Relevant bibliographies by topics / Education educational technology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education educational technology'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Education educational technology"

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Shomirzayev, M. Kh. "Technology Of Educational Process In School Technology Education." American Journal of Social Science and Education Innovations 02, no. 07 (July 30, 2020): 212–23. http://dx.doi.org/10.37547/tajssei/volume02issue07-28.

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Shomirzayev, M. Kh. "Developing Educational Technologies In School Technology Education." American Journal of Engineering And Techonology 02, no. 07 (July 30, 2020): 51–57. http://dx.doi.org/10.37547/tajet/volume02issue07-08.

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Abdolrahimzadeh, Seyyed Jamal, and Nikoo Bagheri. "Reflection and educational technology in Iranian EFL education: Types and Barriers." International Academic Journal of Humanities 06, no. 01 (June 26, 2019): 100–114. http://dx.doi.org/10.9756/iajh/v6i1/1910013.

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Serik, M., G. Nurbekova, and J. Kultan. "Big data technology in education." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 8–15. http://dx.doi.org/10.31489/2020ped4/8-15.

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The article discusses the implementation of big data in the educational process of higher education. The authors, analyzing a large amount of data, referring to the types of services provided by e-government, indicate that there are many pressing problems, many services are not yet automated. In order to improve the professional training of teachers of Computer Science of the L.N. Gumilyov Eurasian National University, educational programs and courses have been developed 7M01514 — «Smart City technologies», «Big Data and cloud computing» and 7М01525 — «STEM-Education», «The Internet of Things and Intelligent Systems «on the theoretical and practical foundations of big data and introduced into the educational process. The arti-cle discusses several types of programs for teaching big data and analyzes data on the implementation of big data in some educational institutions. For the introduction and implementation of special courses in the educational process in the areas of magistracy in the educational program Computer Science, the curriculum, educational and methodological complex, digital educational resources are considered, as well as hardware and software that collects, stores, sorts big data, well as the introduction into the educational process of theoretical foundations and methods of using the developed technical and technological equipment.
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Han, Heeyoung, David S. Resch, and Regina A. Kovach. "Educational Technology in Medical Education." Teaching and Learning in Medicine 25, sup1 (January 2013): S39—S43. http://dx.doi.org/10.1080/10401334.2013.842914.

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DeLacy, F. Borja, Jean Nehme, Antonio M. Lacy, and Manish Chand. "Educational technology: revolutionizing surgical education." British Journal of Hospital Medicine 78, no. 8 (August 2, 2017): 426–27. http://dx.doi.org/10.12968/hmed.2017.78.8.426.

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Wager, Walter. "Educational Technology." Education and Urban Society 24, no. 4 (August 1992): 454–65. http://dx.doi.org/10.1177/0013124592024004003.

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Herrmann, Allan, Robert Fox, and Anna Boyd. "Benign Educational Technology?" Open Learning: The Journal of Open, Distance and e-Learning 14, no. 1 (February 1999): 3–8. http://dx.doi.org/10.1080/0268051990140102.

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Berdieva, Khanifa Meleyvna. "Technology of educational process in school technology education." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 4 (2021): 949–56. http://dx.doi.org/10.5958/2278-4853.2021.00349.9.

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Fainholc, Beatriz. "Educational Technology in Crisis." Policy Futures in Education 6, no. 2 (January 2008): 224–34. http://dx.doi.org/10.2304/pfie.2008.6.2.224.

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Dissertations / Theses on the topic "Education educational technology"

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Loverro, Ian James. "Toward a pedagogy of educational technology for teacher education programs /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.

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O'Neil, Kason, and Jennifer M. Krause. "Physical Education Faculty Use and Self-efficacy Towards Educational Technology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4023.

