Technology Adoption in Education: A Systematic Literature Review

Oyetade, Kayode Emmanuel; Zuva, Tranos; Harmse, Anneke

doi:10.25046/aj050611

Cited by 10 publications

(5 citation statements)

References 25 publications

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“…The new generation of digital natives is multi-tasking, they work on a laptop while watching a program on their tablet, listen to music on audio streaming applications, and chat at the same time [35]. Therefore, taking advantage of students' mastery and familiarity with technology, educational institutions should explore the opportunities of using digital technologies to innovate learning [36].…”

Section: Use Of Mar Technology In Early and Primary Educationmentioning

confidence: 99%

Towards Sustainable Education with the Use of Mobile Augmented Reality in Early Childhood and Primary Education: A Systematic Mapping

Criollo-C,

Guerrero-Arias,

Guaña-Moya

et al. 2024

Sustainability

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Over the years, educational institutions have faced significant difficulties in the teaching process at all educational levels, due to lack of motivation, concentration, attention, and confidence, among other aspects. In this sense, information and communication technologies can be the answer to transform educational models. One of the most promising and accessible technologies in recent years is mobile augmented reality (MAR), which allows students to visualize content through a mobile device combining the real environment with a virtual environment, providing an interactive and digital vision of the physical world in real time. The appropriate use of digital technologies in early childhood and primary education can promote socialization, comprehension, learning, language development, attention, and other educational benefits. However, due to the novelty of this technology, there is limited research and a gap in the literature on the use of MAR at these educational levels. This research work, through systematic mapping, aims to give an overview of how AR and mobile devices have been used in the last decade, which academic areas have benefited from the use of this innovative academic approach, and the main benefits and problems of using this technology in early and primary education. The findings are encouraging and show that AR technology, together with mobile devices, can be used to support the teaching of science, mathematics, reading, language, geography, etc.

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Section: Use Of Mar Technology In Early and Primary Educationmentioning

confidence: 99%

Towards Sustainable Education with the Use of Mobile Augmented Reality in Early Childhood and Primary Education: A Systematic Mapping

Criollo-C,

Guerrero-Arias,

Guaña-Moya

et al. 2024

Sustainability

View full text Add to dashboard Cite

show abstract

“…The emergence of e-learning technology has enabled more flexible ways to interact with learning resources and activities outside of traditional classroom settings (Haleem et al, 2022). To mitigate the COVID-19 epidemic's impacts and ensure continuity in the face of physical http://ijlter.org/index.php/ijlter segregation measures, educational institutions all around the world swiftly embraced online learning (Oyetade et al, 2020). e-learning, which includes a wide range of online tools and platforms have become an integral part of the modern educational process, transforming both teaching and learning and changing the dynamic between teachers and students (Liu et al, 2020;Davis, 1989).…”

Section: Background Of the Studymentioning

confidence: 99%

Factors Influencing Students’ Use of e-Learning Technologies

Oyetade,

Harmse,

Zuva

2023

IJLTER

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The integration of e-learning in teaching and learning has become increasingly prevalent in modern education as technological advancements have revolutionized traditional educational methods and enhanced students' educational experiences. Amidst this advancement, it is important to know how well this e-learning technologies engage learners in teaching and learning practices. This study aims to investigate the factors that influence students’ use of e-learning technologies. To accomplish this goal, several e-learning theories were examined. A model was proposed for this research using constructs derived from UTAUT-Utility Expectance, Effort Expectancy, Social impact, and Facilitating Conditions in combination with student use of e-learning technologies construct. The study used a quantitative research method involving 250 South African university students who use e-learning technology. Using exploratory factor analysis and Cronbach's alpha, the study was assessed for validity and reliability whose values were acceptable. The hypotheses were tested using regression analysis and it was found that utility expectancy, social influence, and facilitating condition are the factors that have a positive influence on students' use of e-learning technologies. However, it was found that effort expectancy has no influence on students' use of e-learning technologies. This might be due to digital literacy background of the students. The study's findings suggest that e-learning technologies continue to motivate students to learn despite factors that affect how they are used in teaching and learning.

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“…This innovation has enabled students to take part in educational programs anywhere in the world. Moreover, digital literacy tends to boost engagement in education as students must show their creativity in different assignments through different software like Adobe, which helps them understand and communicate better through visuals [14]. As well as this software helps teachers make their lessons interesting and engaging.…”

Section: -3-impact Of Technology Adoption On Educationmentioning

confidence: 99%

Professional Development of Rural Teachers Based on Digital Literacy

Soekamto

Nikolaeva²,

Abbood³

et al. 2022

Emerg Sci J

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This research focuses on the professional development of teachers in rural areas based on digital literacy. It aims to measure the existing digital literacy and competence of rural teachers in Indonesia, Russia, and the Middle East and to assess the extent of digital literacy training provided to rural teachers for their professional development in these regions. In pursuit of this objective, a quantitative research method was incorporated into the study. The survey was conducted specifically for the research, and SPSS was used for statistical analysis. The report reflected the challenges that digitalization faces in rural areas and the differences in the provision of digital literacy training in Indonesia, Russia, and the Middle East. Various limitations are identified as hampering the integration of digital literacy in underdeveloped areas, such as the lack of proper digital infrastructure. However, the situation was found to be somewhat better in the case of Russia, with the teachers reporting the provision of adequate hardware and infrastructure, which were lacking in the cases of Indonesia and the Middle East. The same pattern was found in the case of the provision of digital literacy training opportunities in Indonesia and the Middle East, which lag behind Russia. All in all, it is imperative to develop introductory courses for using the internet and their general application for teachers in rural areas. Doi: 10.28991/ESJ-2022-06-06-019 Full Text: PDF

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Technology Adoption in Education: A Systematic Literature Review

Cited by 10 publications

References 25 publications

Towards Sustainable Education with the Use of Mobile Augmented Reality in Early Childhood and Primary Education: A Systematic Mapping

Towards Sustainable Education with the Use of Mobile Augmented Reality in Early Childhood and Primary Education: A Systematic Mapping

Factors Influencing Students’ Use of e-Learning Technologies

Professional Development of Rural Teachers Based on Digital Literacy

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