Journal articles: 'Technology student'

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Bundasak, Supaporn. "Student Behavior Analysis Affecting Learning Achievement of Information Technology and Computer Science Students." International Journal of Machine Learning and Computing 10, no. 2 (February 2020): 346–51. http://dx.doi.org/10.18178/ijmlc.2020.10.2.941.

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Surendran, Krishnapriya. "Student Academic Management System Using Blockchain Technology." Journal of Advanced Research in Dynamical and Control Systems 12, SP3 (February 28, 2020): 1410–15. http://dx.doi.org/10.5373/jardcs/v12sp3/20201392.

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Lin, Shu-Hwa. "Computer Technology." International Journal of Information and Communication Technology Education 7, no. 1 (January 2011): 80–88. http://dx.doi.org/10.4018/jicte.2011010108.

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This paper describes an innovative course wherein students and faculty collaborate to design, manufacture, manage, and sell organic cotton tote bags. Students remained responsible for the project from start to finish. Responsibilities included all aspects of product development from market research and design conceptualization to producing, promoting and selling the finished tote bag embellished with a heat transfer printed department logo. Moreover, the project required students to develop proficiency in multiple specific computer software programs to facilitate the product development process and ongoing management of promoting, distributing and selling the goods. With the development of fashion design and management skills and applications of computer technology, student projects were successfully executed. Based on positive student evaluations and profitable sales, the course was highly rated.

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Gaddis, Margaret L. "Faculty and Student Technology Use to Enhance Student Learning." International Review of Research in Open and Distributed Learning 21, no. 4 (June 8, 2020): 39–60. http://dx.doi.org/10.19173/irrodl.v21i3.4600.

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Scholarly research has indicated that technology adoption to facilitate blended learning promotes the academic success of many different types of students and improves the quality of existing educational offerings. To understand how technology enhances learning, surveys queried the faculty and students of a statewide community college system. The results indicated widespread technology use among the faculty and students. The faculty survey revealed details of technology tools employed and the motivations for their use or discontinued use. Details regarding faculty use of learning management systems, textbooks, and other media characterized the current technology adoption climate. The student survey collected information about students’ perceptions of how technology influenced their learning, their preferences for specific technology tools, and their student progress. Ninety-three percent of student respondents indicated that technology enhanced their learning. Alignment between the faculty use and student preference for technology tools suggested that students are actively engaged in the technology resources used by faculty to enhance learning. Students described how technology facilitated multimodal learning. They also noted that technology increased communication, access, and inclusion in learning. Successful technology use and integration, accompanied by ongoing scholarly debate and monitoring, has the potential to provide more access, promote learning outcomes, and preserve the investment of technology for the institution. The surveys employed here, when used semi-annually, may provide a low-cost model for technology integration monitoring and evaluation. The responses to the surveys also have the potential to provide technology use and integration data that informs strategic planning processes and institutional learning outcome development.

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Wallace-Spurgin, Mekca. "Implementing Technology: Measuring Student Cognitive Engagement." International Journal of Technology in Education 3, no. 1 (November 13, 2019): 24. http://dx.doi.org/10.46328/ijte.v3i1.13.

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In an effort provide access to devices and prepare students for the future, a small rural high school committed to becoming a high-tech school. However, data collected using the IPI-T process suggested teachers were typically the users of the technology, students were often disengaged, and teachers were asking students to participate in lower-order surface activities. Missing from the process was the implementation of the faculty collaborative sessions. The year after the initial rollout of the devices, IPI-T data was collected three times. Additionally, faculty collaborative sessions were planned and facilitated within one week of collection data. Participating in each faculty collaborative session, teachers (a) became familiar with the IPI-T Rubric and Protocols, (b) analyzed and discussed the data, (c) identified high-quality examples of student learning that foster student engagement with technology, (d) designed high-quality lessons that foster student engagement with technology, (e) compared longitudinal data and set goals for future data collection using the IPI-T tool. An analysis of the data revealed when implementing the IPI-T process with fidelity teacher and student technology use increased as did student cognitive engagement when using technology. In addition, it was found that students use technology for information searches the majority of the time rather than media development or to collaborate among peers for example, which is associated with higher-levels of cognitive engagement.

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VanDerSchaaf, Hans, and Tugrul Daim. "Critical Factors Related to Student Success Technology." International Journal of Innovation and Technology Management 17, no. 06 (October 2020): 2050045. http://dx.doi.org/10.1142/s0219877020500455.

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This study examines university students’ perspectives on student success technology. Efforts to improve graduation and retention rates for undergraduates (i.e. “student success”) and initiatives to enhance the overall student experience are critical for higher education administrators, faculty and staff. These actors are significantly dependent on technology and technology-mediated services. To help understand student perspectives on online services related to student success, this study uses data from a 2016 survey of ABC University students about the importance and satisfaction that students placed on accomplishing key tasks online ([Formula: see text] respondents). The main questions in this inquiry are: (1) What, if any, factors, or latent variables, are in the data set? (2) If there are latent variables, what might they tell us about students’ perspectives on accomplishing critical online tasks? The study’s main findings are that five factors — navigation, tactical, funding, personalization and planning - are present in the data and statistically significant. The findings also suggest that a sixth factor, funding, is not significant. This study contributes to the literature by supporting the notion that there is harmony between the technology that universities utilize to support students and the value that students derive from such tools.

