuli sub-county, Wajir County, Kenya. The study used correlation research design. The target population 94 teacher comprising 30 head teachers and 64 teachers of primary schools in Sabuli sub-county, Wajir County. Given the small number of teachers in public primary schools in Sabuli sub county, the study purposively selected all teachers and head teachers as participant to avoid reducing the ambiguity of a study. Thus, the sample population was 94 respondents. The researcher gathered data using questionnaires from teachers and used semi-structured interview for head-teachers. Data was analysed using descriptive and regression statistics. The findings highlight a statistically significant positive relationship between teacher professional development and ICT use, indicating a direct relationship between the two variables.

Enhancing the role of pedagogical beliefs in TPACK-based professional development

Professional development programs that aim to enhance the use of educational technology in higher education have become a priority in many countries. However, educators’ pedagogical beliefs may present a barrier to the successful outcomes of these programs and are often overlooked. This paper presents a professional development approach designed to make explicit educators’ pedagogical beliefs in regards to educational technology. The outcomes of the study will provide insights into strategies to address educators’ beliefs about teaching, learning and students in general, as a launching pad for improvements in practice to occur.

The use of technology in physical education of students: prospects and challenges

Relevance. In this scientific work, the issue of using modern technologies in physical education of students is considered.The purpose of the study is to analyze existing approaches to the use of technologies in physical education of students, to identify their effectiveness and limitations, as well as to determine the prospects for the development of this field. Research methods. The article analyzes various aspects of the application of technologies, including virtual reality, mobile applications and wearable devices, in the context of their impact on the motivation of physical activity. The advantages and limitations of using technologies in physical education are considered, as well as the prospects for the development of this field. The results of the study. The study presents an analysis of existing approaches and the use of technology in physical education, as well as makes recommendations for the implementation of technological solutions in the educational process. Conclusions. The use of technology in physical education of students is a promising area that can significantly improve the effectiveness of teaching and motivation of students.

Promote Innovation In Madrasah Through The Use Of Educational Technology

The research aims to explore and evaluate the application of educational technology in promoting learning innovation in the madrasah. With the increasing importance of technology integration in the world of education, madrasas also need to adapt teaching methods by integrating relevant digital tools and resources. The research digs into a range of strategies that can be applied by the matrasah to integrate educational technology effectively, including teacher training, developing technological infrastructure, revising curricula, and applying project-based learning using technology. The study uses a qualitative approach through literary research methods, by reviewing and analyzing previous studies, reports, and data on similar topics. Research results show that the use of educational technology in the madrasah has significant potential to drive innovation in the teaching learning process. The training and professional development of teachers is identified as a key factor in the successful implementation of technology, with adequate technological infrastructure as an essential prerequisite. The integration of curricula with digital resources and the implementation of technology-supported project-based learning strategies has proven to enhance student engagement and deepen their understanding of the subject matter. However, challenges such as limited access to technological resources, lack of effective teacher training, and resistance to change in traditional learning practices are also identified as obstacles to be overcome.

Exploring ICT professional development of experienced female EFL teachers

The integration of Information and Communications Technology (ICT) into language teaching and learning is mandated by the national policy in Indonesia. This study aims to describe 34 experienced female EFL teachers’ experiences ICT professional development.. This study reports on: 1) encouraging and discouraging factors of ICT use for participants, 2) solutions of ICT integration for participants’ professional development, and 3) peers’ perception on participants’ improvement of ICT competencies. In order to investigate the external and internal factors on the participants' ICT professional development experiences, a sequential explanatory design with mixed methods approach was used in the study. In the first phase, a questionnaire was used as the instrument to categorize participants into satisfactory ICT proficiency and less satisfactory ICT proficiency. The second phase was one-on-one interviews to find further information on the participants’ experiences on ICT professional development. The questionnaire was analyzed using SPSS, while interviews were analyzed using deductive content analysis which employs four stages in its process. Results show that all teachers with proper ICT proficiency and those who are less proficient in ICT have positive perceptions of the use of technology in education. However, there are differences in how they solve internal and external problems, and how they perceive guidance from peers and also support from the school environment. This study recommends universities and the government to develop programs of ICT professional development suitable for experienced female teachers.

D-Learning: An Experimental Approach to Determining Student Learning Outcomes Using Augmented Reality (AR) Technology

This study investigates the impact of applying digital learning through the use of augmented reality technology in university education on student learning outcomes. The research strategy and design were developed with the aim of answering the following research questions: Do different forms of active learning using augmented reality (AR) influence student knowledge?; Is it possible to assess the impact of AR implementation in teaching on the quality of learning outcomes? The main goal of his research is to identify the information objects Situated, Games, and Research within the Active Learning information package and, based on them, examine and determine the existence, relationship, and intensity of connections of the created information construct Knowledge. The research was conducted through the application of an experimental technique with incorporated survey and knowledge test methods on a sample of 270 participants, in 3 groups of 90 students each. Knowledge was examined through initial tests and final tests for each form of the conducted experiment: Situated, Games, and Research. The obtained results were processed using statistical methods of calculating correlation coefficients and factor analysis. The results indicate that students taught through all forms of AR active learning achieve a statistically significantly higher level of knowledge, thus confirming the hypothesis. In conclusion, the obtained research results provide a basis for further research using the described methodology and the further development of educational application solutions based on new AR technologies.