Use Of Technology In Education Research Articles

Carting the Significance of Artificial Intelligence in English Language Teaching

The use of educational technologies in English language teaching (ELT) has become widely accepted in the post-pandemic era, and, for better or worse, some of these technologies rely on artificial intelligence (AI). Artificial intelligence is on the rise as witnessed in the growing popularity of dialogue systems like Alexa. However, some key criteria still need to be met before it can serve as a substitute for a real-life language teacher: spontaneity, creativity and shared knowledge. As an area of technological growth and increasing financial investment, we are likely to see more AI-driven technologies in teaching and learning in the post-pandemic ELT world. ELT will not be immune to this development, and it behooves us as language teachers to be familiar with AI's current benefits and challenges, so that we can better prepare for that future. This article describes how AI is currently used in ELT and explores some of the opportunities and challenges that AI can provide for learners, teachers and institutions.

Climate Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool

Objective: The main objective of the elaboration of these materials is to verify if their use in the classrooms of Compulsory Secondary Education (ESO) and Baccalaureate facilitates the acquisition of key competences and improves the geographic learning of the students. It seeks to implement a model of competency learning that makes use of Geographic Information Technologies (TIG) to develop spatial analysis and understanding skills in students. Theoretical references: The theoretical framework is based on the recommendations of the Council of the European Union on the use of good practices and digital technologies in education. The concepts of climate change and sustainable development are considered, as well as specific competences related to geographical thinking and the use of TIG. Methodology: Educational materials have been designed and used in classes of 1st and 3rd of ESO, dividing students into subgroups that used and did not use the materials to compare results. Initial, intermediate and final assessments were conducted to measure the evolution of learning. The materials include maps and applications to solve geographical problems and didactic strategies of the bimodal curriculum are used to promote key competences. Results and Conclusion: The use of the materials has significantly improved the students' learning competencies, although the objectives have not been fully achieved. The average acquisition of competences went from 2.79 to 4.36 on a scale from 0 to 10. A noticeable improvement was observed in 10 fields that were previously below 4 points, now at 5 or more. However, students showed more difficulties in areas such as orderly communication and critical evaluation of their approaches and those of their peers. Research Implications: Research suggests that the use of TIG in secondary education can be an effective tool to improve the geographic and analytical competencies of students. In addition, the importance of integrating these technologies in a way that supports geographic learning rather than focusing exclusively on the management of the tools is highlighted. Originality/Value: This study presents an innovative approach to using TIG in secondary education to develop key competencies in students. The originality lies in the combination of advanced technologies with a competency approach in the teaching of geography, which could serve as a model for future educational applications in other contexts.

Assessment of Blended Learning Courses Based on Unified Theory of Acceptance and Use of Technology in Higher Education

Assessment of Blended Learning Courses Based on Unified Theory of Acceptance and Use of Technology in Higher Education

Virtual Classroom Tools in Music Education

Education is also continued with distance education, which is an alternative model with the support of technology. The formation of student and teacher environment in distance education depends on the virtual classroom. Virtual classroom is an educational environment where individuals in different places come together simultaneously through internet infrastructure and computer. Virtual classroom is applied in many disciplines of the education system. The high motivation of the students during the lesson in the virtual classroom and the permanence of learning depend on the virtual classroom tools used during the lesson. However, it is not known under which titles virtual classroom tools are applied in music education, which is a part of the education system. Based on this problem, it was aimed to reveal the dimensions in which virtual classroom tools are applied in music education. Based on the data obtained, it was determined that there are tools specific to music education as well as tools used in general education. In the literature review, it was determined that the tools used in music education are grouped under five headings: recording technology, note writing, sound organisers, in-class activities and artificial intelligence. According to the results of the research, the importance of music teachers' use of educational technologies and the positive effect of virtual classroom tools on students in music lessons have emerged. The necessity of providing in-service training for teachers on the utilisation of virtual classroom tools in the curriculum of music education was emphasised, as was the role of technology in music education in the contemporary context.

