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Journal articles on the topic 'Technology integration'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

İZMİRLİ, Özden ŞAHİN, and Ömer KIRMACI. "New Barriers to Technology Integration." Eurasian Journal of Educational Research 17, no. 72 (November 30, 2017): 1. http://dx.doi.org/10.14689/ejer.2017.72.8.

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2

Magnusson, B. "Technology integration." ACM Computing Surveys 28, no. 4es (December 1996): 158. http://dx.doi.org/10.1145/242224.242425.

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3

Larpsiri, Ravipa, and Mark Speece. "Technology integration." Marketing Intelligence & Planning 22, no. 4 (June 2004): 392–406. http://dx.doi.org/10.1108/02634500410542752.

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4

Algabri, Hayder Kareem. "Curriculum Technology Integration for Higher Education." Journal of Advanced Research in Dynamical and Control Systems 12, no. 1 (February 13, 2020): 295–300. http://dx.doi.org/10.5373/jardcs/v12i1/20201043.

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5

Prajapati, Vibha, and Amar Singh. "Promoting Constructivist Integration of Technology through Webquest." Journal of National Development 31, no. 2 (December 1, 2018): 103–14. http://dx.doi.org/10.29070/31/58290.

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6

Stafford-Levy, Michele, and Karin M. Wiburg. "Multicultural Technology Integration." Computers in the Schools 16, no. 3-4 (February 27, 2000): 121–34. http://dx.doi.org/10.1300/j025v16n03_02.

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7

Cole, Chris. "Integration of technology." Facilities 5, no. 2 (February 1987): 10–11. http://dx.doi.org/10.1108/eb006393.

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8

Christensen, Dean L. "Educational technology: Integration?" Computers in Human Behavior 5, no. 2 (January 1989): 137–41. http://dx.doi.org/10.1016/0747-5632(89)90030-7.

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9

Steckel, Barbara, Valerie Harlow Shinas, and Leah Van Vaerenewyck. "Artistic Technology Integration." Reading Teacher 69, no. 1 (April 16, 2015): 41–49. http://dx.doi.org/10.1002/trtr.1356.

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10

Lee, Jeffrey Chih-Yih, and Paul Sparks. "Three Hurdles to Technology Integration: A Case Study of Technology Integration in Bungamati." Journal of NELTA 18, no. 1-2 (May 2, 2014): 105–14. http://dx.doi.org/10.3126/nelta.v18i1-2.10334.

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Integrating technology in education is an extraordinary challenge in rural villages of developing countries like Nepal. Since greater understandings of the circumstances surrounding teachers and schools could illuminate issues and opportunities for positive change, a case study of the telecenter in Bungamati, Nepal was conducted. Data, in the form of interviews, observations and related documents, were gathered and analyzed to highlight and understand the local hurdles for integrating technology in teaching. Findings were threefold: teachers lack technology integration skills; informal learning was the preferred way to learn technology; and males had greater access to technology. In this study, the researcher has drawn the following conclusions: a) teachers need technology access and training, b) administrators need a framework for integration, c) informal learning should be considered and promoted and d) there is a clear need for gender equity. Furthermore, suggestions for future studies include a need for informal learning, the use of the TPACK (Technological, Pedagogical, and Content Knowledge)framework for integration technology and more research in the area of teacher training with technology in other developing countries. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10334 Journal of NELTA, Vol 18 No. 1-2, December 2013; 105-114

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11

Raman, Arumugam, and Raamani Thannimalai. "Importance of Technology Leadership for Technology Integration: Gender and Professional Development Perspective." SAGE Open 9, no. 4 (July 2019): 215824401989370. http://dx.doi.org/10.1177/2158244019893707.

