Use Of Technology In Education Research Articles

The relation between attitudes towards the use of technology in music education and big five inventory personality traits

The goal with the study reported on here was to determine pre-service music teachers’ views regarding the effectiveness, utility, and sufficiency of technology use in music education as well as the associations between their personality traits and their attitudes towards this use. The participants were 224 pre-service teachers studying in music teacher training programmes in Türkiye. The use of technology in music education questionnaire, the big 5 inventory and the attitude towards using technology in music education scale were used as survey instruments to collect the data. The results reveal that attitudes towards using technology in music education showed a positive relation with openness, and a negative relation with neuroticism. A qualified majority of pre-service music teachers think that technology is beneficial and that they can use technology effectively in music education. Nonetheless, the majority of pre-service music teachers still thought that educational technologies were used inadequately during their music education.

ИННОВАЦИОННЫЕ ПОДХОДЫ К ИСПОЛЬЗОВАНИЮ МУЛЬТИМЕДИЙНЫХ ТЕХНОЛОГИЙ В ОБУЧЕНИИ ИНФОРМАТИКЕ

This article discusses the issue of innovative approaches to the use of multimedia technologies in computer science education. In the context of modern education, where digitalization is playing an increasingly important role, exploring the possibilities of various methods and strategies is becoming an urgent task. The approaches discussed in the article, in turn, can improve the effectiveness of teaching computer science using multimedia resources. The article discusses topics such as a game-based approach to learning, virtual and augmented reality, interactive learning materials, machine learning and artificial intelligence, as well as project-based learning and collaboration. Providing an overview of current trends and best practices, the article aims to introduce innovative methods into the educational process, contributing to a deeper understanding of computer science and the development of digital literacy skills among students.

Innovative Approaches to Teaching English as a Second Language: Integrating Technology for Enhanced Learning Outcomes

This study explores innovative approaches to teaching English as a Second Language (ESL) by integrating technology to enhance learning outcomes. The rapid advancement of digital tools and platforms has revolutionized the educational landscape, offering new opportunities for language acquisition. This research examines the effectiveness of various technological tools, such as language learning apps, virtual classrooms, interactive multimedia, and artificial intelligence-based tutoring systems, in improving ESL instruction. Through a comprehensive literature review and analysis of case studies, the study identifies the benefits and challenges associated with the use of technology in ESL education. It highlights how technology can foster a more engaging, interactive, and personalized learning experience, thereby improving student motivation and retention rates. Moreover, the research discusses the role of technology in providing immediate feedback, facilitating collaboration, and enabling access to authentic language resources. However, the study also acknowledges potential drawbacks, such as digital literacy gaps, accessibility issues, and the risk of over-reliance on technology. The findings suggest that while technology can significantly enhance ESL learning outcomes, it is crucial to integrate it thoughtfully and complementarily with traditional teaching methods. This study provides valuable insights for educators, policymakers, and researchers aiming to leverage technology to optimize ESL instruction and foster more effective language learning environments.

Mini-Courses for Open Digital Competences for Educators

The concept of Digital Competences for Educators is very important within European educational policies. Recent definitions of DigCompEdu are provided in a scientifically sound framework describing what it means for educators to be digitally competent DigCompEdu: European Framework for the Digital Competence of Educators and in the EU DEAP (Digital Education Action Plan 2021-2027 Resetting Education and Training for the Digital Age) defined in Sep 2020. This paper presents the results of the OpenDigCompEdu Erasmus+ project to accelerate the digital competences of educators in school education from Spain, Romania, Croatia, Greece and Norway towards the sustainable adoption of more online and blended approaches in education through the use of open educational technologies and open education principles. The paper presents the development of 5 micro-courses, all related to the development of digital education competences and to be offered online and in a blended format in Moodle Academy.