Educational Technology in Early Childhood Education: A Systematic Literature Review

The development of science and technology in the 21st century is currently digital-based. In line with technological progress and innovation, it also impacts the world of education, such as changes in pedagogy and approaches to facilitating and delivering learning content. The advantages and ease of use of technology in education also have great potential to modernize the methodology of traditional teaching and learning systems. Early Childhood Education is vital in becoming the foundation for children's growth and development towards a successful and highly competitive future so that they continue to develop. Educational technology is an inseparable component in supporting the learning process of early childhood. This research uses Systematic Literature Review (SLR) analysis. This research aims to thoroughly explore how technology is used in Early Childhood Education and what aspects of development occur in children who use EdTech in Early Childhood Education. The data source in this research is the Scopus database of 174 documents published in 2018-2022, screened by applying inclusion and exclusion criteria in three different rounds, 13 articles were analyzed in complete text form. This research shows that technology is used in early childhood education to improve cognitive aspects, language, arts, students' interest in learning, and preschool preparation for children. Types of technology that can be applied include PowerPoint, video, digital storytelling, drawing, digital stories, and so on. This research also explains that the use of technology must be adjusted to the age, education level and targets of students. Improper use of technology can cause problems such as children losing their ability to mingle with society and tend to be comfortable with online life. Aspects of development in children that make good use of technology are cognitive aspects, language, art, and increasing knowledge in children, as well as motivation to learn.

ЗАМАНБАП БИЛИМ БЕРҮҮДӨГҮ ИНТЕРАКТИВДҮҮ УСУЛДАР ЖАНА ИНСТРУМЕНТТЕР

In the current era of computer technology, the use of digital educational resources plays a key role in the education system. On the one hand, this is an increase in the level of computer knowledge of teachers and students, and on the other hand, the demand of time and the need of society for a modern education system. The purpose of the article is to give some recommendations on improving the quality of education, the development of distance education in the higher education system using interactive methods and tools based on digital education. The article discusses the use of digital educational technologies for the innovative development of the university, the remote organization of the educational process, interactive teaching methods at the university. Fulfilment of the tasks set by the state for the sphere of higher education often depends on the competence of the teacher. The profession of a teacher is honourable, but very difficult.

Exploring ICT Integration in Hausa Language Instruction: A Case Study at Jigawa State College of Education and Legal Studies, Ringim

This research examines the transformative impact of integrated Information and Communication Technology (ICT) in Hausa language instruction at Jigawa State College of Education and Legal Studies, Ringim. The study evaluates the current status of ICT integration in teaching Hausa language, gauges the perspectives of pre-service teachers on the efficacy of ICT tools in enhancing language proficiency, identifies challenges and opportunities tied to ICT incorporation, and proposes innovative strategies and best practices for optimizing technology use in language education. Employing a multifaceted research methodology, including surveys, interviews, and observations, this investigation provides a nuanced understanding of the intricate relationship between ICT integration and Hausa language instruction specific to the context of Jigawa State College of Education and Legal Studies, Ringim. The findings offer valuable insights and recommendations aligned with best practices for pre-service teachers, contributing to the advancement of language education practices within the institution.

Locating TPACK XK between theory and practice: Reflective practice, applied ethics, and technoskeptical dispositions

The problem of context, contextualization, and XK has stalked TPACK since its inception. We suggest that efforts in education technology to deepen the theory and scholarship around this domain of knowing have run up against the field's tendency toward discrete interpretations of TPACK, its continued reluctance to explore socio-cultural influences on education and technology, and the inherent tensions between abstracted theoretical models and the realities of practice they represent. Additionally, context raises important ethical considerations that are deeply embedded in educational technology selection and use. In an attempt to reject the binary of theory and practice and also extend the relationships between contextual and ethical knowledge in TPACK, we propose ways the field can extend both research and practice related to XK through reflective practice, professional ethics, and technoskeptical dispositions. Using examples from classroom practices, we have developed reflective and critical questions to elicit connections between TPACK, XK, and ethics which include hyper-local and narrow contexts as well as broader socio-cultural contexts. Intersecting ethics with TPACK helps educators situate the profession of education within society; consider the broad social implications of technology, pedagogy, and content separately and as TPACK; and work toward commitments for learning and social justice through the actions of the good enough.

