Bibliografías temáticas / Educational technology

Literatura académica sobre el tema "Educational technology"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Educational technology"

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Shomirzayev, M. Kh. "Technology Of Educational Process In School Technology Education". American Journal of Social Science and Education Innovations 02, n.º 07 (30 de julio de 2020): 212–23. http://dx.doi.org/10.37547/tajssei/volume02issue07-28.

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Shomirzayev, M. Kh. "Developing Educational Technologies In School Technology Education". American Journal of Engineering And Techonology 02, n.º 07 (30 de julio de 2020): 51–57. http://dx.doi.org/10.37547/tajet/volume02issue07-08.

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Krynitz, Roy. "Educational Technology". IALLT Journal of Language Learning Technologies 5, n.º 3 (17 de enero de 2019): 14–22. http://dx.doi.org/10.17161/iallt.v5i3.8803.

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House, Jess E. "Educational Technology". Journal of Research on Computing in Education 27, n.º 3 (marzo de 1995): 371–72. http://dx.doi.org/10.1080/08886504.1995.10782139.

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Lawless, Kimberly A. "Educational Technology". Policy Insights from the Behavioral and Brain Sciences 3, n.º 2 (21 de junio de 2016): 169–76. http://dx.doi.org/10.1177/2372732216630328.

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Wager, Walter. "Educational Technology". Education and Urban Society 24, n.º 4 (agosto de 1992): 454–65. http://dx.doi.org/10.1177/0013124592024004003.

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Chow, Clement. "Educational technology and educational reform". ECTJ 35, n.º 4 (diciembre de 1987): 245–47. http://dx.doi.org/10.1007/bf02766969.

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Ajmal, Fozia, Momena Batool y Muhammad Hafeez. "Application of Educational Technology in Higher Educational Institutions". University of Wah Journal of Social Sciences 5, n.º 1 (8 de junio de 2022): 81–94. http://dx.doi.org/10.56220/uwjss2022/0501/05.

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With the emerging demand and importance of science and technology, it has become mandatory for all the individuals, especially for those who are university students to be familiar with digitalization. The current study highlights and investigates the utilization of digital technology application in universities of Islamabad and Rawalpindi. The population of the current study is male and female students selected from the institutes of higher education of Islamabad and Rawalpindi. A sample of 80 students from public sector universities and 80 students from private universities have been selected through stratified sampling technique. The data has been collected by 5-point Likert Scale questionnaire. The results of the study indicate that most of the universities are using ICT tools in their teaching and learning system and these tools are proving very useful for the teachers and students. However, some of the adverse effects are also reported in the study like excessive use of internet inhibit the study habits. Keywords: Audio Visual Aids, Pakistan, Students, Technology, Universities
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Pour, Marzieh Ghobadi. "The Role of Educational Research in Educational Technology". Paripex - Indian Journal Of Research 2, n.º 2 (15 de enero de 2012): 98–99. http://dx.doi.org/10.15373/22501991/feb2013/32.

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Sancho Gil, Juana Mª. "Information Technology or Educational Technology?" Educar 25 (1 de julio de 1999): 205. http://dx.doi.org/10.5565/rev/educar.326.

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Tesis sobre el tema "Educational technology"

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

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

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Galla, Anthony James. "Educational Technology: Leadership and Implementation". Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/257.

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The purpose of this study was to evaluate two important aspects of educational technology: leadership and implementation. The research conducted in this study aimed to assess three aspects of leadership as it relates to educational technology: leadership that supports the technology implementation process, leadership that supports the change associated implementing technology, and leadership that supports a culture that embraces technology. An additional purpose of this study was to evaluate the process, procedures, and actions of implementing educational technology at three Catholic elementary schools in ways that foster a culture that promotes a supportive disposition towards educational technology. The data from the interviews, document reviews, and site observations revealed that leadership styles and practices that support the adaptation to change and a culture that can embrace technology are vital to the educational technology implementation process. This study confirmed literature that contends that partnership, collaboration, and ownership from all stakeholders are essential conditions in being able to cultivate change and sustain a culture that embraces technology. In addition, this study identified and discusses the significance of effective educational technology leaders, professional development, the establishment of a vision, mission, and plan, proper technology maintenance, and the idea that technology is a resource that is meant to enhance rather than replace teaching and instruction.
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Ritzenthaler, Mark D. "Integrating Technology into Classroom Instruction". Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.

