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Journal articles on the topic 'Mediated by technology Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Chen, Xiaofeng, and Keng Siau. "Technology-Mediated Synchronous Virtual Education." Journal of Database Management 27, no. 4 (2016): 39–63. http://dx.doi.org/10.4018/jdm.2016100103.

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Many higher education institutions have used Internet technology to develop virtual education for a new generation of college students. In this research, the authors assessed the relative effectiveness of two technology-mediated learning environments for synchronous higher education compared to a traditional face-to-face learning environment. Specifically, they assessed the effects of these three learning environments on interactivity, perceived learning, and satisfaction when different instructional strategies were used. The authors' findings suggest that learning environments interact with i

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2

Bower, Matt. "Technology‐mediated learning theory." British Journal of Educational Technology 50, no. 3 (2019): 1035–48. http://dx.doi.org/10.1111/bjet.12771.

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3

Nnaji, John. "Ethical Issues in Technology-Mediated Education." International Journal of Cyber Ethics in Education 2, no. 2 (2012): 44–51. http://dx.doi.org/10.4018/ijcee.2012040105.

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Contemporary system of education has been strongly revolutionised as a result of the current trends of facilitating learning and improving performance through creation, usage, and management of appropriate technological processes and resources. Manipulating technology in a way to use information correctly and realize information flow effectively has become a necessity. However, such necessity has been beclouded by variety of ethical issues that range from privacy, accuracy, accessibility to question of intellectual property rights. It is such ethical problems that this paper will address by an

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4

Webber, Charles F. "Technology‐mediated leadership development networks." Journal of Educational Administration 41, no. 2 (2003): 201–18. http://dx.doi.org/10.1108/09578230310464693.

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5

Edel-Navarro, Rubén. "Education mediated by technology: learning, innovation and prospects." Revista Ibero-Americana de Estudos em Educação 12, esp.2 (2017): 1148–51. http://dx.doi.org/10.21723/riaee.v12.n.esp.2.10283.

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6

Morgana, Valentina. "Technology-mediated TBLT: Researching Technology and Tasks." System 58 (June 2016): 130–32. http://dx.doi.org/10.1016/j.system.2016.03.006.

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7

Bullock, Lyndal M., Robert A. Gable, and J. Darrell Mohr. "Technology-Mediated Instruction in Distance Education and Teacher Preparation in Special Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 31, no. 4 (2008): 229–42. http://dx.doi.org/10.1177/0888406408330644.

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8

Lineberger, R. D. "TECHNOLOGY-MEDIATED INSTRUCTION: SHIFTING THE PARADIGM OF HORTICULTURAL EDUCATION." Acta Horticulturae, no. 832 (June 2009): 107–12. http://dx.doi.org/10.17660/actahortic.2009.832.14.

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9

Ozdemir, Zafer D., and Jason Abrevaya. "Adoption of Technology-Mediated Distance Education: A longitudinal analysis." Information & Management 44, no. 5 (2007): 467–79. http://dx.doi.org/10.1016/j.im.2007.04.006.

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10

Gallini, Joan K., and Neal Helman. "Audience Awareness in Technology-Mediated Environments." Journal of Educational Computing Research 13, no. 3 (1995): 245–61. http://dx.doi.org/10.2190/wff9-89n4-84p2-bkr7.

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Fifth graders interacted with their teacher, local, and distant peers over a telecommunications network. Activities included developing and exchanging questions, responses to questions, and descriptive compositions with their audiences. The investigation focused on how the information exchanges impacted students' development of audience awareness in written discourse. The fifth graders were randomly assigned to one of three treatment groups where they were instructed to construct an informative composition that would be read by 1) their teacher, 2) a self-selected classmate, or 3) their distan

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11

Nassaji, Hossein, and Eva Kartchava. "Technology-mediated feedback and instruction." Technology-mediated feedback and instruction 170, no. 2 (2019): 151–53. http://dx.doi.org/10.1075/itl.00018.nas.

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Ziegler, Nicole, and Huy Phung. "Technology-mediated task-based interaction." Technology-mediated feedback and instruction 170, no. 2 (2019): 251–76. http://dx.doi.org/10.1075/itl.19014.zie.

