Lucia Nixon & Simon Price The Sphakia Survey (Crete). 50-minute video. 1995. Oxford: Educational Technology Resources Centre Television Service.

Antiquity ◽  
1998 ◽  
Vol 72 (277) ◽  
pp. 725-725
Author(s):  
Christopher Mee
Keyword(s):  
Educational Technology ◽  
Television Service ◽  
Technology Resources

scholarly journals Faculty Input for Future Allocation of Scarce Educational Technology Resources

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Linda Johnson
Keyword(s):  
Educational Technology ◽  
Statistical Significance ◽  
Vital Role ◽  
Decision Makers ◽  
Efficient Allocation ◽  
California Community College ◽  
Student Access ◽  
Faculty Input ◽  
Technology Resources ◽  
Primary Mission

Faculty are major stakeholders in the California community college (CCC) system’s ability to meet three primary mission objectives: increase student access, prepare students for transfer, and remain competitive. Educational technology (ET) can play a vital role in keeping the CCCs competitive, and modern learner-centric models rely heavily on faculty using ET, but ET is expensive. With 113 CCCs operating in an era of constrained budgets, the efficient allocation of scarce ET resources remains a challenge for the CCC system. Faculty input regarding their use of educational technology (ET) is invaluable, but no published empirical research explores the present and future use of ET by the CCC faculty. Therefore, the purpose of this study was to survey CCC faculty to determine their present ET hardware and software use, and their anticipated ET use five years in the future. Survey data from 655 active CCC faculty were analyzed using t-tests at the p < .05 threshold for statistical significance. Cohen’s D was used to describe the magnitude of anticipated change from current to future ET use. Results demonstrate that CCC faculty anticipate significant increases in their use of ET hardware and software over the next five years. Results also show that 42% of faculty had never been asked about their use of ET by an influencer, indicating that faculty are underutilized stakeholders in ET planning. Combined, these findings can be utilized by CCC administrative decision makers towards meeting their mission objectives by the efficient allocation of scarce ET resources.

A Global Perspective of Classroom Technology Integration and Use

2021 ◽  
pp. 79-94
Author(s):  
Kelly M. Torres ◽  
Aubrey Statti
Keyword(s):  
Educational Technology ◽  
Mobile Phones ◽  
Classroom Technology ◽  
Global Perspective ◽  
Classroom Activities ◽  
Student Academic Performance ◽  
The World ◽  
Professional Development Training ◽  
To Receive ◽  
Technology Resources

Across the globe, technology has become more commonplace in educational settings. Particularly, educators are utilizing technology to positively impact student academic performance and to engage learners throughout classroom activities. Common trends in educational technology incorporate the inclusion of mobile phones and social media activities. However, distinct differences across the world are found in classroom settings in the availability of educational technology resources and the opportunity for educators to receive professional development training.

scholarly journals Panorama brasileiro sobre as produções acadêmicas em tecnologia educacional / Brazilian Scenery about the Academic Productions in the Educational Technology Field

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Ketilin Mayra Pedro ◽  
Clarissa Maria Marques Ogeda ◽  
Miguel Claudio Moriel Chacon
Keyword(s):  
Educational Technology ◽  
Federal Government ◽  
Digital Library ◽  
Learning Process ◽  
Teaching And Learning ◽  
Electronic Devices ◽  
Digital Technologies ◽  
Digital Natives ◽  
Information And Communication ◽  
Technology Resources

ABSTRACTThe electronic devices connected to internet are present everywhere; even though these resources are being more and more used in teaching practices, it is known that their usage is not always suitable for a definite contribution towards the teaching and learning process. An educational technology Brazilian academic productions bibliographical review has been raised in order to identify: the themes, the publication’s year and place and the teaching level. For that, the following topics have been researched on the Brazilian Digital Library of Thesis and Dissertations: Educational Technology; Digital Natives; Information and Communication Digital Technologies and; Educational Softwares. In total, 600 productions have been obtained, 76% of them regarding master studies and 24% regarding PhD studies. Based on the analysis of titles, abstracts and key-words of each production, 27 thematic categories have been gathered, and the ones which stood out are: Technology Resources (86), Teaching Training (73) and Distance Education (69). Regarding the publication’s year, it has been observed that from 2006 on, the number of publication substantially grew, and 2010 was the year with most productions. Regarding the publication’s places, the universities kept by the federal government stand for 41% of productions, private ones do 34% and state others reach 25%.RESUMOOs dispositivos eletrônicos conectados à internet estão presentes em todos os lugares, embora estes recursos sejam cada vez mais utilizados nas práticas didáticas, sabemos que essa utilização nem sempre se dá de maneira adequada que contribua efetivamente para o processo de ensino-aprendizagem. Realizamos um levantamento bibliográfico das produções acadêmicas brasileiras sobre tecnologia educacional, a fim de identificar: as temáticas, o ano e local de publicação e o nível de ensino. Para tanto, pesquisamos na Biblioteca Digital Brasileira de Teses e Dissertações os seguintes descritores: Tecno-logia Educacional; Nativos Digitais; Tecnologias Digitais da Informação e Comunicação; Tecnologias da Informação e Comunicação e Softwares Educativos. Obtivemos um total de 600 produções, sendo 76% referentes a mestrado e 24% a doutorado. Com base na análise do título, do resumo e das palavras-chave de cada produção elencamos 27 categorias temáticas, sendo que foram predominantes: Recursos Tecnológicos (86), Formação Docente (73) e Educação a Distância (69). Em relação ao ano de publicação percebemos que a partir de 2006 o número de publicações cresceu significativamen-te, sendo 2010 o ano com maior número de produções. Referente aos locais de publicação, as universidades mantidas pelo governo federal representam 41% das produções, as privadas 34% e as estaduais contabilizam 25%. Contato principal: [email protected]