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

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

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

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

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Currently, increased attention has been placed on the development of physical educators who have the skills and confidence to implement educational technology to enhance student learning (InTASC 2011; CAEP, 2015). Though research of in-service and pre-service teacher perceptions towards educational technology has been examined (Juniu, Scrabis-Fletcher, Zullo, E., & Russo, 2015; Tondeur, Sang, Voogt, Fisser, & Ottenbreit-Leftwich, 2012), little focus has been placed on perceptions of physical education teacher education (PETE) university faculty. Due to the influence that faculty have on pre-service teachers through modeling and other experiences that can affect self-efficacy and future behavior, it is important to learn more about their beliefs (Bandura, 1997). The purpose of this study was to examine PETE faculty self-efficacy perceptions, as well as overall experience, using, demonstrating, and advocating for educational technology within their PETE programming. A random sample of PETE program faculty in the United States were solicited to participate in an online survey measuring their use and self-efficacy towards educational technology. A modified version of the Educator Technology Self-Efficacy Survey (ETS-ES) (Gentry, Baker, Thomas, Whitfield, & Garcia, 2014), was used to measure said self-efficacy perceptions. The online survey consisted of descriptive items, such as personal and PETE program demographics, as well as self-efficacy items measuring confidence in using specific forms of technology and confidence applying and promoting technology in a classroom setting. A total of 76 PETE faculty members (60% female, 40% male; M age = 47.5, SD = 11.4; M years PETE experience = 14.3, SD = 10.6) from 35 states completed the survey. Overall self-efficacy scores (M = 3.7, SD = .96; 1-5 scale, strongly disagree-strongly agree) showed that PETE faculty felt generally confident in their abilities to use technology in their teaching, with specific high scores associated with confidence in (a) staying relevant in the digital age, (b) overall technology knowledge, and (c) relating technology to educational content. In addition, with regard to specific technology tools, faculty revealed the highest confidence in using and demonstrating mobile devices, pedometers, LCD projectors, and mobile laptop stations and the lowest confidence in using accelerometers, smartboards, and classroom management software. Results of this study suggest that PETE faculty are generally confident in their uses of technology within the PETE environment, which may positively influence the technology skills and confidence of pre-service physical education teachers (Bandura, 1997).
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King, Melanie R. N. "The realist evaluation of educational technology". Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/27554.

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PURPOSE. This thesis considers the best way to address the challenges faced by educators, institutions and funding bodies trying to not only develop and implement educational technology successfully but tackle the challenge of understanding and evidencing what works (and what does not) and why. The aim of the research was to find and validate an evaluation method that provided usable and useful evidence. APPROACH. A range of evaluations were undertaken to elicit the strengths and weaknesses of different approaches, augmented by drawing upon the experiences and outcomes published by others. An analysis of the issues was made and significance of the problem established. The problem being premature timing, unsuitable models, rapid change, complex implementation chains, inconsistent terminology, ideology and marketisation. A tailored realist evaluation framework was proposed as an alternative method and it was tested to evaluate an institutional lecture capture (LC) initiative. FINDINGS. The theory-driven realist approach provided a level of abstraction that helped gather evidence about wider influences and theories of potential future impact of the LC programme and its linked policy. It proved valuable in generating real and practical recommendations for the institution, including what more could be done to improve uptake and support embedding in teaching and learning, from practice, policy and technological points of view. It identified some unanticipated disadvantages of LC as well determining how and when it was most effective. PRACTICAL IMPLICATIONS. A Realist Evaluation of Technology Initiative (RETI) framework has been produced as tool to aid the rapid adoption of the approach. Recommendations for future research and seven guiding principles have been proposed to encourage the formation of a community of realist evaluative researchers in educational technology. ORIGINALITY/VALUE. The rigorous application of a tailored realist evaluation framework (RETI) for educational technology (including the development of two Domain Reference Models) is the primary contribution to new knowledge. This research is significance because it has potential to enable the synthesis of evaluation findings within the sector. This will enable an evidence-base of what works, for whom, in which contexts and why, ultimately benefiting policy-makers and practitioners to support better informed decision making and investment in education.
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Rintala, Gerald O. "A preliminary educational technology maturity model". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289159.