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Abstract This exploratory study examines the extent to which mode differentially impacts the quantity and quality of interactional features in second language (L2) task-based interaction. Following a within-subject, repeated measures design, intermediate adult learners (n = 20) completed four (counter-balanced) tasks with a confederate interlocutor in the following conditions: audio-chat, video-chat, text-chat, and multimodal chat (in which participants could interact using more than one form of communication). Quantitative analyses examined the quality of learners’ interactions, including neg

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Smothers, Valerie, Nancy Davis, and Rachel Ellaway. "Supporting learners in a technology-mediated world." Medical Teacher 35, no. 4 (2013): 271. http://dx.doi.org/10.3109/0142159x.2013.773397.

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Velasquez, Andrea, Charles R. Graham, and Richard Osguthorpe. "Caring in a technology-mediated online high school context." Distance Education 34, no. 1 (2013): 97–118. http://dx.doi.org/10.1080/01587919.2013.770435.

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15

Crampton, Anne E., Cassandra Scharber, Cynthia J. Lewis, and Yolanda J. Majors. "Meaningful and Expansive: Literacy Learning Through Technology-Mediated Productions." Journal of Adolescent & Adult Literacy 61, no. 5 (2018): 573–76. http://dx.doi.org/10.1002/jaal.723.

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16

Viilo, Marjut, Pirita Seitamaa-Hakkarainen, and Kai Hakkarainen. "Long-Term Teacher Orchestration of Technology-mediated Collaborative Inquiry." Scandinavian Journal of Educational Research 62, no. 3 (2016): 407–32. http://dx.doi.org/10.1080/00313831.2016.1258665.

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17

Huang, Kuo Hung, Kai-Chi Hung, and Ching-Ching Cheng. "ENHANCING INTERACTIVITY IN GEOGRAPHY CLASS: FOSTERING CRITICAL THINKING SKILLS THROUGH TECHNOLOGY." Problems of Education in the 21st Century 50, no. 1 (2012): 32–45. http://dx.doi.org/10.33225/pec/12.50.32.

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To develop students’ critical thinking abilities, teachers must lead students to engage in discussions and to reason within various points of view, while employing evidence to draw conclusions, make decisions or seek solutions. Computer mediates learning by providing students with visualizations of relevant subject content to facilitate their reflection on these experiences. The purpose of this study is to investigate how technology can enable students to develop critical thinking through technology-enhanced interactivity. A geography teacher and 62 grade seven students from two classes partic

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18

Vrasidas, Charalambos, and Michalinos Zembylas. "The nature of technology-mediated interaction in globalized distance education." International Journal of Training and Development 7, no. 4 (2003): 271–86. http://dx.doi.org/10.1046/j.1360-3736.2003.00186.x.

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19

Feldman, Moshe. "Foundations and Approaches for Technology-Mediated Continuing Medical Education Activities." Journal of Continuing Education in the Health Professions 31, no. 2 (2011): 134–35. http://dx.doi.org/10.1002/chp.20105.

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20

Zong, Guichun. "Developing preservice teachers' global understanding through computer-mediated communication technology." Teaching and Teacher Education 25, no. 5 (2009): 617–25. http://dx.doi.org/10.1016/j.tate.2008.09.016.

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21

Davis, Larry R., Dean L. Johnson, and Chelley Vician. "Technology-mediated learning and prior academic performance." International Journal of Innovation and Learning 2, no. 4 (2005): 386. http://dx.doi.org/10.1504/ijil.2005.006662.

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22

Musiimenta, Angella. "Information Technology-Mediated Issues in Sexual Health and HIV/AIDS Education." Electronic Journal of Information Systems in Developing Countries 53, no. 1 (2012): 1–12. http://dx.doi.org/10.1002/j.1681-4835.2012.tb00376.x.

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23

Diener, Elizabeth, and Nelda Hobbs. "Simulating Care: Technology-Mediated Learning in Twenty-First Century Nursing Education." Nursing Forum 47, no. 1 (2012): 34–38. http://dx.doi.org/10.1111/j.1744-6198.2011.00250.x.