Kontroversi Kurikulum Pesantren dan Tantangan dalam Membangun Standar Mutu Pendidikan : Menemukan Keseimbangan antara Tradisi dan Modernisasi

The Islamic boarding school curriculum is considered not to suit the demands of the modern world. There are also challenges for Islamic boarding schools to improve the quality standards of their education. This research aims to determine curriculum design and improve the quality standards of Islamic boarding school education in achieving a balance of tradition and modernization. The research uses a qualitative approach with the literature study method. Data collection techniques use document studies in the form of journals, books and other sources. Data analysis uses content analysis. Research findings show that there is educational curriculum controversy and challenges to quality standards in Islamic boarding schools. Several solutions were found, namely: Development of an integrated and interdisciplinary curriculum, teacher training and development, use of technology in education, collaboration with other Islamic education institutions, and continuous evaluation. This solution must be implemented with the principle of continuity and change.

Learning Management System Training at Postgraduate School Ibn Khaldun University Bogor

Learning Management System (LMS) training aims to introduce and improve mastery of the Learning Management System for lecturers and students. Training was carried out at the Postgraduate School of Ibn Khaldun University, Bogor. This training is part of community service activities which is a concrete manifestation of academics' contribution to improving the quality of education in Indonesia. The training was held on June 15 2024 with the number of participants involved being 25 people who were students and lecturers at the Postgraduate School of Ibn Khaldun University, Bogor. The training results showed a 90% increase in participants' understanding and ability to use the Learning Management System. It can be concluded that the Learning Management System training at the Graduate School of Ibn Khaldun University Bogor succeeded in increasing the understanding and ability of lecturers and students to use the Learning Management System. This training proves that with the right guidance, the use of technology in education can be optimized. In the future, it is hoped that similar training can be held regularly to ensure that the entire academic community can make maximum use of the LMS in the learning process.

Aplicação de uma sequência didática com história em quadrinhos para o desenvolvimento de competências socioemocionais

This article aims to present the results of a didactic sequence implementation that sought to analyze how the use of educational technology and comic books can contribute to the development of socio-emotional skills required by the job market. The development of the didactic sequence included workshops aimed at understanding comic books and the production of an online magazine with the objective of developing socio-emotional skills. This research adopts a qualitative methodological approach, characterized as exploratory and action research. The analysis results highlighted the relevance of educational technology as a pedagogical resource, the pedagogical potential of comic books, and how the workshops conducted for the production of the online magazine facilitated the development of socio-emotional skills. The research provided students with the opportunity to develop socio-emotional skills, thus contributing to the studies of Brazilian Technical and Vocational Education and Training. Based on the participants' responses, it was possible to identify some important factors: contributions from leadership to improve school management and contributions from the association between leadership and school management to improving teaching in TVET.

A Research on the Application of Modern Information Technologies in Teaching

This paper examines the use of modern information technologies in Bulgarian pre-school and primary education, focusing on teachers' knowledge and use of technologies and the challenges they face. The study is based on an extensive literature review, which highlights the potential of modern information technologies such as programmable devices, virtual reality (VR) and augmented reality (AR) to improve the quality of education, student engagement and continuous learning. However, the research also identifies persistent barriers to their implementation, including insufficient resources, limited training opportunities and teacher resistance to technological change. The main objective of the study is to assess the level of knowledge and use of technologies among Bulgarian teachers, with a focus on identifying the main barriers to their effective integration into educational practice. The preliminary hypothesis suggests that despite the recognition of the potential benefits of technologies, their use remains limited due to institutional and personal factors. Methodologically, the study used a descriptive survey approach with 205 participants, including pre-school and primary school teachers, principals and education administrators. Data was collected using an online survey platform included in Microsoft Office 365. Key findings show varying levels of knowledge and use of modern technologies among teachers. Although a significant proportion of respondents use technology in their teaching, the level of adoption of more advanced technologies such as programmable devices, VR and AR is significantly lower. Teachers expressed a strong desire for additional information and training on modern technologies, highlighting their potential to enrich learning experiences in a variety of subjects. The study has important implications for the Bulgarian education system. It highlights the gap between the recognised potential of technologies and their practical application in the classroom. Addressing the identified barriers through targeted investment in resources, comprehensive professional development programmes and ongoing support for teachers is crucial. By overcoming these barriers, educational institutions can better prepare students for the challenges of the digital age, improve learning outcomes and create a more dynamic and effective educational environment.

