Статті в журналах: "Technology in Schools"

1

Cory, Sheila. "Technology in Schools:." Computers in the Schools 8, no. 1-3 (April 29, 1991): 27–44. http://dx.doi.org/10.1300/j025v08n01_04.

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2

VÁSquez, Olga A. "Technology Out of School: What Schools Can Learn from Community-Based Technology." Teachers College Record: The Voice of Scholarship in Education 109, no. 14 (November 2007): 182–206. http://dx.doi.org/10.1177/016146810710901410.

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3

Vásquez, Olga A. "Technology Out of School: What Schools Can Learn From Community-Based Technology." Yearbook of the National Society for the Study of Education 106, no. 2 (December 7, 2007): 182–206. http://dx.doi.org/10.1111/j.1744-7984.2007.00122.x.

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4

NORMAN, C. "Technology and the Schools." Science 241, no. 4871 (September 9, 1988): 1283. http://dx.doi.org/10.1126/science.241.4871.1283.

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5

Scheffler, Frederick L., and Joyce P. Logan. "Computer Technology in Schools." Journal of Research on Computing in Education 31, no. 3 (March 1999): 305–26. http://dx.doi.org/10.1080/08886504.1999.10782257.

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6

Bucknall, Ruary. "Information Technology in Schools." Journal of Christian Education os-34, no. 3 (December 1991): 7–13. http://dx.doi.org/10.1177/002196579103400303.

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7

Campbell, Bob. "Information Technology and Schools." Journal of Information Technology 1, no. 2 (June 1986): 23–29. http://dx.doi.org/10.1177/026839628600100206.

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8

Campbell, Bob. "Information Technology and Schools." Journal of Information Technology 1, no. 2 (June 1986): 23–29. http://dx.doi.org/10.1057/jit.1986.19.

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9

Rutherford, James. "Technology in the schools." Technology in Society 26, no. 2-3 (April 2004): 149–60. http://dx.doi.org/10.1016/j.techsoc.2004.01.021.

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10

Dempsey, Dennis. "Technology in Today's Schools." NASSP Bulletin 75, no. 535 (May 1991): 117–18. http://dx.doi.org/10.1177/019263659107553528.

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11

Krajewski, Robert J., and Robert H. Decker. "Technology in the Schools." NASSP Bulletin 69, no. 484 (November 1985): 1. http://dx.doi.org/10.1177/019263658506948401.

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12

Barter, Barbara. "Rural Schools and Technology." Australian and International Journal of Rural Education 23, no. 3 (November 1, 2013): 41–55. http://dx.doi.org/10.47381/aijre.v23i3.669.

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Placed within the context of rural teaching and learning and the use of new technologies, this paper presents a comparative study of three technological approaches to the presentation of curriculum in schools. Supported by three different research projects in one Canadian province, it highlights three areas of e-learning: the use of video conferencing to deliver curriculum to children in five rural schools (Barter, 2004), web-based distance education implemented by the Ministry of Education to deliver academic courses to students in rural and remote areas (Barter, 2011), and a lap top computer-based project with a class of intermediate students (Barter, Murphy, Hardy, Norman & Pack, 2004). Including a literature review, the paper provides a brief background of each project, outlines the results, and then discusses the impact such projects can have on education. Two projects (video conferencing and Ministry of Education delivered distance education) are described and then discussed through the responses of practicing teachers, while the third (lap tops for learning) is explored through the reflections of participating teachers as well as those from consenting junior high students. Accepting that the three projects represent a largely localized instance of curriculum research, they are used as a ‗stepping off point‘ that serves to highlight the challenges and successes in implementing curriculum through multiple forms of technology that can be expanded to a wider audience. The paper does not delve into the effects of different technology applications. Rather, it focuses on the effects of implementation in general. The intent is to present the successes and challenges of the three projects as examples that may help educators to identify and define theoretical aspects of technology leadership and lead to further understandings about how users may experience its implementation and use. The three projects and an extant literature indicate that innovations involving technology are process driven. They bring opportunity as well as challenges that stretch the limits of teaching and learning. As a result, the effective use of distance education, in any form, requires consistent, extensive support for both students and teachers.

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Sauers, Nicholas J., and Scott McLeod. "Teachers’ Technology Competency and Technology Integration in 1:1 Schools." Journal of Educational Computing Research 56, no. 6 (June 9, 2017): 892–910. http://dx.doi.org/10.1177/0735633117713021.

