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Artículos de revistas sobre el tema "Educational technology"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Smith, George. "From Educational Expediency to Educational Technology". Journal of Further and Higher Education 10, n.º 1 (marzo de 1986): 61–71. http://dx.doi.org/10.1080/0309877860100109.

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12

Abdulsalam, Ameer. "Assistive educational technology". Qatar Foundation Annual Research Forum Proceedings, n.º 2010 (13 de diciembre de 2010): CSP4. http://dx.doi.org/10.5339/qfarf.2010.csp4.

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13

Sinz, Elizabeth H. y Jeffrey M. Taekman. "New Educational Technology". International Anesthesiology Clinics 46, n.º 4 (2008): 137–50. http://dx.doi.org/10.1097/aia.0b013e3181817b1a.

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14

Rada, Roy y James R. Schoening. "Educational technology standards". Communications of the ACM 40, n.º 9 (septiembre de 1997): 15–18. http://dx.doi.org/10.1145/260750.260754.

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15

Feenberg, Andrew. "Whither Educational Technology?" International Journal of Technology and Design Education 11, n.º 1 (enero de 2001): 83–91. http://dx.doi.org/10.1023/a:1011225903766.

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16

Herrmann, Allan, Robert Fox y Anna Boyd. "Benign Educational Technology?" Open Learning: The Journal of Open, Distance and e-Learning 14, n.º 1 (febrero de 1999): 3–8. http://dx.doi.org/10.1080/0268051990140102.

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17

Hawkridge, David. "Challenging Educational Technology". Educational and Training Technology International 28, n.º 2 (mayo de 1991): 102–10. http://dx.doi.org/10.1080/0954730910280204.

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18

Christensen, Dean L. "Educational technology: Integration?" Computers in Human Behavior 5, n.º 2 (enero de 1989): 137–41. http://dx.doi.org/10.1016/0747-5632(89)90030-7.

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19

Eisenberg, Michael. "Educational technology, reimagined". New Directions for Youth Development 2010, n.º 128 (diciembre de 2010): 25–33. http://dx.doi.org/10.1002/yd.372.

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20

Ospennikova, Elena, Michael Ershov y Ivan Iljin. "Educational Robotics as an Inovative Educational Technology". Procedia - Social and Behavioral Sciences 214 (diciembre de 2015): 18–26. http://dx.doi.org/10.1016/j.sbspro.2015.11.588.

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21

Jones, Robert J. D. "Shaping Educational Technology: Ontario's Educational Computing Initiative". Educational and Training Technology International 28, n.º 2 (mayo de 1991): 129–34. http://dx.doi.org/10.1080/0954730910280207.

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22

Abdolrahimzadeh, Seyyed Jamal y Nikoo Bagheri. "Reflection and educational technology in Iranian EFL education: Types and Barriers". International Academic Journal of Humanities 06, n.º 01 (26 de junio de 2019): 100–114. http://dx.doi.org/10.9756/iajh/v6i1/1910013.

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23

Fainholc, Beatriz. "Educational Technology in Crisis". Policy Futures in Education 6, n.º 2 (enero de 2008): 224–34. http://dx.doi.org/10.2304/pfie.2008.6.2.224.

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24

Larshin, Vasil y Natalia Lishchenko. "EDUCATIONAL TECHNOLOGY INFORMATION SUPPORT". Herald of Advanced Information Technology 2, n.º 4 (4 de diciembre de 2019): 317–27. http://dx.doi.org/10.15276/hait.04.2019.8.

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25

Jalla, Aditi, Jourdan Sturges y Jason Lees. "Integration of Educational Technology". Surgical Clinics of North America 101, n.º 4 (agosto de 2021): 693–701. http://dx.doi.org/10.1016/j.suc.2021.05.014.

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26

Lee, Tanja y Stephen Rice. "Educational Technology and Equity". International Journal of Technologies in Learning 20, n.º 3 (2014): 43–60. http://dx.doi.org/10.18848/2327-0144/cgp/v20i03/49092.

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27

Puckett, Rhonda. "Leadership in Educational Technology". i-manager's Journal of Educational Technology 10, n.º 4 (15 de marzo de 2014): 1–5. http://dx.doi.org/10.26634/jet.10.4.2604.

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28

Usa, Chih-Hsiung Tu y Hui-Ling Twu. "Educational Technology in Taiwan". Educational Media International 39, n.º 2 (enero de 2002): 153–64. http://dx.doi.org/10.1080/09523980210153444.

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29

Nádasi, A. "Educational Technology in Hungary". Educational Media International 26, n.º 3 (septiembre de 1989): 173–77. http://dx.doi.org/10.1080/0952398890260311.

