Use Of Technology In Education Research Articles

Family Involvement on the Effective Use of Education Technology in China: Status, Influence and Suggestions

The integration of Educational Technology (EdTech) into learning environments is transforming both formal education and family-based learning across the globe. In China, where the educational landscape is rapidly evolving, families play a crucial role in mediating the use of EdTech. This paper first explores the current state of EdTech use in households in China, including the types of EdTech tools used, the role of the family, and the existing regional differences. The influence of family factors on the adoption and effectiveness of EdTech for learning at home is further examined. Parents attitudes toward technology, particularly their willingness to engage with EdTech tools, play a pivotal role in determining how effectively these tools are used at home. Families socioeconomic status and parents education level also influence their ability to guide their children. Family relationships and how parents and children interact with technology also shape the effectiveness of EdTech. The paper concludes with recommendations for stakeholders, including parents, schools, and policymakers, on better leveraging EdTech for childrens academic and cognitive development. The findings suggest that family-centered EdTech design, enhanced collaboration between schools and families, and continuous parental learning can help maximize the potential of these technologies to improve learning experiences.

What Affects Teachers’ Use of Technology: Teachers’ Beliefs Regarding Technology, Teachers’ Technological Skills, or Available Sources of Support?

Many studies have examined teachers’ use of technology, but not many have examined what factors promote such use. The current study examines the effect of several factors on use of technology by teachers. A questionnaire on this topic was given to 120 male and female teachers from Israel. It was found that teachers’ beliefs on the effectiveness of use of technology in education, as well as support for such use from parents of school students, promotes teachers’ use of technology in education. Teachers’ technological knowledge and skills, support from the school management and from Education Ministry supervisors, and the availability of technological support were not found to promote teachers’ use of technology in education. Conducting programs and workshops that will educate teachers on the usefulness of technology in education and promote parent–teacher cooperation is recommended. The study may greatly help to promote the use of technology in teaching and education, which may greatly improve student learning.

The Impact of Modern Information and Communication Technologies on Education

The influence of modern information and communication technologies on education and requirements for educational programs from the point of view of their implementation are considered. Examples of best practices in the use of information and communication technologies in education, such as the programs “Simulation learning environments” and “Virtual teacher” are given.

Transforming Teacher Performance: Optimizing Learning Through Information and Communication Technology

This study aims to explore the effect of information and communication technology (ICT) usage on teacher performance at Madrasah Aliyah in Jember Regency. The background of this research is the low quality of teachers in Indonesia, as indicated by the 2015 Teacher Competency Test (UKG) results, with a national average score of only 44.5, far below the standard of 75. A quantitative method with a descriptive approach was used to collect data from 40 teachers as samples, using a questionnaire that had been tested for validity and reliability. Data analysis employed descriptive statistical analysis, classical assumption tests, and simple linear regression. The research results show that ICT usage has a significant impact on teacher performance, with a regression coefficient value of 0.809, meaning that every 1% increase in ICT usage improves teacher performance by 80.9%. The T-count value of 4.904 is greater than the T-table value of 2.035, with a significance level of 0.000, indicating a significant influence. Additionally, the R-Square value of 0.422 indicates that 42.2% of the variability in teacher performance can be explained by ICT usage, while the remaining 57.8% is influenced by other factors. The study also identifies various digital tools and platforms used by teachers, such as Moodle, Google Classroom, Kahoot!, and Quizlet, which contribute to improved teaching performance. However, the study also notes challenges in ICT implementation, including accessibility, technological skills, and curriculum integration. These findings provide a comprehensive view of how ICT can be effectively utilized in education and the challenges that need to be addressed to maximize its benefits. This study has practical and theoretical implications, including recommendations for the use of technology in teaching and the addition of literature on ICT utilization in education

The Current Status and Influencing Factors of Digital Product Use Among Young Children in the Digital Age

The rapid development of digital technology has fundamentally changed family education in the digital age. This study aims to explore the current status of digital product use and influencing factors among children aged 0-6 years. This study examined the prevalence of digital devices, average screen time, and parents' attitudes toward digital technology in early childhood education by conducting a questionnaire survey of 1,477 families in Sichuan Province , China, and in-depth interviews with four families. The results show that digital products are widely present in families and parents recognize their educational value, but also face challenges in content, time, and online safety management. Differences in parents' digital literacy levels further affect their ability to support children's digital activities. This study recommends the development of a comprehensive parent education program, the establishment of a high-quality digital resource platform, and the strengthening of family guidance to optimize the use of digital technology in early childhood education. The findings contribute to the global discussion on digital literacy, early childhood development, and family education.