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Currently, increased attention has been placed on the development of physical educators who have the skills and confidence to implement educational technology to enhance student learning (InTASC 2011; CAEP, 2015). Though research of in-service and pre-service teacher perceptions towards educational technology has been examined (Juniu, Scrabis-Fletcher, Zullo, E., & Russo, 2015; Tondeur, Sang, Voogt, Fisser, & Ottenbreit-Leftwich, 2012), little focus has been placed on perceptions of physical education teacher education (PETE) university faculty. Due to the influence that faculty have on pre-service teachers through modeling and other experiences that can affect self-efficacy and future behavior, it is important to learn more about their beliefs (Bandura, 1997). The purpose of this study was to examine PETE faculty self-efficacy perceptions, as well as overall experience, using, demonstrating, and advocating for educational technology within their PETE programming. A random sample of PETE program faculty in the United States were solicited to participate in an online survey measuring their use and self-efficacy towards educational technology. A modified version of the Educator Technology Self-Efficacy Survey (ETS-ES) (Gentry, Baker, Thomas, Whitfield, & Garcia, 2014), was used to measure said self-efficacy perceptions. The online survey consisted of descriptive items, such as personal and PETE program demographics, as well as self-efficacy items measuring confidence in using specific forms of technology and confidence applying and promoting technology in a classroom setting. A total of 76 PETE faculty members (60% female, 40% male; M age = 47.5, SD = 11.4; M years PETE experience = 14.3, SD = 10.6) from 35 states completed the survey. Overall self-efficacy scores (M = 3.7, SD = .96; 1-5 scale, strongly disagree-strongly agree) showed that PETE faculty felt generally confident in their abilities to use technology in their teaching, with specific high scores associated with confidence in (a) staying relevant in the digital age, (b) overall technology knowledge, and (c) relating technology to educational content. In addition, with regard to specific technology tools, faculty revealed the highest confidence in using and demonstrating mobile devices, pedometers, LCD projectors, and mobile laptop stations and the lowest confidence in using accelerometers, smartboards, and classroom management software. Results of this study suggest that PETE faculty are generally confident in their uses of technology within the PETE environment, which may positively influence the technology skills and confidence of pre-service physical education teachers (Bandura, 1997).
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Mustafa, Muhannad Khazer. "The use of educational technology in teaching Islamic education in Jordan." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247397.

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Al-Musawi, Ali Sharaf Ali. "Perceptions of quality in British higher education centres for educational technology and their implications for educational technology at Sultan Qaboos University." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294695.

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Kozloski, Kristen C. Haslam Elizabeth L. "Principal leadership for technology integration : a study of principal technology leadership /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860%20/886.

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Roberts, Heidi E. "Technology in education." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000robertsh.pdf.

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Boyd, William Patrick. "Bring your own technology| The effect of student-owned technology on student engagement." Thesis, Trevecca Nazarene University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706805.

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The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.

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Ritzenthaler, Mark D. "Integrating Technology into Classroom Instruction." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.

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ROARK, DENIS DAREL. "FACTORS AFFECTING THE IMPLEMENTATION OF NEW EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION (COMMUNITY COLLEGES)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188011.

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Advances in computer and video technology, coupled with their decreasing cost, have placed considerable impetus for implementation of new technology in the educational environment. While many institutions of higher education are considering implementing systems of new educational technology, the actual process of implementing change is not well understood. The purpose of this study was to attempt to gain greater insight into the implementation process. The research questions guiding this study were: (1) What are the factors associated with the implementation of new educational technology at community colleges? (2) Who are the change agents associated with the implementaon of new educational technology at community colleges? The case study methodology was selected as the most appropriate technique for this study because: (1) research involving the implementation stage of the change process has been limited; (2) the change process does not have a single theoretical basis for conducting empirical testing; and (3) the complexity of the subject being investigated. Three community colleges in the southwestern United States, which have recently completed the implementation of an innovation, were selected for the case study research. The innovation under investigation at Vernon Regional Junior College was the implementation of a microcomputer system. The subject of investigation at Dona Ana Branch Community College was the implementation of equipment to support a word processing program. The implementation of an instructional television program was studied at New Mexico Junior College. Seven factors emerged as common to all three institutions as they implemented innovation. The seven common factors were: (1) the availability of funds outside the normal operating budget to finance implementation of innovation; (2) elimination of boundary contraction; (3) individuals affected by the innovation had input into the implementation process; (4) clear channels of communication existed among those involved in the implementation process; (5) the hierarchy involved in the approval process was limited; (6) the administration supported plans to implement the innovation; and (7) measures were taken to reduce resistance to the innovation. Change agents were found to be a necessary catalyst for change and can emerge from any level of governance.
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Sawyer, Laura M. "Perceptions and Practice| The Relationship Between Teacher Perceptions of Technology Use and Level of Classroom Technology Integration." Thesis, Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273177.