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Siegle, Del. "Technology: Student Animation Projects." Gifted Child Today 37, no. 3 (June 20, 2014): 194–99. http://dx.doi.org/10.1177/1076217514532276.

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Iluzada, Christina Long, Robin L. Wakefield, and Allison M. Alford. "Personal Technology in the Classroom." Journal of Effective Teaching in Higher Education 4, no. 3 (January 4, 2022): 111–31. http://dx.doi.org/10.36021/jethe.v4i3.229.

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College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.

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Byker, Erik Jon, S. Michael Putman, Laura Handler, and Drew Polly. "Educational Technology and Student Voice: Examining Teacher Candidates’ Perceptions." World Journal on Educational Technology: Current Issues 6, no. 3 (August 5, 2017): 119. http://dx.doi.org/10.18844/wjet.v6i3.1687.

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Student Voice is a term that honors the participatory roles that students have when they enter learning spaces like classrooms. Student Voice is the recognition of students’ choice, creativity, and freedom. Seminal educationists—like Dewey and Montessori—centered the purposes of education in the flourishing and valuing of Student Voice. This article examines the relationship between the integration of educational technology and Student Voice . In particular, the article describes and reports on a mixed-methods study of teacher candidates’ (n=63) perceptions of and practices with integrating digital technology and Student Voice. The article has two objectives. The first objective is to examine how teacher candidates construct and define the term Student Voice. The second objective is to describe how teacher candidates integrate digital technology and Student Voice into their lesson plan ideas. The study had three findings. First, the teacher candidates most closely defined and connected Student Voice with creative freedom. Second, although the teacher candidates had learner-centered definitions for Student Voice it was difficult for them to translate their definitions into actual lesson plan ideas that included the integration of educational technology in order for students to create so that their voices could be heard. Third, the student questionnaire data also illustrated how teacher candidates had varied perceptions of the relationship between technology and Student Voice; the candidates were more likely to describe elementary students’ primary use of technology as “using apps or software to practice subject-area skills” or “playing educational games” than any other technology-rich activities. The teacher candidates were disconnected in their perceptions about what Student Voice meant and their proposed pedagogies to enhance Student Voice with digital technologies. To address the disconnect, the article discusses strategies that can guide teacher candidates to integrate educational technology into their lesson plans to allow students to create and for the Student Voice to resonate throughout the classroom community.

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Benjamin, Richardean. "Technology in Nursing Education." International Journal of Human Caring 12, no. 2 (March 2008): 57–64. http://dx.doi.org/10.20467/1091-5710.12.2.57.

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Offering on-line and web-enhanced courses provides educational advancement to nursing students who have limited or no access to traditional educational institutions in terms of on campus classes during fixed course times. Two educational institutions describe strategies used to increase access for two student populations through various distance education formats. Critical to success of this endeavor is support to students and faculty. Student satisfaction is directly related to faculty caring behaviors such as respect, frequent timely feedback, personal connection, and empathy. Strategies described reinforce the need to provide faculty support for learning the technology while maintaining sound teaching and learning principles.

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Bucea-Manea-Țoniş, Rocsana, Oliva M. D. Martins, Radu Bucea-Manea-Țoniş, Cătălin Gheorghiță, Valentin Kuleto, Milena P. Ilić, and Violeta-Elena Simion. "Blockchain Technology Enhances Sustainable Higher Education." Sustainability 13, no. 22 (November 9, 2021): 12347. http://dx.doi.org/10.3390/su132212347.

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This research investigates blockchain technology, focusing on the influence of motivation on collaborative work, which positively influences learning performance in Higher Education Institutions (HEI). In addition, blockchain technology is correlated with decentralisation, security and integrity, and anonymity and encryption. It can also be perceived as a consensus mechanism, rewarding students, professors, and universities as a smart contract. Therefore, this technology has been used to improve higher education. It also allows less informed people to interact with better-informed peers and mentors. Finally, this study aims to enhance the current state of blockchain applications comprehension. The methodology used for this research includes document analysis, literature review, content analysis (blockchain platforms), the case study method, and the survey method. In statistical considerations, aiming to evaluate indicators, this research presents the Composite Reliability Analysis, Cronbach Alpha Coefficients, and the Bootstrapping method (Variance Inflation Factor). All these analyses aimed to present a designed research model. This exploratory research gathered data from 150 students at 3 universities in Serbia, Romania, and Portugal. As demonstrated, using student motivation has a significant and positive impact on the quality of student collaborative work. Student collaborative work also correlates with students’ higher level of engagement in the educational process, and the more engaged students are, the better their learning outcomes will be. As a result, in higher education, student involvement boosted learning outcomes. Researchers found that motivation, teamwork, and student involvement were important factors in improving student learning outcomes, as were blockchain-based tools. The results from the quantitative analysis indicate that Collaborative work, Motivation, Engagement, MOOCs, AR, VR, Gamification, and Online class were associated with learning performance.

