Educational technology… a movement for change: the future of educational technology in British nurse education?

1976 ◽  
Vol 1 (2) ◽  
pp. 155-162
Author(s):  
Sheila N. Marson ◽  
Lan Townsend
Keyword(s):  
Educational Technology ◽  
Nurse Education ◽  
The Future

INNOVATIVE TECHNOLOGIES – THE FUTURE OF YOUTHS

2021 ◽  
pp. 19-20
Author(s):  
N. Lazaryan
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Interactive Technology ◽  
Traditional Methods ◽  
Innovative Technologies ◽  
Technology Learning ◽  
Design Learning ◽  
The Future ◽  
Methods Of Learning

The article discusses innovations in educational technology that have replaced traditional Methods of learning. Innovation involves all facets of the didactic process. Types Organization, content and learning technologies, teaching and learning. BasicInteractive learning technologies, design learning technologies, computer technologies Forms and methods of interactive technology learning are identified and described. In particular: the problem of lecture activities, seminar - discussions, educational discussions, "brainstorming "assault, didactic games, etc.

scholarly journals The Use of Innovation Technologies in the Formation of Students' Professional Competences

2019 ◽  
Vol 9 (1) ◽  
pp. 6898-6902
Keyword(s):  
Educational Technology ◽  
Vocational Education ◽  
Integrated Technology ◽  
The Future ◽  
Integrated Technique

This article is dedicated to the problem of the usage of educational integrated technology during the process of training of the future vocational education teachers in order to form independently and productively thinking personality. Keywords: technology, integrated technique, competence, context educational technology. Аннотация. Данная статья посвящена проблеме использования комплексной технологии обучения в процессе подготовки будущих преподавателей профессионального образования с целью формирования творческой, самостоятельно и продуктивно мыслящих личности.

A Foundation for the Future: Sowing the Seeds of Illimitable Possibilities in the Rock Garden of Nurse Education

2021 ◽  
Vol 35 (1) ◽  
pp. 28-31
Author(s):  
Nan Russell Yancey
Keyword(s):  
Nurse Education ◽  
Growing Up ◽  
The Future ◽  
Future Of Nursing ◽  
Teaching Learning

In this column, the author shares insights on teaching-learning uncovered in considering the experiences of growing up on a farm, illuminated by insights from a treasured childhood book as perceived through the nursing theoretical lens of humanbecoming. Suggestions for planning and planting for the future of nursing are offered and questions are asked as a guide for the nurse teacher.

scholarly journals The future of nurse education: imagining the art of the possible

2020 ◽  
Vol 29 (16) ◽  
pp. 968-970
Author(s):  
Debbie Roberts ◽  
Jacqueline Leigh
Keyword(s):  
Nurse Education ◽  
The Future

Blended learning: the future for nursing?

2020 ◽  
Vol 29 (16) ◽  
pp. 985-985
Author(s):  
Sam Foster
Keyword(s):  
Blended Learning ◽  
Digital Technology ◽  
Nurse Education ◽  
University Hospitals ◽  
Oxford University ◽  
The Future

Sam Foster, Chief Nurse, Oxford University Hospitals, considers how greater use of digital technology during the pandemic has introduced the profession to different ways of providing nurse education

The future of nurse education in Ireland

2001 ◽  
Vol 21 (6) ◽  
pp. 421-422 ◽  
Author(s):  
McKenna Hugh
Keyword(s):  
Nurse Education ◽  
The Future

The future of nurse education

1997 ◽  
Vol 11 (43) ◽  
pp. 16-16
Author(s):  
John Osborne
Keyword(s):  
Nurse Education ◽  
The Future

scholarly journals A caution about causation

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Michael Henderson ◽  
Petrea Redmond ◽  
Eva Heinrich
Keyword(s):  
Educational Technology ◽  
Education Research ◽  
Educational Technology Research ◽  
Evidence Based ◽  
Technology Research ◽  
Policy And Practice ◽  
Evidence Based Policy ◽  
Effect Model ◽  
The Future ◽  
The Face

Educational technology research, like all education research, is dominated by explicit or implicit claims of causation.  The dominance of cause-effect models in research is not surprising, and for many it is unnoticed and unquestioned. However, regardless of the cause-effect model being applied or the methodology in measuring it, we are unable to detect cause-effect directly. It is in this context that we need to be cautious in our interpretations of educational technology interventions and their implications for the future. Claims of causation are unlikely to decrease in the face of the increasing calls for “evidence-based” policy and practice. With this in mind it is even more important to consider how we can resist deterministic or mechanical claims of cause and effect. This dilemma should not stop our drive for evidence based approaches, but it is a reminder that we need to take care in the rigour of our research, and equally, in the way we describe it. 

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