Use Of Technology In Education Research Articles

"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.

На пути к успеху: мотивация и ресурсы саморегуляции как предикторы академической успешности студентов

<p>Currently, the higher education system is constantly changing: the education of increasing number of students is becoming associated with the use of distance technologies, which is why it is so important to identify motivational factors that have a potential impact on the academic success of students of different forms of education. The sample of the study consisted of 114 students of different forms of education (74 extramural students with the use of E-Learning and Distance Educational Technologies and 40 full-time students). Two indicators were used to measure academic achievements: the average score for all previous examination sessions and the self-appraisal of learning scale of the questionnaire by T.V. Kornilova et al. The Academic Motivation Scale (AMS) was used to study the motivational-semantic component, the Brief Self-Control Scale and the Style of self-regulation of behavior – SSRB 2020 questionnaire were used to study the motivational-regulatory component. The Explanatory Style of Successes and Failures (ESSF) technique and the General Self-Efficacy Scale by R. Schwarzer and M. Yerusalem, adapted by V.G. Romek, were used to study the cognitive-motivational component, the persistence and perseverance scale (Grit) was used to study the integrative component. The results showed that if strong internal motivation prevails, it sufficiently determines academic success, but if motivation is lacking or is external, other components, namely self-regulation resources and the style of explaining successes and failures in achievement activities, help to increase academic success. At the same time, the influence of the form of education was not revealed.</p>

AI-Driven Content Creation and Curation in Digital Marketing Education: Tools and Techniques

This research paper investigates the utilization of artificial intelligence (AI) technologies for content creation and curation within the realm of digital marketing education and its subsequent impact on student engagement and learning outcomes. As digital marketing continues to evolve rapidly, educators are increasingly turning to AI-driven tools to tailor content delivery to the individual needs and preferences of students. Drawing upon a comprehensive review of literature spanning AI, education, and digital marketing, this study establishes a theoretical framework to elucidate the mechanisms through which AI-driven content influences student learning experiences. Employing a mixed-methods research design, the study incorporates both quantitative surveys and qualitative interviews to gather insights from students and instructors alike. The results reveal compelling trends indicating that AI-driven content not only enhances student engagement but also contributes to improved learning outcomes by fostering deeper comprehension and retention of digital marketing concepts. However, amidst the myriad benefits, the study also uncovers challenges such as algorithm bias and technological limitations that warrant careful consideration. This paper underscores the critical importance of pedagogical innovation and the ethical use of AI technologies in digital marketing education. By harnessing the power of AI to deliver personalized, adaptive learning experiences, educators can empower students to thrive in an increasingly competitive and dynamic industry landscape. Ultimately, this research contributes to a deeper understanding of the transformative potential of AI in shaping the future of education and preparing students for success in the ever-evolving field of digital marketing.

Narrative Inquiry into the Challenges of Implementing XR Technologies in Education: Voices from Future Hub 2023

This research explores the multifaceted challenges and opportunities inherent in the integration of Extended Reality (XR) technologies—comprising Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR)—within educational contexts. Utilizing a narrative inquiry methodology, this study draws upon the experiences and perspectives of participants at the Future Hub Forum 2023, a gathering of researchers, educators, and technologists specializing in immersive learning technologies. Through the collection and analysis of narrative materials, including interviews, presentations, and observational data, the study aims to elucidate the complex interplay of technological, pedagogical, and infrastructural challenges that influence the adoption and effective use of XR technologies in education. Key findings reveal significant barriers to widespread XR integration, including issues of access and affordability, which exacerbate existing digital divides; challenges in training and securing buy-in from stakeholders; content creation and deployment hurdles; and infrastructural and administrative obstacles. Despite these challenges, the study also uncovers a collective optimism about the transformative potential of XR technologies to revolutionize pedagogical approaches and learning outcomes, provided these barriers can be overcome. The implications of this research extend beyond the immediate context of XR technology implementation, offering insights into broader questions of educational equity, the evolving landscape of digital pedagogy, and the future of immersive learning experiences. By highlighting the voices and experiences of those at the forefront of XR adoption in education, this paper contributes to a deeper understanding of the conditions necessary for the successful integration of these technologies into diverse educational settings. Through its narrative approach, the study also underscores the value of storytelling and personal narratives in uncovering the nuanced realities of educational technology adoption, offering a rich, contextualized perspective that quantitative methods alone may not capture.