A Global Perspective of Classroom Technology Integration and Use

2019 ◽  
pp. 93-113
Author(s):  
Kelly M. Torres ◽  
Aubrey Statti
Keyword(s):  
Educational Technology ◽  
Mobile Phones ◽  
Classroom Technology ◽  
Global Perspective ◽  
Classroom Activities ◽  
Student Academic Performance ◽  
The World ◽  
Professional Development Training ◽  
To Receive ◽  
Technology Resources

Across the globe, technology has become more commonplace in educational settings. Particularly, educators are utilizing technology to positively impact student academic performance and to engage learners throughout classroom activities. Common trends in educational technology incorporate the inclusion of mobile phones and social media activities. However, distinct differences across the world are found in classroom settings in the availability of educational technology resources and the opportunity for educators to receive professional development training.

scholarly journals EVALUACIÓN DE LOS APRENDIZAJES MEDIANTE LA INTERACCIÓN Y LA INTERACTIVIDAD. EL CASO DE LA ASIGNATURA INDAGACIÓN, TECNOLOGÍA Y PENSAMIENTO CRÍTICO. LEARNING’S ASSESSMENT BY INTERACTION AND INTERACTIVITY. CASE SUBJECT INQUIRY, TECHNOLOGY AND CRITICAL THINKI

2014 ◽  
Vol 5 (2) ◽  
pp. 169-193
Author(s):  
Milagro Conejo-Aguilar ◽  
José Castillo-Castro
Keyword(s):  
Educational Technology ◽  
Assessment Model ◽  
Online Course ◽  
Virtual Courses ◽  
Case Subject ◽  
Palabras Clave ◽  
Learning Centered ◽  
Evaluation Of Learning ◽  
Technology Resources ◽  
Tecnología Educativa

Este artículo aborda la sistematización sobre la evaluación de los aprendizajes, centrada en la interacción y la interactividad, de la asignatura Indagación, Tecnología y Pensamiento Crítico. Dicha investigación pretende conocer aspectos del modelo de evaluación usado en este curso virtual y de esta sistematización, ya que se requieren insumos para realizar ajustes en las propuestas de cursos virtuales que le ofrece la UNED a la población estudiantil.Este curso es teórico-práctico y se enfoca en la formación de docentes para la aplicación de la tecnología educativa y los recursos tecnológicos en la práctica pedagógica. Mediante la realización de esta sistematización se da respuesta a los siguientes cuestionamientos: ¿Cómo determinar las herramientas de la interactividad y el proceso de comunicación e interacción entre participantes y tutor, así como la relevancia de los aprendizajes en todo el proceso?, además de ¿Por qué evaluar?, ¿Qué evaluar?, ¿Cuándo evaluar?, ¿Cómo evaluar?Palabras clave: sistematización, evaluación de aprendizajes, interacción, herramientas tecnológicas, proceso de aprendizaje.AbstractThe systematization of the evaluation of learning-centered interaction and interactivity of the course: Inquiry, Technology and Critical Thinking. The assessment model, used in this online course and the systematization, obtaining inputs required to make adjustments to the proposed virtual courses offered by UNED, for the student.This course is theoretical-practical and focuses on the training of teachers for the implementation of educational technology and technology resources in teaching practice.By performing this systematization responds to the following questions, on:  Why evaluate? What to evaluate? When to evaluate? How to evaluate? Are the tools of interactivity and the process of communication and interaction between participants and teacher, and the relevance of learning?Keywords: systematization, evaluation of learning, interaction, technology tools, learning process.

Sociotechnical design aspects of educational technology

1999 ◽  
Author(s):  
Jeffery G. Watson ◽  
Barrett Caldwell ◽  
Sharon J. Derry ◽  
Nicole Canty
Keyword(s):  
Educational Technology ◽  
Sociotechnical Design
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