Student Log-Data from a Randomized Evaluation of Educational Technology: A Causal Case Study

The development of the pharmaceutical industry is one of the priority tasks of our state, aimed at providing the population of the Russian Federation with modern safe and effective medicines. The solution to this problem is impossible without the formation of a highly qualified personnel potential that meets the demand and expectations of the pharmaceutical market and society as a whole. In this regard, in the system of training of pharmacists in recent years, quite dynamic and flexible transformations have been taking place, dictated by the urgent needs of domestic health care. It should be noted that in the process of implementing this educational standard, the competency-based approach to organizing the process of training modern pharmacists comes to the fore. One of the effective tools for the formation of professional competencies in various educational fields is the case study method. Case study is a training method based on the analysis of real situations from various areas of professional activity and contributing to the development of specialist competency. The competency-based orientation of the case study method is in line with modern ideas about the organization of the educational process for the training of pharmacists. The case study method is actively used in the process of teaching disciplines of the curriculum of the Federal State Budget Educational Establishment of Higher Education KubGMU of the Ministry of Health of Russia, specialty 33.05.01 Pharmacy. Examples of case study tasks as educational technology are presented in the work programs of the curriculum disciplines of the specialty 33.05.01 Pharmacy developed at the Department of Pharmacy. Depending on the content of the taught discipline, these tasks simulate a particular situation from the professional activities of pharmacists, offered to students for a comprehensive analysis and evaluation. The use of this educational technology contributes to the integration of knowledge, skills acquired in the learning process and their competency-based profiling in accordance with the current level of development of domestic health care.

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A case for examining pre-service teacher preparation for inquiry teaching science with technology

Research in Learning Technology ◽

10.3402/rlt.v22.21691 ◽

2014 ◽

Vol 22 ◽

Cited By ~ 2

Author(s):

Chris T. Shively ◽

Randy Yerrick

Keyword(s):

Educational Technology ◽

Science Education ◽

Teacher Preparation ◽

Science Teachers ◽

Learning Technology ◽

Inquiry Teaching ◽

Field Notes ◽

Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

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Designing a Computer Network in Building a Smart School with Case Study of SMA Negeri 1 Kediri

JELIKU (Jurnal Elektronik Ilmu Komputer Udayana) ◽

10.24843/jlk.2019.v08.i02.p09 ◽

2020 ◽

Vol 8 (2) ◽

pp. 177

Author(s):

Ni Putu Ega Meiliana Wijaya ◽

I Komang Ari Mogi

Keyword(s):

Educational Technology ◽

Teaching And Learning ◽

Computer Network ◽

Integrated System ◽

Network Development ◽

Top Down ◽

Star Topology ◽

Use Of Technology ◽

School Concept

Smart school is a technology-based school concept used in the teaching and learning process in the classroom. The use of educational technology includes an integrated system that assists the educational community in carrying out their respective functions with the aim of developing the potential of students. The use of technology in the field of education is expected to help and facilitate students and schools in conducting learning so that technology is able to facilitate and solve problems in learning. In building smart schools, it is also necessary to design technology developed in technology. The concept of network development that will be used is to use the Top-Down method and the topology used is to use ring topology and star topology. With the development of smart schools, it is expected that education using technology will continue to develop.

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Viewing Publications Through an Anthropological Lens: Arab Publications on Educational Technology as a Case Study

Journal of the Knowledge Economy ◽

10.1007/s13132-017-0465-1 ◽

2017 ◽

Vol 10 (1) ◽

pp. 261-274

Author(s):

Abdulrahman Essa Al Lily

Keyword(s):

Educational Technology

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A Review of Integrated Description and Evaluation of Reservoirs based on Seismic, Core and Well Log Data - Case Study of Bornu Basin

International Journal of Engineering Research and ◽

10.17577/ijertv8is050003 ◽

2019 ◽

Vol V8 (05) ◽

Author(s):

Abubakar Bello ◽

Keyword(s):

Well Log ◽

Log Data

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Multimedia-based Presentation: Exploring Interactivity Emergence in Academic Speaking Classroom

Science, Engineering, Education, and Development Studies (SEEDS): Conference Series ◽

10.20961/seeds.v2i1.24250 ◽

2018 ◽

Vol 2 (1) ◽

Author(s):

Denty Marga Sukma ◽

Joko Nurkamto ◽

Nur Arifah Drajati

Keyword(s):