Assessing The Perceptions Of Teachers And Students On The Integration Of Technology-Enhanced Teaching And Learning In Secondary Schools In Dodoma City

The increase in demand for technology usage has influenced many sectors, including education. However, teachers’ and students’ perceptions have a great impact on the effectiveness of technology-enhanced teaching and learning. Therefore, the purpose of this study was to assess teachers’ and students’ perceptions of the use of technology-enhanced teaching and learning and find out if there was an association between teachers’ and students’ demographic characteristics and their perceptions of technology use in teaching and learning. A cross-sectional design was used to gather information from the field. Secondary school teachers and students in Dodoma City constituted the study population. 83 teachers and 393 students from 10 secondary schools were selected purposefully. The self-administered questionnaire was used to gather data from both categories (teachers and students). The data was analyzed by using percentages and statistical tests, including Chi-square goodness of fit and one-way ANOVA, to determine the association and relationship between teachers’ and students’ perceptions in relation to the selected demographic characteristics. The study found that teachers and students have positive perceptions of the use of technology in teaching and learning in public secondary schools. Furthermore, it was found that the education level of teachers, the class of students, and the age of teachers influenced the perceptions of the use of technology in teaching and learning. The study recommended that the government should ensure pieces of training for teachers, motivation, and a conducive environment for the use of technology in teaching and learning in secondary schools.

Menuju Super Smart Era 5.0: Tantangan Baru dan Pengembangan Kurikulum Pendidikan Agama Islam

This research aims to analyze and explore the challenges related to the problems faced in Islamic religious education in the super smart era 5.0, as well as the development that must be done on the Islamic religious education curriculum in order to be relevant to the super smart era 5.0. This research uses qualitativ method by using descriptiv-analysis technique to analyze and describe the data and findings of this research. Then the approach used is Library research in the study of research and the data source of this research is obtained from various sources of scientific studies such as articles, journals, books, documents, and other data relevant to this research. The results in this study are (1) the development of technology in the super smart era 5.0 provides challenges in the sustainability of Islamic religious education, such as preventing moral degradation in students, preparing educators and students to be able to integrate the use of technology in education, the difficulty of filtering digital content, the influence of social media, the emergence of addictive properties, providing an understanding of the importance of balance between understanding religion and technology, the difficulty of maintaining data security, and (2) the Islamic religious education curriculum must be developed to answer the problems and needs of society, namely by using Tyler's goal-oriented curriculum development model.

Digital learning: Differentiated teaching models using ICTS in Greek context – good practices: “I learn Europe through its cultural tradition: Traditional gastronomy products and traditional games Alanas"

It is supported by modern pedagogy for individuals with special needs to be included in regular classroom settings. A free public school is accessible to everyone. A nation's cultural traditions evolve and are largely preserved through intergenerational learning, or the transfer of information from one generation to the next. The use of new technologies in education can help achieve this goal by converting traditional instruction into differentiated instruction that adjusts to the unique needs, skills, interests, and experiences of each student. This creates learning environments where students can approach the material at their own pace and convenience. This project offers an example of customized instruction within a cultural heritage project.

