What should we evaluate when we use technology in education?

Lai, Jennifer W. M.; Bower, Matt; Nobile, John De; Breyer, Yvonne

doi:10.1111/jcal.12645

Cited by 9 publications

(4 citation statements)

References 112 publications

(104 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Vlachogianni and Tselios [19] adopted a system-usability scale to evaluate the usability of different educational resources and found that the majority of online resources, university websites, and tutoring platforms have good usability. Lai et al [20] identified the critical factors in evaluating the use of technology in the education sector, developed an instrument comprised of twenty-eight items belonging to eight different factors and evaluated its validity over a large set of students. Minamatov and Nasirdinova [21] highlighted that teachers need mastery in using digital technologies, such as text editors, spreadsheets, emails, browsers and multimedia equipment, to deliver quality education.…”

Section: Cybersecurity and Online Learningmentioning

confidence: 99%

Education, Online Presence and Cybersecurity Implications: A Study of Information Security Practices of Computing Students in Saudi Arabia

Saeed

2023

Sustainability

View full text Add to dashboard Cite

Information technology is considered as a key enabler to achieve “education for all” as a sustainable development goal; however, involvement in the education sector has introduced security risks along with benefits. Students’ exposure to the internet has increased the probability of cybersecurity attacks. To foster a more sustainable use of technology, it is crucial that students are made aware of information security risks and can keep themselves protected in the online sphere. In this paper, we present the results of a cross-sectional study that explores information-security awareness among students in Saudi Arabia. Empirical data were collected using an online questionnaire and a factor analysis was conducted using partial least-squares structured equation modelling. Based on the existing literature, we focused on four key constructs: password management, infrastructure management, email management, and the perception of security. The results of this study have highlighted that email management and infrastructure management were seen as relevant factors, whereas password management and the perception of security were not considered relevant factors by the respondents. We have also chalked out recommendations to improve cybersecurity awareness among students. The findings of this study will potentially help educational institutions and parents to prepare students in adopting security practices while they are online.

show abstract

Section: Cybersecurity and Online Learningmentioning

confidence: 99%

Education, Online Presence and Cybersecurity Implications: A Study of Information Security Practices of Computing Students in Saudi Arabia

Saeed

2023

Sustainability

View full text Add to dashboard Cite

show abstract

“…Therefore, there is a need to combine these two research approaches and produce a valid and reliable tool for measuring academic teachers' digital competence. However, because TPACK focuses on teacher understanding, it cannot be immediately and directly and generally extended to the evaluation of technology use with students in schools and higher education institutions [83].…”

Section: Regarding the Predictor Construct Knowledge And Skills About...mentioning

confidence: 99%

“…Identifying gaps between what is evaluated and what should be evaluated could result in valuable recommendations about the focus of future educational technology studies and the methods used to conduct evaluations [83]. According to Lai et al [83], the eight dimensions identified from the previous review of what had been evaluated [97], namely learning outcomes, affective elements, behaviour, design, technology, teaching/pedagogy, presence, and institutional environment, were all generally found to be valuable by the researchers and specialists.…”

Section: Other Constructs and Factorsmentioning

confidence: 99%

Preliminary Results from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Investigating Pre-Service Teachers’ Expected Use of Digital Technology When Becoming Teachers

Janeš,

Madsen,

Saure

et al. 2023

Education Sciences

View full text Add to dashboard Cite

Digital technology has become an important part of society and deserves attention and in-depth research, which is still lacking. The study presented in this paper includes international perspectives from six countries and examines which factors influence the use of digital technologies in future pedagogical work in primary schools. Specifically, we investigated how pre-service teachers assess their attitudes, knowledge, and skills towards digital technology, and we determined these factors’ role in the pre-service teachers’ future use of digital technologies in pedagogical work. For the purpose of the research, an online questionnaire was used, which contained open-ended questions, optional questions, and five-point Likert-type scales, and Spearman correlation and Stepwise linear regression statistical methods were used in the data analysis. The sample consisted of 573 full-time and part-time undergraduate pre-service teachers from the Faculties of Education’s higher professional programmes in Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan. Data were collected between June 2021 and May 2022 and processed using IBM SPSS. The present research showed the significant importance of knowledge and skills about digital technologies and professional attitude towards digital tool factors for pre-service teachers’ future professional use of digital technologies. The demonstrated intention of the future use of digital technologies showed the readiness of pre-service teachers regarding the inclusion of digital technologies in pedagogical work. Opportunities for further research are in the implementation of focus groups after surveying pre-service teachers, as well as regular measurements and the inclusion of other important constructs in the regression model.

show abstract

“…Blockchain technology allows users to be rewarded with discount vouchers for their activities. These vouchers might be converted into virtual currency [31]. A high user commitment will follow this system in the learning and teaching process if the socio-psychological human needs are addressed through face-to-face interaction and psychological compensations.…”

Section: He Objectives and Information And Data Literacymentioning

confidence: 99%

Artificial Intelligence Potential in Higher Education Institutions Enhanced Learning Environment in Romania and Serbia

Bucea-Manea-Ţoniş

Kuleto²,

Gudei

et al. 2022

Sustainability

View full text Add to dashboard Cite

In their struggle to offer a sustainable educational system and transversal competencies for market requests, significant transformations characterise the higher education system in Serbia and Romania. According to EU policy, these transformations are related to educational reforms and the introduction of new technology and methodologies in teaching and learning. They are expected to answer to the PISA requirements and to increase the DESI (Digital Economy and Society Index). They are also likely to mitigate the inequity of HEIs (higher education institutions), empowered by a structured, goal-oriented strategy towards agile management in HEIs that is also appropriate for new market demands. Our study is based on an exploratory survey applied to 139 Romanian and Serbian teachers from the Information Technology School—ITS, Belgrade, and Spiru Haret University, Romania. The survey let them provide their knowledge of AI or their perceptions of the difficulties and opportunities of these technologies in HEIs. Our study discovered how difficulties and opportunities associated with AI impact HEIs. This study aims to see how AI might assist higher education in Romania and Serbia. We also considered how they might be integrated with the educational system, and if instructors would utilise them. Developing creative and transversal skills is required to anticipate future breakthroughs and technological possibilitiesThe new methods of education focuses on ethics, values, problem-solving, and daily activities. Students’ learning material, how they might achieve critical abilities, and their educational changes must be addressed in the future. In this environment, colleges must create new digital skills in IA, machine learning, IoT, 5G, the cloud, big data, blockchain, data analysis, using MS Office and other applications, MOOCs, simulation applications, VR/AR, and gamification. They must also develop cross-disciplinary skills and a long-term mindset.

show abstract

What should we evaluate when we use technology in education?

Cited by 9 publications

References 112 publications

Education, Online Presence and Cybersecurity Implications: A Study of Information Security Practices of Computing Students in Saudi Arabia

Education, Online Presence and Cybersecurity Implications: A Study of Information Security Practices of Computing Students in Saudi Arabia

Preliminary Results from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Investigating Pre-Service Teachers’ Expected Use of Digital Technology When Becoming Teachers

Artificial Intelligence Potential in Higher Education Institutions Enhanced Learning Environment in Romania and Serbia

Contact Info

Product

Resources

About