Pub Date : 2023-06-20DOI: 10.1177/00472395231180551
H. Naccache, Mayamin Altae, Fatima Abdulla Al-Own
This paper studies the effect of implementing a new Arabic language learning software Test Survey for Students (TSFS) developed by the researchers and marketed as brain training software for primary students on language skills using Science, Technology, Arts, and Mathematics (STEAM) subjects. The teaching of Arabic language via computer-assisted language learning (CALL) takes place for the first time in Qatari schools specifically for primary students. The researchers included a theoretical analysis of current trends in CALL and Arabic language skills. Reading skills, learning word and sentence skills, and dictation skills were the three Arabic basic skills tested to measure the effectiveness of developing these skills and improve achievement for third-grade students using CALL in STEAM subjects. Mixed models analyzed using the statistical software for social sciences suggest that teaching Arabic language skills with STEAM topics using educational software is effective and has a promising potential to be extended to the whole of middle east and north Africa region.
{"title":"The Effect of the Software Test Survey for Students in Developing the Arabic Language Skills of Third-Grade Students in Qatar","authors":"H. Naccache, Mayamin Altae, Fatima Abdulla Al-Own","doi":"10.1177/00472395231180551","DOIUrl":"https://doi.org/10.1177/00472395231180551","url":null,"abstract":"This paper studies the effect of implementing a new Arabic language learning software Test Survey for Students (TSFS) developed by the researchers and marketed as brain training software for primary students on language skills using Science, Technology, Arts, and Mathematics (STEAM) subjects. The teaching of Arabic language via computer-assisted language learning (CALL) takes place for the first time in Qatari schools specifically for primary students. The researchers included a theoretical analysis of current trends in CALL and Arabic language skills. Reading skills, learning word and sentence skills, and dictation skills were the three Arabic basic skills tested to measure the effectiveness of developing these skills and improve achievement for third-grade students using CALL in STEAM subjects. Mixed models analyzed using the statistical software for social sciences suggest that teaching Arabic language skills with STEAM topics using educational software is effective and has a promising potential to be extended to the whole of middle east and north Africa region.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131504363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1177/00472395231180278
FELIX ESTRELLA
This article aimed to identify the usefulness of using social networking sites (SNSs) in an English as a foreign language class. One hundred sixteen undergraduate students of diverse degrees from a polytechnic state-owned university in Ecuador participated in the study, which followed a quantitative design. A descriptive analysis and a linear regression model were used to analyze the data gathered through an online survey. Results reported that participants agreed on average with all the propositions, thus confirming their perception of the usefulness of the SNSs used in class. Also, it was identified that the factors “Interaction with the teacher” (t = −0.116, p = .908) and “Engagement” (t = 1.508, p = .133) are not statistically significant predictors of student performance. Also, the factors “Interaction with peers” (t = 11.717, p < .001) and “Influence on cooperative learning” (t = 10.088, p < .001) were significant predictors in the model. The results of this investigation directly impact teachers’ practice and students who will be the first recipients of the advantages of using this tool in class.
本文旨在确定在英语作为外语课程中使用社交网站(sns)的有用性。来自厄瓜多尔一所国立理工大学的116名不同学位的本科生参与了这项研究，该研究遵循了定量设计。采用描述性分析和线性回归模型对通过在线调查收集的数据进行分析。结果显示，参与者平均同意所有命题，从而证实了他们对课堂上使用社交网络有用性的看法。此外，我们还发现，“与老师的互动”(t = - 0.116, p = .908)和“参与”(t = 1.508, p = .133)这两个因素对学生的表现没有统计学意义。此外，“与同伴的互动”(t = 11.717, p < .001)和“对合作学习的影响”(t = 10.088, p < .001)是模型的显著预测因子。这项调查的结果直接影响到教师的实践和学生，他们将是第一批在课堂上使用该工具的好处的接受者。