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Although school 1:1 computing programs have been around for over 20 years, the literature base on such programs remains sparse. Despite limited research on efficacy and implementation, 1:1 initiatives are increasingly popular in P-12 schools. The impact of these programs is not yet certain. The purpose of this study was to determine the impact that 1:1 schools had on teachers’ technology competency and instructional integration. Propensity score matching was used in order to have similar control (non-1:1) and treatment (1:1) schools in the sample. The final sample included 110 high schools and 922 secondary school teachers in the state of Iowa. Data were collected from public databases as well as from teacher surveys. The final data analysis was conducted using a multilevel model with three separate models for each of the dependent variables (competency and integration). Results indicated that teachers in schools with 1:1 student computing initiatives report higher levels of personal technology competency and classroom integration of learning technologies.

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14

Nagadeepa C., Sibi Shaji, and B. Rose Kavitha. "Technology Acceptance of HRIS." International Journal of Information Communication Technologies and Human Development 11, no. 4 (October 2019): 35–45. http://dx.doi.org/10.4018/ijicthd.2019100103.

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In the digital era, people are shifting from human involvement to digital involvement. They expect everything do be done in single touch. In this fast world, digital technology has grown so much that people use the information technology in all their activities. This article focuses on the digital technology used for human resource management in B-Schools. It is understood that there are plenty of HRIS tools that are available to be used in the educational institutions. For the current study, the researchers focused the study towards the B-Schools in India. The respondents were employees of various B-Schools in Bangalore. This study considered 120 employees (low, middle and upper level) from various B-Schools. The study was to understand the effectiveness of the human resource information system tools in B-Schools using SEM.

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15

M.Kh., Shomirzayev. "“Technology” In Secondary Schools Organization Of Science Classes." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 395–405. http://dx.doi.org/10.37547/tajssei/volume02issue11-66.

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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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17

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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18

Nisa, Aida, M. Khairul Anam, Helda Yenni, Parlindungan Kudadiri, and Gunadi. "Clustering Junior Schools in Implementing Smart School Using The K-Means in Pekanbaru." Jurnal Sains, Nalar, dan Aplikasi Teknologi Informasi 3, no. 3 (July 3, 2024): 121–28. http://dx.doi.org/10.20885/snati.v3.i3.40.

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The purpose of this research is to determine the readiness of schools in implementing the Smart School system through various stages. One of the concepts of a Smart City involves integrating information and communication technology into the learning process at every school to create Smart Schools. However, not all schools are ready to implement this technology because it requires suitable technology to support the quality of teaching and learning. Another issue is the absence of information systems that can facilitate administrative tasks and the teaching and learning process. The use of the K-Means method is beneficial for clustering schools based on their stages, characteristics, and readiness to implement the Smart School system. This helps identify schools with the highest level of readiness. This research demonstrates that the use of K-Means can identify school readiness based on the established stages related to the Smart School system. It also can pique students' interest in developing and boosting the school's reputation as the best technology-based school.

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19

Ghavifekr, Simin, and Seng Yue Wong. "Technology Leadership in Malaysian Schools." International Journal of Asian Business and Information Management 13, no. 2 (July 2022): 1–18. http://dx.doi.org/10.4018/ijabim.20220701.oa3.

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Education 4.0 is the answer to the global needs for the advanced integration of humans and technology. Leading school’s technology utilization can be the way forward to support education 4.0 realization. This study aims to investigate the effects and roles of principals’ technology leadership towards teachers’ ICT utilization and students’ academic performance in secondary schools in Selangor, Malaysia. This empirical study uses a set of questionnaires to gather information from respondents who are in the teaching profession. A total of 310 questionnaires were completed and analyzed. The findings have shown significant positive impacts between the effects of the technology leadership roles of principals on teachers’ effective ICT utilization and students’ academic performance. The integration of ICT and technological tools in schools has a great challenge towards the new era of the Education 4.0 system. This suggests that principals who embrace technology will effectively lead their schools to acquire educational resources to enhance student engagement and learning.

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20

Johnson, Cheryl DeConde. "Hearing assistance technology in schools." Hearing Journal 61, no. 2 (February 2008): 22. http://dx.doi.org/10.1097/01.hj.0000310620.67754.13.

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21

Krivacska, James J. "Computer Technology in the Schools." Special Services in the Schools 2, no. 4 (August 19, 1986): 97–108. http://dx.doi.org/10.1300/j008v02n04_07.