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Technology leadership is being redesigned to accelerate technology integration in schools to develop and sustain the skills needed to produce skilled manpower. Previous studies showed that the factors that prevented leaders and teachers from integrating information and communication technologies (ICT) in schools are lack of ICT training, teacher ICT competency, and access to ICT resources. This shows that there is a gap in technology integration in schools. This study aims to identify the importance of technology leadership for technology integration based on gender and professional development. This is a quantitative study using cross-sectional design. A total of 90 respondents were selected by systematic random sampling from 190 national secondary schools. The importance and performance matrix analysis revealed that professional development had high performance and was an important variable in the prediction of teachers’ technology integration, but gender was not. Thus, school management should give priority to digital age learning culture and digital citizenship constructs to accelerate teachers’ technology integration in schools.

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12

Pisanu, Francesco. "Educational innovation and technology: A need for integration." Perspectives of Innovations, Economics and Business 14, no. 2 (May 10, 2014): 103–8. http://dx.doi.org/10.15208/pieb.2014.12.

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13

Holland, Janet. "Cross Discipline Technology Integration." International Journal for Cross-Disciplinary Subjects in Education 1, no. 4 (December 1, 2010): 208–15. http://dx.doi.org/10.20533/ijcdse.2042.6364.2010.0029.

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14

Jalla, Aditi, Jourdan Sturges, and Jason Lees. "Integration of Educational Technology." Surgical Clinics of North America 101, no. 4 (August 2021): 693–701. http://dx.doi.org/10.1016/j.suc.2021.05.014.

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15

Zhang, Zhao Yun, Zhi Gui Shi, Zhen Chuan Yang, and Bo Peng. "MEMS Monolithic Integration Technology." Key Engineering Materials 562-565 (July 2013): 1387–92. http://dx.doi.org/10.4028/www.scientific.net/kem.562-565.1387.

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The monolithic integrated technology of MEMS was discussed. First discussed the advantages and difficulties faced by the MEMS monolithic integration technology. Second the features and the process of the mainstream MEMS monolithic integration technology was introduced. And finally put forward a SOI MEMS monolithic integration technology, the technology with no high-temperature process, Post-CMOS integrated solution, compatible with the CMOS process. This technology can achieve high aspect ratio, high-performance micro-inertial devices..

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16

Meshkati, Najmedin, Maryam Tabibzadeh, Ali Farshid, Mansour Rahimi, and Ghena Alhanaee. "People-Technology-Ecosystem Integration." Human Factors: The Journal of the Human Factors and Ergonomics Society 58, no. 1 (February 2016): 43–57. http://dx.doi.org/10.1177/0018720815623143.

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17

De Samber, M., and L. Tegelaers. "Technology for passive integration." Philips Journal of Research 51, no. 3 (January 1998): 389–410. http://dx.doi.org/10.1016/s0165-5817(98)00014-x.

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18

Kobayashi, Morio, and Kuniharu Kato. "Hybrid optical integration technology." Electronics and Communications in Japan (Part II: Electronics) 77, no. 10 (October 1994): 67–81. http://dx.doi.org/10.1002/ecjb.4420771007.

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19

Cash, Dave. "Integration technology for CASE." Information and Software Technology 37, no. 7 (January 1995): 396. http://dx.doi.org/10.1016/0950-5849(95)90024-1.

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20

Mandell, Susan, Dennis H. Sorge, and James D. Russell. "TIPs for technology integration." TechTrends 46, no. 5 (September 2002): 39–43. http://dx.doi.org/10.1007/bf02818307.

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21

KARLSSON, CHRISTER, and EVA LOVÉN. "MANAGING NEW TECHNOLOGY INTEGRATION: INTEGRATING SOFTWARE IN MANUFACTURED PRODUCTS." International Journal of Innovation Management 09, no. 03 (September 2005): 343–70. http://dx.doi.org/10.1142/s1363919605001290.