Exploring social and computer science students’ perceptions of AI integration in (foreign) language instruction

Artificial intelligence (AI) has gained acceptance in the field of education. Nevertheless, existing research on AI in education, particularly in foreign language (FL) learning and teaching, is notably limited in scope and depth. In the present study, we addressed this research gap by investigating social and computer science students' perceptions of the integration and use of AI-based technologies in education, focusing specifically on foreign language teaching. Using an online questionnaire, we analysed factors such as students' field of study, gender differences, and the type of AI used. The questionnaire included statements categorised into thematic clusters, with responses measured on a five-point Likert scale. Statistical analysis, including chi-square tests and Cohen's d, revealed that individuals studying computer science, males, and supporters of generative AI are more likely to use AI tools for educational purposes. They perceive fewer barriers to the integration of AI into FL education. Social science students and women are less likely to use AI tools in FL education and express scepticism about their potential to improve academic outcomes. They tend to be more critical or cautious regarding the role of AI in FL education. They view AI as a valuable tool that enhances the learning experience but, at the same time, recognise the irreplaceable role of human teachers. The study highlights the need for targeted educational initiatives to address gender and disciplinary gaps in AI adoption, promote informed discussions on AI in education, and develop balanced AI integration strategies to improve FL learning. These findings suggest educators and policymakers should implement comprehensive AI training programs and ethical guidelines for responsible AI use in (FL) education.

Use of Digital Technology in Education at The State Institut of Christiany Palangka Raya

This research explores the use of digital technology in education at the Palangka Raya State Christian Institute. The main focus of the research is to determine the impact of digital technology on learning quality, material accessibility, student engagement, and the technical challenges faced. The research method used is a qualitative approach through observation and interviews with lecturers and students as well as secondary data analysis. The results of this research show that digital technology has significantly increased the interaction between lecturers and students, enabled more flexible access to learning materials, and increased student engagement through interactive features. The conclusion of this research is that the use of digital technology in education is its ability to provide access to various educational resources. This not only broadens students' knowledge but also encourages independent learning. This research also provides recommendations for a deeper integration of technology in the curriculum and the development of digital competencies for lecturers and students. So that digital technology can continue to improve the quality of education at the Palangka Raya State Christian Religion Institute.

CHATGPT IN TEACHING PHYSICS HANDS-ON EXPERIMENTS IN PRIMARY SCHOOL

This study explores the incorporation of artificial intelligence, specifically ChatGPT, to enhance the teaching of physics to primary school students. Using AI-driven simulations and interactive learning activities, the research demonstrates how these tools can convert abstract physics concepts into concrete educational experiences. The results suggest that ChatGPT promotes student involvement, inquisitiveness, and analytical thinking by offering personalized feedback and encouraging practical learning tasks. ChatGPT also significantly contributes to nurturing a positive attitude towards learning physics. ChatGPT helps students overcome the perceived challenges of the subject by providing instant feedback and clarification on physics principles, fostering a more enjoyable learning experience. The investigation underscores the importance of connecting theoretical understanding with real-world application through AI-supported experiments, reinforcing comprehension and nurturing a deeper understanding of the natural world. Additionally, the paper emphasizes the necessity for continuous evaluation of student engagement and academic achievements to gauge the impact of AI in the educational field. This ongoing assessment is crucial for understanding AI's effectiveness in education and making informed decisions about its future use. The study also addresses moral considerations related to data privacy and algorithm biases, highlighting the crucial need for ethical AI deployment in educational contexts. By stressing the importance of ethical AI deployment, the study aims to reassure the audience about the responsible use of technology in education. In conclusion, the study asserts that when integrated thoughtfully, ChatGPT can greatly enhance the educational environment, making physics more accessible and enjoyable for young students while preparing them for future scientific pursuits.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>

Analysis of Parent Satisfaction Towards Early Childhood Education Services in Tirtajaya District