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The current technological revolution has necessitated a new way to view the maturity of its computing environment within a given educational system. Adapting a model from the software industry which assesses the maturity of an organization, the researcher has developed an educational technology maturity model consisting of two dimensions: technology availability and teacher fluency with that technology. The purpose of the model is to locate a particular school within a given school district on a concept grid consisting of Technology Availability on an X-axis, and Teacher Fluency on the Y-axis. The continuum for each of the axes range from a Level 1 (the lowest) to a Level 5 (the highest). One of the uses of such a model is to give a school district a means to assess individual schools against a baseline within the district. This information can assist in the development of a technology plan if none exists, or to revise an existing plan to accomplish the goals of the district. Future uses may include relating technology assessment to achievement scores in schools or districts.
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Roberts, Heidi E. "Technology in education". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000robertsh.pdf.

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Libros sobre el tema "Educational technology"

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

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

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

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

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Huang, Ronghuai, J. Michael Spector y Junfeng Yang. Educational Technology. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6643-7.

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

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Miśra, Ramākānta. Śaikṣikapravidhiḥ: Educational technology. Vārāṇasī: Caukhambā Surabhāratī Prakāśana, 2006.

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Riko, Kobayashi, ed. New educational technology. New York: Nova Science Publishers, 2008.

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Tecnology, Open University Institute of Educational. Institute of Educational Technology. Milton Keynes: Open University, 1995.

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Hokanson, Brad, Gregory Clinton, Andrew A. Tawfik, Amy Grincewicz y Matthew Schmidt, eds. Educational Technology Beyond Content. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37254-5.

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Capítulos de libros sobre el tema "Educational technology"

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

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Wiegel, Vincent. "Educational Technology". En Lean in the Classroom, 23–38. New York : Taylor & Francis, 2020.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429837012-2.

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Chaves, Eduardo. "Educational Technology (I)". En Encyclopedia of Educational Philosophy and Theory, 1–7. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_312-1.

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Bruce, Bertram C. "Educational Technology (II)". En Encyclopedia of Educational Philosophy and Theory, 1–3. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_313-1.

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Chaves, Eduardo. "Educational Technology (I)". En Encyclopedia of Educational Philosophy and Theory, 680–86. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_312.

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Bruce, Bertram C. "Educational Technology (II)". En Encyclopedia of Educational Philosophy and Theory, 686–88. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_313.

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McGrath, Cormac y Anna Åkerfeldt. "Educational technology (EdTech)". En Digital Transformation and Public Services, 143–57. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429319297-9.

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Morel, Gwendolyn M. y J. Michael Spector. "Defining Educational Technology". En Foundations of Educational Technology, 3–15. 3a ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003268406-2.

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Bozkurt, Aras. "Postdigital Educational Technology". En Encyclopedia of Postdigital Science and Education, 1–6. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-35469-4_57-1.

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Wegerif, Rupert y Louis Major. "Researching Educational Technology". En The Theory of Educational Technology, 174–94. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003198499-10.

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Actas de conferencias sobre el tema "Educational technology"

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Poletti, Giorgio. "Educational Robotics Inclusive And Technology Education". En 10th International Conference Education, Reflection, Development. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23056.20.

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

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Chaika, Volodymyr, Iryna Kuzma, Oleksandra Yankovych, Kateryna Binytska, Oksana Pysarchuk, Tetiana Ivanova, Halyna Falfushynska y Iryna Lyakhova. "Media Education Technology at Preschool Educational Institutions". En Symposium on Advances in Educational Technology. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0010930300003364.

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Kropotova, M. P. "Modern educational technology". En Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-14.

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Gladovic, Cedomir. "Capability development by educational technology". En ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0119.

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The capability to identify and make a judgement about the quality of own and work of others is known as evaluative judgement. Such capability is crucial for learners and their learning trajectories, allowing them to become job-ready graduates and life-long learners. The overall concept is newly named but existed in different forms and shapes in the literature. There is sporadic literature investigation of evaluative judgement development by educational technology. Self-assessment, peer-assessment and portfolios in the online learning environment bring various educational values and benefits. Each of these pedagogical activities can contribute to the development of evaluative judgement in an online environment enhanced by educational technology. The primary purpose of this paper is to expand the discussion about the development of evaluative judgement using educational technology. This paper provides some rationale for the inclusion of selected pedagogical activities in the curriculum and actively using them in student-centred education.
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Kraebber, Henry y James Lehman. "Use of educational technology in manufacturing engineering and technology education". En 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350617.

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MAJIDOVA, KHURRIYAT y RASUL BURXONOV. "THE IMPORTANCE OF THE STEAM EDUCATIONAL APPROACH IN TECHNOLOGY". En Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.63.

