Educational technology tools used by extension professionals: a North Central Region survey

The role of information and communication technology (ICT) is increasing in building the present, shaping the future and building an evolving society, Technology has become a fundamental requirement in various areas of life, especially in the field of education, It is noticeable that demand is growing day by day in various parts of the world for the use of modern technologies of information and communication technology in the development of systems and the development of methods of education to provide students with the knowledge and skill they need. Technology has a significant impact on the development of traditional teaching and teaching methods, The revolution of technology and knowledge requires that educational systems focus on how to learn and think rather than teach the same knowledge, Fitting the student to how to access and handle knowledge is more important than filling the student's mind with this knowledge. In general, the research attempts to answer the following questions: Does the teaching staff of the University of Nawroz have sufficient skills to use ICT in the educational process? Is there an acceptance of the idea of integrating ICT in university education by faculty members? 3- What are the obstacles that a university professor may face when applying the idea of integrating ICT into university education?Therefore, this research aims to identify the reality of the use of information and communication technology in university education, specifically the University of Nawroz, based on the questionnaire form, The descriptive analytical approach was used to conduct the research. The study concluded with a number of conclusions, the most important of which is that the teaching staff agreed on the need to use ICT in university education, and made a number of proposals, including studies to determine the relationship between teaching specialization and the level of their expectation of benefiting from the use of technology in education.

The use of technology in special education facilitates learning and permanence. Technology infuses classrooms with digital learning tools, such as computers and hand held devices, expands course offerings, experiences and learning materials and supports learning. The role of families of children with special needs in integrating technology into students’ lives is crucial as teachers since they spent much time with their children. This study aims to determine technology attitudes of parents with special needs children and using technology in courses. This study used quantitative research and a scale was used as data collection tool. Results of the study revealed that attitudes of parents of children with special needs towards technology and using technology in courses are positive at a moderate level. In addition to this, attitudes of parents showed significant difference based on parents’ educational status and thoughts on the usefulness of technology in education. Suggestions for further research and practices were presented with relevant literature.KeywordsSpecial educationSpecial needsFamilies of children with special needsTechnologyAttitude

Objective: characterizing teaching technologies used or developed in nursing dissertations and theses in Brazil. Methods: adocumentary research that had data collection sourced from directories of theses and dissertations available on the websiteof the Brazilian Nursing Association, from Volumes Nineteen (XIX) (2001) to Twenty-one (XXI) (2013). Results: of 6346studies, 18 (0.28%) used or developed teaching technologies, composed of the following categories: use of conceptualmap; use of games; development of Virtual Learning Environment; development of educational materials; developmentof Distance Education courses; and artifact development. Conclusion: national research on the development and use ofteaching technology in nursing are still insufficient, especially in the North and Northeast. Multiple benefits of the use ofteaching technologies in nursing and learning environments were highlighted, not only for students and professionals, butalso for patients.aprendizagem da enfermagem, tanto com estudantes e profissionais, quanto com os pacientes.

One of the most important topics that stand out in the process of Turkey's candidacy for the European Union is undoubtedly education. Undoubtedly, one of the attitudes that are desired to be imparted to students in primary, secondary and higher education institutions today is to learn the use of new technologies in education. Electronics and communication technology The only way for students to stay up-to-date after graduating in their rapidly developing fields is to ensure lifelong learning by maintaining the use of new technologies in education. In addition, they are expected to acquire this attitude that they developed during their student life to their own students in the teaching profession. Developing and strengthening lifelong learning attitude by maintaining the use of new technologies in education among students includes differences according to other attitudes, skills and habits that students want to acquire. The development of a lifelong learning attitude by maintaining the use of new technologies in education involves students gaining new skills such as information collection, as well as developing some special attitudes and desires related to learning. Another issue related to lifelong learning through the method of maintaining the use of new technologies in education is self-learning. Self-learners generally have certain characteristics, attitudes and skills. These attitudes include that learning is a personal responsibility, an approach such as challenging problems, and a willingness to learn. Lifelong learning characteristics include being motivated, independent, self-disciplined and self-confident by the method of maintaining the use of new technologies in education. His skills include basic study skills and time management. Presenting activities such as design, where the solution is not obvious, instead of closed-ended problems to students in education and training processes, can help them develop the skills and attitudes necessary for lifelong learning, as it will require the integration of the learned material, the discovery of knowledge through experiments and research. Key Words: Training Methods and Techniques, New Technology, Design Process, Coordination and Implementation

The volume presents novice and experienced teachers with a sound and concise reflection on the use of the newest technologies in education. The discussion covers e-learning platforms, m(obile)-learning, web technologies (blog, micro-blog, wiki), social networks, video-games and role games, videos, and some basic issues such as (digital) story telling, hypertextuality, multimediality, and identity. Many projects brought in as examples of the use of technologies in educational contexts are aimed at language learning. The final section discusses Italian and European programs centered on new technologies. The authors balance an enthusiastic attitude with realistic considerations on how the educational use of new technologies requires great accuracy to the design of the intervention and close monitoring.