Examining the views of primary school teachers on the use of artificial intelligence in education

In today's rapidly advancing world, science and technology impact every aspect of our lives. Therefore, this study aims to reveal the views of primary school teachers on the use of artificial intelligence (AI) technologies in education, which are rapidly gaining popularity and leading to competition among major companies and countries. In this study, the basic qualitative research design, which is part of the qualitative research paradigm, was adopted. For this purpose, the study group consisted of 16 primary school teachers working at the Board of Education. The data intended to be collected within the scope of the research was obtained through a semi-structured interview form prepared by the researchers after obtaining expert opinion. The data obtained in the study were analyzed using content analysis in the MaxQDA 2020 program. The findings of the research were coded by two different researchers, and inter-coder reliability was calculated according to the Miles and Huberman formula. As a result of the calculation, the reliability of the research was found to be 92%. The findings of the study revealed that while the views of primary school teachers on the use of AI in education are generally positive, it is emphasized that these technologies should not replace teachers but should be supportive tools in the teaching process. Another finding of the study is that primary school teachers' views on the advantages of using AI in education include providing personalized learning experiences, rapid feedback, individual performance evaluation and monitoring, time saving, practicality, preparing effective and engaging learning materials, and increasing student motivation during the learning process. On the other hand, it was found that primary school teachers' views on the disadvantages of using AI in education include making students lazy, data privacy and ethical issues, reducing social interaction, and making human minds lazy. Based on the findings of the research, teachers' opinions considering the potential positive impacts of AI-supported education suggest that AI-supported tools should provide feedback by identifying students' strengths and weaknesses and focus on individual learning differences and needs. According to teachers' opinions considering the potential negative impacts of AI-supported education, such as causing laziness, ready-made solutions, reduced socialization skills, decreased interaction both in and out of the classroom, and suppression of research, exploration, and creativity skills, it is recommended to allocate time for emotional and intellectual sharing in teacher-student relationships, support and encourage students' creative thinking and artistic talents, and organize activities that provide opportunities for socialization.

The use of digital technologies in education in the context of sustainable development of society

The use of digital technologies in education in the context of sustainable development of society

Designing Windows Based Learning Applications Using Biology Material (Viruses)

In the current era of computers and the internet, the use of technology in education is becoming increasingly important to increase the efficiency and effectiveness of the learning process. In this article, we will learn how to create a Windows-based learning application using the Visual Studio Framework and the Visual Basic programming language. By providing interactive and easy-to-use tools, this application is intended to support the educational process. User needs analysis is the main stage in the application design process, such as system design, implementation, and testing. User needs analysis is carried out to determine the special needs of teachers and students, such as managing learning materials, monitoring learning progress, and evaluation. System design also includes application architecture and user interfaces that enable easy and effective interaction. The research results show that this Windows-based learning application has the ability to improve interaction between teachers and students, facilitate access to learning materials, and provide useful evaluation tools. However, issues such as hardware compatibility and user training requirements were also discovered. As a result, it is hoped that this application can help learning in the digital era while development continues to be carried out to overcome existing problems.

