Use Of Technology In Education Research Articles

Use of Educational Technologies to Promote Gender Inclusivity in Classrooms

COVID’19 pandemic led to increased use of digital technologies in education. It also revealed the gender gaps in access and use of digital technology around the globe, suggested the UNICEF Report in 2021. The report also discussed the digital exclusivity throughout the technological world. “Globally, women are seven percent less likely than men to own a mobile phone and 15 percent less likely to use internet in low- and middle-income countries,” the report said. To understand the use of technology in promoting gender inclusivity in classrooms while considering the above context in mind, the researcher would use secondary data and literature. This paper will also attempt to reveal the challenges and gaps that appear consistently while discussing digital learning. It will also try to address some of the issues regarding the same. This paper will specifically focus on how using digital technology could be used to promote gender inclusivity in classrooms. It will also try to understand the policies and its implications that could be helpful in strengthening digital infrastructure within the Indian context.

A Document Analysis on the Use of Assistive Technology in School-Based Instruction for Children with Specific Learning Disorders in Cameroon and Canada

This study explored the use of assistive technology (AT) in the school-based instruction of children with specific learning disorders (SLDs) in Cameroon and Canada using a content-analysis, qualitative research design. Eight documents met inclusion criteria and were analyzed, leading to a comparison of both countries. Three themes are reported on: availability of AT, policies and legislation, and financial assistance. The results of the study show that AT is available for use in both countries and that there are policies and legislation in both countries to control access to and provision of AT. Also, there is financial assistance provided to help fund AT needs for children with SLD. Implications and a number of recommendations are offered, including providing AT to children with SLD; increasing funding and financial support for the provision of AT; training children with SLD, teachers, and family members in the use of AT; and enacting national AT legislation.

Lifelong Learning Center Trainers: What Are Their Perceived Curriculum Literacy and Digital Technology Usage Levels?

Education and training are crucial components of society's ever-changing nature, and having a strong understanding of curriculum literacy is necessary for trainers in adult education to successfully execute curriculum. Similarly, effective use and integration of digital technologies into educational settings is a necessary skill for trainers. These competencies are critical for K-12 and higher education educators, as well as for adult education trainers who guide the learning process in line with their assigned program. In this study, we have investigated the relationship between trainers' perceived competence in curricular literacy (CL) and their use of digital technologies in education (DTUE). This study employed a descriptive survey methodology to gather data from a total of 628 individuals. The average age of the participants was 41.7 years, and they were all employed at a lifelong learning institution in Türkiye. MANOVA and correlation analysis were executed. We examined whether there were any differences in the trainers' perceived CL and DTUE levels based on the specified variables. The results revealed a positive and weak correlation between trainers' perceived curriculum literacy levels and their use of digital technology. Also, the trainers without prior formal pedagogical training had significantly lower scores in CL and DTUE compared to the trainers who had either graduated from the Faculty of Education or earned a pedagogical formation certificate.

Educação 4.0: O papel da tecnologia e da Inteligência Artificial no futuro da aprendizagem

This article investigates the influence of technology and artificial intelligence (AI) on contemporary education, focusing on its implications for student learning. The research analyzes how these innovations can be integrated into pedagogical practices and what effects they have on academic performance. With the increasing digitization of the educational environment, it is essential to understand how AI and educational technologies can transform the way students learn. The results of the research reveal that the adoption of AI systems and technological tools has the potential to personalize the learning experience, allowing students to advance at their own pace and according to their individual needs. Additionally, educational technologies can increase student motivation by creating interactive and collaborative learning environments that encourage engagement. This study not only highlights the direct benefits of technology in education, but also proposes pedagogical practices that maximize these benefits, aligning with the concept of Education 4.0. By offering a framework for the effective integration of AI into classrooms, this work contributes to the discussion on how to prepare educators and institutions for the challenges of the education of the future. In summary, the article emphasizes the importance of adopting a strategic approach in the use of educational technology, aiming not only at improving academic performance, but also at training students who are critical and adaptable to the demands of an ever-changing world. The research suggests that by considering technology as an ally, institutions can revolutionize learning and better prepare students for the challenges of the 21st century.