This research aims to analyze the satisfaction level of parents of students with the educational services provided by Early Childhood Education (PAUD) institutions in Tirtajaya District, Karawang Regency. The study focuses on several key aspects of educational services, including the quality of educators, facilities and infrastructure, management, content and process of education, and the level of achievement in children's development. A quantitative approach was employed, utilizing survey methods to collect numerical data from a large number of respondents using questionnaires. The survey method was chosen to describe quantitatively certain phenomena by presenting average scores, deviations, graphs, and to make predictions and estimates based on identified analyses and models. The research was conducted in PAUD institutions across Tirtajaya District, Karawang Regency, during the 2023/2024 academic year. The study's novelty lies in its exploration of parental satisfaction in the digital era and rapid technological development, integrating parents' expectations for technology use in early childhood education. The findings of this research are expected to provide valuable insights for PAUD institutions in improving their educational services and for policymakers to support the development of early childhood education in the region. The research also contributes to the academic literature by offering a new perspective on customer satisfaction in the context of early childhood education.

Effectiveness of Mobile Applications in Arabic Language Learning for Elementary School Students

This research explores the role of mobile technology in Arabic language education at the elementary school level. With the increasing use of technology in education, this research highlights how mobile applications can be used as effective learning tools. The purpose of this research is to measure the effectiveness of using mobile applications in Arabic language learning for elementary school students. This research employs a mixed-methods approach that combines quantitative and qualitative methods. Quantitative data was obtained through Arabic language proficiency tests conducted before and after the use of the application, while qualitative data was collected through interviews with students and teachers to gain in-depth insights into their experiences. The results of the study indicate that the use of the mobile application significantly improved students' Arabic language skills, particularly in the areas of vocabulary, reading, and grammar. In addition, this research also reveals that the majority of students and teachers have a positive perception of the use of mobile applications in learning, although there are challenges such as limited access to technology and the need for adequate technical support and training. The recommendations provided include the enhancement of technological infrastructure, support and technical training, collaboration between application developers and educators, as well as parental involvement. This research provides valuable insights into the potential and challenges of using mobile technology in Arabic language education, as well as laying the groundwork for better development and implementation in the future.

Identify Barriers in The Use of Educational Technology by Teachers of Schools and University

Identify Barriers in The Use of Educational Technology by Teachers of Schools and University

Improving the Reading Skills of Grade 5 Struggling Readers Through the Use of Interactive Learning Resources

Notably, the use of technology in teaching and reading instruction was found to have various effects on learners' attitudes towards engagement with the text and meaning-making. As a result, online sources as authentic materials can be an ideal resource for reading instruction. Given the context in which instruction is carried out in the new normal and the kind of intervention needed for the different learner groups where their reading skills is concerned, learning resources in interactive formats are optimized for maximum results. Specifically, the use of interactive learning resources such as the digital learning objects has become a valuable for teachers with regards to reading instruction. Its use in the different phases of instruction proved to be a valuable tool in addressing the reading difficulties of the elementary learners. Using the content-validated test as research instruments, results of the study showed how the Grade 5 struggling readers of Baquioen Elementary School benefitted from the use of interactive learning resources in reading instruction during the school year 2021-2022. Moreover, the results of the study reveal that there was significant difference in the levels of reading skills of the Grade 5 struggling readers after they were taught in English using digital learning objects. Thus, teachers are recommended to scaffold the reading instruction with the use of tools that target the best ways in which the students learn best.

The Importance of Change Agent Teachers Program(PPGP) in Enhancing Leadership Competencies and Skills

This research is motivated by the urgency to enhance the quality of education through the development of Change Agent Teachers competencies. The aim of this study is to examine the role of teacher leadership programs in enhancing the leadership competencies of educators in Cileunyi District. This research employs a qualitative approach with a descriptive method. Data collection for this study uses interview techniques with research subjects who are teachers who have participated in the Change Agent Teachers Program. The results of this study indicate that the program not only enhances individual capabilities but also contributes to broader transformations in the learning environment. The program also successfully fosters better collaboration among teachers and enhances innovation in teaching methods. Furthermore, the research findings also show that teachers who participated in this program demonstrate improved abilities in classroom management and the use of technology in teaching. The effectiveness of this program is evident in the significant improvement of teachers' leadership competencies, shaping educators who excel not only in teaching but also in leading positive transformations in the education system. Thus, Change Agent Teachers can be considered significant catalysts of significant change in improving the quality of education at the local level.

