Relevant bibliographies by topics / Technology enhanced education

Academic literature on the topic 'Technology enhanced education'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Technology enhanced education"

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Abhyankar, Kushal, and Subhashini Ganapathy. "Technology-Enhanced Learning Analytics System Design for Engineering Education." International Journal of Information and Education Technology 4, no. 4 (2014): 345–50. http://dx.doi.org/10.7763/ijiet.2014.v4.427.

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Klimova, Blanka. "Students´ preferences for learning materials in technology-enhanced higher education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 20–28. http://dx.doi.org/10.18844/prosoc.v2i11.1900.

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Whitson, B. A., C. D. Hoang, T. Jie, and M. A. Maddaus. "Technology-enhanced interactive surgical education." Journal of Surgical Research 130, no. 2 (February 2006): 251. http://dx.doi.org/10.1016/j.jss.2005.11.255.

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Whitson, Bryan A., Chuong D. Hoang, Tun Jie, and Michael A. Maddaus. "Technology-Enhanced Interactive Surgical Education." Journal of Surgical Research 136, no. 1 (November 2006): 13–18. http://dx.doi.org/10.1016/j.jss.2006.02.042.

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Ballard, James, and Philip Ian Butler. "Learner enhanced technology." Journal of Applied Research in Higher Education 8, no. 1 (February 1, 2016): 18–43. http://dx.doi.org/10.1108/jarhe-09-2014-0074.

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Purpose – The purpose of this paper is to propose a conceptual model of engagement, appropriated from social media marketing, as a sense-making framework to understand engagement as a measurable process through the development of engagement profiles. To explore its potential application to education the paper follows previous work with Personalised Learning strategies to place emphasis on the promotion of the learner voice – their ability to influence decisions affecting them and their community. Design/methodology/approach – This paper will position engagement as a sociocultural process and adopt an Activity Theory based methodology demonstrated through a desk analysis of VLE data from a further education college. Findings – The analysis suggests that the approach can yield insights that may be elusive in traditional measures reinforcing the overall conceptual proposal for a multi-method approach to profiling learner engagement. Research limitations/implications – The paper has focused on presentation and exploration of the conceptual approach, which has limited the scope to broaden the discussion of the desk analysis and wider findings that this approach reveals. Practical implications – It is intended that the approach offers a generalizable model that can be adopted by institutions planning to measure engagement or develop learner activity profiles. Several areas of immediate potential are identified throughout the paper. Originality/value – This paper contributes a multi-method approach to engagement as argued for in recent engagement literature. This should offer institutions a way to realise value from emerging ideas within related domains of Learning Design and Learning Analytics.
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Page, Thomas, and Gisli Thorsteinsson. "Technology Enhanced Learning In Design And Technology Education." i-manager's Journal of Educational Technology 4, no. 2 (September 15, 2007): 23–35. http://dx.doi.org/10.26634/jet.4.2.611.

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Teresevičienė, Margarita, Elena Trepulė, and Airina Volungevičienė. "Didactical Opportunities and Dilemmas of Technology Enhanced Learning." Pedagogika 128, no. 4 (December 20, 2017): 175–92. http://dx.doi.org/10.15823/p.2017.62.

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The purpose of this research is to identify the didactical characteristics of Technology Enhanced Learning (TEL) and to reveal the main opportunities and dilemmas of TEL didactical solutions in different types of organizations. Didactical characteristics of TEL such as measurable learning outcomes, interactivity, flexibility, experimentation, use of open educational resources (OER) as well as a need for social participation are studied and discussed. Quantitative research method was used to compare didactical characteristics of TEL used for training purposes of employees and teachers in a community, vocational education and training (VET) and business organizations and reveal main opportunities and dilemmas in organising of learning process. Research revealed that a variety of learning methods are used to enhance active learning and that open education resources are used while learning (free access of textbooks, documents, video material), that TEL focuses on practically used teaching/learning outcomes and that TEL curriculum structure creates possibilities for flexible learning and enhances learner mutual cooperation. Problematic areas appeared to be the following: use of technology enhanced assessment and self-assessment tools, clarity of workload.
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Rossett, Allison, and Julie A. McDonald. "Evaluating Technology-Enhanced Continuing Medical Education." Medical Education Online 11, no. 1 (December 2006): 4609. http://dx.doi.org/10.3402/meo.v11i.4609.