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Ahmad, Amna Said, and Kawthar Younes Hamad. "Technology Integration in Teaching: A Study that Examines How Technology Integration Affects Student Achievement." Journal of Education and Culture Studies 4, no. 3 (July 20, 2020): p44. http://dx.doi.org/10.22158/jecs.v4n3p44.

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The study examines technology integration in instructional classes and their impact on student achievement, because integrating technology into teaching allows the teacher to take control of all students and draws their attention, greatly reducing classroom discipline issues.In addition, it boosts teacher self-confidence because he speaks to students in their technological language, facilitates teachers’ assessment of their students - if the teacher used an appropriate assessment tool, and allows students who are having difficulty in class to actively participate in lessons, helping teachers share all their lessons, and share the lessons they have prepared with the whole world.And all of this results in effective student performance, and teaching achievement.

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Harrow, Chris, and Lillian Chin. "Technology-Enhanced Discovery." Mathematics Teacher 107, no. 9 (May 2014): 660–65. http://dx.doi.org/10.5951/mathteacher.107.9.0660.

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Exploration, innovation, proof: For students, teachers, and others who are curious, keeping your mind open and ready to investigate unusual or unexpected properties will always lead to learning something new. Technology can further this process, allowing various behaviors to be analyzed that were previously memorized or poorly understood. This article shares the adventure of one such discovery of exploration, innovation, and proof that was uncovered when a teacher tried to find a smoother way to model conic sections using dynamic technology. When an unexpected pattern regarding the locus of an ellipse's or hyperbola's foci emerged, he pitched the problem to a ninth grader as a challenge, resulting in a marvelous adventure for both teacher and student. Beginning with the evolution of the ideas that led to the discovery of the focal locus and ending with the significant student-written proof and conclusion, we hope to inspire further classroom use of technology to enhance student learning and discovery.

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Komarudin, Didin, Adnan Adnan, and Asrizal A. Upe. "The Effect of Smartphone Technology Development on Student Morality." International Journal of Nusantara Islam 5, no. 2 (February 6, 2018): 142–53. http://dx.doi.org/10.15575/ijni.v5i2.2048.

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This research is formulated: How is the effect of technological development on student morality? What are the positive and negative impacts of technological development for students? What can strengthen student solidarity? The purpose of this study is to determine the effect of technological development on student morality. Know the positive and negative impact of technological advances. Know the things that can strengthen student solidarity. Case study method with qualitative analysis. Researchers conducted direct interviews on students, studying moral books, internet, research-related research researchers, and so forth.

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Pollara, Pamela, and Kelly Kee Broussard. "Mobile Technology and Student Learning." International Journal of Mobile and Blended Learning 3, no. 3 (July 2011): 34–42. http://dx.doi.org/10.4018/jmbl.2011070103.

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As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

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Ragan, Kyle, Brendan Herrera, Jeremy McLennan, Aaron Noack, Tyler Casteel, and Nick Crain. "AFS/FEF Student Technology Contest." International Journal of Metalcasting 10, no. 1 (December 15, 2015): 107–10. http://dx.doi.org/10.1007/s40962-015-0010-6.

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Covarrubias, Andrés, María de Jesús Pérez, and Efraín Almanza. "AFS/FEF Student Technology Contest." International Journal of Metalcasting 12, no. 1 (November 2, 2017): 182–85. http://dx.doi.org/10.1007/s40962-017-0181-4.

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Arvola, Dustin, Jordan Bontrager, and Jacob Haller. "AFS/FEF Student Technology Contest." International Journal of Metalcasting 12, no. 1 (November 2, 2017): 196–98. http://dx.doi.org/10.1007/s40962-017-0182-3.

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Bryant, Nathaniel, and Jerry Thiel. "AFS/FEF Student Technology Contest." International Journal of Metalcasting 12, no. 1 (October 13, 2017): 186–95. http://dx.doi.org/10.1007/s40962-017-0183-2.

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Constance, Trevor, Laura Bartlett, and Rairu Vaz Penna. "AFS/FEF Student Technology Contest." International Journal of Metalcasting 13, no. 1 (November 14, 2018): 216–18. http://dx.doi.org/10.1007/s40962-018-0277-5.

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Sánchez, David, María de Jesús Pérez, Efraín Almanza, and Alma Orozco. "AFS/FEF Student Technology Contest." International Journal of Metalcasting 13, no. 1 (November 7, 2018): 213–15. http://dx.doi.org/10.1007/s40962-018-0278-4.

