Categorization of Educational Technologies as Related to Pedagogical Practices

Gao, Perry; Nagel, Arvid; Biedermann, Horst

doi:10.5772/intechopen.88629

Cited by 7 publications

(10 citation statements)

References 34 publications

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“…Programmbasierte EdTech ist dahingegen speziell für pädagogische Zwecke konzipiert, z.B. Lernapps (Gao et al 2019).…”

Section: Was Sie In Diesem Buch Erwartet Und Wie Sie Die Beiträge Nut...unclassified

Digitale Lerntechnologien

2024

Bildungsforschung

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Digitale Bildungstechnologien (EdTech) wecken hohe Erwartungen und sind Bestandteil diverser Versprechen in puncto Individualisierung, Entlastung oder selbstgesteuertes Lernen. Doch was steckt wirklich in diesen Technologien und welche Folgen ergeben sich hieraus für die Pädagogik? Ausgehend vom Ziel einer reflektierten Gestaltung schulischer Digitalisierung bringt der Sammelband in dieser Form erstmalig Forschung und Praxisansätze aus Deutschland zusammen, welche typische Versprechen von EdTech kritisch hinterfragen. Statt pauschaler Euphorie oder Ablehnung plädieren die Beiträge des Bandes für ein differenziertes Bild - und liefern damit Inspiration für alle, die konkrete Ansätze für einen bewussten Einsatz von EdTech suchen.

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“…Programmbasierte EdTech ist dahingegen speziell für pädagogische Zwecke konzipiert, z.B. Lernapps (Gao et al 2019).…”

Section: Was Sie In Diesem Buch Erwartet Und Wie Sie Die Beiträge Nut...unclassified

Digitale Lerntechnologien

2024

Bildungsforschung

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“…In this sense, the incorporation of technology into the disciplines of education has two dimensions. The first is pedagogical technologies, and the second is pertinent to operations and administrative purposes [11].…”

Section: -1-pedagogical and Educational Technologiementioning

confidence: 99%

“…The adoption of technology in this regard supports the operational or administrative part of the educational institutes, thereby enhancing the effectiveness of administrative staff's practices. For instance, they may use technological tools to maintain the electronic data of the students [11].…”

Section: -1-pedagogical and Educational Technologiementioning

confidence: 99%

Increasing the Effectiveness of Pedagogical Technologies in Education: Psychological Experience of Technological Change Management

Косов¹,

Malashenko

Фрумина

et al. 2023

Emerg Sci J

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This paper investigates the psychology of change management involving a technological change in the educational organization and the administrative and teaching staff. In particular, the paper delineates the staff’s psychological experience regarding the incorporation of pedagogical and educational technologies. In this regard, this article provides theoretical support based on the stimulus-organism-response theory, technological self-efficacy, and technological acceptance model and develops a theoretical model. A quantitative approach was applied to test the model, and research assumptions were drawn from the aforementioned theories. Particularly, disruptive statistics and correlation analysis were employed to test the assumption empirically by collecting data from 500 staff members. The research results highlight that a psychological response serves as the antecedent of the effectiveness of pedagogical and educational technologies, whereby the positive psychological responses (happiness, inspiration, or drive) would increase the effectiveness, while the negative psychological responses (anxiety, stress, and discomfort) would decrease it. This psychological response depends on the perceived self-efficacy and perceived ease of use of the staff, whose lower levels of the two raise the negative psychological response. Generally, to increase the effectiveness of pedagogical and educational technologies, it is essential to effectively manage the psychological well-being of the staff by reducing their negative psychological responses and developing their technological competence (self-efficacy and ability to use with ease). Doi: 10.28991/ESJ-2023-SIED2-05 Full Text: PDF

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“…Technological advances have enabled students in different countries to be in communication with their peers and teachers through information and communication technology (ICT). Besides, teachers' teaching methods and strategies have been transformed as a result of technological advancements in education (Gao et al, 2020). Interestingly, many teachers have positive attitudes towards using educational technologies which are rooted in the belief that using technology leads to more achievements in education (Anthony & Clark, 2011).…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study on Iranian EFL Teachers’ Perceptions of a Diversified Education

zadeh,

Varnosfadrani,

Amiryousefi

2024

Preprint

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One characteristic of societal changes is the emergence of societies that possess a diverse and pluralistic orientation towards digital platforms. These societies recognize the importance of implementing pluralistic educational approaches within their educational programs. The objective of this research was to investigate the perspectives of Iranian English as a Foreign Language teachers regarding a diverse digital education. To achieve this goal, a qualitative thematic analysis and a semi-structured interview were employed. The study participants consisted of 20 Iranian English teachers, both male and female, who were selected through convenience sampling. The results of the analysis revealed several key themes, including the utilization of diverse teaching methods, materials, tools, and activities; the development of curricula that cater to the interests, needs, and opinions of students; the provision of equal opportunities for all students to maximize their potential; the promotion of individual and group pride and identity; the encouragement of critical thinking skills in students; the establishment of a fair distribution of power within society; the recognition and utilization of individual and group differences; the emphasis on personal growth and development; the creation of inclusive classrooms that value all perspectives, experiences, and thought processes; the teaching of effective responses to cultural and ethnic differences; the incorporation of diversity in evaluation procedures; the importance of fairness in the evaluation process; the evaluation of learning outcomes and achievements; the promotion of multicultural awareness among students; and the encouragement of gender equality. These findings hold important implications for EFL learners, teachers, and curriculum planners.

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Categorization of Educational Technologies as Related to Pedagogical Practices

Cited by 7 publications

References 34 publications

Digitale Lerntechnologien

Digitale Lerntechnologien

Increasing the Effectiveness of Pedagogical Technologies in Education: Psychological Experience of Technological Change Management

A Qualitative Study on Iranian EFL Teachers’ Perceptions of a Diversified Education

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