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24

Johnson, Mike. "Technology-mediated narrative environments for learning - Edited by Giuliana Dettoriet al." British Journal of Educational Technology 37, no. 6 (2006): 978–79. http://dx.doi.org/10.1111/j.1467-8535.2006.00660_7.x.

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25

CHANDLER-OLCOTT, KELLY, and DONNA MAHAR. "“Tech-savviness” meets multiliteracies: Exploring adolescent girls' technology-mediated literacy practices." Reading Research Quarterly 38, no. 3 (2003): 356–85. http://dx.doi.org/10.1598/rrq.38.3.3.

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26

Sullivan, Kevin, Kevin Marshall, and Brendan Tangney. "Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop." Journal of Information Technology Education: Innovations in Practice 14 (2015): 063–83. http://dx.doi.org/10.28945/2176.

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This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach. An exploratory case study methodology was used, and the findings suggest that students want varied learning e

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27

Edens, Kellah M., and Joan K. Gallini. "Developing a discourse community of preservice teachers in a technology‐mediated context." Teacher Educator 35, no. 4 (2000): 64–82. http://dx.doi.org/10.1080/08878730009555238.

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28

Vanbecelaere, Stefanie, and Laura Benton. "Technology‐mediated personalised learning for younger learners: Concepts, design, methods and practice." British Journal of Educational Technology 52, no. 5 (2021): 1793–97. http://dx.doi.org/10.1111/bjet.13150.

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29

Franco, Esther Morales, Sandra A. Carrillo Andrés, Aureola Quiñónez Salcido, and Mariana Moranchel Pocaterra. "Diálogo en la educación mediada por tecnología / Dialogue in technology-mediated education." Brazilian Journal of Business 3, no. 2 (2021): 1746–63. http://dx.doi.org/10.34140/bjbv3n2-031.

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La emergencia sanitaria provocada por la pandemia del virus SARS-CoV-2, covid-19, ha transformado los procesos educativos tradicionales basados en la presencialidad. Se expone la primera parte de una investigación que se centra en los desafíos que enfrenta la educación mediada por tecnologías de la información y la comunicación. De manera particular interesa realizar un acercamiento a la opinión de la comunidad universitaria sobre educación remota en el contexto del Proyecto Emergente de Enseñanza Remota que implementó la Universidad Autónoma Metropolitana. El punto central es considerar que l

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30

Levy, A. "Factors Affecting Computer-Mediated Instruction in Medical Education." Methods of Information in Medicine 28, no. 04 (1989): 215–22. http://dx.doi.org/10.1055/s-0038-1636789.

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Abstract:Although computer technology has progressed rapidly in the last decade, the use of computer mediated instruction as an adjunct to medical education has made only limited progress. This paper will attempt to analyze some of the major factors bearing on this limitation, will review those areas where computer based´instruction is potentially of greatest use, and will suggest means by which medical education can make greater use of the rapidly evolving information technologies. The Medical PLATO project at the University of Illinois will be used as an example to illustrate many of the poi

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31

Feketéné Silye, Magdolna. "Information Technology Supports for Student-Centered Language Education." Acta Agraria Debreceniensis, no. 11 (September 15, 2003): 3–6. http://dx.doi.org/10.34101/actaagrar/11/3435.

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With the development of computer-mediated communication, the definition of literacy has gained broader dimensions (Murray, 1991). The ability to use new technologies to access, adapt and make intelligent use of information and knowledge is by now viewed as an additional and essential component of literacy. Today’s interpretation of literacy (often referred to as “multiliteracy”) must incorporate the communication that takes place through a growing variety of text forms associated with information and multimedia technologies.Since it is fast becoming a basic instrument for building the literaci

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32

Sansone, Nadia, Donatella Cesareni, Ilaria Bortolotti, and Sarah Buglass. "Teaching technology-mediated collaborative learning for trainee teachers." Technology, Pedagogy and Education 28, no. 3 (2019): 381–94. http://dx.doi.org/10.1080/1475939x.2019.1623070.