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Development processes in which software is integrated in hardware products are explored with the aim of finding obstacles to the development process and hypothesising how they can be dealt with. Empirical data are based on case studies in nine manufacturing companies chosen to have a varied amount of software in their products and experience of technology integration. Results indicate that obstacles in experienced companies concern processes, structures and resources but few culture-related issues. In companies with short experience of software integration in hardware development, cultural aspects were important. Where new technology played a strategic role in the product function, organisational issues such as structures, processes and cultural differences formed obstacles. Where technology only had a supporting role, resource-related obstacles such as lack of competencies were more important. Managerial measures tended to be partly related to the different types of obstacles, partly to the strategic situation of the company.

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22

De Breuker, Roeland, Tigran Mkhoyan, Nakash Nazeer, Vincent Stuber, Xuerui Wang, Iren Mkhoyan, Roger Groves, Sybrand van der Zwaag, and Jurij Sodja. "Overview of the SmartX Wing Technology Integrator." Actuators 11, no. 10 (October 20, 2022): 302. http://dx.doi.org/10.3390/act11100302.

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This article describes the challenges of integrating smart sensing, actuation, and control concepts into an over-sensed and over-actuated technology integrator. This technology integrator has more control inputs than the expected responses or outputs (over-actuated), and its every state is measured using more than one sensor system (over-sensed). The hardware integration platform is chosen to be a wind tunnel model of a low-speed aircraft wing such that it can be tested in a large university-level wind tunnel. This hardware technology integrator is designed for multiple objectives. The nature of these objectives is aerodynamic, structural, and aeroelastic, or, more specifically; drag reduction, static and dynamics loads control, aeroelastic stability control, and lift control. Enabling technologies, such as morphing, piezoelectric actuation and sensing, and fibre-optic sensing are selected to fulfil the mentioned objectives. The technology integration challenges are morphing, actuation integration, sensor integration, software and data integration, and control system integration. The built demonstrator shows the intended level of technology integration.

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23

Soujah, S. "Technology Integration in Schools Is We Overinvested and Underprepared?" International Journal of Information and Education Technology 4, no. 5 (2014): 444–47. http://dx.doi.org/10.7763/ijiet.2014.v4.447.

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24

Ahmad, Amna Said, and Kawthar Younes Hamad. "Technology Integration in Teaching: A Study that Examines How Technology Integration Affects Student Achievement." Journal of Education and Culture Studies 4, no. 3 (July 20, 2020): p44. http://dx.doi.org/10.22158/jecs.v4n3p44.

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The study examines technology integration in instructional classes and their impact on student achievement, because integrating technology into teaching allows the teacher to take control of all students and draws their attention, greatly reducing classroom discipline issues.In addition, it boosts teacher self-confidence because he speaks to students in their technological language, facilitates teachers’ assessment of their students - if the teacher used an appropriate assessment tool, and allows students who are having difficulty in class to actively participate in lessons, helping teachers share all their lessons, and share the lessons they have prepared with the whole world.And all of this results in effective student performance, and teaching achievement.

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25

Singh, Renu. "Students’ perspectives on technology integration in ELT." Journal of NELTA 24, no. 1-2 (November 30, 2019): 95–106. http://dx.doi.org/10.3126/nelta.v24i1-2.27682.

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Technology integration in English language teaching (ELT) has changed the mode of classroom instruction at school. The use of modern technologies at public secondary schools within Nepal is a big challenge. This study explores students ‘perspectives on technology integration in English language teaching at public secondary schools in Nepal. The study was framed under qualitative research design that used focus group discussion to gather data from the six groups of students in the Kathmandu valley. The thematic analysis of their views under different categories revealed that the ELT with technology integration is a dire need for developing students’ language proficiency. Additionally, the results show that the learners of English as a foreign language (EFL) are aware of the advantages of teaching with technology but the insufficient ICT infrastructure at school and the lack of EFL teachers’ professional skills and knowledge of integrating technology into their daily pedagogical practices are main obstacles of technology integration. The study points out implications for ELT practitioners, researchers, policy makers of ICT in education along with stakeholders.

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26

Helfat, Constance E., and Miguel A. Campo-Rembado. "Integrative Capabilities, Vertical Integration, and Innovation Over Successive Technology Lifecycles." Organization Science 27, no. 2 (March 2016): 249–64. http://dx.doi.org/10.1287/orsc.2015.1045.