EXAMINATION OF TEACHERS' ATTITUDES TOWARDS THE USE OF TECHNOLOGY IN EDUCATION IN ETWINNING PROJECTS

eTwinning, which was initiated as the main movement of the European Commission's e-learning program and later supported within the scope of the Erasmus+ program, is carried out in our country by the General Directorate of Innovation and Educational Technologies of the Ministry of National Education.eTwinning, an activity where teachers and students in 46 countries come together in an online environment to create projects and develop their personal and professional development, encourages the use of information technologies and the use of innovative teaching methods and techniques.In this study, it was investigated whether there was a significant difference between the attitudes of teachers who are new to eTwinning and teachers who receive the eTwinning National Quality Label in terms of using technology in education.The study was conducted using the causal comparison model, which is one of the quantitative research methods, and a demographic information form and an attitude scale regarding the use of technology in education were used. The Mann Whitney U test was used to examine whether there was a significant difference between the attitudes and sub-dimensions of teachers who received and did not receive the eTwinning quality label towards the use of technology in education. As a result of the analysis of the data, it was found that; It was observed that there was a significant difference in the attitudes towards the use of technology in education in the whole scale and in the sub-dimension of self-development in the use of technology in education, which is one of the three sub-dimensions. It is seen that eTwinning projects contribute positively to teachers' attitudes towards using technology in education, and those who receive the National Quality Label have a higher attitude level than those who are new to eTwinning.

Devising VIMATE Framework to Assess the Impact of Visualization Tools on Geometric Reasoning and Problem-Solving Skills

Traditional instructional approaches often fail to engage students and solidify conceptual understanding. This study proposes the VIMATE (Visualization Impact on Mathematical Transformations Assessment in Education) framework and introduces a novel empirical approach for evaluating the role of visualization tools in enhancing student comprehension of geometric transformations. In order to conduct this analysis, an original dataset was obtained from 300 high school students. The VIMATE framework involves several components of the research and is complemented by a literature review and meta-analysis of selected mathematical software platforms, such as MATLAB, Mathematica and GeoGebra, and quasi-experimental student assessments, as well as, questionnaires capturing the teachers’ and learners’ opinions. The overall aim of this approach is to fill major gaps in the prior research by offering an integrated methodology to objectively evaluate these visualization instruments on student achievement, reasoning abilities, and problem-solving strategies. The research makes four pivotal contributions by presenting the VIMATE framework as the methodological approach for assessing the use of educational technology in teaching practice.

Strengthening Learning Priorities in the 21st Century: Review of Islamic Education Policy in Indonesia

This research aims to identify and describe how Islamic education policies in Indonesia can be improved to suit the learning needs of the 21st century. This research is a type of library research with a qualitative approach. Data was obtained from three sources “Google Scholar” “ScienceDirect” and “RISE.” The discussion in this research highlights and contributes to the formulation of Islamic education policy to prioritize 21st-century learning, which includes building a commitment to mastering basic literacy and numeracy skills, measuring learning periodically, accurately, and relevantly, aligning the system with learning commitments, supporting teachers in the teaching and learning process, and adapting approaches in taking education policies. Apart from that, the agenda for formulating Islamic education policies must focus on these five priorities while maintaining Islamic religious values as the primary foundation. This study shows the importance of reform policies that focus on the use of technology in Islamic education, improving teacher quality, and digital-based innovative learning. Therefore, Islamic education policies in Indonesia must be designed objectively to create a generation that produces graduates with cognitive intelligence, strong character and morals, spiritual strength, and intellectual qualities that can compete on the global stage.

Trends Use of Technology Research for Early Childhood Education: A Bibliometric & Biblioshiny Analysis (1971-2024)

This study aims to analyze research trends in the use of technology in early childhood education using the Scopus Database. Employing the PRISMA method, the author identified 172 final documents, analyzed through the R Program and VOSviewer. The analysis reveals that research in this area commenced in 1971, with a fivefold increase in publications over the past 20 years. The year 2020 marked the peak with an h-index of 7 and 11 publications (6.39%). Illinois State University emerged as the leading institution with 11 articles (6.39%). The United States is the most productive country, contributing 28 articles (16.28%) and 786 citations (26.85%). Susan Edwards from Australian Catholic University is the most prolific author, achieving an h-index of 5, 253 citations (8.64%), and 5 publications (2.90%). The International Journal of Technology and Design Education is the top source, with 292 citations (9.97%) and 11 publications (6.39%). The document by Blackwell et al. (2014) received the highest citations at 210 (9.02%). The study identified 54 keywords across 7 clusters, recommending "Digital Competence," "Self-directed learning," and "Participatory design" for future research in this field.