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Flavin, Michael. "Technology-enhanced learning and higher education." Oxford Review of Economic Policy 32, no. 4 (2016): 632–45. http://dx.doi.org/10.1093/oxrep/grw028.

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Wu, Ying-Tien, and O. Roger Anderson. "Technology-enhanced stem (science, technology, engineering, and mathematics) education." Journal of Computers in Education 2, no. 3 (July 24, 2015): 245–49. http://dx.doi.org/10.1007/s40692-015-0041-2.

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Dissertations / Theses on the topic "Technology enhanced education"

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Millwood, Richard. "The design of learner-centred, technology-enhanced education." Thesis, University of Bolton, 2014. http://ubir.bolton.ac.uk/1304/.

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This dissertation presents a thesis in the form of three analyses to support creative decision making in the design of learner-centred, technology-enhanced education. The thesis was developed through use and improvement in practice over three decades. The dissertation also describes the action research methodological approach & methods employed and explores a framework based on concepts of design, learner, technology as a foundation for framing the thesis. Finally it evidences the claim for an original contribution to knowledge through an annotated selection from a portfolio of practice. The experience gained through increasingly responsible work rôles, in which the author was expected to guide other designers, shaped the articulation of the three analyses which were made for evaluating designs as a springboard for iterative improvement. These analyses are: • an 'expressive constructivist' model of learning; • an account of how technology can support such learning; • a learner-centred breakdown of questions to focus on progress in education more holistically. This thesis arose from growing tacit and experiential understanding and has been informed by a theoretical and conceptual framework based on academic literature. It is argued that the successful application of these analyses in the practice cited has generated the validity of the thesis, and to a limited extent, reliability.
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Stevens, Mark. "Technology Enhanced Learning for English Language Learners." Thesis, George Mason University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981068.

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This study described how 7th grade English Language Learners (ELLs) in a public middle school used the multimodal Technology Enhanced Knowledge Support System (TEKS2), to learn social studies content and vocabulary, as well as improve reading comprehension, by examining learner assessment scores, and by addressing their views of the experience. Using literature related to ELLs, social studies learning and reading comprehension, multimodal and technology enhanced learning, collaboration, and engagement the TEKS2 was developed through a Design Based Research approach.

Reading comprehension assessments were developed using passages and questions from state and national assessments, and administered on a pre and post study basis. Content and vocabulary assessments were constructed using questions from state standardized tests and cooperating teacher input, and given after each of the two units covered during the study. A learner interview protocol was established based on literature consulted, modified based on findings emerging from quantitative data processing, with interviews being conducted after both units were completed.

Five questions focused this study: 1. Is there a difference in social studies content knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 2. Is there a difference in social studies vocabulary knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 3. Is there a difference in the ability to read social studies text between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 4. Is there a relationship between ELLs’ characteristics (primary language, ELL level, gender, age, teacher, school) and scores on social studies related content, reading, and vocabulary tests? 5. What do ELLs report about their experiences using TEKS2?

Data were analyzed quantitatively and qualitatively. Scores on post unit content/vocabulary tests were analyzed using independent samples t-tests to determine whether there was a statistically significant difference between teacher-directed (control) and TEKS2 learners. Effect sizes were also analyzed to determine the size of difference. Multivariable regression analyses were used to determine which ELL characteristics (primary language, ELL level, gender, age, teacher, school) had the greatest influence on social studies related content, reading, and vocabulary test performance. Learner opinions expressed in interviews were analyzed using deductive and inductive coding.

Data analyses showed the TEKS2 had a large statistically significant influence on social studies content and vocabulary learning. Analysis of learner reading comprehension post-test scores indicated the TEKS2 had a non-significant outcome with a small effect size. Qualitative analysis of learner interviews showed they saw the TEKS2 as a good way to learn due to its multimodal technology enhanced nature, the chance to collaborate, and teacher support.

Findings from this study support several recommendations related to supporting ELLs in multimodal technology enhanced learning environments. Designers of such systems should reach out to teachers who will be involved in using it as the design process proceeds. In addition, teachers using this approach should seek support reaching out to undocumented parents. It would also be beneficial for school administration to support professional development related to design and implementation of TEKS2 type learning that continues throughout a school year with both in-person and online sessions. Further research examining the design and implementation of TEKS2 learning in English, Math, or Science would be worthwhile.

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Mor, Yishay. "A design approach to research in technology enhanced mathematics education." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006478/.

