Use and development of teaching technologies presented in nursing research

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

This special issue of seminar.net is the result of a collaboration between teachers at the two master programmes, “Communication, Design and Learning” at the University of Oslo and “ICT Supported Learning” at the Oslo and Akershus University College of Applied Sciences. For 2013-2015, we received a grant from Norgesuniversitetet to develop partnership, flexible teaching and study methods, and to increase learning outcomes among students. The four papers represent the first research results from our project. We are grateful to Norgesuniversitetet for its support.Per HetlandGeneral editorThe first paper, by Per Hetland and Anders I. Mørch, both from the University of Oslo has a title called “Ethnography for Investigating the Internet”. They describe the field by giving an overview of the competing concepts, and argue for their chosen path. They point at important crossing roads and selections that needs to be taken for future research.Jan Erik Dahl, also of The University of Oslo, presents the paper “Supporting learning through epistemic scaffolds embedded in a highlighter tool”. It explores how the use of the tool was used to support students’ readings and discussions of research articles. He argues that the use of annotation technologies in education is increasing, and that annotations can play a wide variety of epistemic roles; e.g., they can facilitate a deeper level of engagement, support critical thinking, develop cognitive and metacognitive skills and introduce practices that can support knowledge building and independent learning. Dahl criticises some of the underlying assumption of present research in the field and suggest that one needs to look for the active co-construction that students do in collaboration with others.Monica Johannesen and Leikny Øgrim, of the Oslo and Akershus University College of Applied Sciences, has collaborated with Ole Smørdal of the University of Oslo on the paper “Facebook as an actor - a case of students negotiating their social presence in an online course”. Their paperreports on a study of a higher education online course based on asynchronous communication. In the selection of technology for online discussions they aimed at creating a sense of togetherness among the teachers and the students. Their choice proved to be a insightful experience of how the differences of agency of a virtual learning environment (VLE) are compared to social media when it comes to social presence.Anders I. Mørch of the University of Oslo has collaborated with Louise Mifsud and Bård Kjetil Engen, of Oslo and Akershus University College of Applied Sciences on the fourth paper, called “Problem-Based Learning in Synchronous Networked Environments: Comparing Adobe Connect and Second Life”. Their approach was to compare experiences from using two networked learning environments: Adobe Connect (AC) and Second Life (SL) for supporting teaching and learning in distance education courses. Data were collected from two separate case studies: one in Norway (AC) and the other in the United States (SL), using different but comparable methods of data analysis. They focus on problem-based learning (PBL), using four application characteristics of PBL (learner activity, collaborative learning, feedback, and valuation of previous knowledge).General sectionIn addition to the four papers in the special issue of Seminar.net, we also contribute with two more papers.David Hallberg, representing both The Swedish Red Cross University College and the Stockholm University, has written a paper with Henrik Hansson and Anders G.Nilsson, also from Stockholm University called: “Immigrant Women's Reasoning and Use of Information and Communications Technology in Lifelong Learning”. The paper explores the reasoning and use of information and communications technology (ICT) in lifelong learning by immigrant women. The researchers collected data from semi-structured and unstructured interviews. The study was carried out primarily in a school environment, which also made it possible to draw conclusions about the connection between learning in and outside school environments.Trine Fossland, of University of Tromsø UiT The Arctic University of Norway, presents the last paper in this issue. Her paper, “Stories of technology-enhancement in higher education – a critical approach”, continues a critical stance of educational technology, suggesting that even if there is a large body of research on technology-enhanced learning, questions related to the educational effectiveness of technology use still needs to be questioned. She argues that “digital innovators’” stories about technology enhancement may constitute a rich source for understanding this complex educational phenomenon both in relation to teachers’ daily practices and the implementation of ICT in higher education at large. Her paper relies on biographical interviews with “digital innovators”. Her findings suggest that technology-enhancement is linked to nine key characteristics: different educational models, authenticity, pedagogical added values, meaningful student activities, changing approaches to feedback, assessment and connection with the outside world, as well as holistic planning, supportive leaders and strong micro-cultures. This paper proposes a more nuanced understanding of the term technology enhanced learning and suggests strategies for educational development and further investigations related to this phenomenon in higher education. Yngve Nordkvelle

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.

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

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.

