Relevant bibliographies by topics / Technology use in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technology use in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Technology use in education"

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Ismoilova, Mahsuma Narzikulovna, and Dilrabo Zhalilovna Halimova. "USE OF HEURISTIC LEARNING TECHNOLOGY IN HIGHER EDUCATION." Scientific Reports of Bukhara State University 3, no. 3 (2019): 273–78. http://dx.doi.org/10.52297/2181-1466/2019/3/3/13.

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On the basis of the analysis of pedagogical activity, it was revealed the need for intensive use of heuristic teaching methods, it is shown in which cases it is advisable to use heuristic teaching methods in teaching and how these methods can improve the effectiveness of a teacher’s professional activity and the degree of material learning by students.
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Venkatapuram, Sreeharsha S. "The Transformative Impact: Use of Technology in Elementary Education." International Journal of Research Publication and Reviews 6, no. 1 (2025): 2236–40. https://doi.org/10.55248/gengpi.6.0125.0424.

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Deutsch, Joe, and John Pavlicek. "Technology Use in Physical Education." Asian Journal of Physical Education & Recreation 22, no. 1 (2016): 64–67. http://dx.doi.org/10.24112/ajper.221799.

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Technology today is changing continually and physical educators need to learn to utilize it. Handheld devices and apps are being used by students and parents in almost every aspect of their lives. Rather than fight their use, should we not use them to enhance the physical education experience? This article explores the different types of technologies available to physical educators in order to enhance their classes and better relate to their iGeneration students. From devices that monitor heartrates and steps taken, to apps to break down skill analysis, this article aims to introduce teachers
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Patel, Pro Alkaben H. "Use of Information Technology in Teaching Learning Process of Education." Paripex - Indian Journal Of Research 3, no. 2 (2012): 23–25. http://dx.doi.org/10.15373/22501991/feb2014/8.

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Shomirzayev, Makhmatmurod Khuramovich. "Combined In Technology Courses Use Of Technologies." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 389–96. http://dx.doi.org/10.37547/tajssei/volume03issue05-70.

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The article highlights the essence of the formation of creative abilities in students through the use of integrated technologies in the organization of practical lessons in school technology education.
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Luanrattana, Rattiporn, Khin Than Win, John Fulcher, and Don Iverson. "Mobile Technology Use in Medical Education." Journal of Medical Systems 36, no. 1 (2010): 113–22. http://dx.doi.org/10.1007/s10916-010-9451-x.

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Khan et. al., Shahnawaz. "Effect of Technology use in Education." International Journal of Pedagogical Innovations 6, no. 2 (2018): 141–49. http://dx.doi.org/10.12785/ijpi/060202.

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Masmali, Abdullah. "Equity and Technology Use in Education." Advances in Social Sciences Research Journal 7, no. 7 (2020): 512–19. http://dx.doi.org/10.14738/assrj.77.8698.

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With the rapid adoption of technology in the education sector, a paradigm shift from traditional learning methods to digital learning has been experienced. This article focuses on the importance of ensuring equity in the use of technology among learners, as it relates to their right to access educational technology. While the issue of digital transformation in education is a shared responsibility among educators, this article discusses it from a comprehensive perspective. Supposedly, equity in educational technology access is an issue addressed by researchers in different school settings, incl
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Dr., Monica Bansal, and Sakshi Ms. "Blended Education: Meaningful Use Of Technology." Educreator Research Journal Volume–IX, Issue– III, May – June 2022 (2022): 31–36. https://doi.org/10.5281/zenodo.6705885.

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<em>Blended education has become the need of an hour. It has a wide scope and is considered as a boon for academic world. Moreover, blending offline and online teaching and learning is actually a meaningful use of technology. Therefore, this topic was selected for the purpose of research with the objective of knowing the viewpoint of teachers and investigating the effectiveness of blended education in real life. The researcher used structured questionnaire to collect primary data from various respondents. Total 320 teachers filled the questionnaire based on their personal experience. After the
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Hwang, Sunghwan, J. J, and J. J. "The Use of Technology in Korean Mathematics Education: A Systematic Review." Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, no. 3 (2023): 537–57. http://dx.doi.org/10.29275/jerm.2023.33.3.537.

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The use of educational technology has the potential to enhance teachers’ instructional quality and student achievement. The international research community has conducted various studies to address the opportunities and challenges of using technologies for teaching and learning mathematics education. However, relatively little attention has been given to identifying research topics in Korean domestic research. Therefore, the present study aims to provide a systematic literature review that identifies and compares the research topics studied nationally and internationally. The domestic literatu
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Dissertations / Theses on the topic "Technology use in education"

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Elzarka, Sammy. "Technology Use in Higher Education Instruction." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/39.

