scholarly journals Educational Technology Use Among US Colleges and Schools of Pharmacy

2011 ◽  
Vol 75 (5) ◽  
pp. 87 ◽  
Author(s):  
Michael S. Monaghan ◽  
Jeff J. Cain ◽  
Patrick M. Malone ◽  
Tracy A. Chapman ◽  
Ryan W. Walters ◽  
...  
Keyword(s):  
Educational Technology ◽  
Technology Use

scholarly journals Teachers beliefs and technology use in kindergarten and elementary classrooms

2015 ◽  
Vol 7 (3) ◽  
pp. 149 ◽  
Author(s):  
Majedah Fawzi Abu Al Rub
Keyword(s):  
Educational Technology ◽  
Elementary Teachers ◽  
Elementary Students ◽  
Student Learning ◽  
Technology Use ◽  
Elementary Classrooms ◽  
Distinct Difference ◽  
Advance Student ◽  
Technology Tools ◽  
Teachers Beliefs

With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants. Keywords: teachers’ beliefs, technology use, kindergarten and elementary students

Profile of Educational Technology Use by Medical Students and Evaluation of a New Mobile Application Designed for the Study of Human Physiology

2019 ◽  
Vol 43 (10) ◽  
Author(s):  
Erica Y. Oliveira ◽  
Nathalia I. Crosewski ◽  
André L. M. Silva ◽  
Cibele T. D. Ribeiro ◽  
Camila M. de Oliveira ◽  
...  
Keyword(s):  
Human Physiology ◽  
Educational Technology ◽  
Medical Students ◽  
Technology Use ◽  
Mobile Application

Improving Teachers' Understanding of Theoretical Foundations of Technology Use

2019 ◽  
Vol 15 (4) ◽  
pp. 113-127
Author(s):  
Dazhi Yang ◽  
Shannon Skelcher
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Use ◽  
Learning Theories ◽  
Formal Learning ◽  
Theoretical Understanding ◽  
Practicing Teachers ◽  
Use Of Technology ◽  
Theoretical Foundations ◽  
Pedagogical Approaches

Situated in a theoretical foundations of educational technology course, this study explored how practicing teachers who had not previously taken any formal learning theories courses connected theories with the use of technology. It examined the mindset of teachers after their learning and exposure to learning theories and relevant school of thoughts for a sustained period of time. Results show that teachers showed an appreciation for theories and an awareness for the need of theories in guiding technology use. Teachers also connected theories with technology use. The learning of theories equipped teachers with theoretical guidance and justifications for the use of technology. The participating teachers were also able to evaluate pedagogical approaches toward the use of technology based on their learning. The study addressed the importance of theoretical understanding towards the use of technology and has implications for policies and practice regarding teacher education and professional development regarding the use of educational technology.

scholarly journals PARENTAL RESPONSIBILITIES TOWARDS TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING

2020 ◽  
pp. 342-348
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Educational Technology ◽  
Parental Support ◽  
Technology Use ◽  
Out Of School Time ◽  
Digital World ◽  
School Time ◽  
Integration Of Technology ◽  
Home Context ◽  
Technology Abuse ◽  
Out Of School

This paper is an assessment of parental responsibilities in relation to supporting integration of technology in the context of out-of-school time (OST) learning. The assessment involved 78 parents from Arusha, Dar es Salaam and Mwanza regions in Tanzania. The aim was to discover the practices among parents in supporting their children to use educational technology in the home context. Criterion sampling applied and 11 best schools were picked from 11 divisions based on the 2015 NECTA Primary School Leaving Examination (PSLE) results. It is shown that parents have the potential to support the use of educational technology among children through procurement of educational technology, guiding material on the use of educational technology and giving instructions on the use of educational technology. Parents can also guide pupils on best to write summaries of key concepts, and also give questions on learned concepts. Moreover, parents are also potential for identifying useful programmes for use with educational technology thereby making children use technology for educational pursuits and avoid technology abuse and thus enhance their academic performance. The findings suggest the need for the schools to cooperate with parents and communities with a view to fostering the parental roles in the utilization of educational technology for OST learning. Further studies on how to improve the parental support towards the educational technology use by OST learners is inevitable in this digital world.

scholarly journals Bond, Bedenlier, Marin & Händel (2021) - ERT in HE pre-print

2021 ◽  
Author(s):  
Melissa Bond ◽  
Svenja Bedenlier ◽  
Victoria Marín ◽  
Marion Händel
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Undergraduate Students ◽  
Technology Use ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Research Field ◽  
Collaborative Tools ◽  
Mapping Review ◽  
Systematic Mapping Review

Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research has been carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

scholarly journals Using activity theory and its principle of contradictions to guide research in educational technology

2008 ◽  
Vol 24 (4) ◽  
Author(s):  
Elizabeth Murphy ◽  
Maria A. Rodriguez-Manzanares
Keyword(s):  
Educational Technology ◽  
Activity Theory ◽  
Information And Communication Technologies ◽  
Technology Use ◽  
Communication Technologies ◽  
Versatile Tool ◽  
Information And Communication ◽  
Research Questions ◽  
Theoretical Overview ◽  
Over Time

<span>This paper describes how activity theory (AT) and its principle of contradictions may be relied on to guide research in educational technology. The paper begins with a theoretical overview of AT and of its principle of contradictions. It follows with a synthesis of studies that have used AT as a lens to study information and communication technologies (ICTs) in educational contexts. We analyse educational technology studies that have focused on contradictions in terms of their underlying assumptions, research questions, approaches to analysis, findings, and implications. The lens of AT and contradictions provides a versatile tool to inquire into various aspects of educational technology use, taking into account individual and institutional perspectives as well as evolution over time. AT and its principle of contradictions provide insights into how transformation may occur with use of ICTs in educational contexts.</span>

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