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33

Fitzsimons, Gail E. "Technology mediated post-compulsory mathematics: An activity theory approach." International Journal of Mathematical Education in Science and Technology 36, no. 7 (2005): 769–77. http://dx.doi.org/10.1080/00207390500271123.

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34

Mistry, Niraj, Arun Keepanasseril, Nancy L. Wilczynski, Robby Nieuwlaat, Manthan Ravall, and R. Brian Haynes. "Technology-mediated interventions for enhancing medication adherence." Journal of the American Medical Informatics Association 22, e1 (2015): e177-e193. http://dx.doi.org/10.1093/jamia/ocu047.

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Abstract Background Despite effective therapies for many conditions, patients find it difficult to adhere to prescribed treatments. Technology-mediated interventions (TMIs) are increasingly being used with the hope of improving adherence. Objective To assess the effects of TMI, intended to enhance patient adherence to prescribed medications, on both medication adherence and clinical outcomes. Methods A secondary in-depth analysis was conducted of the subset of studies that utilized technology in at least one component of the intervention from an updated Cochrane review on all interventions for

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35

Kumar, Vikas, and Deepika Sharma. "Cloud Computing as a Catalyst in STEM Education." International Journal of Information and Communication Technology Education 13, no. 2 (2017): 38–51. http://dx.doi.org/10.4018/ijicte.2017040104.

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The under representation of students in STEM disciplines creates big worries for the coming demands of STEM occupations. This requires new strategies to make curriculum interesting to enhance student's engagement in learning. Technology integration in curriculum makes more interesting and engaging, where students can learn with flexibility in time and place. This methodology creates and deepens interest in students towards learning with creativity and innovation. STEM students can work on authentic and real solutions within a technology-mediated learning environment, while inculcating higher o

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36

Copeland, Willis D. "Technology-Mediated Laboratory Experiences and the Development of Clinical Reasoning in Novice Teachers." Journal of Teacher Education 40, no. 4 (1989): 10–18. http://dx.doi.org/10.1177/002248718904000403.

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37

Klempin, Serena, and Melinda Mechur Karp. "Leadership for Transformative Change: Lessons From Technology-Mediated Reform in Broad-Access Colleges." Journal of Higher Education 89, no. 1 (2017): 81–105. http://dx.doi.org/10.1080/00221546.2017.1341754.

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38

Fogarty, Melissa, Michael D. Coyne, Leslie E. Simmons, et al. "Effects of Technology-Mediated Vocabulary Intervention for Third-Grade Students with Reading Difficulties." Journal of Research on Educational Effectiveness 13, no. 2 (2020): 271–97. http://dx.doi.org/10.1080/19345747.2019.1698086.

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39

Brown, Ken, Viola Larionova, Natalia Stepanova, and Vic Lally. "Re-imagining the Pedagogical Paradigm Within a Technology Mediated Learning Environment." Open Education Studies 1, no. 1 (2019): 138–45. http://dx.doi.org/10.1515/edu-2019-0009.

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AbstractTraditional didactic pedagogies employed within the culture of the Russian higher education system precluded students’ engagement with problems which were described as generating dissonances in learning cognition. Addressing issues of dissonance within the higher education learning sphere requires re-imagining the educational culture. Re-imagining provides an opportunity to promote new approaches to learning through alternative affordances; one such affordance is technology mediated learning.Pedagogical re-design within an alternative learning paradigm requires deep understanding of th

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40

Bryant, Brian R., Minwook Ok, Eun Young Kang, et al. "Performance of Fourth-Grade Students with Learning Disabilities on Multiplication Facts Comparing Teacher-Mediated and Technology-Mediated Interventions: A Preliminary Investigation." Journal of Behavioral Education 24, no. 2 (2015): 255–72. http://dx.doi.org/10.1007/s10864-015-9218-z.

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41

Moradi, Hamzeh, and Hefang Chen. "Digital Storytelling in Language Education." Behavioral Sciences 9, no. 12 (2019): 147. http://dx.doi.org/10.3390/bs9120147.