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This correlational-predictive study investigated the relationship between teacher perceptions of technology use and observed classroom technology integration level using the Technology Uses and Perceptions Survey (TUPS) and the Technology Integration Matrix- Observation (TIM-O) instruments, developed by the Florida Center for Instructional Technology (FCIT) at USF. Anonymized data were obtained from FCIT that included 51 teachers from a Florida school district who completed the TUPS and were observed using the TIM-O. Linear regression was used to determine the overall relationship between perceptions and technology integration, as well as the overall predictive value of teacher perceptions on technology integration level. Both were found to be statistically significant; a low-moderate relationship existed between the TUPS and the TIM-O, and the TUPS was found to be a predictor of the TIM-O level. In addition, multiple regression was used to determine the relationship between each of the seven areas of the TUPS and the TIM-O level, as well as the predictive ability of each of the TUPS domains on the TIM-O level. Although none of the domains had a statistically significant relationship or predictive value, several subgroups had significant findings in the domains of confidence and comfort, and skills and usefulness. This study supports previous research in teacher perceptions and beliefs and furthers the research by including predictive relationships. Administrators, professional developers, and support staff can use these findings to target teacher professional learning opportunities in technology integration.

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Books on the topic "Education educational technology"

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International Conference on Education and Educational Technology (2nd 2011 Chengdu, China). Education and educational technology. Berlin: Springer, 2011.

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Wang, Yuanzhi, ed. Education and Educational Technology. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24775-0.

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NATO Advanced Study Institute on Advanced Educational Technology in Technology Education (1992 Salford, England). Advanced educational technology in technology education. Berlin: Springer-Verlag, 1993.

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Gordon, Anthony, Michael Hacker, and Marc de Vries, eds. Advanced Educational Technology in Technology Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0.

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Li, Kam Cheong, Tak-Lam Wong, Simon K. S. Cheung, Jeanne Lam, and Kwan Keung Ng, eds. Technology in Education. Transforming Educational Practices with Technology. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46158-7.

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Mann, Monica. Technology in education. Honolulu, Hawaii: Pacific Resources for Education and Learning, 1998.

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Willis, Jerry. Qualitative research methods in education and educational technology. Charlotte, NC: IAP, 2009.

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Education 2000: Educational change with consent. London: Cassell, 1990.

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New technology and education. London: Continuum, 2012.

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J, Beichner Robert, ed. Essentials of educational technology. Boston, MA: Allyn and Bacon, 1998.

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Book chapters on the topic "Education educational technology"

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Loveland, Thomas. "Educational Technology and Technology Education." In Technology Education for Teachers, 115–36. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_6.

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Ryan, Yoni, and Colin Latchem. "Educational Technologies in Distance Education." In The Wiley Handbook of Learning Technology, 160–79. Hoboken, NJ: John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781118736494.ch10.

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Green, Timothy, Jennifer Ponder, and Loretta Donovan. "Educational Technology in Social Studies Education." In Handbook of Research on Educational Communications and Technology, 573–82. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_45.

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McCormick, Robert. "Integration of Advanced Educational Technology into Technology Education." In Advanced Educational Technology in Technology Education, 5–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_1.

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Hacker, Michael. "Implementation Issues in Technology Education." In Advanced Educational Technology in Technology Education, 209–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_14.

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O’Hagan, Peter. "A Teachers View of Educational Technology." In Advanced Educational Technology in Technology Education, 113–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_7.

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de Vries, Marc J. "Approaches To Technology Education and the Role of Advanced Technologies: An International Orientation." In Advanced Educational Technology in Technology Education, 139–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_10.

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Kaye, Harvey. "A Meaningful Way to Apply Telecommunications in a Real Context to Solve Problems Facing Society." In Advanced Educational Technology in Technology Education, 165–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_11.

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Smith, Jonathan. "The Use of Data Capture and Control in Bio-system Design." In Advanced Educational Technology in Technology Education, 181–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_12.

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Liao, Thomas. "Designing Microcomputer Courseware: Using Computers as Tools for Learning Engineering Concepts." In Advanced Educational Technology in Technology Education, 199–208. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_13.

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Conference papers on the topic "Education educational technology"

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Liang, Yanli, Xiaoling Li, and Jiachen Zhang. "E-educational Technology in College English Education." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5578431.

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"Educational Technology in IT and Marketing Education - The Experience of Early Thai Educators [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4199.

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Aim/Purpose: The paper aims to discuss the experience of early Thai educators in adopting Educational Technology in IT and Marketing Education. Background: As the world become increasingly digitized, educators need to keep up through the use of educational technology to effectively increase learning efficiency. Methodology: Conducting an interview. Contribution: A hands-on teaching experience in Marketing and IT areas through the use of Educational technology. Findings: The use of educational technology in Thailand can be found in three main areas namely data transfer, interactive online class and lastly assignment and evaluation. It effectively increases learning efficiency and produce a more proactive learning outcome. Recommendations for Practitioners: Adopting Educational Technology in IT education can be effectively done through some open-source applications. This mostly benefits those learners who age between 15 and 25. Recommendation for Researchers: In choosing group of respondents, technological experience, age groups and interest in technology should be carefully taken into account. Impact on Society: The finding aims to provide insights and strategy to develop Thai education system to become more efficient, more memorable and more inspiring through the use of educational technology. Future Research: Any measures and steps that effectively support and redesign educational tools, processes and techniques to support wider and higher education.
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Serafin, Cestmir. "DIGITAL EDUCATIONAL RESOURCES IN TECHNICAL EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0165.