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22

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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23

Reeves, Thomas C. "Evaluating Schools Infused with Technology." Education and Urban Society 24, no. 4 (August 1992): 519–34. http://dx.doi.org/10.1177/0013124592024004009.

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24

Alenezi, Abdullah. "Technology leadership in Saudi schools." Education and Information Technologies 22, no. 3 (March 17, 2016): 1121–32. http://dx.doi.org/10.1007/s10639-016-9477-x.

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25

Fawkes, Don. "Performance technology and the schools." Performance + Instruction 31, no. 3 (March 1992): 30–33. http://dx.doi.org/10.1002/pfi.4170310309.

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26

Khan, Rahmatullah, Ashfaq Akram, Farzana Rizwan, Zahedi Daud, and Md Gapar Md Johar. "TECHNOLOGY DRIVEN TEACHING HOSPITAL." Professional Medical Journal 23, no. 10 (October 10, 2016): 1171–77. http://dx.doi.org/10.29309/tpmj/2016.23.10.1717.

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Bedside teaching is the heart of clinical teaching in a medical programme.Most of times, it is conducted inside the ward which hinders the privacy of patientsand enhances the disturbance of other inpatients. In resource constrained countries,a teaching hospital serves for multiple medical schools. It is major challenge toprovide satisfactory clinical teaching to students of multiple medical schools becauseof shortage of teaching hospitals in those countries. The present article presents aproposal to enhance clinical teaching for multiple medical schools being attached toa single teaching hospital. Its template and potential benefits are discussed.

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27

qizi, Samatova Iroda Azamjon. "CONTENT AND ESSENCE OF VITAGEN EDUCATIONAL TECHNOLOGY." International Journal of Pedagogics 4, no. 4 (April 1, 2024): 74–77. http://dx.doi.org/10.37547/ijp/volume04issue04-13.

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This article highlights the basic competencies of secondary schools based on international educational standards, the basic competencies of secondary schools, the use of vitagenic education technologies in the development of social competencies among students, the content, significance, pedagogical and psychological conditions of vitagenic education technologies in ensuring the effectiveness of the educational process in our republic.

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Gcabashe, Nduduzo Brian. "Empowering teachers: Enhancing Business Studies teachers' technology integration skills through technology peer mentoring." Interdisciplinary Journal of Education Research 6 (March 21, 2024): 1–12. http://dx.doi.org/10.38140/ijer-2024.vol6.12.

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Schools worldwide are continually seeking out various strategies to improve teachers' skills in integrating technology. One strategy that some schools adopt to enhance teachers' technology integration skills is technology peer mentoring. This qualitative study investigates how technology peer mentoring is used to enhance the technology integration skills of business studies teachers in selected schools in South Africa. Interpretivism was adopted as the research paradigm, and an exploratory case study was used as the research design for this study. Purposive sampling was used to select six business studies teachers from six secondary schools located in the Kwa-Zulu Natal province. Thematic analysis was used to analyse the data collected through semi-structured interviews. The study revealed that business studies teachers benefited immensely from their colleagues in the fields of Computer Application Technology and Information Technology during technology peer mentoring. This is because IT and CAT teachers possess both pedagogical and technological knowledge, which makes it easier for them to mentor business studies teachers in integrating technology into their instructional practices. The study concluded that technology peer mentoring helps enhance teachers' technology integration skills. Therefore, the study recommends that technology peer mentoring be adopted in South African schools as part of the strategies to enhance teachers' technology integration skills.

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29

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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30

Martinelli, Ida, and Nalil Khairiah. "Concretization of Online Accreditation to Improve the Quality of Digital Technology-Based Education Services in the New Normal Era." PERSPEKTIF 13, no. 1 (January 19, 2024): 18–31. http://dx.doi.org/10.31289/perspektif.v13i1.10421.

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This article aims to investigate the implementation of accreditation to enhance the quality of technology-based education services in the new normal era. The primary focus of the research is on the concrete application of online accreditation based on digital technology in the field, associated with the improvement of educational service quality. The research approach utilizes school accreditation guidelines as a reference, collecting data through interviews and document analysis, which is then qualitatively analyzed. The findings indicate that the successful implementation of online accreditation is contingent upon schools providing facilities, infrastructure, and human resources professionals in using digital technology in educational services. Furthermore, the quality of educational services is reflected in the school's output, particularly in the superior quality of graduates from accredited A-level schools compared to non-accredited ones. By employing digital technology in the accreditation process, schools face the challenge of cultivating habits of using digital technology in their operational procedures. Ultimately, this positively contributes to the overall improvement of the quality of educational services. With efficient administrative management and well-managed learning processes, technology-based accreditation encourages schools to continually adapt and enhance themselves to achieve optimal educational service quality.