Implementasi Manajemen Program Tahsin Metode Tilawati dalam Peningkatan Kualitas Pembelajaran Al-Qur'an di MI Bani Ridwan

This research carefully reviews the implementation of the tilawati method management in Al-Qur'an learning at MI Bani Ridwan. The focus is to investigate how to implement the tilawati method with students. The research subjects involved include ustadz, ustadzah, santri, and the object is the implementation of the tilawati method in learning to read the Koran at MI Bani Ridwan. In collecting data, researchers used various techniques such as observation, interviews. The collected data is then described in the discussion. The research results show that good management of the Tilawati Method Tahsin program contributes significantly to the success of the program. Management strategies involving regular training for teachers, regular evaluations, and the use of technology in teaching have proven effective. This success is reflected in the deep and precise understanding of the ustadz and ustadzah in implementing appropriate management in the tilawati method tahsin program. By using the tilawati method, Al-Qur'an learning at MI Bani Ridwan is able to create an environment that combines both spiritual understanding and academic strengthening with full brilliance.

Nurse academics' attitudes towards technology: A mixed methods study

BackgroundTechnology is being increasing used in education of nursing students. Nurse academics act both as gatekeepers to technology within their classes and as an example of technology attitudes. Therefore, understanding the attitude of academics to technology from the academic's perspective is necessary to understand barriers and enablers of technology engagement. AimTo explore nurse academics' attitudes to technology and the influence attitude has on their use of technologies in teaching. DesignSequential exploratory mixed method design. ParticipantsAcademics who taught into the undergraduate Bachelor of Nursing courses in higher education institutes (n = 186) based in Australia. MethodPhase one data were collected with a survey based on the Technology Readiness Index 2 (TRI 2). Phase two Qualitative interviews were conducted with 18 nurse academics sampled from the phase one survey. Statistical analysis was performed on the survey to determine factors that influence attitudes to technology. Thematic analysis was performed for qualitative data. ResultsThe mean score of the TRI 2 was 3.28 (SD = 0.55). Segmental analysis of the TRI score resulted there being three groups representing 90 % of participants: Explorers, Sceptics, and Hesitators. Thematic analysis resulted in four themes. The focus of this paper is the theme Attitudes towards Technology with the subthemes Openness to Technology; Aversion to Technology; Pedagogy and Technology; and Nursing and Technology. Phase one and phase two were integrated to discuss three attitude groups that emerged. ConclusionFrom integration of the results, three groups emerged with complementary and contrasting reasons for their attitudes to technology. Additional factors were also identified such as workload and support. Common across the groups was a student-centred focus of teaching and an acknowledgement that nursing education must prepare students for technology rich work environments.

Immersive technology and hand hygiene: scoping review

BackgroundThe use of immersive technology in healthcare education is on the rise, yet its impact on learner engagement, knowledge retention, and specifically in areas like hand hygiene training, remains underexplored. The aim of this scoping review was to summarize the existing studies of immersive technology in hand hygiene training of healthcare providers and health professions students.MethodsA scoping review following the Levac et al. framework was conducted. The literature search was performed in databases PubMed, CINAHL Ultimate, ScienceDirect (Elsevier), Web of Science in addition to Google Scholar and ProQuest Dissertation & Theses. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis: Extension for Scoping Reviews (PRIMSA-ScR) guideline was used to report the results. We analysed data using tabular and descriptive summary.ResultsIn the final analysis 11 studies from seven countries were included. Most of the studies (n = 10, 90,91%) used virtual reality in hand hygiene training of healthcare providers and health professions students. Most studies have found that immersive technology is useful in teaching hand hygiene (n = 6, 54,55%). There are some theories and concepts that support the teaching of hand hygiene with immersive technology, but most of the research is not supported by them. Theories or concepts were included in two studies (18,18%).ConclusionImmersive technology, especially virtual reality, enhances hand hygiene learning and engagement compared to traditional methods. However, most studies lack theoretical support. To advance this field, exploring immersive technology for further research and incorporating relevant theories is encouraged. Additionally, conducting a thorough cost-effectiveness analysis and establishing a robust evaluation framework, encompassing both short-term and long-term outcomes, will be beneficial for a comprehensive understanding of the impact of immersive technology in hand hygiene education.