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This thesis explores the prospect of a design science of technology enhanced mathematics education (TEME), on three levels: epistemological, methodological and pedagogical. Its primary domain is the identification of scientific tools for design research in TEME. The outputs of this enquiry are evaluated by a demonstrator study in the domain of secondary school mathematics. A review of existing literature establishes a need for a design perspective in TEME research, but at the same time suggests a need for a consensual epistemic infrastructure for the field: a shared set of rules, processes and representations which bound and support its scientific discourse. Three constructs are proposed towards such an infrastructure: design narratives, design patterns, and the cycles of design research in which they are embedded. The first two are representations of domain design knowledge; the latter is a description of a design-centred scientific process. The three constructs identified at the epistemological level are operationalised as a methodological framework by projecting them into a specific research setting of the demonstrator study. Appropriate methods and procedures are identified for collecting data, organising and interpreting them as design narratives, and extracting design patterns from these narratives. The methodological framework is applied in the demonstrator domain to the question of learning about number sequences. A review of the educational research on number sequences identifies challenges in this area related to the tension between learners' intuitive concept of sequences and the dominant curricular form. The former appears to be recursive in nature and narrative in form, whereas the latter is a function of index expressed in algebraic notation. The chosen design approach combines construction, collaboration and communication. It highlights the need for representations and activities which lead learners from intuitive concepts to formal mathematical structures. Three interleaved themes connect the primary and the demonstrator domains: narrative, systematisation and representation. Narrative emerges as a key element in the process of deriving knowledge from experience. Systemisation concerns the structured organisation of knowledge. The tension between the two calls for representations which support a trajectory from the intuitive to the structural. The main outcome of this study is a methodological framework for design science of TEME which combines design narratives and design patterns into structured cycles of enquiry. This framework is supported both theoretically and empirically. Inter alia, it is used to derive a contribution towards a pedagogical pattern language of construction, communication and collaboration in TEME.
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Barbee, Stephanie Sparkman. "Integrative Technology-Enhanced Physical Education: An Exploratory Study with Elementary School Students." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984165/.

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Wearable technology has made a positive impact in the consumer industry with its focus on adult fitness. Devices and applications are pervasive, inexpensive and are in high demand. Our nation struggles with obesity and health concerns related to poor fitness. However, the research on such technology has been more focused on adults. Therefore, the need to investigate wearable technology for fitness improvement with children is essential. Children lead increasingly sedentary lifestyles through TV watching, technology-use and a reduction in physical activities. Further, our society is exposed to quick food loaded with calories. These factors contribute to the growing epidemic of childhood obesity. The need to educate students early, on their ability to monitor their fitness, is the focus of this research. This dissertation investigated the impact of an integrated technology-enhanced physical education model with 127 fifth grade students over an 11-week period. A detailed analysis, looking at theoretical perspectives across multiple data collections was conducted. This study answered the questions, 1. To what extent can students improve their performance with technology-enhanced physical education? 2. To what extent can students learn to self-monitor their performance levels? How do affective components impact teaching and learning with a technology-enhanced physical education model? Results showed that technology-enhanced physical education does improve performance measures, does improve students' ability to self-regulate and positively impacts student and teachers' affective states. However long term results were inconclusive, stimulating multiple, potential opportunities for continued research.
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Durbin, Rebecca A. "Teacher Professional Development| The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839813.

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In an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate an environment in which a growing list of student performance standards and standardized tests determine their success in teacher evaluations (Crawford, 2015; Terehoff, 2002). In this same pursuit, many administrators are challenged in their efforts to provide meaningful professional development to support teachers (Terehoff, 2002). The goal of this study is to gain insight into which TPD delivery types and which levels of student presence create the most meaningful and applicable learning for educators and to provide insight and guidance to administrators and TPD planners who are seeking ways to provide quality TPD.

The study data was gathered through qualitative methods, including participant observation, surveys, interviews, and focus groups. The data was exlored through the SPLT model. The major findings of the study suggest that higher model levels—which included student physical presence—led to an increased application of teacher-learning in the classroom and an increased confidence in attempting to apply newly learned techniques and tools. Teachers also suggested that these in-classroom session were more valuable when a pre- or post-discussion accompanied the session. The results demonstrated that learning at all model levels had value for different intended learning purposes. They also suggested that the TPD learning could be more effective when lower model level sessions are followed up with higher-level SPLT model sessions that occur in the classroom during instructional time with students physically present.