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The significance of integrating technology use in higher education instruction is undeniable. The benefits include those related to access to instruction by underserved populations, adequately preparing students for future careers, capitalizing on best instructional practices, developing higher order thinking activities, and engaging students whose relationships with technology are increasingly native, among others. The significance of the current study is based on the fact that few prior studies focused on the factors that support, or inhibit, the use of educational technology by faculty in s
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O'Neil, Kason, and Jennifer M. Krause. "Physical Education Faculty Use and Self-efficacy Towards Educational Technology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4023.

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Currently, increased attention has been placed on the development of physical educators who have the skills and confidence to implement educational technology to enhance student learning (InTASC 2011; CAEP, 2015). Though research of in-service and pre-service teacher perceptions towards educational technology has been examined (Juniu, Scrabis-Fletcher, Zullo, E., & Russo, 2015; Tondeur, Sang, Voogt, Fisser, & Ottenbreit-Leftwich, 2012), little focus has been placed on perceptions of physical education teacher education (PETE) university faculty. Due to the influence that faculty have on pre-se
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Lampkin, Ann. "Faculty use of technology in postsecondary education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/158.

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This study was designed to examine six questions concerning faculty use of technology in postsecondary education in relationship to faculty age, gender, academic rank, employment status, principal field of teaching, and type of institution where the faculty member is employed. The study used archival data from the National Study of Postsecondary Faculty (NSOPF:04) to describe and examine faculty use of technology in postsecondary education. The researcher analyzed archival data collected in 2004 by RTI. In 2004 34,330 eligible sample members were identified; 29,820 (87%) were contacted, and 26
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Ben, Tania, Yuliia Onofriichuk, and Roman Golovatyi. "Use of modern information technology in education." Thesis, Lviv State University of Life Safety, 2019. http://hdl.handle.net/123456789/5997.

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The processes of globalization that characterize the development of modern society, the introduction of digital technologies at all levels of education are significantly changing the requirements for professional education of future educators. Formation of competent specialists, who are free to navigate in the information space of modern education, have a high level of information and communication technologies, use them in training, professional activity, during the conduct of scientific research, is one of the urgent tasks of higher education.
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Nyarambi, Arnold, and A. Ntuli. "The Use of Technology in Drumming." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8264.

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Nyarambi, Arnold, and A. Ntuli. "The Use of Technology in Drumming." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8269.

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Mustafa, Muhannad Khazer. "The use of educational technology in teaching Islamic education in Jordan." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247397.

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Thompson, Laura C. "How Arkansas Band Educators Use Technology for Music Education and Their Attitudes towards This Technology." Thesis, Arkansas State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861515.

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<p> This study was conducted in order to understand the types of music technologies band educators in the state of Arkansas were using, their attitudes towards technology, and the implications training, during undergraduate and through professional development, had on the frequency of use. Arkansas Music Educators (n = 64) completed an online questionnaire containing demographic information, selection of music technologies, agreeability/disagreeability to statements about music technology, frequency of use, descriptions of technologies, and description of how they felt music technology should
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Macy, Michelle. "Technology Use as Transformative Pedagogy: Using Video Editing Technology to Learn About Teaching." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3227.

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Within the paradigm of Sociocultural Theory, and using Activity Theory as a data-gathering and management tool, this microgenetic case study examined the processes - the growth, change, and development - engaged in by student-teachers in a foreign language education program as they worked together to complete an activity. The activity involved digital video recording and editing, mediators which were intended to facilitate the iterative review of and subsequent reflection and action upon the content of the video during its creation. By investigating the process of contextual interaction betwee
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Sawyer, Laura M. "Perceptions and Practice| The Relationship Between Teacher Perceptions of Technology Use and Level of Classroom Technology Integration." Thesis, Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273177.

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<p> This correlational-predictive study investigated the relationship between teacher perceptions of technology use and observed classroom technology integration level using the <i>Technology Uses and Perceptions Survey</i> (TUPS) and the <i>Technology Integration Matrix- Observation</i> (TIM-O) instruments, developed by the Florida Center for Instructional Technology (FCIT) at USF. Anonymized data were obtained from FCIT that included 51 teachers from a Florida school district who completed the TUPS and were observed using the TIM-O. Linear regression was used to determine the overall relatio
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Books on the topic "Technology use in education"

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Chʻan-hŭi, Yi, and Hanʼguk Kyoyuk Kaebarwŏn, eds. Informatization of education: ICT use in education. Korean Educational Development Institute, 2009.

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E, Lockheed Marlaine, Middleton John, Nettleton Greta S, and World Bank. Education and Employment Division., eds. Education technology: Sustainable and effective use. World Bank, 1991.