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Viesca, Fernando, Susana Ochoa, María de Jesús Perez, and Efraín Almanza. "AFS/FEF Student Technology Contest." International Journal of Metalcasting 14, no. 1 (September 17, 2019): 266–68. http://dx.doi.org/10.1007/s40962-019-00370-9.

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Gonzaga, Sandra, María de Jesús Perez, and Efraín Almanza. "AFS/FEF Student Technology Contest." International Journal of Metalcasting 14, no. 1 (September 17, 2019): 269–71. http://dx.doi.org/10.1007/s40962-019-00371-8.

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Van Dyke, R., and L. N. Bartlett. "AFS/FEF Student Technology Contest." International Journal of Metalcasting 14, no. 1 (October 22, 2019): 272–74. http://dx.doi.org/10.1007/s40962-019-00376-3.

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Wolf, Drew, Patrick Lindeman, Trent Wolf, and Robert Dunnerstick. "Integrate Technology with Student Success." Mathematics Teaching in the Middle School 16, no. 9 (May 2011): 556–60. http://dx.doi.org/10.5951/mtms.16.9.0556.

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Brathwaite, Beverley, and Asanka Dayananda. "Student life - Tapping into technology." Nursing Standard 28, no. 6 (October 9, 2013): 66. http://dx.doi.org/10.7748/ns2013.10.28.6.66.s54.

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Moneta, Larry. "Technology and student affairs: Redux." New Directions for Student Services 2005, no. 112 (2005): 3–14. http://dx.doi.org/10.1002/ss.180.

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Steele, George E. "Student Success: Academic Advising, Student Learning Data, and Technology." New Directions for Higher Education 2018, no. 184 (October 23, 2018): 59–68. http://dx.doi.org/10.1002/he.20303.

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Dennett, Susan K., and Maria D. Vásquez-Colina. "Teaching with Technology." International Journal of Adult Vocational Education and Technology 3, no. 2 (April 2012): 47–53. http://dx.doi.org/10.4018/javet.2012040105.

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In this article, the authors discuss how technology can enhance online teaching and student engagement. As the number of adult learners increase and the continuing use of online teaching increases, it is important to keep students engaged during learning. If the adult learners are engaged, they will most likely remain the duration of the course, ensuring retention in online courses. Currently completion rates for online courses can be significantly lower than those of the traditional classroom based on studies by a number of authors for a variety of reasons (Diaz, 2002; Lorenzetti, 2002; Murray, 2001). Students will also be more likely to sign up for future online classes when engagement strategies are used. By incorporating the type of technology students use in their everyday life will encourage engagement and relevance. When educators use technology effectively and efficiently in their classes, this increases engagement and provides a positive learning experience for the student. The article reviews literature that outlines different types of technology and the ways technology can complement an online class.

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Wiklund, Matilda, and Annika Andersson. "Student-initiated use of technology – Friend and foe." E-Learning and Digital Media 15, no. 1 (January 2018): 3–16. http://dx.doi.org/10.1177/2042753017752767.

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A multitude of different technologies are used in school today. Some are provided by the school and others are brought by the individual teacher or student. In addition, different applications are available. In this study the focus is on student-initiated uses of technology and how it conditions learning. Based on a case study with surveys, interviews and an observational time study, it is shown that students appear to be the most frequent users of technology in the classroom and for the most part initiate its use. We also show that they often initiate uses directed towards communication and inquiry. Against the prevailing understanding that students mainly use technology for extra-curricular activities, we found that most of the student-initiated technology and applications related to the task in hand and were therefore not regarded as problematic by teachers or students. However, with regard to student-initiated uses of social media, games and communicative applications the picture is more diverse. In this context, teachers and students complain that such use may distract students, although some regard it as rewarding, for example due to the informal learning or time for contemplation and relaxation that results. We conclude by questioning the dichotomies of curricular–non-curricular and intended–unintended learning and we argue for the need to add contemplation to the taxonomy used for understanding the educational use of information technologies as conditions for learning.

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Hofer, Mark, and Kathy Swan. "Digital History with Student-Created Multimedia Understanding Student Perceptions." Social Studies Research and Practice 4, no. 3 (November 1, 2009): 139–50. http://dx.doi.org/10.1108/ssrp-03-2009-b0014.

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Social studies educators have displayed an interest in student-created multimedia, including digital documentaries. The research community has responded with a small but growing body of studies, but the literature to date has not explored students‘ perspectives on these assignments. This study combined classroom observations, document analysis, and student interviews to examine students‘ views of technology, the curriculum, and their final products. The findings reveal that students come to technology-based, content-driven assignments with prior conceptions of both the technology and the content. These expectations shape student actions and transform the assignment, in some cases surpassing curricular expectations. Evidence from students‘ products, classroom observations, and interview data, however, also suggest that student agency was limited by the classroom reality of mimetic learning. The results of this study have various implications for teacher educators and educational researchers interested in leveraging technology to improve learning. They must acknowledge the dynamic nature of classroom interaction and the impact student choices have on Technological Pedagogical Content Knowledge (TPACK). Technology integration occurs in the operational curriculum, often in unpredictable ways. Based on our study we know that student preconceptions and desires impact the learning goals. By better under-standing the role of student agency, teachers can plan for instruction that uses digital history to effectively teach content.