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27

Sharpe, Michael B. "Modern Radiotherapy—Exploiting Technology Integration." Oncology & Hematology Review (US) 00, no. 00 (2006): 17. http://dx.doi.org/10.17925/ohr.2006.00.00.17.

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28

Tanaka, Tetsuo, Masaki Yumoto, and Rei Itsuki. "Enterprise Information System Integration Technology." IEEJ Transactions on Electronics, Information and Systems 124, no. 5 (2004): 1051–57. http://dx.doi.org/10.1541/ieejeiss.124.1051.

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29

Asai, Chuichiro. "Integration of Technology and Engineering." Journal of the Japanese Association for Petroleum Technology 65, no. 5 (2000): 391–92. http://dx.doi.org/10.3720/japt.65.391.

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30

Asai, Chuichiro. "Integration of Technology and Engineering." Journal of the Japanese Association for Petroleum Technology 65, no. 5 (2000): 467–68. http://dx.doi.org/10.3720/japt.65.467.

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31

Jain, Vibhor. "An overview on technology integration." Asian Journal of Multidimensional Research 10, no. 12 (2021): 656–61. http://dx.doi.org/10.5958/2278-4853.2021.01137.x.

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32

Kidd, Terry T., and Jared Keengwe. "Technology Integration and Urban Schools." International Journal of Information and Communication Technology Education 6, no. 3 (July 2010): 51–63. http://dx.doi.org/10.4018/jicte.2010070105.

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With the call for educational reform in American public schools, various school districts have embarked on the process of reforming classroom instructional practices through technology to enhance quality education and student learning. This article explores the implications for educational technology practices within the context of urban schools. Additionally, this article highlights the need for administrators, policy makers and other educational stakeholders to reflect on effective ways to eliminate inequities and the gaps that exist between high and low Social Economic Status (SES) schools and teachers related to practices, resources, training, and professional development.

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33

Hartnagel, H. L., V. Ichizli, and M. Rodríguez-Gironés. "Semiconductor Technology for THz Integration." Materials Science Forum 384-385 (January 2002): 173–80. http://dx.doi.org/10.4028/www.scientific.net/msf.384-385.173.

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34

Denney, Dennis. "Technology Integration in the Caspian." Journal of Petroleum Technology 59, no. 12 (December 1, 2007): 69–71. http://dx.doi.org/10.2118/1207-0069-jpt.

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35

Hada, Hiromitsu, Nobuhiro Tanabe, Kzushi Amanuma, Toru Tatsumi, Sota Kobayashi, and Takemitsu Kunio. "Integration technology for ferroelectric memory." Integrated Ferroelectrics 27, no. 1-4 (November 1999): 257–69. http://dx.doi.org/10.1080/10584589908228473.

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36

Raymond, Catherine. "Technology Integration in the Classroom." Science Insights Education 2016, no. 2016 (May 4, 2016): 1–6. http://dx.doi.org/10.15354/sie.16.re022.

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37

Brown, Edward K., and Brian D. Kerr. "A Metaphor for Technology Integration." Journal of Educational Technology Systems 28, no. 3 (March 2000): 211–18. http://dx.doi.org/10.2190/c87t-cmr5-b7v4-4f6k.

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This article examines the use of an organizing metaphor, the walking tour, as a means of integrating learning activities with appropriate media support. The article pursues two themes; first, the effectiveness of the metaphor for knowledge acquisition activities, and second, the student-directed nature of the activities this approach fosters (the selective use of technology where it can be most effective). Of importance to both these themes is the notion that multimedia technology can enhance learning opportunities, but need not control the instructional agenda. It is not multimedia resources that make a difference in teaching, it is how they are used … if you do not have the appropriate conditions for learning, then the students will not learn [1].