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Hettiarachchi, K. H. Enosha Lasanthi Warunika. "Technology-Enhanced Assessment for Skill and Knowledge Acquisition in Online Education." Doctoral thesis, Universitat Oberta de Catalunya, 2013. http://hdl.handle.net/10803/130931.

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Technology-Enhanced Assessment (TEA) has become increasingly attractive in higher education. However, the nature of such assessments has often been limited to simple type of questions such as MCQs, which are usually knowledge-based. Cognitive skills and practical abilities cannot be assessed via simple types of questions. This raised the need to introduce interactive and intelligent dimensions into e-assessment. This research provides a new learning experience for students in both skill and knowledge assessment in online education. This was achieved through a design of a general TEA system which can be adapted to any context and an architecture that allows interoperability, security and integration of modules. The system also provides student, interactivity and the opportunity to act on the feedback through a proposed formative e-assessment model. After application of the system in the real context, it was observed that the use of the TEA system and the formative e-assessment model had a positive impact on students: they learned through engagement with the system and their performance in terms of final marks had improved. The system also provided added benefits to teachers through automated marking and tracking of students' progress throughout the whole course. Finally, with the ever increasing interests and adaptation of e-assessment, this research has produced a new perspective, not only theoretical but practical as well.
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Dunham, Penelope Higgins. "Mathematical Confidence and Performance in Technology-Enhanced Precalculus: Gender-Related Differences." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392119743.

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Dunham, Penelope H. "Mathematical confidence and performance in technology-enhanced precalculus : gender-related differences /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487682558445656.

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Raistrick, Claire Gillian. "Educators' self evaluation practices when making technology enhanced innovation in higher education." Thesis, Lancaster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730916.

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Tsakissiris, Jane. "Student digital experience in a graduate higher education technology-enhanced learning environment." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/137217/1/Jane_Tsakissiris_Thesis.pdf.

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Higher education institutions are integrating technology-enhanced learning environments to prepare students for their professional careers in organisations that demand digital competency. The purpose of this research was to understand from a student's perspective their digital experience in a graduate business higher education technology-enhanced learning environment. The setting for this research was a single case of a graduate Human Resource Management project unit offered in both an Australian business school and a U.S. business school. The findings identified students' ideal learning approach included a balance of interactive face-to-face learning and communication and the use of digital technology.
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Books on the topic "Technology enhanced education"

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author, Bartholomew Paul, and Nygaard Claus author, eds. Technology-enhanced learning in higher education. Faringdon, Oxfordshire: Libri Publishing, 2015.

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1973-, Lytras Miltiadis D., ed. Technology enhanced learning: Best practices. Hershey [Pa.]: IGI Publishing, 2008.

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Technology enhanced learning and cognition. Amsterdam: John Benjamins Pub. Co., 2011.

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Mukerji, Siran. Cases on technology enhanced learning through collaborative opportunities. Hershey, PA: Information Science Reference, 2010.

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Siran, Mukerji, and Tripathi Purnendu 1975-, eds. Cases on technology enhanced learning through collaborative opportunities. Hershey PA: Information Science Reference, 2010.

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ERIC Clearinghouse on Higher Education., Association for the Study of Higher Education., and George Washington University. Graduate School of Education and Human Development., eds. Digital dilemma: Issues of access, cost, and quality in media-enhanced and distance education. San Francisco: Jossey-Bass, 2000.

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A, Tomei Lawrence, ed. Information communication technologies for enhanced education and learning: Advanced applications and developments. Hershey, PA: Information Science Reference, 2009.

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Balacheff, Nicolas. Technology-Enhanced Learning: Principles and Products. Dordrecht: Springer Netherlands, 2009.

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L, Pullen Darren, and Cole David R, eds. Multiliteracies and technology enhanced education: Social practice and the global classroom. Hershey PA: Information Science Reference, 2009.

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IFIP TC3 Technology Enhanced Learning Workshop (2004 Toulouse, France). Technology enhanced learning: IFIP TC3 Technology Enhanced Learning Workshop (TeL'04), World Computer Congress, August 22-27, 2004, Toulouse, France. New York: Springer, 2005.

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Book chapters on the topic "Technology enhanced education"

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Bullock, Alison, and Peter GM de Jong. "Technology-enhanced learning." In Understanding Medical Education, 149–60. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch11.

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Ellaway, Rachel H. "Technology-enhanced Learning." In Understanding Medical Education, 139–49. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch10.

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Keijzer-de Ruijter, Meta, and Silvester Draaijer. "Digital Exams in Engineering Education." In Technology Enhanced Assessment, 140–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25264-9_10.