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Anas, Ismail. "Educational Technology and Teacher-Student Technology Competency: a Pathway to Teaching English with Technology." Journal of English Language Teaching and Linguistics 4, no. 2 (June 30, 2019): 181. http://dx.doi.org/10.21462/jeltl.v4i2.270.

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This article presents a pathway to teaching English with technology which focuses on the elaboration of three essential approaches; they are 1) the technology tools (TT), 2) the teacher technology competency (TTC), and 3) the student technology competency (STC). Although EFL teachers have wide access to the high-end technology tools, however, their application in instruction will not be successful without being supported by the teacher professional use and student acceptance of the technology. Preparing the EFL teachers for teaching English with technology requires a continuing evaluation regarding the readiness of the technology tools, TTC, and STC. These three approaches should be taken into account seriously to transform TEFL into technology in instruction. The implications for research, teachers, students, practice, curriculum developers, and EFL teacher educator will also be discussed.

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Rila, Ashley, Sara Estrapala, and Allison Leigh Bruhn. "Using Technology to Increase Opportunities to Respond." Beyond Behavior 28, no. 1 (April 2019): 36–45. http://dx.doi.org/10.1177/1074295619835207.

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Delivering high rates of opportunities to respond (OTR) has been shown to improve student outcomes for students with challenging behavior. High rates of OTR can maximize student engagement while providing ways for teachers to quickly assess student content mastery. Given the increasing trend of technology use in schools, teachers can leverage technology for delivering OTR. We discuss three technology-based tools teachers can use to enhance OTR delivery with examples of how to incorporate these tools into classrooms.

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Morgan, Pamela J., Doreen Cleave-Hogg, Jodi McIlroy, and James Hugh Devitt. "Simulation Technology." Anesthesiology 96, no. 1 (January 1, 2002): 10–16. http://dx.doi.org/10.1097/00000542-200201000-00008.

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Background The availability of simulator technology at the University of Toronto (Toronto, Ontario, Canada) provided the opportunity to compare the efficacy of video-assisted and simulator-assisted learning. Methods After ethics approval from the University of Toronto, all final-year medical students were invited to participate in the current randomized trial comparing video-based to simulator-based education using three scenarios. After an introduction to the simulator environment, a 5-min performance-based pretest was administered in the simulator operating room requiring management of a critical event. A posttest was administered after students had participated in either a faculty-facilitated video or simulator teaching session. Standardized 12-point checklist performance protocols were used for assessment purposes. As well, students answered focused questions related to the educational sessions on a final examination. Student opinions regarding the value of the teaching sessions were obtained. Results One hundred forty-four medical students participated in the study (scenario 1, n = 43; scenario 2, n = 48; scenario 3, n = 53). There was a significant improvement in posttest scores over pretest scores in all scenarios. There was no statistically significant difference in scores between simulator or video teaching methods. There were no differences in final examination marks when the two educational methods were compared. Student opinions indicated that the experiential simulator sessions were more enjoyable and valuable than the video teaching sessions. Conclusions Both simulator and video types of faculty-facilitated education offer a valuable learning experience. Future work is needed that addresses the long-term effects of experiential learning in the retention of knowledge and acquired skills.

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Chan, Tak Cheung. "How Do Technology Application and Equity Impact Student Achievement?" International Journal of Cyber Ethics in Education 1, no. 2 (April 2011): 1–14. http://dx.doi.org/10.4018/ijcee.2011040101.

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This study examines the impact of technology application on student achievement in the state of Georgia. Technology application includes elements such as technology access, technology integration, and teacher technology proficiency. Student achievement refers to students’ standardized test scores in language, social studies, sciences, and mathematics in elementary, middle, and high schools. Results of Multiple Regression analysis yielded significant percentages of variance in student achievement that was attributable to Internet connected computer access. Another purpose of the study was to investigate the equity issues of school technology. School levels and student socioeconomic status were used as independent variables to determine if significant differences in technology application existed among the school levels and the socioeconomic status categories. Results of Analysis of Variance indicated that students of low socioeconomic status had far less opportunities to access Internet connected computers than students of high socioeconomic status. The level of technology application increased as students moved up the school level.

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Akyeampong, Albert, Teresa Franklin, and Jared Keengwe. "Technology and Teacher Education." International Journal of Information and Communication Technology Education 6, no. 2 (April 2010): 1–10. http://dx.doi.org/10.4018/jicte.2010040101.

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This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.