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31

Hodas, Steven. "Technology Refusal." education policy analysis archives 1 (September 14, 1993): 10. http://dx.doi.org/10.14507/epaa.v1n10.1993.

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Analyses of the deployment of technology in schools usually note its lack of impact on the day-to-day values and practices of teachers, administrators, and students. This is generally construed as an implementation failure, or as resulting from a temperamental shortcoming on the part of teachers or technologists. It is predicated on the tacit assumption that the technology itself is value-free. This paper proposes that technology is never neutral: that its values and practices must always either support or subvert those of the organization into which it is placed; and that the failures of technology to alter the look-and-feel of schools more generally results from a mismatch between the values of school organization and those embedded within the contested technology.

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32

Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.

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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.

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33

Pratama, Zakaria, Angga Putra Juledi, and Rahma Muti Ah. "Membangun Layanan Telepon Voice Over Internet Protocol Dengan Menggunakan Server Trixbox Di Smk Pemda Rantauprapat." INFORMATIKA 11, no. 3 (December 14, 2024): 131–37. https://doi.org/10.36987/informatika.v11i3.5010.

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SMK Swasta Pemda Rantauprapat is one of the schools in Labuhanbatu Regency which is one of the oldest vocational schools in Labuhanbatu Regency, where communication has been carried out using paid telephones so that it becomes an additional cost that burdens the school's finances. Along with the rapid development of technology, it has resulted in free telephone services, one of which is VoIP (Voice Over Internet Protocol) technology with VoIP technology which can be used as the right solution to solve this problem. In building a VoIP system, a voip server is needed, namely Trixbox. Trixbox is a Voip Server built on the Linux CentosOs operating system which is open source so it can be developed. Communication using VoIP technology only requires a computer/leptop, microphone, speakers, smartphone and a LAN network using both wired and wireless. With VoIP technology in schools, school principals, vice principals, heads of departments and teachers can communicate without incurring telephone costs.

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34

Juayevich, Husanov Ahmadjon, and Yuldoshev Odiljon Toshpulatovich. "Technology management activities of secondary schools." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 6 (2020): 1406. http://dx.doi.org/10.5958/2249-7137.2020.00777.6.

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35

Søby, Morten. "Horizon: Technology Outlook for Norwegian Schools." Nordic Journal of Digital Literacy 8, no. 04 (December 10, 2013): 187–90. http://dx.doi.org/10.18261/issn1891-943x-2013-04-01.

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36

Reese, Sam, and James Rimington. "Music Technology in Illinois Public Schools." Update: Applications of Research in Music Education 18, no. 2 (March 2000): 27–32. http://dx.doi.org/10.1177/875512330001800206.

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37

Thomas, Lajeane G. "Providing Technology Leadership for Restructured Schools." Journal of Research on Computing in Education 24, no. 2 (December 1991): 265–79. http://dx.doi.org/10.1080/08886504.1991.10782008.

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38

Dill, Brian J., and Ronald E. Anderson. "Ethics-Related Technology Policies in Schools." Social Science Computer Review 21, no. 3 (August 2003): 326–39. http://dx.doi.org/10.1177/0894439303253978.

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39

Render, Barry, and Ralph M. Stair. "Microcomputer Technology in Schools of Business." Interfaces 17, no. 5 (October 1987): 92–102. http://dx.doi.org/10.1287/inte.17.5.92.

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40

Anderson, Ronald E. "The technology infrastructure of U.S. schools." Communications of the ACM 36, no. 5 (May 1993): 72–73. http://dx.doi.org/10.1145/155049.155067.

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41

Rogers, Kevin. "Resourcing music technology in secondary schools." British Journal of Music Education 14, no. 02 (July 1997): 129. http://dx.doi.org/10.1017/s0265051700003570.

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42

Townley, Arthur J., and Kenneth Martinez. "Using Technology To Create Safer Schools." NASSP Bulletin 79, no. 568 (February 1995): 61–68. http://dx.doi.org/10.1177/019263659507956810.

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43

Jackson, Gregory A., and Terrence E. Deal. "Technology, learning environments, and tomorrow's schools." Peabody Journal of Education 62, no. 2 (January 1985): 93–113. http://dx.doi.org/10.1080/01619568509538477.