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Daniela, Linda. "Inclusive Technology-Enhanced Education." In Inclusive Digital Education, 1–11. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14775-3_1.

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Sen, Arkendu, and Calvin K. C. Leong. "Technology-Enhanced Learning." In Encyclopedia of Education and Information Technologies, 1719–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_72.

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Sen, Arkendu, and Calvin K. C. Leong. "Technology-Enhanced Learning." In Encyclopedia of Education and Information Technologies, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_72-1.

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van der Stappen, Esther, and Liesbeth Baartman. "Automated Feedback for Workplace Learning in Higher Education." In Technology Enhanced Assessment, 73–90. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25264-9_6.

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Draaijer, Silvester. "A Cost–Benefit Analysis for Developing Item Banks in Higher Education." In Technology Enhanced Assessment, 165–79. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25264-9_11.

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Draaijer, Silvester, Amanda Jefferies, and Gwendoline Somers. "Online Proctoring for Remote Examination: A State of Play in Higher Education in the EU." In Technology Enhanced Assessment, 96–108. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97807-9_8.

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Prieto, Luis P., Hamed Alavi, and Himanshu Verma. "Strong Technology-Enhanced Learning Concepts." In Data Driven Approaches in Digital Education, 454–59. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66610-5_42.

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Conference papers on the topic "Technology enhanced education"

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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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Palais, Joseph C. "Technology-enhanced fiber optic education." In Education and Training in Optics and Photonics (ETOP'99). SPIE, 2000. http://dx.doi.org/10.1117/12.388732.

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Mazohl, Peter, and Harald Makl. "TECHNOLOGY ENHANCED TEACHING (TET)." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1788.

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"Technology enhanced learning in medical education." In 2011 24th International Symposium on Computer-Based Medical Systems (CBMS). IEEE, 2011. http://dx.doi.org/10.1109/cbms.2011.5999114.

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Stoyanova-Petrova, Silviya, Nadezhda Kafadarova, Diana Stoyanova, Nevena Mileva, Sotir Sotirov, and Nikolay Vakrilov. "TECHNOLOGY ENHANCED EDUCATION BY QR CODES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1482.

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Fazio, Alessandra, and Emanuele Isidori. "TECHNOLOGY-ENHANCED LEARNING AND CLIL FOR PHYSICAL EDUCATION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-144.

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The aim of this paper is to show a preliminary analysis to develop an effective model to enhance teaching and learning foreign languages through technology-supported CLIL (Content and Language Integrated Learning) approach in the field of physical education. This is the first exploratory phase of a project held at the university of Foro Italico titled "Technology-supported Teaching and Learning for CLIL in Physical Education: in Search of an effective Model" in which we intend to explore the possibility of applying augmented/virtual reality-based tools to CLIL teaching/learning in the context of physical education and sport sciences. The research question aims to explore which technology has a more significant impact on knowledge and content acquisition and can be more easily transferred into a CLIL class. Therefore, we will outline an explorative investigation to highlight the use of augmented reality (AR) as a pedagogical tool to support teaching/learning a foreign language through Physical Education (PE) using a combination of CLIL and TBLT approaches. First, this paper will review the current literature on the application of technology-related educational theories (i.e., "Situated Cognition Theory", "Experiential Learning", "Anchored Instruction Theory", TBLT and CBLT approaches). Second, it may be hypothesized that a model for effective foreign language acquisition through physical education to promote understanding, knowledge acquisition and activate productive skills can be developed and some examples of good practices will be provided. The challenge is not only to highlight the implications of the use of the technology-supported CLIL approach and physical education, but to bridge the gap between language and content acquisition through the use of specific technological tools. Finally, in line with the European language policy aimed at enhancing linguistic and cultural diversity as an asset, this study aims at promoting effective professional communication in a multilingual and intercultural perspective.
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Xenos, Michalis, Bill Vassiliadis, and Athanassios N. Skodras. "GRID Technologies => ‘Education’ = ‘Distance Education’." In 1st International ELeGI Conference on Advanced Technology for Enhanced Learning. BCS Learning & Development, 2005. http://dx.doi.org/10.14236/ewic/el2005.21.

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Cai, Yiyu. "VIRTUAL REALITY TECHNOLOGY ENHANCED LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1058.

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"2012 IEEE International Conference on Technology Enhanced Education (ICTEE) - Foreword." In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208595.