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Piccoli, G. B., M. Burdese, D. Bergamo, E. Mezza, G. Soragna, M. Quaglia, M. Gai, et al. "Teaching Technology with Technology: Computer Assisted Lessons in the Medical School - The First Italian Experience in Nephrology and Dialysis." International Journal of Artificial Organs 25, no. 9 (September 2002): 860–66. http://dx.doi.org/10.1177/039139880202500908.

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Background Dialysis is often neglected in academic teaching. At the University of Torino, Italy, teaching Nephrology (4th year of Medical School) consists of 21 hours of formal lessons, 10 hours/student of interactive lessons (4/10 dedicated to dialysis) and 10 optional lessons (3 regarding dialysis). Interactive and optional lessons widely employ computer assisted teaching. Aim of the study was to evaluate student satisfaction on this approach. Methods Student satisfaction was assessed on 4 sample lessons (166 students), by two short dedicated questionnaires (0–10 scale, open questions). Results High scores were given to the dialysis lessons (median 8/10). Computer assisted interface (median 8/10, range 6–10) was of help in check of knowledge in real time (86%), enhancing participation (61%); 62% suggest extending this experience to selected courses, 38% to all. Conclusions Medical students consider dialysis an important part of the academic teaching of Nephrology; new interfaces may help to enhance student satisfaction.

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Li, Guozhang, Rayner Alfred, and Xue Wang. "Student Behavior Analysis and Research Model Based on Clustering Technology." Mobile Information Systems 2021 (November 5, 2021): 1–6. http://dx.doi.org/10.1155/2021/9163517.

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Now, entering the 21st century, with the continuous improvement of my country’s higher education level, the enrollment rate of all colleges and universities across the country is increasing year by year. Faced with the information management of a large number of students, the workload and work pressure of consultants at various universities have doubled. The rapid and effective development of modern computer software and hardware has also initiated and effectively developed the informatization process of universities. The student management system is the core and foundation of the entire school education management system. This study mainly introduces the application of student behavior analysis and research models based on clustering technology. This paper uses the application research of student behavior analysis and research model based on clustering technology, uses clustering technology to analyze student behavior, and reasonably analyzes the feasibility of KMEANS algorithm and campus data mining. The cluster analysis algorithm is used to divide students into different groups according to the characteristics of the students, and then, data analysis and data association rules’ mining are performed on each group of students. At the same time, the decision tree algorithm is used to predict the future of students based on the historical data of the students and the current data of the students. The development status of the school helps the school to understand the situation of the students in real time, make predictions and warnings for possible situations, provide personalized applications for teachers and students, and provide decision-making support for the management. It can be seen from the experimental analysis that the application of student behavior analysis and research models based on clustering technology has increased the efficiency of student education by 17%. The limitations of student behavior analysis and research on clustering technology provide good applications for the KMEANS algorithm. Analysis, discussion, and summary of the methods and approaches are obtained to enrich the academic research results.

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Betz, Joseph A. "Constructing Cooperative Learning Systems in Engineering Technology." Journal of Educational Technology Systems 25, no. 2 (December 1996): 97–108. http://dx.doi.org/10.2190/0avp-m2y0-gyyp-d322.

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There has been a series of cultural and technological shifts in society that has changed the way students perceive value in information and knowledge when learning. As consumers, these students need to be shown explicitly that what they are learning is valuable. This article develops a theory and model for learning that creates an immediate and explicit value, use, and context to information and knowledge to increase student learning. In this model, information is a commodity that groups of students own and exchange for personal and group benefit creating items of social value. The computer information technology system is used to efficiently transport these items of social value, and to provide a use and simulate a context giving added value and meaning. Student learning occurs through the successful transfer, synthesis, and use of this information into knowledge in problem solving. Social solidarity from these exchanges facilitates student centered learning and peer review. Initial observations are presented along with recommendations for future work.

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Moss, David M. "Bringing Together Technology and Students: Examining the Use of Technology in a Project-Based Class." Journal of Educational Computing Research 22, no. 2 (March 2000): 155–69. http://dx.doi.org/10.2190/cwe4-qchp-wl6e-k325.

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This case study was conducted at a New England public high school which experienced a recent technological and accompanying pedagogical revolution. The overall purpose of this study was twofold: 1) to describe how technology was utilized within a student centered project-based class, and 2) to examine student beliefs about their use of technology within this innovative environment. Seven students were selected and interviewed individually six times throughout the year. Verbatim transcripts were coded and interpreted so that emerging patterns of each students' conceptions could be identified and tracked over the entire school year. Findings from this study indicate that teachers and students held differing conceptions on what was valued in class in terms of learning. Students spent much more time and effort focusing on technology-related skills than exploring meaningful content. Content learning occurred best when students made use of focused essential questions that provided clear direction for their class projects to proceed.

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Lawrence, Geoff, Farhana Ahmed, Christina Cole, and Kris Pierre Johnston. "Not More Technology but More Effective Technology: Examining the State of Technology Integration in EAP Programmes." RELC Journal 51, no. 1 (April 2020): 101–16. http://dx.doi.org/10.1177/0033688220907199.