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30

Morrison, R. Sean, Brynn Bowman, Diane E. Meier y Anthony L. Back. "Educational Offerings and Technology". Journal of Palliative Medicine 19, n.º 5 (mayo de 2016): 481. http://dx.doi.org/10.1089/jpm.2016.0042.

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31

Ely, Donald. "Frameworks of educational technology". British Journal of Educational Technology 39, n.º 2 (marzo de 2008): 244–50. http://dx.doi.org/10.1111/j.1467-8535.2008.00810.x.

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32

Kocaoglu, D. F. "Technology management: educational trends". IEEE Transactions on Engineering Management 41, n.º 4 (1994): 347–49. http://dx.doi.org/10.1109/17.364557.

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33

Feurzeg, W. "Educational Technology at BBN". IEEE Annals of the History of Computing 28, n.º 1 (enero de 2006): 18–31. http://dx.doi.org/10.1109/mahc.2006.8.

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34

Stoddart, Trish y Dale Niederhauser. "Technology and Educational Change". Computers in the Schools 9, n.º 2-3 (enero de 1993): 5–23. http://dx.doi.org/10.1300/j025v09n02_02.

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35

Oh, Eunjoo. "Technology-based Educational Portfolio". International Journal of Multimedia and Ubiquitous Engineering 11, n.º 12 (31 de diciembre de 2016): 91–100. http://dx.doi.org/10.14257/ijmue.2016.11.12.09.

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36

Pirhonen, Antti y Rebekah Rousi. "Educational Technology Goes Mobile". International Journal of Mobile Human Computer Interaction 10, n.º 2 (abril de 2018): 65–73. http://dx.doi.org/10.4018/ijmhci.2018040104.

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Recent decades have revealed that the digital educational technology that is expected to revolutionise schooling for generations to come, is fraught with challenges. One major challenge is that educational systems vastly vary between cultures and countries. The differences start from the conceptualisation of education and school. It is, therefore, quite inaccurate to handle education as a universal concept. In this article the authors evade generalisation by discussing the use of mobile technology in the schools of one single, relatively homogenous nation: Finland. The backbone of their analysis is the core national curriculum of basic education. The appropriateness of mobile technology in the school context is reflected upon through the objectives and ethos of basic education. The conclusions are discussed in terms of their contribution to the understanding of the use culture of mobile technology.

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37

Meifeng, Liu, Lv Jinjiao y Kang Cui. "Educational technology in China". British Journal of Educational Technology 41, n.º 4 (19 de noviembre de 2009): 541–48. http://dx.doi.org/10.1111/j.1467-8535.2010.01094.x.

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38

Koschmann, Timothy y Janet L. Kolodner. "Technology and Educational Reform". Journal of the Learning Sciences 6, n.º 4 (octubre de 1997): 397–400. http://dx.doi.org/10.1207/s15327809jls0604_3.

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39

Hlynka, Denis y Barbara Nelson. "Educational Technology as Metaphor". PLET: Programmed Learning & Educational Technology 22, n.º 1 (febrero de 1985): 7–15. http://dx.doi.org/10.1080/1355800850220102.

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40

Frith, Karen H. "ChatGPT: Disruptive Educational Technology". Nursing Education Perspectives 44, n.º 3 (mayo de 2023): 198–99. http://dx.doi.org/10.1097/01.nep.0000000000001129.

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41

Prapphal, Kanchana. "Educational Technology for TEFL". PASAA 27, n.º 1 (enero de 1997): 121–27. http://dx.doi.org/10.58837/chula.pasaa.27.1.9.

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42

Yeong Mahn, You. "Academic Convergence and Development of Educational Technology: Beyond and For Educational Technology". Journal of Educational Technology 31, n.º 3 (30 de septiembre de 2015): 655–86. http://dx.doi.org/10.17232/kset.31.3.655.

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43

Paul, Sandeep. "Restructuring Educational Technology in New Millennium". Indian Journal of Applied Research 4, n.º 4 (1 de octubre de 2011): 143–44. http://dx.doi.org/10.15373/2249555x/apr2014/42.

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44

Eunsoon, Cho. "Future Educational Environment Based on Educational Technology Perspective". Journal of Educational Technology 31, n.º 3 (30 de septiembre de 2015): 687–708. http://dx.doi.org/10.17232/kset.31.3.687.

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45

Issing, Ludwig J. y Heike Schaumburg. "Educational technology as a key to educational innovation:". TechTrends 45, n.º 6 (noviembre de 2001): 23–28. http://dx.doi.org/10.1007/bf02772017.