{"title":"An Analysis of the Impact of Social Networking Sites on Students’ Performance in English as a Foreign Language. The Case of Ecuadorian Polytechnic Undergraduate Students","authors":"FELIX ESTRELLA","doi":"10.1177/00472395231180278","DOIUrl":"https://doi.org/10.1177/00472395231180278","url":null,"abstract":"This article aimed to identify the usefulness of using social networking sites (SNSs) in an English as a foreign language class. One hundred sixteen undergraduate students of diverse degrees from a polytechnic state-owned university in Ecuador participated in the study, which followed a quantitative design. A descriptive analysis and a linear regression model were used to analyze the data gathered through an online survey. Results reported that participants agreed on average with all the propositions, thus confirming their perception of the usefulness of the SNSs used in class. Also, it was identified that the factors “Interaction with the teacher” (t = −0.116, p = .908) and “Engagement” (t = 1.508, p = .133) are not statistically significant predictors of student performance. Also, the factors “Interaction with peers” (t = 11.717, p < .001) and “Influence on cooperative learning” (t = 10.088, p < .001) were significant predictors in the model. The results of this investigation directly impact teachers’ practice and students who will be the first recipients of the advantages of using this tool in class.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114083129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1177/00472395231178943
S. Yildirim-Erbasli, O. Bulut, Carrie Demmans Epp, Yingqi Cui
Conversational agents have been widely used in education to support student learning. There have been recent attempts to design and use conversational agents to conduct assessments (i.e., conversation-based assessments: CBA). In this study, we developed CBA with constructed and selected-response tests using Rasa—an artificial intelligence-based tool. CBA was deployed via Google Chat to support formative assessment. We evaluated (1) its performance in answering students’ responses and (2) its usability with cognitive walkthroughs conducted by external evaluators. CBA with constructed-response tests consistently matched student responses to the appropriate conversation paths in most cases. In comparison, CBA with selected-response tests demonstrated perfect accuracy between system design and implementation. A cognitive walkthrough of CBA showed its usability as well as several potential issues that could be improved. Participating students did not experience these issues, however, we reported them to help researchers, designers, and practitioners improve the assessment experience for students using CBA.
{"title":"Conversation-Based Assessments in Education: Design, Implementation, and Cognitive Walkthroughs for Usability Testing","authors":"S. Yildirim-Erbasli, O. Bulut, Carrie Demmans Epp, Yingqi Cui","doi":"10.1177/00472395231178943","DOIUrl":"https://doi.org/10.1177/00472395231178943","url":null,"abstract":"Conversational agents have been widely used in education to support student learning. There have been recent attempts to design and use conversational agents to conduct assessments (i.e., conversation-based assessments: CBA). In this study, we developed CBA with constructed and selected-response tests using Rasa—an artificial intelligence-based tool. CBA was deployed via Google Chat to support formative assessment. We evaluated (1) its performance in answering students’ responses and (2) its usability with cognitive walkthroughs conducted by external evaluators. CBA with constructed-response tests consistently matched student responses to the appropriate conversation paths in most cases. In comparison, CBA with selected-response tests demonstrated perfect accuracy between system design and implementation. A cognitive walkthrough of CBA showed its usability as well as several potential issues that could be improved. Participating students did not experience these issues, however, we reported them to help researchers, designers, and practitioners improve the assessment experience for students using CBA.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121926148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/00472395231175157
Yu-mei Wang, Grace Jepkemboi Komol, D. Voltz
Research has shown that an effective peer critique process improves the quality of student assignments in various disciplines. Despite its benefits, peer critique is not without challenges. The major concern is the quality of the feedback. Students are not willing to take critical stances in reviewing their peers’ work and they tend to give more positive comments on their peers’ work. Students often complain that most feedback is not useful. Due to poor feedback, students do not feel they have learned from their experiences. This paper reports a longitudinal study investigating peer critique conducted in the online learning environment. The purpose of this study is to observe how students conduct peer critique in an online environment, where interventions are infused and applied to promote group dynamics. Student online critiques were archived. Content analysis was applied in coding student critiques. Student-written reflections were collected to obtain student perceptions about online peer critique.