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Devi, S. Nirmala, A. Pethalakshmi, and R. RajaRajaeswari. "An object oriented approach to disseminate education by applying grid computing techniques in universities and educational institutions in India." In 2012 International Conference on Technology Enhanced Education (ICTEE). IEEE, 2012. http://dx.doi.org/10.1109/ictee.2012.6208615.

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Reports on the topic "Technology enhanced education"

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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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Clark-Wilson, Alison, Amreen Bashir, and Tom Kaye. A Theory of Change for a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2021. http://dx.doi.org/10.53832/edtechhub.0044.

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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Clark-Wilson, Alison, Amreen Bashir, Shakil Ahmed, Haani Mazari, Tom Kaye, Kate Radford, and Jennifer Otieno. A Theory of Change for Parents and Caregivers Towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, October 2022. http://dx.doi.org/10.53832/edtechhub.0126.

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Adebayo, Oliver, Joanna Aldoori, William Allum, Noel Aruparayil, Abdul Badran, Jasmine Winter Beatty, Sanchita Bhatia, et al. Future of Surgery: Technology Enhanced Surgical Training: Report of the FOS:TEST Commission. The Royal College of Surgeons of England, August 2022. http://dx.doi.org/10.1308/fos2.2022.

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Over the past 50 years the capability of technology to improve surgical care has been realised and while surgical trainees and trainers strive to deliver care and train; the technological ‘solutions’ market continues to expand. However, there remains no coordinated process to assess these technologies. The FOS:TEST Report aimed to (1) define the current, unmet needs in surgical training, (2) assess the current evidence-base of technologies that may be beneficial to training and map these onto both the patient and trainee pathway and (3) make recommendations on the development, assessment, and adoption of novel surgical technologies. The FOS:TEST Commission was formed by the Association of Surgeons in Training (ASiT), The Royal College of Surgeons of England (RCS England) Robotics and Digital Surgery Group and representatives from all trainee specialty associations. Two national datasets provided by Health Education England were used to identify unmet surgical training needs through qualitative analysis against pre-defined coding frameworks. These unmet needs were prioritised at two virtual consensus hackathons and mapped to the patient and trainee pathway and the capabilities in practice (CiPs) framework. The commission received more than 120 evidence submissions from surgeons in training, consultant surgeons and training leaders. Following peer review, 32 were selected that covered a range of innovations. Contributors also highlighted several important key considerations, including the changing pedagogy of surgical training, the ethics and challenges of big data and machine learning, sustainability, and health economics. This summates to 7 Key Recommendations and 51 concluding statements. The FOS:TEST Commission was borne out of what is a pivotal point in the digital transformation of surgical training. Academic expertise and collaboration will be required to evaluate efficacy of any novel training solution. However, this must be coupled with pragmatic assessments of feasibility and cost to ensure that any intervention is scalable for national implementation. Currently, there is no replacement for hands-on operating. However, for future UK and ROI surgeons to stay relevant in a global market, our training methods must adapt. The Future of Surgery: Technology Enhanced Surgical Training Report provides a blueprint for how this can be achieved.
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Birch, Izzy. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/k4d.2021.005.

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The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being
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Etoty, Renee E., and Robert F. Erbacher. Science, Technology, Engineering, and Mathematics (STEM) Education Reform to Enhance Security of the Global Cyberspace. Fort Belvoir, VA: Defense Technical Information Center, May 2014. http://dx.doi.org/10.21236/ada602127.

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Lvov, Michael S., and Halyna V. Popova. Simulation technologies of virtual reality usage in the training of future ship navigators. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3758.

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Research goal: the research is aimed at the theoretical substantiation of the application of virtual reality technology simulators and their features in higher maritime educational institutions. Research objectives: to determine the role and place of simulation technology in the educational process in the training of future ship navigators in order to form the professional competence of navigation. Object of research: professional training of future ship navigators in higher maritime educational institutions. Subject of research: simulation technologies of virtual reality as a component of the educational process at higher educational maritime establishments. Research methods used: theoretical methods containing the analysis of scientific sources; empirical methods involving study and observation of the educational process. Research results: the analysis of scientific publications allows to define the concept of virtual reality simulators, their application in the training of future navigators, their use for assessing the acquired professional competence of navigation. Main conclusions: introduction of simulation technologies of virtual reality in the educational process in higher maritime educational institutions increases the efficiency of education, promotes the development of professional thinking of students, enhances the quality of professional competence development.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
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