The integration of education technology and expert systems in higher education has been gaining increasing attention as a means of fostering educational innovation. Education technology has the potential to enhance the quality of education and support personalized learning, while expert systems can provide students with timely and individualized feedback to promote deeper learning. However, despite the growing interest in these tools, there is a lack of research on the pathways to successful implementation and the potential benefits and challenges that may arise. This paper aims to address this gap in the literature by reviewing relevant studies on the use of education technology and expert systems in higher education. By synthesizing the findings, this paper highlights the potential of these tools to transform traditional approaches to teaching and learning, as well as the challenges that need to be addressed for effective implementation. Specifically, the paper discusses the benefits of education technology and expert systems in terms of enhancing student engagement, promoting critical thinking and problem-solving skills, and improving learning outcomes. Additionally, the paper identifies challenges related to infrastructure, faculty readiness and training, and student adoption and usage. The insights presented in this paper have implications for educators, administrators, and policymakers who are seeking to promote educational innovation through technology. By understanding the potential benefits and challenges of using education technology and expert systems, institutions can develop effective strategies to leverage these tools to enhance the quality of education and provide students with a more personalized learning experience. Overall, this paper contributes to the literature by offering a comprehensive overview of the current state of research on the use of education technology and expert systems in higher education, and by identifying avenues for future research in this area.

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

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.

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.

This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck‐Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.

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.

This research project focuses on the use of educational technology tools (ETt) within the Extension Service and its professional staff in the 12-state North Central Region of the United States. ETt are those pieces of equipment, software, and hardware used by Extension staff members to support program delivery management;The objectives of this study were to investigate the kinds of ETt available, assess the current and future use of these technologies, and identify barriers that prevent their use in Extension programs;The systems and communication theory and behaviorism and cognitive theory are the environment and the framework that support the use of educational technology. The versatility of these educational devices has provided educators with innovative equipment that facilitates their teaching methods;Over 90% of Extension professional had access to traditional technology, such as a carousel slide projector, an overhead projector, and their use is not limited by any barriers. Word processing is the most popular software program currently being used by them;Computer technology is widely used and is rapidly becoming a traditional technology in the Extension Service. However, most of the emerging technologies are limited in their use in Extension because of the lack of funds, lack of experience, lack of training, lack of time, and being unaware of the technology;A same trend on the current and anticipated use of educational technology tools is observed in the 12-state North Central Region. Likewise, there are significant differences in the barriers which may have prevented Extension personnel, among different states, from utilizing the several educational technologies;A couple of recommendations from the study were that similar inservice training programs could be designed and implemented within the North Central Region and that a similar study should be conducted on the use of ETt in undergraduate teaching programs at land-grant universities.

The development of modern information-communication technologies has enabled the development of electronic knowledge distribution channels that expand the effective level of general and specialist education. This trend is also present in higher education because higher education institutions and institutes increasingly rely on the use of modern information-communication technologies in their operations. The effects of the use of personal computers, the Internet and global social networks are multiple in the higher education system as well. In the process of acquiring new knowledge, developing creativity, as well as ensuring greater activity in the process of education, new learning technologies, with the use of multimedia systems, created the prerequisites for the engagement of all individual and collective resources. The most important source of the state’s competitive advantage is the ability to educate and retain highly educated personnel in the field of information technologies. From that aspect, the paper discusses information technologies as a scientific discipline and general conditions for education in the field of information technologies. The impact of technical and pedagogical changes on education in this area is analyzed with particular attention. It is known that information technologies are suitable for vocational education, and the modern environment sets specific requirements regarding the applicability of knowledge acquired in higher education institutions. The dynamic and turbulent market emphasizes the applicability of knowledge as a key requirement in the educational process. These short researches propose new educational modules that should structure teaching in the field of information technologies in accordance with the global demand in this sector. Every society strives for a more efficient and economical system of education, and therefore the issue of the use of new information technologies in education comes down to the problem of creating a theoretically ideal model of the use of these technologies at all levels of education and work.

The use of technology in education has become an urgent necessity and is no longer a luxury. This is evident through the attachment of students to their tablets, mobile phones, and other forms of various technologies. Therefore, educational institutions, especially universities and higher education institutions, must think according to the age variables and their requirements by providing interesting and attractive educational environments that suit the interests of students. In this context, several strategies based on the employment of modern technology have appeared in the educational process, perhaps the most prominent of which is called the flipped classroom. This paper aims to introduce a proposed model for employing databases in the flipped classroom learning environment at Saudi universities, based on the integration between database and instructional design models where the transition to a flexible and effective virtual learning environment suits the growing and changing needs of students; it also reviews the concept of the flipped classroom and its features in improving the teaching and learning process, as well as reviewing the database concept, its components, characteristics, and roles in developing the educational system.