In this chapter, we present the results of a comprehensive quantitative survey of (primarily public school) middle level educators (N = 105) from New York and Tennessee designed to examine middle level teachers’ experiences with educational technology across various stakeholders they are likely to encounter. Participant teachers completed survey measures of their experiences using educational and instructional technologies, including technology-related experiences with school administration, technology specialists/ coaches, students, fellow teachers, and students’ parents. After a discussion of the relevant research, we present the survey results as they reflect the challenges, barriers, and successes that teachers have had when using educational or instructional technologies in their classes and with their students. Teachers also rated a variety of barriers they have encountered in their efforts to use educational technologies. We conclude with an overall assessment of the relative importance of the different stakeholders and implications for future research with those groups.

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This guidebook is designed to be the middle-level teacher’s friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one’s classroom and school.A sample of middle level U.S. teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers’ experiences and recommendations according to each stakeholder.Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are “built to last” and should be applicable regardless of the specific tool under consideration. We assume that it doesn’t ultimately matter what the tool or technology is that you’re using—it’s how and why you’re using it for teaching and learning that will determine whether it is successful or not. The “how” and “why” aspects encompass the built-to- last strategies included in this guidebook.

Educational technology or learning technology is a tool to facilitate the teaching and learning process and improve performance through its use and management of technology. Educational technology can change the learning and teaching process in various school institutions, both elementary and middle level (SMA). Educational technology can make it possible to change students in learning both in various tasks or materials that they may not be able to see directly by the teacher. Technology is also a practice and development, utilization, and evaluation in the learning process. By incorporating educational technology into learning, students will find it easier to do school assignments. Educators can provide technology for students to provide learning experiences to students that may be able to realize student desires. The use of educational technology must be adapted to educational goals that involve the use of technology that can change the role of educators and students in improving thinking skills and solving problems. Educational technology really supports the teaching and learning process, because attractive learning media is a means to improve the quality of education. Educational technology has good facilities and educational media can improve the quality of education, make learning more efficient, effective and get maximum results from the teaching and learning process. Especially in this day and age the use of educational technology is very useful because it can make it easier for students when learning when they are not face to face and educational technology is now also growing rapidly. Educational technology is expected to increase learning innovation and can facilitate students in various learning problems. If learning is as effective, efficient and better, the learning process will be realized optimally.

One of the areas where technology is used extensively, especially information and communication technologies, is education. Social work education is gradually changing from traditional practices to technology based. In this study, the use of information technology by social work educators teaching at universities in Türkiye is discussed. The participant of the study consists of 414 social work educators teaching in Türkiye. Data within the sample were collected via Google Forms. “Personal Information Form”, "21st Century Skills Teaching Scale" and "Attitude Scale Towards the Use of Technology in Education" were used in the research. The obtained data were analyzed via SPSS 29 for Windows software. According to the results, the majority of the participants find information technologies necessary in social work education and use these technologies at a moderate level or quite a lot. When the relationships between the scales are examined, it is seen that there is a statistically significant, negative relationship between the participants' Attitude Scale towards the Use of Technology in Education scores and the 21st Century Skills Teaching Scale scores. It is recommended that future researches examine social work educators' relationships with information technologies at a longitudinal level.

The article examines the variety and expediency of fitness classes with students of various specialties, shows the impact of such classes on the state of health of students, as well as the peculiarities of conducting fitness classes. One of the problems of physical education in universities is insufficient interest of young people in physical education. There is a problem between the need to form a physically healthy specialist during training and the lack of motivation of students engaged in physical education and sports, the need to change the format of conducting physical education classes using new approaches and new technologies.
 The use of fitness technologies in the physical education of students will have a positive effect on their motivational sphere, which in turn will affect the improvement of indicators of physical and mental condition, academic performance and the formation of a healthy lifestyle of students. culture in the university, in the formation of a healthy lifestyle of students.
 The article examines the state of the issue in scientific and methodical literature, summarizes the experience of using fitness technologies in the educational process. The effectiveness of fitness technology programs in physical culture for students of various specialties at the university is shown.
 The introduction of elements of fitness technologies into educational classes increases students' interest in physical culture, stimulates their independent work. Planning classes with elements of fitness for young men can be based on sports and recreational fitness technologies (athletic gymnastics, crossfit, mixed programs, fitness yoga, specialized programs of athletic gymnastics, circular fitness training, adapted mixed programs). For girls of the main group, fitness yoga, athletic gymnastics, step aerobics, mixed programs can be chosen; for girls of the adaptive group – fitness yoga, billiards, pilates, athletic gymnastics.