{"title":"Peer Critique in an Online Environment: Nature of Student Critiques and Their Perceptions of the Process","authors":"Yu-mei Wang, Grace Jepkemboi Komol, D. Voltz","doi":"10.1177/00472395231175157","DOIUrl":"https://doi.org/10.1177/00472395231175157","url":null,"abstract":"Research has shown that an effective peer critique process improves the quality of student assignments in various disciplines. Despite its benefits, peer critique is not without challenges. The major concern is the quality of the feedback. Students are not willing to take critical stances in reviewing their peers’ work and they tend to give more positive comments on their peers’ work. Students often complain that most feedback is not useful. Due to poor feedback, students do not feel they have learned from their experiences. This paper reports a longitudinal study investigating peer critique conducted in the online learning environment. The purpose of this study is to observe how students conduct peer critique in an online environment, where interventions are infused and applied to promote group dynamics. Student online critiques were archived. Content analysis was applied in coding student critiques. Student-written reflections were collected to obtain student perceptions about online peer critique.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116353414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/00472395231177677
Lori L. Scarlatos
The burgeoning growth of educational technologies available to educators seems to suggest that any new technologies will simply make education better. Yet immediate adoption of emerging technologies is not always successful, and might even be detrimental if the adoption is not purposeful and informed. The sudden availability of artificial intelligence reminds us that these potential tools for learning and creativity—like the internet and social media before it—can also be a source for plagiarism and misinformation if not utilized correctly. This issue of JETS focuses on articles that look critically at a variety of technologies. Sometimes the technologies enhance learning, and sometimes they don’t. Yet all of the articles provide important insights that can be used to guide educators’ selection and purposeful implementation of the technologies. Our first paper presents a framework for selecting educational technologies that support students’ development of critical thinking skills. Extending the Technological, Pedagogical and Content Knowledge (TPACK) model, this framework focuses on six critical thinking skills: Interpretation, analysis, evaluation, inference, explanation, and self-regulation. The framework is further explained with an example of how it can be applied to an actual classroom situation, using tools ranging from interactive whiteboards to ChatGPT. The next two papers look at the use of specific technologies and contexts. The first of these provides guidelines for using Twitter in a marine biology course. The next paper describes a game called FLIGBY, developed for an entrepreneurship course with a focus on innovation and creativity. Although the authors did not find a correlation between the score in the game and student performance on tests and projects, interviews with students revealed that the game got them to think more about their human interactions. The following two papers look at different pedagogical approaches. The first of these compares two approaches to teaching systematic instruction methods to preservice teachers. Although the researchers found no significant difference, both approaches appear to work. This paper is potentially useful to anyone who is training preservice teachers because of the detailed description of how this was implemented and the section on implications for practice. In the next paper, a large statistics course was offered in-person (with students in a large lecture hall) and online. No appreciable difference was found. The next paper provides an overview of Editorial
{"title":"Editorial Overview","authors":"Lori L. Scarlatos","doi":"10.1177/00472395231177677","DOIUrl":"https://doi.org/10.1177/00472395231177677","url":null,"abstract":"The burgeoning growth of educational technologies available to educators seems to suggest that any new technologies will simply make education better. Yet immediate adoption of emerging technologies is not always successful, and might even be detrimental if the adoption is not purposeful and informed. The sudden availability of artificial intelligence reminds us that these potential tools for learning and creativity—like the internet and social media before it—can also be a source for plagiarism and misinformation if not utilized correctly. This issue of JETS focuses on articles that look critically at a variety of technologies. Sometimes the technologies enhance learning, and sometimes they don’t. Yet all of the articles provide important insights that can be used to guide educators’ selection and purposeful implementation of the technologies. Our first paper presents a framework for selecting educational technologies that support students’ development of critical thinking skills. Extending the Technological, Pedagogical and Content Knowledge (TPACK) model, this framework focuses on six critical thinking skills: Interpretation, analysis, evaluation, inference, explanation, and self-regulation. The framework is further explained with an example of how it can be applied to an actual classroom situation, using tools ranging from interactive whiteboards to ChatGPT. The next two papers look at the use of specific technologies and contexts. The first of these provides guidelines for using Twitter in a marine biology course. The next paper describes a game called FLIGBY, developed for an entrepreneurship course with a focus on innovation and creativity. Although the authors did not find a correlation between the score in the game and student performance on tests and projects, interviews with students revealed that the game got them to think more about their human interactions. The following two papers look at different pedagogical approaches. The first of these compares two approaches to teaching systematic instruction methods to preservice teachers. Although the researchers found no significant difference, both approaches appear to work. This paper is potentially useful to anyone who is training preservice teachers because of the detailed description of how this was implemented and the section on implications for practice. In the next paper, a large statistics course was offered in-person (with students in a large lecture hall) and online. No appreciable difference was found. The next paper provides an overview of Editorial","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125603084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1177/00472395231174614
Loukia David, N. Weinstein
A field experiment conducted across an academic semester tested the impact of a gamified experiential learning intervention strategically framing a student response system (SRS) to maximize student engagement through their technology use in class. Participants (n = 123) aged 9–16 years received an experimental intervention designed to foster intrinsic motivation through optimally challenging engagement. To achieve this, the intervention utilized teamwork, made friendly competence-enhancing competition salient, and created choice. In a comparison condition, students used SRS without these additional enhancements. Students were surveyed at three time points. The experimental intervention reported increasing psychological need satisfaction for autonomy, competence, and relatedness and greater academic well-being. An observer rating demonstrated more classroom behaviors indicative of intrinsic motivation as compared to the comparison condition. The effects of the intervention increasing student-reported and observer-rated academic well-being were due to more immediate beneficial effects of the gamified experiential condition fostering basic psychological needs for autonomy, relatedness, and competence.