Increasing the intellectual abilities of students using cloud technologies

This scientific article examines the effectiveness of using cloud technologies in the context of increasing the intellectual abilities of students. We analyze modern education strategies, including cloud platforms, and propose solutions to optimize the learning process. The impact of cloud technologies on the development of critical thinking, creative skills and problem-solving ability is discussed. The problems and challenges associated with the use of cloud technologies in education are also addressed, and recommendations for overcoming them are proposed. The study is based on a review of existing teaching practices, as well as an analysis of the results of experiments and research in the field of educational technologies.

What is the learning model of physical education in the digital era? Literature review of various studies

The digital age has changed the landscape of physical education (PE), with technology playing an important role in the learning process. This article reviews various studies on the use of technology in physical education to understand the trends, benefits, and challenges in implementing digital learning models. The search in this study used the Harzing Publish or Perish application. The search was initiated using the Scopus database with keywords ("learning model" AND "physical education" OR "sports education" AND "digital era"). Initially, 12.654 publications were identified through the database search (Scopus: 2,831 articles). After following exclusion criteria, only 10 articles remained. The search was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review showed that technologies such as mobile apps, e-learning, virtual reality, digital media, and video games can improve student motivation, engagement, and understanding. However, challenges such as infrastructure limitations, user readiness, and potential reduction of physical aspects in physical learning need to be considered. Therefore, a balanced approach between the use of technology and physical activity is needed, as well as adequate support to maximize the benefits of technology in physical education. Further research is recommended to explore more effective strategies in integrating technology into physical education learning across different contexts. Although there are many studies on adolescent girls' lack of engagement in Physical Education (PE) in the literature, most only investigate the root causes, while few take initiatives to address the inherent problems. Keywords: learning model, physical education, digital era, technological advancement

Enhancing Student Engagement: Technology Acceptance in Higher Education During Covid-19

COVID-19 has caused institutions across the sector to transition from conventional teaching and learning environments into virtual environments. Amidst this paradigm shift, academics have adopted a range of technology-based strategies to support the online learner. However, low attendance, engagement, and participation continue to challenge the execution of eLearning across the higher education (HE) sector. Within this narrative, there has been an interest in understanding the acceptance and adoption of technologies in education from the learners’ perspective. As a result, there has been an increased focus on technology acceptance models as a theoretical lens to unpack attitudes and beliefs relating to eLearning. Motivated by these environmental shifts, this study aims to capture themes and perspectives considered in educational literature worldwide to present future considerations for studied and practitioners as we emerge from the pandemic. By systematically reviewing global educational literature, the study aims to provide valuable insights and future considerations for both studied and practitioners as the HE sectors transitions out of the pandemic. The study is guided by the central study question: What influences the learners’ acceptance and continuation of use of education technologies during forced emergency conditions such as the COVID-19 pandemic? Based on these findings, we then share recommendations for education technology adoption in the HE sector.

The Use of Diversified Tools and Methodologies in The Process of Preparing Course Completion Work in Distance Education

Objective: This article proposes to reflect on the process of elaboration of the Course Completion Work (CBT) in the Distance Education (RBS) modality, from the experience experienced by the authors, so that its objective is to contribute to the development of the field in question. Theoretical Reference: In EAD, there are different pedagogical strategies in the achievement of student training in professionals, and CBT is a relevant practice whose methodological design must be constructed in order to contemplate dialogical moments with a view to the best performance of the academics in terms of learning (Oliveira; Flores, 2019). The relevance of CBT as an activity and experience is relevant (Richartz, 2019), so that studying from an EAD Bachelor's course allows us to establish insights both into performing such activity specifically and to think about distance learning in a general way with regard to the development of skills and competencies (Ordones, 2022). Method: Bibliographic review was used to illustrate the processes of a CBT followed by presentation of the report of the experience with the use of diversified tools. Results and discussion: Considering both the advances and the challenges of distance education, among the results discussed in the manuscript stands out its contribution to the discussion about the importance of proposing efficient methodologies in dealing with the strategic use of different educational technologies in order to provide a meaningful learning. Implications of Research: The relevance of the experience exposed in relation to EAD's commitment to academic research is highlighted. Originality/Value: Originality in the field of studies on CBTs in Bachelor's degree courses at EAD, expressing scientific rigor and impact on training, contributing to the strengthening of the professional competences of the academics.