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Educational Resources Information Center (U.S.), ed. Internet use by teachers: Conditions of professional use and teacher-directed student use. Center for Research on Information Technology and Organizations, the University of California, Irvine and the University of Minnesota, 1999.

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Pantelidis, Veronica S. Computer use in education. Dept. of Library and Information Studies, East Carolina University, 1985.

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Pantelidis, Veronica S. Computer use in education. Dept. of Library and Information Studies, East Carolina University, 1985.

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Mâță, Liliana, ed. Ethical Use of Information Technology in Higher Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-1951-9.

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Pun, Jack K. H., Samantha Curle, and Dogan Yuksel, eds. The Use of Technology in English Medium Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99622-2.

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Beycioglu, Kadir. Ethical technology use, policy, and reactions in educational settings. Information Science Reference, 2013.

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Gerver, Elisabeth. Humanizing technology: Computers in community use and adult education. Plenum Press, 1986.

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G, Brown David, ed. Developing faculty to use technology: Programs and strategies to enhance teaching. Anker Pub., 2003.

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Book chapters on the topic "Technology use in education"

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O’Hara, Kate E. "Unraveling Technology Use in Urban Schools." In Transforming Urban Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-563-2_5.

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Smith, Jonathan. "The Use of Data Capture and Control in Bio-system Design." In Advanced Educational Technology in Technology Education. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_12.

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Ng, Wee Leng, Beng Chong Teo, Joseph B. W. Yeo, Weng Kin Ho, and Kok Ming Teo. "Use of Technology in Mathematics Education." In Mathematics Education in Singapore. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3573-0_14.

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Tondeur, Jo. "Teachers’ Pedagogical Beliefs and Technology Use." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_111-1.

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Tondeur, Jo. "Teachers’ Pedagogical Beliefs and Technology Use." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_111.

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Lin, Kuen-Yi. "Use of Films in Technology Education." In Springer International Handbooks of Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44687-5_64.

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Baron, Georges-Louis, Eric Bruillard, and Alain Chaptal. "From personal use to classroom use - implications for teacher education in France." In Information Technology. Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_20.

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Fossland, Trine, and Cathrine E. Tømte. "Technology as Quality Work? Educational Leaders and Teachers’ Use of Digital Technology." In Higher Education Dynamics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41757-4_4.

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van Compernolle, Rémi A. "Sociocultural Approaches to Technology Use in Language Education." In Language, Education and Technology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02237-6_36.

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van Compernolle, Rémi A. "Sociocultural Approaches to Technology Use in Language Education." In Language and Technology. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02328-1_36-1.

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Conference papers on the topic "Technology use in education"

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Tront, Joseph G. "Improving Engineering Education Through the Use of Advanced Educational Technology." In 11th International Zurich Symposium and Technical Exhibition on Electromagnetic Compatibility. IEEE, 1995. https://doi.org/10.23919/emc.1995.10784245.

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Andrés Navarro, Beatriz, Ana Mengual-Recuerda, David Juárez-Varón, and María Rocio de la Torre Martínez. "THE USE OF LINKEDIN FOR UNIVERSITY EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1515.

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Visintini, Martin, and Nathalie Minuzi. "DEVELOPMENT OF EDUCATIONAL PRACTICES FOR THE USE OF ROBOTIC ARMS IN HIGHER EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0529.

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Costa, Rita, and Ana Balula. "STUDENTS' PERSPECTIVES ON THE USE OF TECHNOLOGY IN LANGUAGE EDUCATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1486.

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Trkman, Peter, and Peter Baloh. "Use of a Model for Information Technology Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2631.

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In the paper, a model for planning and evaluation of education is presented. In this model, the main goal of education is divided into 4 sub goals that should be obtained in every educational activity. The 4 main components identified in the model are: total knowledge gained, degree of usefulness of that knowledge, reduction of effort in later learning and effort invested in the educational process. The importance of each of those components varies depending on the level and purpose of education. The model is then specially adapted for computer literacy education at various levels of education
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Kraebber, Henry, and James Lehman. "Use of educational technology in manufacturing engineering and technology education." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350617.

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Abilova, M. S., M. T. Shakhakimova, and M. D. Yuldoshev. "Use of multimedia technology in education." In 2007 3rd IEEE/IFIP International Conference in Central Asia on Internet. IEEE, 2007. http://dx.doi.org/10.1109/canet.2007.4401693.

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Rotari, Constantin, and Lilia Mitev. "Informational technology use skills training in education development." In Universitas Europaea: Towards a Knowledge Based Society Through Europeanisation and Globalisation. Free International University of Moldova, 2025. https://doi.org/10.54481/uekbs2024.v2.32.