{"title":"A Gamified Experiential Learning Intervention for Engaging Students Through Satisfying Needs","authors":"Loukia David, N. Weinstein","doi":"10.1177/00472395231174614","DOIUrl":"https://doi.org/10.1177/00472395231174614","url":null,"abstract":"A field experiment conducted across an academic semester tested the impact of a gamified experiential learning intervention strategically framing a student response system (SRS) to maximize student engagement through their technology use in class. Participants (n = 123) aged 9–16 years received an experimental intervention designed to foster intrinsic motivation through optimally challenging engagement. To achieve this, the intervention utilized teamwork, made friendly competence-enhancing competition salient, and created choice. In a comparison condition, students used SRS without these additional enhancements. Students were surveyed at three time points. The experimental intervention reported increasing psychological need satisfaction for autonomy, competence, and relatedness and greater academic well-being. An observer rating demonstrated more classroom behaviors indicative of intrinsic motivation as compared to the comparison condition. The effects of the intervention increasing student-reported and observer-rated academic well-being were due to more immediate beneficial effects of the gamified experiential condition fostering basic psychological needs for autonomy, relatedness, and competence.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133642099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1177/00472395231174034
Min Liu, Ying Cai, Song-Ae Han, Peixia Shao
Teachers interested in implementing problem-based learning (PBL) in classrooms encounter many challenges. Research suggests learning analytics (LA) can provide insights into students’ problem-solving process and offer teachers valuable information about when to provide necessary scaffolding. Yet, LA research in K-12 is lacking. There is also a need to explore how K-12 students’ self-efficacy may impact their problem-solving performance and learning behaviors. This study examined 418 middle school students’ self-efficacy, their learning performance and behavioral patterns after using a multimedia-enriched PBL program, and explore the relationships among these factors. Using a mixed-methods design, this study showed students’ different levels of self-efficacy were correlated with their success rates in solving problems. Students with higher self-efficacy used more appropriate tools at the appropriate times than students with lower self-efficacy. Students’ different levels of content knowledge also play a role in how students determine when and what tools to use to facilitate their problem-solving.
{"title":"Understanding Middle School Students’ Self-Efficacy and Performance in a Technology-Enriched Problem-Based Learning Program: A Learning Analytics Approach","authors":"Min Liu, Ying Cai, Song-Ae Han, Peixia Shao","doi":"10.1177/00472395231174034","DOIUrl":"https://doi.org/10.1177/00472395231174034","url":null,"abstract":"Teachers interested in implementing problem-based learning (PBL) in classrooms encounter many challenges. Research suggests learning analytics (LA) can provide insights into students’ problem-solving process and offer teachers valuable information about when to provide necessary scaffolding. Yet, LA research in K-12 is lacking. There is also a need to explore how K-12 students’ self-efficacy may impact their problem-solving performance and learning behaviors. This study examined 418 middle school students’ self-efficacy, their learning performance and behavioral patterns after using a multimedia-enriched PBL program, and explore the relationships among these factors. Using a mixed-methods design, this study showed students’ different levels of self-efficacy were correlated with their success rates in solving problems. Students with higher self-efficacy used more appropriate tools at the appropriate times than students with lower self-efficacy. Students’ different levels of content knowledge also play a role in how students determine when and what tools to use to facilitate their problem-solving.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114280631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/00472395231172772
D. Shiffman, L. Whitenack, Lara A Ferry
Social media tools like Twitter allow scientists and other technical subject area experts to interact with the public in previously-unimaginable ways. Here we present a lesson plan in which undergraduates in a non-majors science course (introduction to marine biology) are asked to follow experts on Twitter from a carefully curated list and then complete a series of follow-up activities and reflections. This assignment is not only popular with students, but also supplemented their formal learning, allowed students to engage more deeply with subjects of personal interest, and has created life-long learning opportunities while improving science literacy. The lesson plan guidelines shared here can be adapted to other branches of science.
