Choosing the Right Educational Technology Tool for Your Teaching: A Data-Privacy Review and Pedagogical Perspective into Teaching with Technology

Schlosser, Lexi; Hood, Christine E.; Hogan, Ellen; Baca, Bobby; Gentile-Mathew, Amelia

doi:10.1177/00472395221137298

Cited by 8 publications

(5 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Esto puede incluir la identificación de las necesidades educativas específicas, la investigación de herramientas existentes, la evaluación de opciones y la selección de la herramienta más adecuada. (36) • Realizar un análisis de costo-beneficio: antes de implementar cualquier herramienta tecnológica, se debe realizar un análisis de costo-beneficio para determinar si la inversión en la tecnología valdrá la pena. Este análisis puede incluir una evaluación de los costos de adquisición y mantenimiento de la herramienta, así como una evaluación de los beneficios educativos que se esperan obtener.…”

Section: Discussionunclassified

Designing a Framework for the Appropriation of Information Technologies in University Teachers: A Four-Phase Approach

Macea Anaya,

Baena Navarro,

Carriazo Regino

et al. 2023

Data and Metadata

View full text Add to dashboard Cite

The implementation of Information Technology (IT) in university education encompasses multiple aspects, from the incorporation of accessible technologies to the disruptive transformation of learning through emerging technologies. This article proposes a conceptual framework that describes four phases of IT adoption by university teachers: Technology Adoption, Online Collaboration and Feedback, Technology Exploration and Experimentation, and Adoption of Emerging Technologies. Each phase is detailed, starting from the integration of accessible technological tools to the incorporation of emerging technologies such as artificial intelligence, virtual and augmented reality, to create innovative and transformative learning experiences. This article is based on bibliographic references that support each phase and underline the importance of personalizing learning, promoting interaction between students and teachers, and applying project-based approaches to enrich the educational process.

show abstract

Section: Discussionunclassified

Designing a Framework for the Appropriation of Information Technologies in University Teachers: A Four-Phase Approach

Macea Anaya,

Baena Navarro,

Carriazo Regino

et al. 2023

Data and Metadata

View full text Add to dashboard Cite

show abstract

“…First, data protection could be an issue with Slack or similar platforms. Since companies own many LMSs and communication software, privacy regulations may change over time or differ across platforms (Schlosser et al, 2022). Slack is “committed to helping Slack customers and users understand and, where applicable, comply with the General Data Protection Regulation (GDPR).” 6 Yet, if data regulations or university requirements change, instructors must reassess the suitability of Slack.…”

Section: Conclusion and Lessons Learnedmentioning

confidence: 99%

How Slack Facilitates Communication and Collaboration in Seminars and Project-Based Courses

Müller

2023

Journal of Educational Technology Systems

View full text Add to dashboard Cite

Lectures and seminars increasingly strive for continuous interactions between learners and the instructor. I study whether the communication program Slack contributes to these goals by analyzing daily activity statistics in methodological and project-based postgraduate courses at an Irish university. Both semester-long courses were taught online during the coronavirus pandemic (Covid-19) and in person. The quantitative analysis reveals three insights. First, students are active on Slack throughout the term. Second, students post messages in public channels and extensively use private channels and direct messages. Third, many students follow the conversations, ensuring transparent and fair communication between students and instructors. Open-ended responses suggest that Slack created “team spirit.” I conclude with five recommendations: students should sign up in the first week of term; create channels for different aspects of the module; explain when students can expect a response; encourage private conversations between students; and monitor activities regularly.

show abstract

“…With increased technology, the use in K-12 schools also comes a wealth of data that is collected and stored about each of the system's users, including students. Although there are some concerns about data privacy associated with the wealth of data collected by educational technology (Schlosser et al, 2022), when harnessed appropriately, data analytics can provide students, educators, and parents with a wealth of useful information (Baker, 2021; Bowers, 2021; Nyland, 2018). Data processing methods can provide teachers and students with valuable formative assessment data based on student activity and performance that can guide future instruction (Nyland, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Examining Technologies Used in K-12 School Districts: A Proposed Framework for Classifying Educational Technologies

Bacak

Wagner

Martin

et al. 2023

Journal of Educational Technology Systems

View full text Add to dashboard Cite

K-12 schools utilize a growing number of technologies to operate effectively, ranging from technologies for learning to technologies that manage student and personnel data. We share findings from an analysis of 23 school district websites for technologies used in a number of K-12 school districts surrounding a public, research university in a southeast region of the United States. In addition, we also share findings on technologies used in K-12 school districts from interviews with 12 technology directors. We propose a technology classification framework including educational technologies, management technologies, support technologies, networking technologies, and security technologies in addition to identifying various technologies that are currently used by school districts based on this framework. This framework has implications for K-12 technology adoption and clarifying the roles of school technology personnel.

show abstract

Choosing the Right Educational Technology Tool for Your Teaching: A Data-Privacy Review and Pedagogical Perspective into Teaching with Technology

Cited by 8 publications

References 24 publications

Designing a Framework for the Appropriation of Information Technologies in University Teachers: A Four-Phase Approach

Designing a Framework for the Appropriation of Information Technologies in University Teachers: A Four-Phase Approach

How Slack Facilitates Communication and Collaboration in Seminars and Project-Based Courses

Examining Technologies Used in K-12 School Districts: A Proposed Framework for Classifying Educational Technologies

Contact Info

Product

Resources

About