The Influence of Technology-Based Learning Strategies on Student Performance/Motivation in Primary Schools

In today's digital era, the use of technology in education is becoming increasingly important. Technology-basedlearning strategies (e-learning) have become an effective method for improving student performance, especially in elementary schools. This journal aims to explore and analyze the influence of technology-based learning strategies on the performance of content data from surveys and interviews with teachers and students. The research results show that students in elementary schools are able to use technology . This study uses literature review methods and qualitative methods, including analysis of student use of technology in learning can increase student motivation and engagement, thereby improving their academic performance. Apart from that, technology-based learning strategies can also help in preparing students for an increasingly digital future. However, this research also found several challenges, such as limited access to technology and difficulties in integrating technology into the school curriculum. Therefore, this research suggests that the development of technology-based learning strategies must be adapted to school needs and conditions, and ensure that all students have equal access to technology. The research method chosen was the document review method. Data collection was carried out by recording and reviewing research articles related to the use of technology-based learning media in elementary schools, which were then analyzed and appropriate conclusions were drawn. with research objectives. The conclusion of this research is that the benefits of implementing e-learning now can be felt so that teachers and students feel the need to study the Koran in depth.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

What is important and why? Students’ experience of educational activities including technologies

Digital technology is now a central part of higher education and has led to high expectations of increased student activity, engagement, and learning. Drawing on two research projects about Norwegian bachelor’s students, this article explores how they experience educational activities, including the use of technologies in on-campus courses. It is vital to understand this from the students’ point of view. Data have been gathered from qualitative group interviews and an online survey. The analysis draws on socio-cultural perspectives on learning, focusing on what forms of activities and technologies the students experienced as important and useful, or challenging, in various contexts. The results suggest that, despite extensive access to digital technologies, the students experience that activities that support physical encounters on campus, such as lectures and group work, are more important and beneficial than flexible digital solutions. Technologies are basically experienced as a supplement for handling academic demands. The possible implications this has for students’ experiences of educational activities and technology use, and teachers’ facilitation, are discussed. The overall intention is to highlight the significance of the students’ experiences, as well as contribute to more realistic institutional expectations for the pedagogical use of technology.

Elementary teachers’ perspective on Nearpod in flipped classrooms

Background: The increased use of technology in education has prompted the investigation of innovative media that can support modern-era learning.Aim: This study aims to investigate elementary school teachers’ perceptions, based on their years of experience, regarding the use of Nearpod as an innovative medium in flipped classrooms.Setting: The research cohort comprised all elementary school teachers in West Sumatra, with 153 participants serving as the sample.Methods: The study utilised a quantitative methodology and questionnaires as the data collection technique.Results: Using Nearpod in elementary school flipped classrooms had positive outcomes. However, teachers’ years of experience did not significantly correlate with their perspectives on instructional media or Nearpod in a flipped classroom. A notable 69.3% of teachers disagreed with the use of diverse learning, indicating potential limitations in their learning resources and familiarity with new technology. Additionally, 37.3% of teachers expressed low agreement with the idea that flipped classroom-based Nearpod would help them deliver lesson materials, suggesting that this teaching model may not align with their preferred teaching style.Conclusion: The research results indicate that the duration of teaching (which may be correlated with age) does not significantly show differences in technology perception in teaching.Contribution: This study reveals a challenge in integrating innovative technology into traditional teaching. Despite positive outcomes with Nearpod in flipped classrooms, there is a displayed hesitancy among educators towards embracing diverse learning methods.

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

AbstractNested in the socio-cultural theory and the related concepts of dialogue in thinking (Mercer & Littleton, 2007) and dialogic teaching in classrooms (Mercer & Howe, 2012), this study explored knowledge and technology as dynamic meaning-making processes in Norwegian early childhood education and care (ECEC) settings. Group-reflections from thirteen Norwegian early childhood educators and their ontological beliefs concerning digital technology in ECEC were analysed with a theory-driven thematic analysis. The analysis highlights two tensions between individual and collective reasons for using digital technology in ECEC: a tension between the educators’ ontological beliefs about the need for children’s collective experiences and children’s individual use of digital technology, and another tension related to the educators’ own individual learning and collective knowledge construction about technology. We derive time as the key reason for the individual-collective tensions. Educators need time to develop good experiences with digital technology for all children, and they need time to develop their own learning, individually and collectively. Given the urgent demand to support technology use in Norwegian ECEC for young children, we underscore time constraints as a key factor influencing individual-collective tensions, impacting educators’ capacity for effective implementation and professional development.