The Integration of Educational Technology in Education and in the Workplace: An Organizational Perspective

2015 ◽  
pp. 49-60
Keyword(s):  
Educational Technology ◽  
Technology In Education ◽  
Organizational Perspective

scholarly journals THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING

2015 ◽  
Vol 3 (1) ◽  
pp. 111-114
Author(s):  
Lazar Stošić
Keyword(s):  
Educational Technology ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Information And Communication

Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

Interactive Online Learning

2018 ◽  
pp. 1692-1709
Author(s):  
Rauno Rusko
Keyword(s):  
Educational Technology ◽  
Content Analysis ◽  
Student Voice ◽  
Computer Mediated Communication ◽  
Communication Channels ◽  
Technology In Education ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Dual Channels

This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.

Interactive Online Learning

2017 ◽  
Vol 7 (3) ◽  
pp. 54-69
Author(s):  
Rauno Rusko
Keyword(s):  
Educational Technology ◽  
Student Voice ◽  
Computer Mediated Communication ◽  
Communication Channels ◽  
Technology In Education ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Dual Channels ◽  
University Level

This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.

scholarly journals Using Innovations and Educational Technology Techniques to Deliver Educational Practicum and its effect on Increasing Academic Achievement among Pre-Service Teachers

2021 ◽  
Vol 58 (1) ◽  
pp. 5928-5941
Author(s):  
Hatim Ibrahim
Keyword(s):  
Academic Achievement ◽  
Educational Technology ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Staff ◽  
Technology In Education ◽  
Educational Training ◽  
Training Schools ◽  
Descriptive Method

The aim of the current study is to determine the use of innovations and technology in education and its impact on the academic performing of teaching staff before service. The study sample was composed of (60) pre-service teachers of middle- and secondary schools randomly selected. The study adopted the descriptive method; a survey and observation cards tool for achieving the study goals. The study concluded that in educational training schools the availability of innovations and educational technology techniques was poor. It also demonstrated that there are challenges for student teachers to use innovations and techniques of educational technology

Teachers and Technology

2012 ◽  
pp. 43-52 ◽  
Author(s):  
Joseph Blankson ◽  
Lydia Kyei-Blankson ◽  
Jared Keengwe
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Appropriate Technology ◽  
Teacher Education Programs ◽  
Technology Skills ◽  
Technology In Education ◽  
Technology Standards ◽  
Education Programs ◽  
National Education ◽  
Technology Competency

In addition to possessing content knowledge required to teach students, today’s teachers must be well equipped with appropriate technology skills and tools to guide and support student learning. The identification of this need has led teacher education programs to mandate all preservice teachers to enroll in technology courses as part of their teacher preparatory curriculum. Similarly, the International Society for Technology in Education (ISTE) has established the National Education Technology Standards for teachers (NETS- T) to help promote teacher technology competencies. The purpose of the study was to evaluate preservice teachers’ self-assessed technology competency to determine whether preservice teachers perceived that their technology class enabled them to meet ISTE’s required standards. Specifically, this paper explores the extent to which an educational technology course at a participating midwest college helped to improve preservice teachers’ technology skills as well as to prepare them attain ISTE NETS- T.

Leveraging Educational Technology to Meet the Needs of 21st Century Learners

2021 ◽  
pp. 215-233
Author(s):  
Gregory R. McWhorter
Keyword(s):  
Educational Technology ◽  
21St Century ◽  
Internal Audit ◽  
Social Equity ◽  
Growth Mindset ◽  
Culturally Relevant Teaching ◽  
Technology In Education ◽  
Equity And Access ◽  
Personal Bias ◽  
21St Century Learners

This chapter is on leveraging technology for education and includes models for adoption as well as possible barriers. The chapter includes information on how educators need to conduct an internal audit for personal bias, attitude, and perceptions. The idea of adopting a growth mindset when using technology in education is explored. Questions regarding why and how technology should be integrated into education are analyzed. Technology integration frameworks are compared, and some digital applications are discussed. Social equity and access, along with culturally relevant teaching strategies, are examined as to why and how these may be employed to close the digital divide for all students. There are sections detailing the implications for educators and administrators.