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Modern technology provides lots of opportunities in order to connect classrooms with the world. Technology provides a greater and better source of information, yet solutions are needed to be mediated through the appropriate remedy. The emergence of new technology and digital resources during the past few decades has significantly influenced the learning environment and educational prospects. However, one of the challenges of practitioners and researchers is preparing learners with the required skills for the effective use of modern technology in the process of learning. Researchers proposed th

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42

Kubler, Cornelius C. "Developing course materials for technology-mediated Chinese language learning." Innovation in Language Learning and Teaching 12, no. 1 (2017): 47–55. http://dx.doi.org/10.1080/17501229.2018.1418626.

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43

Kim, Mi Song. "Technology-Mediated Collaborative Learning Environments for Young Culturally and Linguistically Diverse Children: Vygotsky Revisited." British Journal of Educational Studies 61, no. 2 (2013): 221–46. http://dx.doi.org/10.1080/00071005.2012.745480.

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44

Kumpulainen, Kristiina, and Antti Rajala. "Negotiating time-space contexts in students’ technology-mediated interaction during a collaborative learning activity." International Journal of Educational Research 84 (2017): 90–99. http://dx.doi.org/10.1016/j.ijer.2016.05.002.

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45

See, Beng Huat, Stephen Gorard, Nada El-Soufi, Binwei Lu, Nadia Siddiqui, and Lan Dong. "A systematic review of the impact of technology-mediated parental engagement on student outcomes." Educational Research and Evaluation 26, no. 3-4 (2020): 150–81. http://dx.doi.org/10.1080/13803611.2021.1924791.

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46

Islam, A. Y. M. Atiquil. "Validation of the Technology Satisfaction Model (TSM) Developed in Higher Education." International Journal of Technology and Human Interaction 10, no. 3 (2014): 44–57. http://dx.doi.org/10.4018/ijthi.2014070104.

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This project validates the Technology Satisfaction Model (TSM) developed. While Technology Acceptance Model (TAM) developed by Davis (1989) ignored the issue of computer self-efficacy and satisfaction. TSM incorporates both. While TAM is used for measuring the acceptance of technology in general; TSM examines the satisfaction on wireless internet usage with a particular focus to the students studying in Higher Education. To develop and validate the TSM, data gained through a survey conducted with 285 students studying in five faculties of a comprehensive public university in Malaysia. Quota sa

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47

McKimmy, Paul B. "Preparing educators in rural Hawai’i: Student reflections on technology-mediated programs." TechTrends 49, no. 1 (2005): 20–23. http://dx.doi.org/10.1007/bf02784900.

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48

Tsay, Crystal Han-Huei, Alexander Kofinas, and Jing Luo. "Enhancing student learning experience with technology-mediated gamification: An empirical study." Computers & Education 121 (June 2018): 1–17. http://dx.doi.org/10.1016/j.compedu.2018.01.009.

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49

Valente, Vânia C. P. N., and Victor F. A. Barros. "ENSINO E APRENDIZAGEM MEDIADOS PELA TECNOLOGIA." Cadernos de Educação Tecnologia e Sociedade 13, no. 4 (2020): 361. http://dx.doi.org/10.14571/brajets.v13.n4.361-369.

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This issue of the Brazilian Journal of Education, Technology and Society (BRAJETS) discusses the current context of the need for education mediated by technology. In times of exceptionality in which humanity finds itself due to the social isolation caused by the dissemination of Covid-19, it is very pertinent to deepen the theme “Teaching and learning mediated by technology”. Before only reflections were appropriate, now, more than ever, its application is imperative because, without the medium of technology, there is no way to continue academic practices. Thus, we bring some scientific contri

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50

Kumar, Rahul. "Assessing Higher Education in COVID-19 Era." Brock Education Journal 29, no. 2 (2020): 37. http://dx.doi.org/10.26522/brocked.v29i2.841.

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COVID-19 has changed how universities operate. The changes are in all spheres and caused by demands of social distancing rules predominantly mediated by various digital technologies. Applying Bauman’s (1993) ethics of technology on newly initiated assessment practices, this article raises ethical concerns of relying on solutions solely manufactured by technology companies without professors’ and students’ input, various considerations of privacy, and overall ethical concerns that the use of any new technology raises. The article concludes by beseeching all stakeholders to collaborate to constr

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