With the onset of Education 4.0 and the VUCAD2 world, the use of technology in instruction has been fully maximized. This study aimed to determine the teachers’ utilization of computer-based technology in science instruction. The study used descriptive survey research using the Computer-Based Technology Inventory Survey Questionnaire (CBTI-SQ). A total of 41 science teachers in two state-owned secondary schools in Zambales, Philippines served as respondents in the study. Based on the findings, the computer-based technology (CBT) in science instruction is a trend in the 21st-century learning. Teachers utilized CBT in instruction to improve their teaching that significantly uplifts students’ learning interests and concept understanding. However, teachers encounter difficulties due to low ICT literacy, unstable internet connection, power interruption, and sometimes they find it too expensive to use the CBT. The study recommends ICT training-workshop and encourages teachers to utilize appropriate CBT instruction based on the context of the students. The findings have important implications to policy development and curriculum enhancement.

This narrative review addresses the challenge posed by the widespread extensive use of digital tools, i.e., technologization, in university education, highlighting three aspects. First, an overuse of digital tools by teachers is discussed, particularly slideware as the most frequently used technology. Concerns are raised as to how effective an extensive use of such a technology is in promoting learning. Additionally, the impact of electronic devices used by students, especially smartphones, is reviewed, and the decrease in comprehension and academic performance associated with reading digital texts and writing on digital media compared to printed format is highlighted. Finally, the impact of artificial intelligence (AI), specifically the ChatGPT language model, in education is discussed, addressing both its potential benefits and ethical and educational challenges. The integration and promotion of AI tools in education pose additional challenges, such as environmental impact, digital distractions, and educational exclusion. A need for a balanced approach which follows the precautionary principle is emphasized, so educational institutions take preventive action to protect individuals and the environment, as well as to avoid potential harm when scientific evidence about an activity or technology is uncertain or incomplete. The text underscores the importance of raising awareness about responsible use of technology in education and advocates for a critical and reflective approach in its application so Sustainable Development Goals may be achieved.

The study aimed to identify the role of the educational counselor in the use of educational technology during the Corona pandemic in the government schools of the Hashemite Kingdom of Jordan from the point of view of the counselors, and the study sample consisted of educational counselors in government schools affiliated with the Jordanian Ministry of Education. (208) An educational guide and counselor, and the study used the descriptive survey method, and the results of the study showed that there is a high role for the educational counselor in the use of educational technology during the Corona pandemic in the government schools of the Hashemite Kingdom of Jordan from the point of view of the counselors, and the results also showed that there are no statistically significant differences in the role of The educational counselor in the use of educational technology during the Corona pandemic in the government schools of the Hashemite Kingdom of Jordan from the point of view of the counselors is attributed to the variables of gender and educational qualification, and in light of the results, the study presented a set of recommendations, most notably activating the role of the educational counselor and obligating him to regular visits to electronic platforms to follow up on students. Keywords: Educational Advisor, Educational Technology, Corona Pandemic, Government Schools of the Hashemite Kingdom of Jordan DOI: 10.7176/JEP/13-19-14 Publication date: June 30 th 2022

Purpose: The purpose of this study was to investigate the difficulties facing secondary school teachers and students in the use of teaching technologies.
 Methodology: This was a descriptive survey design. Data was collected using questionnaires, interview schedules and observation schedules. The obtained data were analyzed systematically using descriptive statistics and presented with the help of frequency tables, graphs and percentages.
 Findings: The results of the study established that most of the teaching technologies were available but inadequate in terms of quantity. Not all the teaching technologies were easily accessible for both teachers and students for teaching and learning processes.
 Conclusion: The study concluded that the use of teaching technologies was influenced by their availability, how the technology will enhance learning, knowledge and skills on use, syllabus requirement, accessibility and administration among others.
 Recommendation: The study recommends the Ministry of Education, Science and Technology should organize seminars, workshops and any other in-service courses frequently to familiarize and sensitize with a wide range of teaching technologies and their potentials. This could trigger teachers’ creativity and innovation in the use of teaching technologies in teaching and learning process.