EARLY CHILDHOOD EDUCATION IN THE 21ST CENTURY: THE ROLE OF TEACHERS IN MEDIATING CHILDREN'S USE OF TECHNOLOGY

This research analyzed the role of teachers in mediating the use of technology by children in early childhood education in the 21st century, focusing on the challenges and opportunities of this mediation in the educational process. The central problem investigated was to identify the main responsibilities and strategies of educators in guiding the use of digital technologies by young children. The general objective was to analyze the practices of technological mediation in early childhood education in Brazil, highlighting the crucial role of teachers in this process. The methodology used was a bibliographic review, with a qualitative approach, including the analysis of published materials such as books, scientific articles, theses and official documents. The results indicated that, although there are significant benefits in the integration of technologies in early childhood education, the role of the teacher as a mediator is fundamental to ensure its appropriate and pedagogically relevant use. The research highlighted the importance of continuing teacher training in educational technologies and the need for educational policies that support this mediation. The final considerations indicated that, despite the challenges, the role of the teacher as a mediator of the use of technologies in early childhood education is crucial for the integral development of children in the 21st century. Investments in teacher training, development of pedagogical guidelines for the use of technologies and the promotion of a balanced approach are essential for the success of this mediation. The need for future studies was highlighted to explore effective mediation strategies and assess the long-term impacts of this approach on child development.

Relationships between Faculty Concerns Teaching Methods in Online Education and Technology Use in Teaching

This study underscores the critical need to address faculty concerns and provide adequate support to enhance the effectiveness of online teaching. Conducted with 300 teachers from Jiangsu Vocational College and Information in China, the research explored correlations between faculty concerns, teaching methods, and technology use. The following are the findings: Faculty concerns and Technology Use: The study identified a significant correlation between faculty teaching methods, their use of technology, and their stages of concern about online teaching. Understanding the concerns helps identify barriers to effective online teaching. This relationship underscores the importance of supporting faculty in their use of technology and teaching strategies to improve online education Student Behavior Issues: Faculty expressed concerns about student engagement, participation, and adherence to rules in online learning environment highlighting the need for strategies to address these issues. Technology Utilization. The most frequently used technology used by teachers, was the web for sharing digital files, suggesting that teachers are creating a conducive online environment for their students. Teachers who ensure a positive online learning environment through effective use of technology and adaptable teaching methods significantly enhance the quality of online education . Addressing faculty concerns and fostering supportive teaching practices are essential to maximize the potential online learning platform

METODOLOGIAS ATIVAS E TECNOLOGIAS NA EDUCAÇÃO

The objective of this research was to analyze the opportunities and impacts of the use of active methodologies and technologies in education, aiming to understand how these approaches can transform the teaching-learning process. The methodology adopted was a bibliographic research, which involved the review of academic studies, articles and books on the main active methodologies, such as problem-based teaching (PBL), project-based learning (PBL), the flipped classroom and gamification, and on the use of digital technologies in education, such as online platforms, artificial intelligence and augmented reality. The results indicated that, when integrated, active methodologies and technologies offer several opportunities, such as increasing student engagement, personalizing learning, fostering collaboration, and developing essential skills for the 21st century, such as autonomy and critical thinking. In addition, technological tools enable more efficient educational management, facilitating continuous assessment and real-time feedback. However, the survey also identified challenges, such as the lack of adequate infrastructure and inequality in access to technologies, which need to be overcome to ensure the inclusion of all students. The conclusion highlights that the combination of active methodologies and technologies has the potential to transform education, making it more dynamic, inclusive and aligned with the needs of a digital society, as long as it is accompanied by public policies that promote access and teacher training.