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In our country, in the following five years, special attention was paid to the educational system, as in all areas. In New Uzbekistan-during a new worldview period, a new revision of the law “On education” was adopted and the educational system was updated. The modern educational process is studied in the educational technologies of developed foreign countries and pays special attention to the further development of the educational system of our country. One such technology is STEAM and SMART educational technology. The continuous development of these technologies is changing the way students learn, research and interact with them in the day. This article examines the importance of STEAM education, which is currently considered important in the world education system, using the example of Technology Science. Reflections on the progress trends in technology science and the compatibility of STEAM education areas, the effectiveness of this approach in practical teaching processes are presented
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Lei, Qiaojuan. "Modern Educational Technology Theory and University Quality Education". En 7th International Conference on Management, Education, Information and Control (MEICI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/meici-17.2017.58.

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Dzobelova, V. B., S. L. Yablochnikov, O. V. Cherkasova y S. V. Gerasimov. "Digital Educational Technology in a Higher Education Institution". En “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200324.029.

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Hokanson, Brad. "Creativity and Educational Technology". En 2017 International Conference of Educational Innovation through Technology (EITT). IEEE, 2017. http://dx.doi.org/10.1109/eitt.2017.62.

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Informes sobre el tema "Educational technology"

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Scholl, Anna. M.S. Educational Technology Creative Component. Ames (Iowa): Iowa State University, enero de 2021. http://dx.doi.org/10.31274/cc-20240624-973.

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Cervantes, Valarie. Valarie Cervantes: MeD Educational Technology Creative Component. Ames (Iowa): Iowa State University, enero de 2021. http://dx.doi.org/10.31274/cc-20240624-1578.

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James, Daniel, James Lee, Yuji Ohgi, Charlene Willis, Nicola Petrone, Brendon Ferrier, Tomohito Wada, Mohammad Al-Rawi y Jeff Parker. STEM educational engagement through coopetition, sport and wearable technology. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317560.

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Uchitel, Aleksandr D., Ilona V. Batsurovska, Nataliia A. Dotsenko, Olena A. Gorbenko y Nataliia I. Kim. Implementation of future agricultural engineers' training technology in the informational and educational environment. [б. в.], junio de 2021. http://dx.doi.org/10.31812/123456789/4440.

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The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.
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Tkachenko, Tatyana, Evgeny Silchuk, Lidiya Neupokoeva, Anastasia Shestakova, Natalia Berthold, Olesya Pasko, Igor Koloman, Anastasia Shaforostova, Dmitry Syskov y Svetlana Tuzlukova. Information technologies in pedagogy: the information educational environment of the Medical University. SIB-Expertise, enero de 2024. http://dx.doi.org/10.12731/er0787.29012024.

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The electronic educational resource is designed for teachers to master the theoretical foundations and practical skills of using information technology in the educational process and education management, as well as the application of various models of e-learning (EE) and distance learning technologies (DOT) in teaching practice. The electronic educational resource provides for the study of the regulatory framework governing the use of information and distance learning technologies in the education system. Formation and improvement of skills in using the tools of the digital educational environment of the medical university in the context of the transformation of distance learning. The course contains 2 modules MODULE 1. Information technology in education management. MODULE 2. Information technology in the educational process
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Semerikov, Serhiy, Viacheslav Osadchyi y Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Goldin, Claudia y Lawrence Katz. The Race between Education and Technology: The Evolution of U.S. Educational Wage Differentials, 1890 to 2005. Cambridge, MA: National Bureau of Economic Research, marzo de 2007. http://dx.doi.org/10.3386/w12984.

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Ruiz, Pati, Kelly Mills, Keun-woo Lee, Merijke Coenraad, Judi Fusco, Jeremy Roschelle y Josh Weisgrau. AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology. Digital Promise, junio de 2024. http://dx.doi.org/10.51388/20.500.12265/218.

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To enable all who participate in educational settings to leverage AI tools for powerful learning, this paper describes a framework and strategies for educational leaders to design and implement a clear approach to AI Literacy for their specific audiences (e.g. learners, teachers, or others) that are safe and effective. The first part of the paper describes a framework that identifies essential components of AI Literacy and connects them to existing initiatives. The second part of the paper identifies strategies and illustrative examples as guidance for educational leaders to integrate AI Literacy in PK–12 education and adapt to their unique contexts.
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Morze, Natalia V. y Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], junio de 2021. http://dx.doi.org/10.31812/123456789/4438.

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Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.
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Vakaliuk, Tetiana A., Dmytro S. Antoniuk y Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.
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