Effectiveness of Electronic Learning Courses on Neurologist Knowledge of Epilepsy Classification: A Study Based on the Kirkpatrick Model

Background: Nowadays, it is generally accepted that focusing on in-service training can lead to organizational progress and improvements in the training process. Objectives: Considering the high prevalence of epilepsy in children and the use of new technologies in education, the purpose of this study was to conduct an electronic educational course on epilepsy classification guidelines based on the guidelines of pediatric neurologists and to evaluate the effectiveness of the course using the Kirkpatrick model. Methods: This study was conducted in 2020. The study population comprised pediatric neurologists from universities of medical sciences throughout the country. Inclusion criteria included participation in the course during the semester, availability, and willingness to participate in the study. Participants entered the study according to their personal preference and provided informed consent, and those who were absent from two or more sessions related to these topics were excluded from the study. The study involved participation in the e-learning course on epilepsy classification according to the guidelines (ILAE 2017). The sample size was calculated using Cochran's formula, which resulted in 74 participants. Nineteen of them did not meet the inclusion criteria, and a total of 55 physicians were included in the study. Reaction and learning were the levels considered to evaluate the efficacy of the Kirkpatrick model. To analyze the data, paired t-test and linear regression were used at a significance level of 0.05, using SPSS version 22 statistical software. Results: The results showed that most participants were satisfied with the e-course. The mean learning and behavior level score was 27.51. The findings indicated that the e-learning of epilepsy classification guidelines according to the guidelines (ILAE 2017) improved the performance of pediatric neurologists (P-value ˂ 0.001). Conclusions: The results indicate that e-learning guidelines for the classification of epilepsy according to the guidelines (ILAE 2017) can be an effective tool in improving the clinical performance of pediatric neurologists. Applying newer methods such as the Kirkpatrick model would be an effective approach in other fields of health as well. It is recommended to use up-to-date and efficient models, such as the Kirkpatrick model, in the field of health sciences.

Innovative use of virtual reality simulation technology for pet health care education: a hybrid system for cardiopulmonary resuscitation training

Innovative use of virtual reality simulation technology for pet health care education: a hybrid system for cardiopulmonary resuscitation training

O USO DAS TECNOLOGIAS EM SALA DE AULA: DESAFIOS E POTENCIALIDADES NA ESCOLA PÚBLICA

This qualitative study sought to describe the use of technologies in public schools in our country through bibliographic research. The research used the period from 2018 to 2024 as a time frame and the databases used in the study were Google Scholar, CAPES journals and SciELO. During the survey, the most relevant works that portrayed the use of technology in public education were considered. The following descriptors were used during the survey: digital technologies; public school and teaching. The results proved the potential of using technologies as strategies to promote more active and meaningful learning. Another relevant aspect found in the studies is the lack of teacher training to work with technologies, as well as the lack of structure in schools to incorporate this resource as a pedagogical practice. Thus, this research concludes by encouraging greater investments and public policies that promote and provide technologies in classrooms in public education networks.

Beliefs of Undergraduate Mathematics Education Students in a Teacher Education Program about Visual Programming in Mathematics Classes

AbstractIn the digital age, the range of digital technologies used in mathematics education grows. Since beliefs are affective-cognitive elements that significantly determine teachers' behavior in the classroom, they are an interesting field of research in mathematics education. A review of previous research has identified different groups of beliefs about the use of digital technologies in mathematics classes. These studies are not focused on specific digital technologies. In an empirical case study that is presented in this paper, the aim was to figure out how beliefs that can be described specifically about the use of visual programming relate to general beliefs about the use of digital technologies in mathematics education. A qualitative content analysis of the reflection journals of seven undergraduate mathematics education students on their work with Scratch, a visual programming environment, in a university seminar led to the formation of ten belief categories about the use of visual programming in mathematics classes. Most of the beliefs are associated with a positive attitude towards visual programming in mathematics education. However, some beliefs could also be identified that refer to the limits and challenges of using visual programming and thus demonstrate rather negative associations. Only a few of the categories identified match the list of belief groups about digital technologies in mathematics education identified in previous research. Some possible reasons for these results are discussed and further research interests in the field of beliefs about the use of digital technologies are suggested.

