Education and Technology
Langford, Sara J., Nicholas Von Glahn, and Anjana Narayan. “Entitled to Tech: Applying the Concept of Educational Entitlement to Personal Digital Devices.” Journal on Excellence in College Teaching 30.3 (2019): 23-49.
In this peer-reviewed study, Langford and his colleagues explore the views of over 500 students concerning how their education is influenced by technology. The authors state that they have decided to deviate from the line of research that has been done by the majority of studies, which have only examined the opinions of educators regarding technology. This study specifically investigates the students to ascertain whether they feel like they are entitled to apply their technology in the classroom. The study showed that nearly every student has a personal device, most of whom use theirs in class for purposes both related and unrelated to their courses. With the results obtained, the authors conclude that although some (about a third of the total) find it distracting, the majority of students feel entitled to use their technology in class.
Little, Callie W., et al. “Improving writing skills through technology‐based instruction: A meta‐analysis.” Review of Education 6.2 (2018): 183-201.
This peer-reviewed study uses meta-analytic methods to examine the impact of technology-based writing instruction on the outcomes of writing. In addition, this study investigates whether variables of the outcome, sample, and study control the impact of technology-based writing instruction. According to Little and colleagues, educational technology has an impactful and relevant effect on the outcomes of writing (the study produced a weighted average impact size for technology-based writing instruction of 0.28). The meta-analysis included several moderators, although it did not have any significant influence on impact sizes. The authors acknowledge the insight of previous studies that technology-based writing instruction can supplement teachers’ efforts, but also notes that more research is needed to ascertain the precise by which technology influences writing skills. Finally, the study gives recommendations on directions for future applications for reporting techniques in the implementation and development of technology-based writing instruction.
Curran, Vernon, et al. “Adult learners’ perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age.” Journal of Adult and Continuing Education 25.1 (2019): 74-93.
This study explores the opinions of adult learners regarding the influence of mobile and digital technologies on adult learners, self-directed learning habits. The authors relate to continuing professional education is a necessity in various professions as a mechanism of re-credentialing for the maintenance of professional competency. The researchers conducted semi-structured interviews with adult fifty-five adult learners from select expert groups. The study results showed that mobile and digital technologies are essential resources for human services and health professionals involved in self-directed learning. As such, increasing dependency on and usage of these technologies has vital implications for the workplace and organizational policies that can appraise effective processes of self-directed learning in this digital era. The authors then introduce a conceptual model for the characterization of the primary factors that characterize the practices and patterns of self-directed learning by adults in the digital age.
Parlakay, Eda Salman, and Yasemin Koç. “An Investigation the Effect of STEM Practices on Fifth Grade Students’ Academic Achievement and Motivations at the Unit” Exploring and Knowing the World of Living Creatures.” International Journal of Progressive Education 16.1 (2020): 125-137.
In this peer-reviewed study, Parklay, Eda, and Yasemin investigate of impacts of STEM (Science Technology Education Maths) practices on motivations and academic achievement of 5th-grade middle school students in a section of Science lecture called “Exploring and Knowing the World of Living Creatures.” The design of the study was done in a semi-experimental manner with a control group of pre-test post-test. The researchers used appropriate methods of sampling to select a school in central Antakya to carry out the study. The sample consisted of fifth-grade students studying in 2 different sections but taught by the same teacher, with one section being the experimental section and the other being the control group. The study concludes that academic achievement can be positively impacted by STEM applications, which are a combination of functions accomplished by technological devices.
Robinson, Tony. “Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students.” i-Manager’s Journal of Educational Technology 16.1 (2019): 21.
This quantitative research study was designed by Robinson to test how online learning technologies have been accepted. The study used a (TAM) Technology Acceptance Model with certain features that could be varied, such as the intention to use, attitude, perceived usefulness, and perceived ease of use. The author acknowledges that higher education has been revolutionized by online learning (a manifestation of modern technology), which is emerging as a key method of delivering programs and courses to learners. With the growth of online learning, colleges have experienced an influx of non-traditional students, a majority of whom are attending college for the first time. As a result, the majority of these non-traditional students are experiencing online learning for the first time, including the technologies through which the program is delivered. The author also refers to findings from a 2016 online survey done in Mountain Empire Community College.
Zheng, Lanqin, Xuan Zhang, and Panpan Cui. “The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis.” Assessment & Evaluation in Higher Education 45.3 (2020): 372-386.