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46

Serik, M., G. Nurbekova y J. Kultan. "Big data technology in education". Bulletin of the Karaganda University. Pedagogy series 100, n.º 4 (28 de diciembre de 2020): 8–15. http://dx.doi.org/10.31489/2020ped4/8-15.

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The article discusses the implementation of big data in the educational process of higher education. The authors, analyzing a large amount of data, referring to the types of services provided by e-government, indicate that there are many pressing problems, many services are not yet automated. In order to improve the professional training of teachers of Computer Science of the L.N. Gumilyov Eurasian National University, educational programs and courses have been developed 7M01514 — «Smart City technologies», «Big Data and cloud computing» and 7М01525 — «STEM-Education», «The Internet of Things and Intelligent Systems «on the theoretical and practical foundations of big data and introduced into the educational process. The arti-cle discusses several types of programs for teaching big data and analyzes data on the implementation of big data in some educational institutions. For the introduction and implementation of special courses in the educational process in the areas of magistracy in the educational program Computer Science, the curriculum, educational and methodological complex, digital educational resources are considered, as well as hardware and software that collects, stores, sorts big data, well as the introduction into the educational process of theoretical foundations and methods of using the developed technical and technological equipment.

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47

qizi, Samatova Iroda Azamjon. "CONTENT AND ESSENCE OF VITAGEN EDUCATIONAL TECHNOLOGY". International Journal of Pedagogics 4, n.º 4 (1 de abril de 2024): 74–77. http://dx.doi.org/10.37547/ijp/volume04issue04-13.

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This article highlights the basic competencies of secondary schools based on international educational standards, the basic competencies of secondary schools, the use of vitagenic education technologies in the development of social competencies among students, the content, significance, pedagogical and psychological conditions of vitagenic education technologies in ensuring the effectiveness of the educational process in our republic.

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48

Kaliyeva, Ainagul, Gani Yelmuratov, Botagoz Yelmuratova y Maisa Kulumbayeva. "DISTANCE LERNING AS AN INNOVATIVE EDUCATIONAL TECHNOLOGY". 3i intellect idea innovation - интеллект идея инновация 4 (2023): 164–71. http://dx.doi.org/10.52269/22266070_2023_4_164.

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The article presents the features of distance learning as one of the educational technologies. The main purpose of the article is to consider distance learning as an innovative technology that is actively used in the modern educational process. The authors utilized various methodologies, including the examination and analysis of pedagogical literature, the systematic organization, and generalization of experiences, the study of pedagogical practices, and experimental research involving observation and the analysis of activity outcomes. Both quantitative and qualitative analyses, along with mathematical statistics, were applied. The educational process is viewed as a system that encompasses the reproduction of a scientific worldview within its content. Its primary goal is the organization and transmission of knowledge, harmonizing content, forms, means, and methods of learning in a cohesive manner. The authors scrutinized the papers of scholars exploring aspects such as contemporary innovative technologies, the digital revolution, international experiences in economic digitization, and the distinctive features of distance learning during quarantine. Educational technology is assumed as a systematic method of creating, applying and defining the entire educational process of teaching and learning knowledge. Innovative mechanisms of education development are presented. Distance learning is analyzed, it showed the methods used and the features of this technology of education. Distance education is relevant in modern society, especially for those students who are deprived of the opportunity to attend offline classes because of various circumstances. It is concluded that distance learning is an independent, effective form of learning.

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49

Berdieva, Khanifa Meleyvna. "Technology of educational process in school technology education". ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, n.º 4 (2021): 949–56. http://dx.doi.org/10.5958/2278-4853.2021.00349.9.

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50

Tolu, Hüseyin. "Inquiry into Turkey's Educational Technology, Governance, Situational Educational Policy". International Journal of Information and Communication Technology Education 14, n.º 2 (abril de 2018): 60–71. http://dx.doi.org/10.4018/ijicte.2018040105.

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Investigating the sociology of educational technology can be approached through a series of deliberations based on the interaction between Free/Libre Open Source Software (FLOSS) and Proprietary Close Source Software (PCSS). This article consults public policy discourses of the Fatih project, which is the current educational technology project in Turkey, particularly focusing on discourses of politicians. This article argues that Turkey has been deploying an Anglo-Governance Model, which is based on an ‘experimental' and ‘strategic' governance, to be a dominating decision-maker in the technological singularity. However, without defining 'values' of FLOSS, any initiative(s) from Anglo-Governance Model will result in what could be referred to as an ‘PCSS-Based Polycentric System' in which the Government has ultimately became an unwelcome decision-maker and PCSS, particularly in such a way that giant corporations exercise dominance over the sociology of educational technology in Turkey.

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