Trends in instructional technologies used in education of people with special needs due to intellectual disability and autism

AbstractThe purpose of this study is to analyse trends in articles on the use of instructional technologies in the education of individuals with special needs, specifically those with mental disabilities and autism. The research was conducted in accordance with the PRISMA statement, and the studies were analysed through content analysis. Between 2015 and 2023, 452 articles were retrieved from ScienceDirect, Web of Science, SpringerLink, ERIC, Google Scholar, SOBIAD, Taylor & Francis and SCOPUS databases on the use of instructional technologies in the education of students with intellectual disabilities or autism. The analysis included 128 articles that met the research criteria. The research indicates that publications on instructional technologies for individuals diagnosed with intellectual disabilities were mostly published in 2019, 2020 and 2021. Among these technologies, technology‐supported learning and augmented reality were found to be the most preferred. These studies focused on the effects of instructional technologies on communication and social skills. They were mostly conducted on students aged 15–25. Publications for individuals diagnosed with autism were mostly published in 2022. These individuals have mostly preferred technology‐supported learning, virtual reality and robot‐assisted learning as instructional technologies. These studies focused on the effects of instructional technologies on communication and social skills in students aged 5–10.

The use of mobile technology in higher education: implications for students and instructors

Mobile learning has become a prominent topic in educational settings today due to its significant developments in information and communication technology (ICT). This flexibility not only benefits student-teachers who can learn at their own pace and convenience but also empowers instructors to engage with their student-teachers more dynamically. Literature indicates that mobile learning encourages collaboration and active participation, fostering critical thinking skills and creating a more engaging learning experience. Despite the many advantages of integrating technology into the classroom, research indicates that most faculties higher education are resistant to incorporating technology into their activities since there are no institutional norms. The study aims at evaluating the use of mobile learning in higher education in Lesotho and the implications it has on both instructors and student-teachers when using mobile learning. The study adopted a systematic literature review to review the available research using an integrative method of studies conducted on mobile learning in higher education between 2013 and 2023. The study found that some instructors ban the use of mobile devices because they distract from teaching and learning. In addition, not all devices can handle the demands of remote learning. Student-teachers believe that mobile technology enhances communication with peers and instructors. Among other factors, limited Internet connectivity and funding are the most common inhibiting factors for instructors to adopt technology into the teaching and learning process. Other inhibiting factors are the high costs of mobile data access and smart mobile devices. The study recommends that ICT policy must be in place to manage and control mobile learning for effective adoption.

Students’ experiences of educational technology use to facilitate university learning: factors influencing their mediation of learning

The ability to design effective technology-enhanced learning (TEL) experiences is a critical skill for university teachers. However, challenges endure on how best to develop university teachers in research-intensive universities to design TEL experiences that meet student, professional, and employer expectations. Having a greater insight of the varying ways students use educational technology in their learning benefits university teachers’ TEL design skills. To develop this insight, a qualitative case study comprising differentiated interview strategy was conducted to explore students’ use of educational technology for their university learning. This research drew on phenomenographic and sociocultural theoretical perspectives and analysis techniques to investigate university students’ experiences of educational technology use. The analysis of the research data collected found a variance in the way students used educational technology for their university learning with three distinct dispositions identified. This study identified that students’ varied dispositions influenced their educational technology use and were mediated by the task and social contexts of their learning. These findings aim to support university teachers further develop their TEL experience design skills.