{"title":"Connecting Scientists With Students Using Social Media in an Undergraduate Science Course","authors":"D. Shiffman, L. Whitenack, Lara A Ferry","doi":"10.1177/00472395231172772","DOIUrl":"https://doi.org/10.1177/00472395231172772","url":null,"abstract":"Social media tools like Twitter allow scientists and other technical subject area experts to interact with the public in previously-unimaginable ways. Here we present a lesson plan in which undergraduates in a non-majors science course (introduction to marine biology) are asked to follow experts on Twitter from a carefully curated list and then complete a series of follow-up activities and reflections. This assignment is not only popular with students, but also supplemented their formal learning, allowed students to engage more deeply with subjects of personal interest, and has created life-long learning opportunities while improving science literacy. The lesson plan guidelines shared here can be adapted to other branches of science.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125999520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1177/00472395231165715
Khushbu Khurana
More scholarly articles are being published as FinTech becomes more widely used. It is especially crucial to assess the quality of this large number of research articles and gather useful data. Thus, a bibliometric analysis of these articles may offer insight into current research trends and relevant themes. Globally existing literature about FinTech published between 2019 and 2022 was perused in the SCOPUS database. The articles’ bibliometric analysis was carried out using a VOSviewer. Of the 4,532 keywords, 463 met the threshold. The keywords that appeared most were “fintech” (total link strength 2,600), “blockchain” (total link strength 533), “financial inclusion” (total link strength 436), and “financial technology” (total link strength 325) which has a strong link with mobile banking, financial stability, and financial literacy. The present growth patterns indicate a significant rise in the number of international FinTech publications. Within this significant field, the United States produced the most noteworthy contribution.
{"title":"A Bibliometric Study of Publications on Adoption of FinTech Using VOSviewer","authors":"Khushbu Khurana","doi":"10.1177/00472395231165715","DOIUrl":"https://doi.org/10.1177/00472395231165715","url":null,"abstract":"More scholarly articles are being published as FinTech becomes more widely used. It is especially crucial to assess the quality of this large number of research articles and gather useful data. Thus, a bibliometric analysis of these articles may offer insight into current research trends and relevant themes. Globally existing literature about FinTech published between 2019 and 2022 was perused in the SCOPUS database. The articles’ bibliometric analysis was carried out using a VOSviewer. Of the 4,532 keywords, 463 met the threshold. The keywords that appeared most were “fintech” (total link strength 2,600), “blockchain” (total link strength 533), “financial inclusion” (total link strength 436), and “financial technology” (total link strength 325) which has a strong link with mobile banking, financial stability, and financial literacy. The present growth patterns indicate a significant rise in the number of international FinTech publications. Within this significant field, the United States produced the most noteworthy contribution.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115528909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-02DOI: 10.1177/00472395231166613
Madeleine Mejia, J. M. Sargent
This article describes the nexus of the Technological Pedagogical and Content Knowledge (TPACK) framework, principles of the Backward Curriculum Design process, and the Education 1.0, 2.0, & 3.0 communication flows working together to help TK-12 educators leverage technology tools to support the development of students’ critical thinking skills. We offer the addition of the Backward Curriculum Design and Ed 1.0–3.0 communication flow to the TPACK framework to provide educators with a roadmap that evaluates the use of technology tools to reinforce higher levels of student learning and thinking. As well, we contextualize our additions to the TPACK framework with examples demonstrating how to assess, select and effectively incorporate technology, inclusive of artificial intelligence applications, into classroom instruction. A set of guiding questions using the principles of this new framework are included.
{"title":"Leveraging Technology to Develop Students’ Critical Thinking Skills","authors":"Madeleine Mejia, J. M. Sargent","doi":"10.1177/00472395231166613","DOIUrl":"https://doi.org/10.1177/00472395231166613","url":null,"abstract":"This article describes the nexus of the Technological Pedagogical and Content Knowledge (TPACK) framework, principles of the Backward Curriculum Design process, and the Education 1.0, 2.0, & 3.0 communication flows working together to help TK-12 educators leverage technology tools to support the development of students’ critical thinking skills. We offer the addition of the Backward Curriculum Design and Ed 1.0–3.0 communication flow to the TPACK framework to provide educators with a roadmap that evaluates the use of technology tools to reinforce higher levels of student learning and thinking. As well, we contextualize our additions to the TPACK framework with examples demonstrating how to assess, select and effectively incorporate technology, inclusive of artificial intelligence applications, into classroom instruction. A set of guiding questions using the principles of this new framework are included.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"657 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116486728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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