De Koster, S., Volman, M., & Kuiper, E. (2017). Concept-guided technology development in ‘traditional’ and ‘innovative’ schools: Quantitative and qualitative differences in technology integration. Educational Technology Research and Development, 65, 1325-1344.
De Koster, Volman, and Kuiper evaluate the usefulness of a concept-guided strategy to improving technology integration in the classroom using a multiple case study. They discover that the concept-guided method successfully improves technological integration, and so suggest its use. Their research is relevant to the research topic since it focuses on the dynamic of technology integration in the classroom.
Laurillard, D. (2008). Digital technologies and their role in achieving our ambitions for education. Institute of Education, University of London.
Laurillard used a qualitative study approach to investigate the different digital technologies and their function in improving education. They believe that the importance of digital technologies is that they provide a way of achieving various educational aims. As a result, they advocate for the usage of these technologies in educational settings. Their results are important because they demonstrate the influence of digital technologies in technological advancement.
Tsvyatkova, D., & Storni, C. (2019). A review of selected methods, techniques, and tools in Child–Computer Interaction (CCI) developed/adapted to support children’s involvement in technology development. International Journal of Child-Computer Interaction, 22, 100148.
Yurtseven Avci, Ergulec, Misirli, and Sural use an online interview to investigate pre-service school teachers” experiences with flipped learning. They aimed to identify underlying issues, such as factors that triggered flipped learning and its drawbacks. They found that there were those dissatisfied and those who reported success with its use recommending its applications within supported settings. The study is pertinent in understanding the problem as it focuses on the perspective of teachers.
Yurtseven Avci, Z., Ergulec, F., Misirli, O., & Sural, I. (2022). Flipped learning in information technology courses: benefits and challenges. Journal of Further and Higher Education, 46(5), 636-650.
Yurtseven Avci, Ergulec, Misirli, and Sural study pre-service school teachers’ experiences with flipped learning using an online interview. They wanted to find out what was causing the flipped learning and what it was doing wrong. They discovered that there were people who were disappointed with its usage and others who claimed satisfaction with it, advocating its uses within supported situations. The research is useful in comprehending the issue since it focuses on instructors’ perspectives.
Aladé, F., & Donohue, T. H. (2023). Exploring parents’ technology attitudes and practices in the context of school-issued one-to-one devices in kindergarten. Journalism and Media, 4(2), 547-563.
Aladé and Donohue investigate the influence of parents and the home environment in encouraging or hindering children’s usage of school-based technology using a survey-based case study. They discover a link between children’s usage of technology at home and parents’ views about technology. As a result, they urge that parents devote themselves to increasing technology usage. It is related to the study topic because it addresses the role of parents in influencing technology implementation in education.
Looi, C. K., Chen, W., & Chen, F. H. (2014). Integrating technology in the classroom: factors that account for teachers’ regressive developmental trajectories. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 9(3), 1-17.
Looi, Chen, and Chen conduct qualitative research to analyze teachers’ resistance to incorporate technology in the classroom. They discover that poor coherency is an underlying problem that hampers technology integration in the classroom, and they advocate good teacher training and involvement in technology implementation. Thus, the significance of this research is that it reveals the underlying reasons of restricted technology acceptance, thus offering strategies to improve technology usage by instructors.
Nikian, S., Mhamad, F. N., & Aziz, M. A. (2013). Malaysian teachers’ perception of applying technology in the classroom. Procedia- Social and Behavior Sciences, 103, 621-627. DOI: 10.1016/j.sbspro.2013.10.380
Nikian, Mhamad, and Aziz conducted qualitative research in Malaysia using questionnaires to interview seven local English instructors on technology usage in the classroom. According to the findings, employing technology in the classroom improved the learners’ experience. They do, however, propose utilizing data from numerous sources to allow for correlation. This study contributes to my research by assessing how technology influences learners’ experiences through the eyes of instructors.
Shin, N., Sutherland, L. M., Norris, C. A., & Soloway, E. (2012). Effects of game technology on elementary student learning in mathematics. British Journal of Educational Technology, 43(4), 540-560. DOI: 10.1111/j.1467-8535.2011.01197.x
This research by Shin, Sutherland, Norris, and Soloway used a quasi-experimental control group design to assess the effects of game technology on students’ learning. It considers 41 learners who used technology-based or paper-based games for 5 weeks and 50 second-grade students who used technology-based games for four months. The findings revealed that using technology-based games improved students’ arithmetic skills. The authors recommend further studies into optimizing game technologies used in learning. This study offers important insights into using technology and gaming to enhance learning, making it a valuable addition to my research.
Liou, G., Bonner, C. V., & Tay, L. (2022). A psychometric view of technology-based assessments. International Journal of Testing, 22(3-4), 216-242. DOI: 10.1080/15305058.2022.2070757
This qualitative study by Liou, Bonner, and Ta uses a narrative review model to assess the psychometric elements of technology-based assessments. The study finds a need for researchers and practitioners to invest in enhancing the efficiency of technology-based assessments. The observations from this study are important to my research because they provide suitable foundations for enhancing my knowledge of technology and assessment methods.
Grigoryan, T. (2022). Investigating the effectiveness of iPad based language learning in the UAE context. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 146-168. DOI: 10.1080/02680513.2020.1718488
This mixed-method true experimental study by Grigoryan considered 80 17 to 25-year-old Emirati women in the UAE’s largest governmental higher learning institution. The findings revealed that students who learned language using iPads showed better progress than those using textbooks. The author also recommends considering other mobile devices in paperless learning. This source’s exploration of mobile technologies and their integration into the learning environment make it an interesting addition to my research topic.
Malamud, O., Cueto, S., Cristia, J., & Beuermann, D. W. (2019). Do children benefit from internet access? Experimental evidence from Peru. Journal of Development Economics, 138, 41-56. DOI: 10.1016/j.jdeveco.2018.11.005
Malamud, Cueto, Cristia, and Beuermann conducted an experimental investigation with children from 14 randomly chosen schools in Metropolitan Lima, Peru. It analyzes how learners’ access to the internet affects them. According to the results, internet access improves computer and internet competency but has no effect on math, cognitive abilities, self-esteem, school grades, or teacher opinions. To address the digital divide, the authors advocate giving children computers and internet access. As a result, the research is relevant to my subject since it examines the effects of the internet on students’ skills in a variety of areas.
Lai, J. W., Bower, M., De Nobile, J., & Breyer, Y. (2022). What should we evaluate when we use technology in education? Journal of Computer Assisted Learning, 38(3), 743-757. DOI: 10.1111/jcal.12645
Lai, Bower, De Nobile, and Breyer conducted a survey of 48 domain experts to analyze eight aspects of the use of technology in education. These domains were combined into a 39-item Likert scale. Technology, learning outcomes, emotional outcomes, teaching/pedagogy, institutional environment, behavior, design, and presence/community all received high relevance ratings. This research was relevant to my subject since it emphasizes the need of evaluating technology usage in the classroom in order to increase efficiency or discover flaws.
Modén, M. U., Lundin, J., Tallvid, M., & Ponti, M. (2022). Involving teachers in meta-design of AI to ensure situated fairness. Proceedings http://ceur-ws. org ISSN, 1613, 0073.
Modén argues that” planning teaching with a digital mathematics textbook with a high degree of flexibility puts more burden on teachers.” She believes that technology provides many resources but it can be complicated for teachers. This is related to my research because it tells me that if the teacher is not taught how to use the technology correctly students can not learn from it.