Students’ Perceptions of Using E-Portfolio in Learning Language Material Development at Universitas Muhammadiyah Makassar: A Descriptive Qualitative Research

The use of digital technology in education has driven a shift from traditional paper-based portfolios to electronic portfolios (E-portfolios) that are more efficient, flexible, and have a wider reach. This study aims to explore students' perceptions of the use of E-portfolios in Language Material Development (LMD) learning. This research was conducted qualitatively by involving five eighth-semester students from the English Education Department at Universitas Muhammadiyah Makassar, using a descriptive qualitative method Data were obtained through semi-structured interviews, employing purposive sampling techniques. The results of the study indicate that there is a positive perception of the use of E-portfolios, including ease of access, organization of materials and tasks, and the ability to store large amounts of data. Additionally, the available features help students create a more attractive, easy-to-understand E-portfolio display that is also secure and protects privacy. The electronic devices owned by the student further support and facilitate the process of uploading assignments into E-portfolios. This research is expected to provide a deeper understanding of the effectiveness and impact of using E-portfolios at Universitas Muhammadiyah Makassar.

The Contribution of Student-Centered Pedagogy to the Effective Use of Educational Technology: A Meta-Analysis

The Contribution of Student-Centered Pedagogy to the Effective Use of Educational Technology: A Meta-Analysis

Understanding meaning-making through technology use

Previous research has highlighted that technology implementation in schools may lead to increased complexity, as digital hardware and software offer a variety of possibilities for sign-making activities. Moreover, recent studies argue that since classroom practices are facilitated increasingly by screen-based activities, digital technology opens a multitude of ways to represent meaning, as an abundance of sign systems becomes available for communication through various digital visual user interfaces (DVUIs) (Jewitt, 2017). In addition, research indicates that technology implementation has a strong impact on school practice (Säljö, 2013) and that knowledge on how to take advantage of technology in learning settings from a more comprehensive perspective is needed (Bezemer & Kress, 2016). To gain a more comprehensive picture of technology use in educational environments, the main goal of the thesis is to explore the use of hardware and software by teachers and students in sign-making activities from a multimodal layer perspective. The main aim of this paper is, in particular, to discuss how multimodal methodology can be used to explain detailed aspects of technology use in networked learning (NL) settings. Concerning the various means used in school and their affordances in semiotic mediation (Norman, 2007; Wartofsky, 1979), all are considered in relation to the users and results of use. From a technology perspective, the multimodal layers, therefore, include things-to-things, things[1]to-human/human-to-things and human-to-human connections (Bonderup Dohn, Cranmer, Sime, de Laat and Ryberg, 2018; Goodyear, Carvalho & Bonderup Dohn, 2014) and focus on technologies, communication resources (i.e. sign systems), representations and activities. The technologies and their functions are therefore regarded as important. In addition, the multimodal layers relate to the semiotic properties of technology, how they inhere and prompt sign systems in different ways as interpreted by the actors and are reshaped into modes of representation in different activities. The conclusion is that multimodal methodology, particularly the multimodal layer approach, seems to be beneficial to unpack the relationships and connections between the means used and the actors in NL environments via its coherent approach. A greater understanding of the detailed aspects of technology use in teaching and learning may also be obtained if the existing multimodal layers are accounted for and connected. Insights can guide stakeholders on how to integrate technology in future practices and inform technology choices in relation to specific activities.

Methods of Teaching Python Programming in Basic School

The article discusses methods for teaching Python programming in primary schools, which will help to interest students and give them a solid foundation for further study of programming. The use of various teaching methods and modern educational technologies will make the learning process effective and interesting for students. Teaching Python programming in primary school is a promising direction. The article provides examples of programs in Python.