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Technology use in English for Academic Purposes (EAP) programmes is seen as a strategy to support pedagogical innovation and intensifying growth in post-secondary international student enrolments. This article discusses government-funded research documenting the largely undefined use of technologies in post-secondary North American EAP programmes. This study surveyed EAP teachers and administrators in over 40 universities and colleges across North America using qualitative and quantitative approaches. Site visits involving classroom observations, interviews with teachers and administrators, student focus groups and student surveys were then conducted to deepen understanding of the affordances of technology-mediated EAP approaches from stakeholder perspectives in situated post-secondary contexts. Findings reveal widespread enthusiasm about emerging technologies to engage learners, develop autonomous learning, instructional pathways and transferable 21st century skills. However, despite this enthusiasm, many participating teachers, administrators and students also expressed critical views towards technology integration. Instructors noted time, lack of pedagogical guidance and vision, inadequate support, and training impacting their actual use and visions of technology use. Participants also revealed a ‘visioning’ dilemma where they had difficulty identifying the potential of emerging technologies that they had no concrete experience with. Findings suggest the need for sound theoretically informed techno-pedagogy in order to support technology integration in EAP. Implications for teacher education, further research and EAP teaching and curriculum design in today’s digital era conclude the article.

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Shin, Dongjo, Ryan C. Smith, and Somin Kim. "Evaluating Technology for Teaching Mathematics." Mathematics Teaching in the Middle School 24, no. 3 (November 2018): 156–63. http://dx.doi.org/10.5951/mathteacmiddscho.24.3.0156.

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Use a framework to evaluate a tool: Is it mathematically sound? Does it offer opportunities for student engagement with little distraction? Will it afford students the chance to develop their own ideas?

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Grier, Donovon, Suzanne F. Lindt, and Stacia C. Miller. "Formative Assessment with Game-based Technology." International Journal of Technology in Education and Science 5, no. 2 (March 17, 2021): 193–202. http://dx.doi.org/10.46328/ijtes.97.

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The purpose of the current research was to determine the types of educational technology preferred by students and instructors, and to compare formative and summative scores within student classes. During a unit of study within a semester-long class, 44 volunteer student participants were administered four technology-based assessments designed to help them prepare for the summative exam. Following the summative assessment, students were asked to complete a feedback form to explain what type of technology assessment they felt was most helpful in providing them with feedback on their knowledge and which was most interesting to use. Instructors also provided feedback on ease of use and collected students’ scores on formative and summative assessments. The results of this study suggest that technology-based formative feedback can be effective in helping students prepare for summative exams and that students mostly preferred competitive and fun tools that provide immediate feedback.

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Awad, Mohammad Salih, Mohanned Khalil Abdullah, Radhwan Hussein Ibrahim, and Razgar Khalil Abdulla. "Nursing Students’ Attitudes Toward Simulation Technology in Nursing Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 14 (July 24, 2019): 31. http://dx.doi.org/10.3991/ijet.v14i14.10571.

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This paper investigates the usefulness of simulation technology on nursing edu-cation from the point of view of student themselves. A quantitative descriptive modes of enquiry, the authors attempt to illuminate the attitudes of the Nursing students towards using simulation in nursing education as a dependent variable. Participants were recruited from three nursing grads, covering six semesters. Twenty percent of the whole students in each Course and semester were random-ly selected, the initial sample consisted of 150 students. The student of grad one (141 student) were excluded because they were not used the simulation in their curricula. This study was conducted in a College of Nursing in the University of Mosul during January 2019 to March 2019. KidSIM ATTITUDES questionnaire was used as a tool to evaluate student’s attitudes toward using of simulation technology in Nursing Education. Data management and analysis were per-formed using SPSS 25. Statistical significance was analyzed using analysis of variance and t-tests as appropriate. Significance levels were set at the 1% level using the student t-test. The study finding reveals that most student show their positive attitudes towards using simulation technology in Nursing education (42%-48.9%) expressed about their (agreed-strongly agreed regarding Relevance of Simulation in nursing. This study has found that generally, Mosul Nursing students has positive attitudes towards using simulation in their teaching and training

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Statti, Aubrey L. C. "Learner-Active Technology-Infused Classroom." International Journal of Smart Education and Urban Society 12, no. 1 (January 2021): 30–44. http://dx.doi.org/10.4018/ijseus.2021010103.

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With the continued rise of importance in developing digital learners, this article seeks to review a study centered on an example of innovative, technologically-advanced curriculum through the learner-active technology-infused classroom (LATIC) format as well as to discuss the possibilities of engaging learners in this format through virtual education settings. The LATIC approach pursues student achievement through three primary principles: academic rigor, student engagement, and student responsibility. In order to accomplish these goals, students are encouraged to work both independently and collaboratively, to use technology seamlessly as a tool for learning, to set goals, manage projects, assess progress, and identify their own resources for learning. In the midst of the COVID-19 global crisis and its tremendous impact on learning, this article first reviews the original case study of a 3rd-grade LATIC and then further discusses the potential for incorporating these concepts into online and homeschool education.