Educational Technology ◽

English Education ◽

Qualitative Case Study ◽

Information Delivery ◽

Case Study Design ◽

Modes Of Presentation ◽

Auditory Representation ◽

Audience Responses ◽

Verbal Message

<p>The understanding of knowledge transfer and information delivery is recently in the broader scope due to the development of educational technology. The information delivery is not merely done using verbal message; however, multiple modes of presentation such as verbal and auditory representation can also be the alternative of material delivery. The studies featuring the use of multimedia-based presentation are mostly administered to determine its effectiveness to be implemented in the learning process. In contrast, the exploration of the use of multimedia-based presentation toward the way how it can be a means of interaction seems underexplored. Therefore, to make it be more precise, the present study attempts to explore the practice of multimedia-based presentation in academic speaking classroom and to investigate the interactivity emerged during the presentation process. This study deployed qualitative case study design due to the purpose of gaining the in-depth investigation of the use of multimedia-based presentation and its interactivity emergence in academic speaking classroom. The study was conducted in one of the universities in Surakarta majoring English Education where academic speaking becomes one of the subjects. The presentation document along with the presentation process were analyzed in this study. The results of the analysis show that multimedia-based presentation is designed to visualize the material being conveyed through the icons, pictures, and illustrations that are able to represent the information or knowledge in a more concrete way. Moreover, the interactivity is also emerged through the use of multimedia-based presentation as it simplifies the presenter to do the following: gesturing, dialoguing, and describing. The results implies the opportunity for both teachers and academic speaking presenters to innovate how they present the material by using multimedia-based presentation. In practice, multimedia-based presentation along with its interactivity can clarify the materials, grab the audience attention, and stimulate the audience responses.</p>

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A social-cognitive study of Indonesian Google educator groups

10.26686/wgtn.17147639.v1 ◽

2021 ◽

Author(s):

◽

Pratiwi Artati

Keyword(s):

Professional Development ◽

Educational Technology ◽

Professional Learning ◽

Social Cognitive ◽

Learning Opportunities ◽

Technological Environment ◽

Web Based ◽

Case Study Methodology ◽

Education Groups

<p>Self-directed professional learning is distinct from the traditional approach of directed professional development. The introduction of the Internet into Indonesian society provides the opportunity for teachers to use digital tools for their teaching and to access professional learning without attending mandated professional development. An emerging phenomenon in Indonesia is the establishment and use of Google Education Groups (GEGs) for professional learning about the use of educational technology (ed-tech) in the schooling sector. Two research questions guided the examination of Indonesian educators’ experiences of GEGs: (1) how do Indonesian educators participate in the GEGs for ed-tech professional learning? and (2) how do the GEGs function to enable Indonesian educators’ ed-tech professional learning? Collective case study methodology was applied, and three Google Education Groups were examined, one from a metropolitan area, one from an urban area and the third from a rural context. In each case study, the leader of the group and three group members with varying levels of online engagement were interviewed and online forum conversations were examined. Data were analysed using Stake’s method of categorical aggregation leading to within-case assertions and cross-case analysis. A social cognitive perspective was used as a framework to analyse and interpret findings. It was found that the Indonesian educators had an agentic approach to professional learning, which was context-dependent with three major interrelated aspects: the regional-technological environment as context, the individuals as agentic learners, and the connectedness as social learners enabled meaningful learning experiences. The regional-technological environment influenced how the GEGs functioned. The Metropolitan group was innovative and collaborative, focusing on the use of web-based tools to improve productivity of ed-tech practices. The Urban group aimed to explore how they could use web-based tools to improve efficiency through paperless classroom practices and school administration. The Rural group sought to use of web-based tools for simple teaching and learning practices within a context of low bandwidth and limited ICT infrastructure. In addition, certain conditions that support online collaboration and factors that can minimise and optimise ed-tech learning opportunities are identified. Participants overcame limitations and constraints by enacting agency and developing social connectedness in learning through the groups. The group leadership positions were voluntary and found to be driven by a desire to share expertise and practices that support, inspire, and empower others rather than about gaining positional authority. Participation in online informal groups such as Google Education Groups appears to be a supportive method of professional learning that facilitates agentic and experiential learning about the use of educational technology in Indonesia. This model can enhance professional learning opportunities for Indonesian educators. It can also be implemented into the design of government-supported ed-tech PD programmes, to create an empowering and safe learning environment that can optimise their potential in learning and improve practice.</p>

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The Use of Educational Technology in Biology: A Case Study

Journal of Educational Technology Systems ◽

10.2190/m43h-7eb8-74hd-e50m ◽

1973 ◽

Vol 2 (2) ◽

pp. 133-138

Author(s):

Mary E. Lynch

Keyword(s):

Educational Technology ◽

Learning Environment ◽

Learning Process ◽

College Level ◽

Multimedia Program ◽

Teaching Learning ◽

Positive Effect ◽

Student Acceptance

Evaluation of a technologically mediated college-level biology course has been done objectively as well as subjectively. Comparison is made with data accumulated from a traditionally taught biology course. Comparison reveals grade improvement through the use of educational technology. The learning environment is superior and student acceptance of technology is overwhelmingly favorable. The multimedia program has had a positive effect on the teaching-learning process. The challenge is to develop and use systems more effectively.

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