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44

Connett, James H. "Satellite Technology: Applications for High Schools." NASSP Bulletin 69, no. 484 (November 1985): 29–32. http://dx.doi.org/10.1177/019263658506948408.

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45

Reeves, Joan, and Anne Pennell. "Science and Technology in Primary Schools." Physics Bulletin 38, no. 10 (October 1987): 381–83. http://dx.doi.org/10.1088/0031-9112/38/10/021.

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46

Axelrod, Saul. "Integrating behavioral technology into public schools." School Psychology Quarterly 8, no. 1 (1993): 1–9. http://dx.doi.org/10.1037/h0088827.

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47

Natalie, Regina Yuantika, Yuli Yani, Ahmad Ridwan, Dwipo Setyantoro, and Nurul Hikmah. "IMPLEMENTATION OF BLOCKCHAIN TECHNOLOGY IN SCHOOLS." JURNAL ILMIAH GLOBAL EDUCATION 4, no. 4 (December 10, 2023): 2133–39. http://dx.doi.org/10.55681/jige.v4i4.1466.

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The purpose of this study was to determine the level of understanding of schools with blockchain technology. The method used in this research is a literature study approach. Data collection through library research. Based on research data, researchers understand that the application of blockchain-based technology in schools plays a very important role because it makes it easier for teachers to teach, makes it easy for students to understand the material with a simple design, and makes teaching more effective and can control students well. Apart from this, blockchain makes it easy for transactions to pay school finances quickly and all data is recorded neatly without having to record it one by one.

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48

PUCKETT, CASSIDY. "CS4Some? Differences in Technology Learning Readiness." Harvard Educational Review 89, no. 4 (December 1, 2019): 554–87. http://dx.doi.org/10.17763/1943-5045-89.4.554.

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This article investigates the extent to which teens are ready to take advantage of the Computer Science for All (CS4All) initiative promoted in 2016 by the Obama administration. Using new survey data from a socioeconomically stratified random sample of eighth graders in regular neighborhood schools in Chicago, author Cassidy Puckett looks at differences in students' technology learning readiness, operationalized as the use of five technology learning habits, and home and school resources and practices that explain these differences. Findings show that students vary in their technology learning readiness, which suggests the need for intervention before high school, and that families shape readiness, but schools largely do not. This study contributes to debates about schools' relationship to inequality by identifying a mechanism through which policies can inadvertently exacerbate inequities without understanding and addressing readiness; it also offers possible methods for interventions in schools.

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Hašková, Alena, Monika Valentová, and Peter Brečka. "Parents’ Views on the Technology Curriculum." Education and Self Development 19, no. 4 (December 28, 2024): 37–49. https://doi.org/10.26907/esd.19.4.04.

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In September 2023, in Slovakia a curriculum reform of primary and secondary schools, announced by the Ministry of Education, Research, Development and Youth of the Slovak Republic in 2020, has entered in its pilot phase. In this phase first schools have started to teach according the new State Educational Programs, while from September 2026 all schools are expected to teach according to them. The paper presents the selected results of a cross-sectional survey research carried out in three regions of Slovakia with the aim to explore the opinions of parents on the technology curriculum. In each of the three selected regions two urban and two rural schools were involved in the survey research, i.e. parents of pupils attending the given schools were asked which thematic units in their opinion should be taught in technology classes. The collected data were analysed for the whole sample of the respondents, without any differentiation, and in dependence on the segmentation factors of the respondents, which were gender of their children (daughter or son, i.e. male or female) and affiliation of their children to the school they attended (rural school – urban school). The analyses were performed to find out possible significant differences among the results recorded for each of these sub-groups in dependence on the stated segmentation factors.

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LUKÁČOVÁ, DANKA. "School Curriculum of Technology in Primary Schools in Slovakia – A Case Study." Journal of Education, Technology and Computer Science 4, no. 34 (December 29, 2023): 103–9. http://dx.doi.org/10.15584/jetacomps.2023.4.10.

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Since 2008, schools in Slovakia have been able to adapt the curriculum of each subject according to the requirements of the school, pupils or parents. Only the content and performance standards of the subject are binding for them. In this article, we publish an analysis of three school curricula and thematic educational plans. Through content analysis of the documents, we investigated how primary schools implement the content of the subject of technology. We analysed the differences in the thematic units, common features and the number of lessons each topic implements. We found differences in the thematic units that primary school teachers include in teaching technology, although they are insignificant. We identified the most considerable differences in the seventh year of primary school. Also, the thematic units taught in the subject area of Household economics are very heterogeneous in schools.

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