Assessing Students’ Perceptions of Moodle Usage for Teaching and Learning: A Case of College of Business Education, Dar es Salaam Campus, Tanzania

The advancement of Information Communication Technologies (ICT) has stimulated the development of new learning experiences through using software applications or platforms that deliver, manage and track educational or training programs in the universities. Through the use of blended learning, e-learning platforms like moodle have improved learning experience by integrating virtual classes, video conferencing, presentations, and testing in education delivery. This study aims to show how students perceive the use of moodle for teaching and learning at the College of Business Education (CBE) Dar es Salaam Campus in Tanzania. The study was guided by was guided by the Connectivism Theory (CT). The study adopted a case design because it used a short period of time and constructed at a single case study at College of Business Education (CBE). The target population was 11,924 students from the College of Business Education (CBE) who used moodle as their learning platform. Probability sampling specifically simple random sampling was used to attain the sample size of 374 respondents. Both qualitative and quantitative approaches were employed in the study.The quantitative data was collected through the Likert scale questionnaire was processed through coding, tabulating and analysis using MS excel. Further, the processed and analyzed results for research questions two and three were produced statistically using tables and figures. Apparently, the qualitative data were recorded and immediately transcribed, shared with the respondents for collection in case there were mistakes made, edited, summarized, tabulated and presented in the narrative. Also, the thematic-content analysis was undertaken to analyze the qualitative data obtained through the semi-structured interview and then presented using Tables of summaries and narratives. In addition, the presentation and discussion of the findings were triangulated during the presentation of the responses for each research question. The findings revealed that the integration of moodle into the learning process has enhanced the overall quality of teaching and learning and blended learning through moodle has improved understanding of the course materials. The study recommended that the curriculum designers and policymakers at the college should develop policies that promote the effective use of technology in education including guidelines for implementing moodle in blended learning environments to ensure equitable access to quality education for all students.

Building Bridges

One of the major challenges faced in learning design is fostering effective collaboration between Subject Matter Experts (SMEs) and learning designers (LDs) in the implementation of new pedagogies and learning technologies (Gottler, 2023). This area of Technology Enhanced Learning (TEL) practice is still emerging in nature, with an acknowledged need for more examples of effective approaches (Pollard & Kumar, 2022; Tay et al., 2023). The importance of this collaboration is amplified by the fact that both SMEs and LDs share a key stakeholder—the learner. To ensure the learner benefits fully, both parties must work together seamlessly, drawing on their complementary skills to deliver a learning experience that is both meaningful and impactful (Pollard & Kumar, 2022). This presentation serves as a case study, showcasing the processes used by the Institution’s LD team to build positive collaboration with SMEs to integrate new pedagogies and learning technologies in the development of asynchronous mathematics modules. In particular, this project involved the integration of two learning design principles, Universal Design for Learning (UDL) and the Cognitive Theory of Multimedia Learning (CTML) (CAST, 2024; Mayer, 2024), that were foreign to the SMEs, and learning technology that had not been used previously at the Institution in the form of lightboard video recordings. In the initial stages of this project, the Institution’s LD team encountered many of the issues previously reported in literature regarding working with SMEs, such as ambiguity of roles and tasks, power struggles between SMEs and LDs, and SME resistance to the use of new education technology and pedagogies (Chen & Carliner, 2020; Tay et al., 2023). To overcome these issues and to ensure the success of the project, a new approach was developed that prioritised clarity, communication and the common goal of building an excellent learner experience. The new approach drew on research into the factors that facilitated or hindered the relationship between SMEs and LDs, and included the following core principles: Mutual respect: LDs worked to build an environment where the expertise and time commitments of both SMEs and LDs were acknowledged and valued (Tay et al., 2023). Shared commitment: Processes were introduced to ensure that project goals were well defined and that a shared vision for the learning modules was established to foster a strong investment in the project's success (Chen & Carliner, 2020). In particular, we placed the learner experience at the centre of decisions regarding module design, by setting the student as the core “stakeholder” in design workshops. Common language: Steps were taken to establish a common language between SMEs and LDs by defining terms and processes to facilitate clear communication (Gottler, 2023). Empowering expertise: Both SMEs and LDs were empowered to contribute their unique skills to the project and given autonomy to make decisions during the design and implementation process (Chen & Carliner, 2020). For example, we acknowledged the expertise of our SMEs in classroom teaching and chose to record teaching videos without a formal script, yet based on an agreed scope and examples. This presentation will expand on how these principles were enacted practically to foster a strong partnership between SMEs and LDs characterised by effective communication, positive relationships and a strong sense of ownership of the project. The presentation will conclude by illustrating how this collaborative approach ultimately led to the successful completion of the project within constraints such as competing priorities and firm deadlines.