Technology Education Org – Edtech in the training service: The importance of evaluating educational technologies. Read comment on October 4, 2022 7 minutes
With a small amount of proving that technologies increase the efficiency of the school, it is important to understand what is intended for this technology, how it will do and how we will know that it works.
Technology Education Org
International comparisons show that Australian schools are one of the highest users in computer technology in the world, both in terms of the number of devices in schools and in time that is used for the use of these devices.
Education Technology For Effective Teachers
A few years ago, my daughter invited a French student to swap out of her class to eat with us. I asked her that in her opinion she was between her school in France and a school in Australia. Your immediate answer was computers. “In my school in France we have a room with computers in which we study programming and other skills,” she said. “In Australia, computers are all over school and everything they do, they do it with computers.”
In view of the widespread distribution of digital technologies in our schools, people can surprise people by learning that there is hardly any indications that the introduction of these technologies is associated with improving the school’s efficiency. Reviews of the research literature usually come to the conclusion that there is no evidence that computer instructions lead to an improvement in learning or participation of the students.
There is also no evidence that the introduction of technology in schools leads to an increase in school or systemic levels. This does not mean that educational technologies have no effect on school education, but as Michael Fullan reminds us, changes are not the same as progress. The omnipresent of computer technologies in classes, rooms for staff, offices and houses changed the daily experience of students, teachers, educational leaders and administrators as part of a guideline that brought the billions of dollars of equipment, software, infrastructure, support services and training.
We know that there are success stories and we know that some of the largest companies in the world are very geared towards technology in education. We also know that technology supporters Edtech have connected to the types of approaches that, as the studies inform us, should lead to an improvement in learning results, such as personalized learning, differentiation and approaches that are based on the students.
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The answer to research is that the technology can lead to improving the results, as implemented in systems, schools and classes, is not always optimal, and this leads to a combination of good, bad and neutral results. In a way, this will explain why there are many studies with specific educational technologies that show an improvement at the local level, but there is hardly any indications of the introduction of technologies that make the trail in the scale. It can also explain why there are relatively good references to the benefits of technologies to satisfy the needs of students in which traditional and main training approaches and systems were less effective, including students with special educational needs.
These observations led to more attention to research on attempts, skills and knowledge to understand and develop that teachers and school principal should effectively choose and use technologies. Despite the fact that the studies have made some progress, the emphasis on the professional training of teachers and the development of potential did not always become reflected in the priorities of systems and educational schools or in the approaches of technological companies.
As part of a recent review of the national education system of the Australian Council for Educational Research (), I helped develop an international standard for the effective use of education technologies. This was based on a review of research literature and according to evidence of research on international advanced practice.
The first distance from this review was that in systems with a high indicator, the use of educational technologies in schools is usually clearly for broader national goals in connection with the development of the advanced sector of information technology and economy based on knowledge. In systems with a high indicator, there are long -term plans and obligations, educational technologies and strategies for the effective integration of technology into a training system.
International Community For Educational Technology
In order for the technology to be effective in schools, it should intentionally aim to support improvements in the learning results. With the acceptance of technologies, we must be able to determine your goal of understanding your role in the training system, determining the metrics for success and processes for the evaluation.
It is important to note that in most cases we have to understand that the introduction of technologies is a replacement of some existing educational regulations of something new. We always have to create the introduction of technologies in education in terms of improvement.
I worked with colleagues to develop the basis for schools to evaluate the influence of technology at school level. The structure of the value of the technology evaluation is developed as a program for the development of potential for schools, teachers and headmaster. This helps to focus on important questions of adoption and evaluation, including:
It should be hoped that the use of this structure will help to create the ability of the schools to deliberately think about the introduction and use of technologies and to think about the introduction and use of technologies and more informative and more demanding and consumer consumers of education technologies.
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Twenty years ago, Larry Kuban confused how much money for technology was spent on his influence on the training of the students without indications, while there were so many other urgent, dissatisfied needs. Ten years ago, honor Professor Philip Hughes surrounded this and claimed that there were too many problems in education to ignore the potential for technology to change the situation.
Recently, Professor Neil Selevin attracted our attention to what he describes as technological determinism in education: The point is that technology is progressive, progressive and inevitable and does not deal with it, is left to the background. He claims that this helps to explain why so many technologies are accepted under educational conditions without clarity or means to assess the influence.
Great problems for education that were determined in the early 2000s remain: How can we best prepare the students in the 21st century for life, work and further education; And how can we ensure each student’s performance?
It is not yet known that a role in technology can play when solving these problems. If this is supposed to make a positive contribution, we have to reorganize all – teachers, system managers, technological companies, researchers, researchers – our thinking and expectations: training technologies and not educational races to keep up with the technology.
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It can provide actual and unfulfilled comments on the media in a variety of educational subjects through which we carried out a study. There are no comments based on opinions.
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Websites use cookies for basic functions, analysts, so that we can track and improve cookie content and third parties. If you continue to see our websites, accept these cookies. Read our cookie guidelines to get additional information about cookies that we use and how you can control you. The technology changes our increasingly connected world. The use of technologies in education has increased in recent years and has observed enormous expansion during the pandaemia of the Covid-19 since the closure of the schools contributed to a mass application on the online platform. Technology in education – is often described as Edtech – takes on many forms. Among other things, it can include the use of devices such as tablets, smartphones and laptops in the class. Use of software for training and homework; Use of games and platforms; virtual reality; Mixed face to face and computer events; Learn away; artificial intelligence; Massive open online courses (MOOC); Training machines; Scenario of learning by teacher tablet; And video surveillance of classrooms.
The technology can offer potential to expand quality formation and support the exercise of the right to education. But it also throws a number of deeply alarming topics from an ethical point of view and human rights. We can significantly agree to the use of educational technologies, and why and how they are used to expand education experience, should there be questions that steer our acceptance and understanding of the use of technologies in education.
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It is extremely important that Edtech is developed and used in accordance with human rights and the goals of education in their nature in relation to human rights as well as legal and political framework for the protection of the rights of students and teachers.
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The purpose of this review is the presentation of current thinking about the role of technology in education. This article was written before the global pandaemia Covid -19, which was “forced online”