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DuFrene, Debbie D., Carol M. Lehman, Franz W. Kellermanns, and Rodney A. Pearson. "Do Business Communication Technology Tools Meet Learner Needs?" Business Communication Quarterly 72, no. 2 (April 2, 2009): 146–62. http://dx.doi.org/10.1177/1080569909334012.

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While institutions of higher education are enthusiastically embracing technology-mediated learning (TML), little research has been conducted to identify factors that influence student use of TML tools or determine whether use of them increases student learning. This study of business communication students at two universities found that (1) students tend to be sensing, visual, active, and sequential learners; (2) perceived usefulness and perceived ease of use of TML tools are positively associated with perceived learning success; (3) learning styles do influence the students' usage behavior of certain TML tools; and (4) students' sensing/intuitive learning style is related to their perceived learning success.

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Asrial, Syahrial, Dwi Agus Kurniawan, Husni Sabil, Rahmat Perdana, Rizka Octavia Sandra, and Muhammad Iqbal. "Digital E-Assessment Technology in Assessing Students’ Tolerance Character." Jurnal Ilmiah Sekolah Dasar 6, no. 4 (December 13, 2022): 558–67. http://dx.doi.org/10.23887/jisd.v6i4.47302.

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The existence of a digital-based assessment system will support the assessment of student character in the learning process. Character assessment using e-assessment will greatly assist teachers in overcoming paper wastage, streamlining time, overcoming large expenditures and making students more focused in filling out characters. This study aims to analyze the character of tolerance in elementary school students and to determine the feasibility of the product. This research is a development research using 4D development design. The sample of this study was 175 students. Quantitative data from this study were obtained from the validation of media experts and the results of the student tolerance character assessment, while qualitative data was obtained from interviews. The quantitative data in this study were analyzed using descriptive statistics and inferential statistics, while the qualitative data used Miles & Huberman analysis. The results of the descriptive analysis of the character assessment of student tolerance are in a good category, and there are differences in the character of student tolerance in the 3 schools. The results of the validation of media experts on the development of web-based assessment are in the good category so that the product can be used to assess the character of student tolerance. The implications of this research lie in time efficiency in processing and distributing data, saving procurement costs, and ease of use in assessing student character using web-based assessment.

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Shirvani, Hosin. "The Effects of Using Computer Technology with Lower-Performing Students: Technology and Student Mathematics Achievement." International Journal of Learning: Annual Review 17, no. 1 (2010): 143–54. http://dx.doi.org/10.18848/1447-9494/cgp/v17i01/46580.

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Romeu, Jorge Luis. "Technology and International Education." Journal of Educational Technology Systems 28, no. 4 (June 2000): 305–10. http://dx.doi.org/10.2190/5m1r-mpdh-9g4v-aey8.

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Technology, particularly e-mail communication, listservers, newsgroups participation and uses of Web pages, has greatly increased the interaction between faculty and students of universities of different countries. These advances have also raised the interest in, the need for, and the possibilities about participating in international faculty and student exchanges and international course development and implementation. For example, for several years now this panelist has worked on a Student/Faculty exchange project between State University of New York (SUNY) and Mexican universities, using these technologies to substitute scant funds, yet obtaining significant results. This article describes Conference on Instructional Technology (CIT) Panel discussion that addressed some of the problems panelists found in developing their international exchange projects. It also discusses some problems encountered in developing the traditional and two new models of student exchanges and in the lack of a central SUNY structure capable of sustaining projects developed in one campus but benefitting all SUNY. We discuss how technology has helped to circumvent these problems and to provide working solutions that contribute positively. Benefits from as well as the costs of such exchanges are examined, traded off, and openly debated.

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Vajjhala, Narasimha Rao, Narasimha Rao Vajjhala, and Kenneth David Strang. "Impact of Information Communication Technology Strategies on Learning Effectiveness." International Journal of Online Pedagogy and Course Design 12, no. 1 (January 2022): 1–14. http://dx.doi.org/10.4018/ijopcd.292026.

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Transnational higher education is a multinational growth strategy requiring a foreign direct investment to establish a university or a campus in a new country and, if possible, to use articulation agreements with credible partners to increase domestic enrolment. Due to the potential international student learning style differences, we hypothesized there may be difficulties teaching Information Communication Technology (ICT) courses in transnational strategies due to the student origin or domestic campus location. The purpose of this study was to examine if student learning was effective within ICT graduate courses at an accredited sub-Saharan Africa-based university implementing the transnational education strategy. We found student learning was effective, but paradoxically, some factors indicated unusual results. Learning impact was higher when students disregarded the learning objectives, which we were able to explain theoretically. Conversely, learning impact was higher for many students who avoided tutoring, which we also rationalized.

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Journal articles on the topic 'Technology student'

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