Assessment Method for Potential Educational Technology Competency Standard based on TPCK in Malaysian Higher Education Institutions

2018 ◽  
Vol 15 (1) ◽  
pp. 67
Author(s):  
YAU'MEE HAYATI HJ. MOHAMED YUSOF ◽  
HAMIDAH JANTAN ◽  
NURMUSLIMAH KAMILAH ABDULLAH
Keyword(s):  
Educational Technology ◽  
Content Knowledge ◽  
Assessment Method ◽  
Learning Goals ◽  
Knowledge Gain ◽  
Technology In Education ◽  
Pedagogical Practice ◽  
University Management ◽  
Expected Return ◽  
University Setting

Technology in education is purposely designed to help both educators and students in knowledge transfer and knowledge gain simultaneously. In many aspects, technology in education is supposed to prove that education can be delivered effectively and efficiently. However, there are cases in which technology in education can be frustrating and annoying for both parties. Government and university management have invested a lot of money to ensure that educators and students can really benefit from the technology. In spite of huge investment on educational technology tools (hardware and software) over the past decades in various education initiatives, the potential of technology usage at university level has not reached the desired level among educators and students. What is the missing link for the realisation of the expected return-of-investment? Recent researches (C Akarawang, 2015; Bibi, 2017; Hersh, 2014) indicate that the problem is due to the gap between technical ICT skills and the knowledge of good pedagogical practice among educators. The outcome of this study proposes an Educational Technology standard to be applied in university setting using TPCK (Technological Pedagogical Content Knowledge) as the basic framework. However, this paper will only discuss a part of our standard development highlighting the assessment method that was used during the implementation of ETC 68 standard in our institutions. Overall, the descriptive result using pre and post means scores as assessment method towards proposed standard shows that the educators’ acceptance score in our institutions are mostly good. However the element within the standard least accepted are TCK (Technology Content Knowledge) and TPK (Technology Pedagogical Knowledge). The assessment and finding in this study nevertheless are suggested to be used as a guidance for ETC Standard implementation in university setting in order to stress the importance of considering technological possibilities in light of developmentally appropriate practices and specific learning goals in ICT/ET training provided for educators in HEI in Malaysia.   Keywords: educational technology; TPCK, ICT standard, university, educators, student

scholarly journals Technology and Higher Education: A Bibliometric Analysis

2019 ◽  
Vol 9 (3) ◽  
pp. 169 ◽  
Author(s):  
Carmen Rodríguez Jiménez ◽  
Mariano Sanz Prieto ◽  
Santiago Alonso García
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Bibliometric Analysis ◽  
Scientific Community ◽  
Web Of Science ◽  
Scientific Production ◽  
Bibliometric Study ◽  
Technology In Education ◽  
The Web

Technology in education is one of the current realities that generates most interest. The objective of this research is to analyze the scientific production of educational technology in the higher education stage, within the Web of Science database. To carry out this study, a bibliometric study was conducted, which first established the keywords that would govern the rest of the research and continued with the analysis of different variables that addressed different features, from the origin of the archives to the authors or the most prolific and relevant institutions in the scientific community. The results indicate that there has been a significant increase in publications on this subject in recent years, and as evident from the current peak, this is a growing trend that will lead to more research in the coming years.

Final Committee Report of Nato's Special Program for Advanced Educational Technology

1994 ◽  
Vol 23 (2) ◽  
pp. 91-153
Author(s):  
C. Pontecorvo ◽  
N. Balacheff ◽  
A. Kaye ◽  
H. Bouma ◽  
T. Liao ◽  
...  
Keyword(s):  
Educational Technology ◽  
Advisory Committee ◽  
Future Research ◽  
Technology In Education ◽  
Committee Report ◽  
Research Development ◽  
Special Program ◽  
Effective Implementation ◽  
Advanced Study

This report of NATO's Advanced Educational Technology (AET) advisory committee is written to provide a summary as well as a vision of the role of technology in education. Over fifty ARW's (Advanced Research Workshops) and ASI's (Advanced Study Institutes) have provided a forum for hundreds of AET professionals to interact and collaborate. The published books and reports have had an impact on thousands of educational designers and planners. The summary of position and thematic papers that were presented at the final capstone workshop provide a framework for future research, development, and effective implementation of AET systems.

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