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Srivastava, Preeti. "Educational informatics: An era in education." In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208613.

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Wang, Zulin, and Yiwu Huang. "The Educational Value of Cooperative Education." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.160.

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Chroustová, Kateřina, and Martin Bílek. "THE DEVELOPMENT OF FACTORS AFFECTING THE USAGE OF EDUCATIONAL SOFTWARE IN CHEMISTRY EDUCATION IN THE CZECH REPUBLIC." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.36.

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Why don´t we encounter too regularly with the inclusion of educational software in chemistry education in the Czech Republic? What factors affect the usage of educational software? What kind of relationship can be identified between these factors? For the search of answers to those formulated questions was necessary to, first of all, carry out a deep analysis of the conditions that could lead to more effective usage of educational software in chemistry education. In this article, we analyse the factors that affect the usage of educational software in chemistry education with the application of the unified theory of acceptance and use of technology (UTAUT) and the related theories, including a comparison of our results with the results of realized research studies with a similar theme. Key words: educational software, chemistry education, the unified theory of use and acceptance of technology (UTAUT).
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Dzobelova, V. B., S. L. Yablochnikov, O. V. Cherkasova, and S. V. Gerasimov. "Digital Educational Technology in a Higher Education Institution." In “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200324.029.

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Lei, Qiaojuan. "Modern Educational Technology Theory and University Quality Education." In 7th International Conference on Management, Education, Information and Control (MEICI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/meici-17.2017.58.

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Kraebber, Henry, and James Lehman. "Use of educational technology in manufacturing engineering and technology education." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350617.

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Trkman, Peter, and Peter Baloh. "Use of a Model for Information Technology Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2631.

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In the paper, a model for planning and evaluation of education is presented. In this model, the main goal of education is divided into 4 sub goals that should be obtained in every educational activity. The 4 main components identified in the model are: total knowledge gained, degree of usefulness of that knowledge, reduction of effort in later learning and effort invested in the educational process. The importance of each of those components varies depending on the level and purpose of education. The model is then specially adapted for computer literacy education at various levels of education. It is shown how the emphasis shifts between different sub goals at different levels of education from kindergarten and lower grades of primary school to workplace learning. At the end, the use of the model is shown on a case study that deals with teaching information technology use at university level.
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Reports on the topic "Education educational technology"

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Goldin, Claudia, and Lawrence Katz. The Race between Education and Technology: The Evolution of U.S. Educational Wage Differentials, 1890 to 2005. Cambridge, MA: National Bureau of Economic Research, March 2007. http://dx.doi.org/10.3386/w12984.

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Coflan, Caitlin Moss, and Thomas Kaye. Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries. EdTech Hub, April 2020. http://dx.doi.org/10.53832/edtechhub.0021.

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Jeffrey Hodgson and David Irick. Graduate Automotive Technology Education (GATE) Center. Office of Scientific and Technical Information (OSTI), September 2005. http://dx.doi.org/10.2172/946135.

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Escueta, Maya, Vincent Quan, Andre Joshua Nickow, and Philip Oreopoulos. Education Technology: An Evidence-Based Review. Cambridge, MA: National Bureau of Economic Research, August 2017. http://dx.doi.org/10.3386/w23744.

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Author, Not Given. Partnership for Environmental Technology Education: Tribal Colleges Initiative in Science and Environmental Education. Office of Scientific and Technical Information (OSTI), January 1999. http://dx.doi.org/10.2172/307851.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Technology in Higher Education: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306629.

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Autor, David, Claudia Goldin, and Lawrence Katz. Extending the Race between Education and Technology. Cambridge, MA: National Bureau of Economic Research, January 2020. http://dx.doi.org/10.3386/w26705.

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Lundy, Sarah. Leveraging Digital Technology in Social Studies Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1742.

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Marcum, Deanna, Christine Mulhern, and Clara Samayoa. Technology-Enhanced Education at Public Flagship Universities. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22957.

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Wagner, C. Technology in education: A guidebook for developing a science and math education support program. Office of Scientific and Technical Information (OSTI), September 1992. http://dx.doi.org/10.2172/7173693.

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