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The use of information and computer technologies opens up new opportunities for teachers in teaching their subject. Studying any subject using ICT gives students the opportunity to think and participate in the creation of lesson elements, which contributes to the development of schoolchildren's interest in the subject. Classic and integrated lessons, accompanied by multimedia presentations, online tests and software products, allowed students to deepen the knowledge previously acquired. Modern technologies in education create favorable conditions for the formation of students' personality and
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Black, Demetry, Harris, and Jones. "Use of technology for undergraduate engineering education." In Proceedings Frontiers in Education Conference. IEEE, 1989. http://dx.doi.org/10.1109/fie.1989.69428.

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Lockyer, Lori, and John Patterson. "Technology Use, Technology Views: Anticipating ICT Use for Beginning Physical and Health Education Teachers." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3093.

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In Australia, the national initiative known as Learning in an Online World, focuses school jurisdictions across the country meet the challenge of achieving the national vision of all schools “... confidently using ICT in their everyday practices to improve learning, teaching and administration” (MCEETYA, 2005, p. 3). One strategy in reaching this goal is the effective preparation of pre-service teachers to use and integrate technology in their teaching and learning practices. This article reports on a research study that aimed to explore the issue preparation for use of technology in teaching
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Reports on the topic "Technology use in education"

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Demeuov, Аrman, Zhanna Tilekova, Yerkin Tokpanov, Olena Hanchuk, Natalia Panteleeva, and Iryna Varfolomyeyeva. Use of GIS technology in geographical education. EDP Sciences, 2021. http://dx.doi.org/10.31812/123456789/4619.

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At the present stage, digital information technologies create a new education system focused on the global educational space. In general education schools, in connection with the adoption of the updated program, the section Geoinformatics and cartography provides for the use of developing a map-scheme, modeling and conducting small studies on the topic under study. As a result, digital technology has a place in geographical education. This is due to significant changes in the pedagogical and methodological approach in teaching geography and other disciplines. As a result, the education system
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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Beoku-Betts, Iman, and Tom Kaye. EdTech Horizon Scan: Blockchain technology in education. EdTech Hub, 2022. http://dx.doi.org/10.53832/edtechhub.0101.

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EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focusses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain techno
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Ruiz, Pati, Kelly Mills, Keun-woo Lee, et al. AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/218.

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To enable all who participate in educational settings to leverage AI tools for powerful learning, this paper describes a framework and strategies for educational leaders to design and implement a clear approach to AI Literacy for their specific audiences (e.g. learners, teachers, or others) that are safe and effective. The first part of the paper describes a framework that identifies essential components of AI Literacy and connects them to existing initiatives. The second part of the paper identifies strategies and illustrative examples as guidance for educational leaders to integrate AI Liter
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Rybalko, Lina, and Elena Lavrentieva. Innovative Technologies Application in Education as a Condition for Education for Society Sustainable Development. International Journal of Engineering & Technology, 2018. http://dx.doi.org/10.31812/123456789/4573.

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The article presents the results of the scientific research on the issue of environmental studies based on ecological-evolutionary approach. The meaning and content of the term ecological-evolutionary approach and the conceptual ideas of ecological-evolutionary approach (the idea of evolution and ecocentrism) are explained. Teaching technologies based on ecological-evolutionary approach are characterized with the approach explained as the innovative technology that, in use, will provide modernization of environmental studies within the educational aspect for the society’s sustainable developme
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Crooks, Roderic. Toward People’s Community Control of Technology: Race, Access, and Education. Social Science Research Council, 2022. http://dx.doi.org/10.35650/jt.3015.d.2022.

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This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, an
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EdTech Hub, EdTech Hub. Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries. EdTech Hub, 2022. http://dx.doi.org/10.53832/edtechhub.0127.

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This article explores the current status and future directions of minoritised language education and the use of technology in low- and middle-income countries. Our literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in minoritised language education across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, we then conducted interviews and a collaborative workshop with four organisations w
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Otieno, Jennifer, Tom Kaye, and Wanjiku Mbugua. The Use of Technology to Promote Equity and Inclusion in Education in North and Northeast Kenya. EdTech Hub, 2023. http://dx.doi.org/10.53832/edtechhub.0159.

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Vakaliuk, Tetiana A., Dmytro S. Antoniuk, and Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result o
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Gunness, Sandhya, Rubina D. Rampersad, and Tomal K. Chadeea. Technology-Enabled Learning at the Four Public Higher Education Institutions of Mauritius. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5359.

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This document reports on the findings of a baseline survey conducted at the four public higher education institutions (HEIs) in Mauritius (University of Mauritius, Open University of Mauritius, University of Technology, Mauritius, and Université des Mascareignes). It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the four HEIs. Finds of the study presents the need for appropriate policy and their regular revision, capacity building of b
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