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38

Staples, Amy, Marleen C. Pugach, and Dj Himes. "Rethinking the Technology Integration Challenge." Journal of Research on Technology in Education 37, no. 3 (March 2005): 285–311. http://dx.doi.org/10.1080/15391523.2005.10782438.

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39

Smith, Sean J., and Suzanne Robinson. "Technology Integration Through Collaborative Cohorts." Remedial and Special Education 24, no. 3 (May 2003): 154–60. http://dx.doi.org/10.1177/07419325030240030401.

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40

Carey, Doris M. "Teacher Roles and Technology Integration:." Computers in the Schools 9, no. 2-3 (January 1993): 105–18. http://dx.doi.org/10.1300/j025v09n02_10.

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41

Britten, Jody S., and Jerrel C. Cassady. "The Technology Integration Assessment Instrument." Computers in the Schools 22, no. 3-4 (December 2005): 49–61. http://dx.doi.org/10.1300/j025v22n03_05.

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42

Simmons, Martha Poole, and Peter Macchia. "Strategies for Modeling Technology Integration." Kappa Delta Pi Record 39, no. 3 (April 2003): 136–39. http://dx.doi.org/10.1080/00228958.2003.10516394.

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43

Mentz, Elsa, and Kobus Mentz. "Managing technology integration into schools." Journal of Educational Administration 41, no. 2 (April 2003): 186–200. http://dx.doi.org/10.1108/09578230310464684.

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44

Kim, ChanMin, Min Kyu Kim, Chiajung Lee, J. Michael Spector, and Karen DeMeester. "Teacher beliefs and technology integration." Teaching and Teacher Education 29 (January 2013): 76–85. http://dx.doi.org/10.1016/j.tate.2012.08.005.

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45

Karasavvas, K. A., R. Baldock, and A. Burger. "Bioinformatics integration and agent technology." Journal of Biomedical Informatics 37, no. 3 (June 2004): 205–19. http://dx.doi.org/10.1016/j.jbi.2004.04.003.

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46

Çoklar, Ahmet Naci, and Işıl Kabakçı Yurdakul. "Technology Integration Experiences of Teachers." Discourse and Communication for Sustainable Education 8, no. 1 (June 1, 2017): 19–31. http://dx.doi.org/10.1515/dcse-2017-0002.

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AbstractTeachers are important providers of educational sustainability. Teachers’ ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers’ technology integration experiences in the course of learning and teaching processes. In doing so, qualitative research methods have been applied. The participants of the study were four teachers of different subject fields who work at a public secondary school in 2015–2016 school years and regard themselves as competent in technology integration. The study results indicated that the teachers took a teacher-centered stand in technology integration and the teachers’ most prominent reasons to start technology integration were the search for quality in education. Also the teachers, as IT school teachers, reported receiving support from close friends, the Ministry of National Education (MoNE), and online resources. The problems that the teachers faced in the processes of technology integration were mostly related to issues connected with the access to technology and technology proficiency.

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47

Ohba, Takayuki. "Three-Dimensional (3D) Integration Technology." ECS Transactions 34, no. 1 (December 16, 2019): 1011–16. http://dx.doi.org/10.1149/1.3567707.

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48

Hansen, Randy. "Technology Integration on the Horizon." Journal of Digital Learning in Teacher Education 31, no. 3 (July 2, 2015): 82. http://dx.doi.org/10.1080/21532974.2015.1059700.

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49

Koester, S. J., A. M. Young, R. R. Yu, S. Purushothaman, K. N. Chen, D. C. La Tulipe, N. Rana, L. Shi, M. R. Wordeman, and E. J. Sprogis. "Wafer-level 3D integration technology." IBM Journal of Research and Development 52, no. 6 (November 2008): 583–97. http://dx.doi.org/10.1147/jrd.2008.5388565.

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50

Piggin, Richard, Ken Young, and Richard McLaughlin. "Tool integration utilising fieldbus technology." Assembly Automation 19, no. 4 (December 1999): 297–300. http://dx.doi.org/10.1108/01445159910295168.

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