This peer-reviewed meta-analysis is an integration of results on the impacts of technology-facilitated peer examination on the basis of two key aspects: technology-supported peer-evaluation and the application of excess support strategies in technology-supported peer evaluation. The reader is duly informed by Zhang and colleagues that technology-supported peer evaluation is becoming increasingly popular. However, they also note that there is still a need to investigate how technology-supported peer assessment impacts the achievement of learning objectives. The authors found that using extra support methodologies in technology-supported peer evaluation resulted in moderate and positive effects on the learning achievements of students with a mean impact size of 0.543 overall. The researchers found different effect size relationships between several moderator variables like assessment methods, grouping types, durations, training for assessors, assessment modes, and task types. The study then discusses the results and the effects on both research and practice.
Xu, Zhihong, et al. “The effectiveness of educational technology applications on adult English language learners’ writing quality: A meta-analysis.” Computer Assisted Language Learning 32.1-2 (2019): 132-162.
This is a peer-reviewed meta-analysis examining how effective educational technology applications are on adults’ quality of writing. In the study, Xu acknowledges that learning to write well has the ability to contribute significantly to the development of proficiency in the English language. The need for educational technology has been emphasized by the increasing number of English language learners (ELLs). According to the authors, it has been proven that educational technology may essentially support the various strategies for writing instruction for English language learners. The study’s findings affirmed that a considerable effect size is produced by technology applications relative to non-technology methods of instruction. Six methodological and substantive factors were used to conduct sub-group analyses, including research design, measures outcome, program intensity, program duration, writing genre, and type of technology. These analyses were then followed by pedagogical and research implications.
Jeong, Hye In, and Yeolib Kim. “The acceptance of computer technology by teachers in early childhood education.” Interactive Learning Environments 25.4 (2017): 496-512.
This peer-reviewed study explores the decision-making process of kindergarten teachers with regard to the embrace of computer technology. To accomplish that task, the researchers incorporated the framework of Technology Acceptance Model, in addition to personal innovativeness, subjective form, and computer self-efficacy in education technology as outside variables. One hundred sixty teachers of kindergarten were used as the sources of data, all taken from government kindergartens in Daejeon, South Korea. The results showed that the subjective norm had the most significant impact on the acceptance of computers. On the contrary, personal innovativeness and perceived ease of use in education technology did not have any direct impact on the acceptance of computer technology. These measures identified stood for an estimated 32% of the variance of intentions for the use of computers in kindergarten. In short, this study proves that although there may be a few obstacles, the use of computers in kindergarten is generally accepted.
Mertel, Kurt CM. “Heidegger, Technology, and Education.” Journal of Philosophy of Education 54.2 (2020): 467-486.
In this peer-reviewed paper, Mertel Kurt defends the relevance and viability of Heidegger’s technology philosophy and considers its potential for emancipation in education. The author begins by situating Heidegger’s philosophy of technology inside the wider emancipatory work- the basic ontology of Time and Being- and places emphasis on the role of (self)-appropriation and language in the subjectivity of humans. Second, in view of the significance placed by Heidegger on education for the alienation of the impacts of technology and resisting the reifying, the author concludes with a number of vital reflections on recent efforts to build a positive Heideggerian sytem of education. To be specific, the author reveals certain vital shortcomings of “bodily coping” or pragmatist strategy. The author reveals that this notion is supported by Mark Wrathall and Drefyus Hubert and claims that an “appropriative” alternative results in a more compelling education philosophy, which puts emphasis on the development of moral articulacy.
Erkan, Akyürek. “Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning.” World Journal of Education 9.4 (2019): 30-40.
The aim of this peer-reviewed paper was to invest how students and teachers view the use of technology and the effects it has on interaction or communication. The author claims that since significant results have been achieved from educational technology in the recent past, it is presently possible to evaluate the impacts of the integration of technology on communication. In addition, the effect of technology on communication between students and teachers is regarded as important. This peer-reviewed study, therefore, explores the impact of factors of the use of technology between student-teacher interactions or communication in Turkey. Because of interviews, the participants in this survey were asked to use no ringtones and never-ending pens, sound insulation, and tablets in the classroom. The results show that the option of educational technology has a relationship with the teacher’s perception, which is interaction/communication with the student and can be improved by the use of technology. On the contrary, the same is not true for students.