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.

Implementation of Assistive Technology for Visually Impaired Students in the Formal Education Sector

The recent shift in technology usage has impacted education significantly, including institutions that provide services for students with visual impairments. This article aims to analyze the role of assistive technology in the learning of students with visual impairments. This article uses the research method of article review with meta-analysis. The source of the review of this article is articles sourced from reputable articles on Google and Scopus by considering the same themes and keywords in this study, so that the discussion becomes more coherent and relevant. Based on the results of the literature study, it is found that the use of assistive technology in inclusive education focuses on the use of technology to practice, and to assist in the learning process. Assistive technology also provides accessibility to learners in various ways to complete their tasks more easily and independently that they could not previously complete.

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.

Comparing the Learning Climate of Al-Makmun's Era and the Indonesian Education System Today

This article is written with the aim of knowing and understanding the comparison of the learning climate during the reign of Al-Makmun and the Indonesian education system today. Al-Makmun with his various policies on education could build a conducive learning climate so as to develop science and make that period into the Golden Age of Islam. On the other hand, education in Indonesia today is also in the spotlight. Indonesia's national education system, which has a structured system and regulations from government policies, also has educational goals to educate the nation's generation. With the curriculum applied and the application of educational technology as well as various and educational problems faced such as uneven education, less competent human resources are a challenge for the government. Based on the existing data, it is possible to compare the learning climate in the AL-Makmun era with the education system in Indonesia today through 4 categories, including in terms of educational objectives, teaching methods and curriculum, educational institutions and the use of educational technology. The comparison aims to understand the advantages of each education system both in the era of Al-Makmun and education in Indonesia today.

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.

Toward Using Technology for Instructional Purposes in Lesotho

Preparing both teachers and students for the technological world is very challenging, requiring a total shift of the entire education system to accommodate the thorough use of technology. Studies show that technological competence is the key factor that holds the entire modern education structure together. However, the use of technology in teacher education is still delayed as student-teachers engage in technology for activities without meaningful learning purposes, such as fun-related activities. This calls for thorough training meant to remove the physical barriers that hinder student-teachers’ use of technology in the classroom. This study examined factors that influence student- teachers’ self-efficacy in using technology in learning in one teacher education institution in Lesotho. A systematic review approach was adopted to select and analyze studies on student-teachers and the use of technology in tertiary education. After screening for relevance, some studies were excluded. The themes that emerged from the selected studies were analyzed to build themes that are relevant to student-teachers' self-efficacy in using technology in learning. Findings indicate that student-teachers’ self-efficacy in using technology is influenced by the lack of technological tools in classrooms and computer laboratories, lack of professional development, lack of information and communication technology (ICT) policy, cost of connectivity, and the benefits of technology in learning entrepreneurship education. These findings imply that teacher education is required to restructure its curriculum and offer adequate support to student- teachers and lecturers. In addition, teacher education must restructure their classrooms and computer laboratories to shape student-teachers for future roles.

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

Teachers' self-perception of the level of competence in the use of educational technologies in the Faculty of Medicine of the Autonomous University of Guadalajara

A cross-sectional, descriptive research was carried out in 74 medical teachers of the Universidad Autónoma de Guadalajara to describe their level of experience in the use of ICT. An instrument was applied to evaluate the teacher's self-perception in the use of educational technologies. It was found that around 50% of the teachers perceived themselves as ICT teachers; a lower percentage of teachers evaluated themselves as TAC teachers and an even lower percentage of teachers evaluated themselves as TEP teachers. The above evidence a low level in the management of information and communication technologies. In this study, it was observed that the strength of association was slight between the variable age and each of the competencies studied. Continuous and progressive training is proposed from the beginning of the teacher's incursion into the educational work, with which a higher level of teaching competence can be generated and therefore, a better impact on medical training.