Unveiling the Canvas: Sustainable Integration of AI in Visual Art Education

The rapid advancement of technology is transforming the landscape of art education, fostering a new era of creativity and learning with a focus on sustainability. By optimizing resources and reducing the reliance on physical materials, AI-supported art education enhances sustainability, broadens accessibility, and lowers environmental impacts. Despite some research on the application of smart tools in art education, there remains a gap in robust evidence supporting their effectiveness and long-term impact. This study undertakes an in-depth examination of the intersection of sustainable technologies, pedagogical theories, and assessment methods within visual art education. By reviewing 685 research articles from the past decade, we ultimately filtered them down to 36 completely relevant studies that illuminate the technological advancements in teaching visual art. Our analysis focuses on emerging trends, the theoretical frameworks underpinning learning, hardware platforms, application categories, and dependent variables used to assess the impact on sustainability. Our findings indicate that the use of technology in art education is still in its nascent stages, yet it holds significant potential for sustainable development. These insights are crucial for developers and educators, offering guidance on creating user-friendly, interactive, and sustainable art education programs that enhance student comprehension and engagement beyond the current offerings.

Medical students’ perceptions and use of educational technologies and artificial intelligence chatbots as educational resources

Medical students’ perceptions and use of educational technologies and artificial intelligence chatbots as educational resources

A snapshot of Bulgarian school teachers’ familiarity with, use of, and opinions on artificial intelligence at the threshold of its incorporation into the educational process

The current study was designed within a survey-based quantitative research methodology in order to investigate Bulgarian teachers’ familiarity with, use of, and attitudes toward artificial intelligence (AI) at the nascent stage of its integration into the Bulgarian education system. The survey was completed by 2252 teachers, of whom 16.30% were men and 83.70% were women. The majority of the teachers (72%) reported some level of familiarity with AI technology. Higher levels of familiarity were significantly associated with younger teachers (aged 20 to 29), mathematics, sciences, and technology subject areas, as well as the male gender. More than 50% of the teachers reported using AI technology in their instruction. Familiarity with AI technology was the only significant predictor of AI use, overriding the effect of other variables. The teachers used AI technology to prepare teaching, assessment, and homework materials; design individual and team tasks; and grade students' work. The teachers who regularly used AI technology were more favorable towards AI in contrast to those who seldom or never employed AI. The majority of the respondents recognized the need for teacher training in AI technology and expressed willingness to participate in teacher training initiatives. Therefore, the current situation requires teacher education programs to harness teachers’ needs by equipping them with relevant AI literacy and skills that they could apply to the critical adoption of suitable AI tools. Educational institutions and stakeholders should provide guidelines and consultancy regarding technical, methodological, and ethical issues concerning the instructional use of AI technology.

Practical approaches to technology-mediated formative assessment for middle school educators

This research quantitatively examines how technology-mediated formative assessment techniques affect student learning outcomes in middle school education. The research investigates the correlation between instructors’ technology use, attitudes, and student performance in several academic disciplines using surveys and evaluations conducted with teachers and students. Results show strong positive connections between how often technology is used, the specific digital tools used, how effective technology-mediated formative assessment is judged to be, and the results of student learning. On the other hand, obstacles to implementation were shown to have a negative relationship with student accomplishment. The research emphasizes that technology-mediated formative assessment is more successful in some subjects, emphasizing the necessity to customize teaching methods for each subject’s requirements. The study revealed a positive correlation between student learning outcomes and the frequency of technology use, the types of digital tools used, and the perceived effectiveness of technology-mediated formative assessment. These results suggest ways to improve the use of technology and formative assessment in middle school instruction.

TECHNOLOGIES FOR FORMING TEAMWORK SKILLS IN CHILDREN OF PRESCHOOL EDUCATIONAL ORGANIZATIONS

Teamwork skills are essential in preparing children for future social and academic environments. In preschool educational organizations, fostering these skills at an early age provides a solid foundation for collaboration, communication, and problem-solving. This article explores the use of various educational technologies to develop teamwork skills in preschool children. These include interactive learning tools, digital applications, play-based learning, and structured group activities. The goal is to identify and assess effective strategies that enhance children's ability to work together, resolve conflicts, and achieve shared goals.