A comparison of the use of educational technology in the developed/developing countries

Hamidi, Farideh; Ghorbandordinejad, Farhad; Rezaee, Maryam; Jafari, Mehdi

doi:10.1016/j.procs.2010.12.063

Cited by 18 publications

(16 citation statements)

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“…From the perspective of VR, this situation is being prominent, especially in the field of science education. For developing countries, It is entirely reasonable to benefit from the experiences and parallel strategies of developed countries (Hamidi, Ghorbandordinejad, Rezaee, & Jafari, 2011) in the manner of the emphasis on the instructional technology.…”

Section: Contextmentioning

confidence: 99%

Virtual Reality in Science Education: a Descriptive Review

2020

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The term “Virtual Reality” currently refers to a profound sensory immersion of the user in a synthetically generated virtual environment. It is foreseen that virtual reality will gain a substantial role in the instruction of science. In this literature review, the purpose was to investigate the research on the utilization of virtual reality in the science education context, according to several criteria. The articles published in peer-reviewed journals and academic conferences/symposiums that are available in the databases of ERIC, WOS, and Google Scholar have been reviewed. Consequently, a total of 30 eligible articles reviewed and findings presented under every respective criterion. Partially, findings revealed the dominance of journal article type publications, the USA and Turkey found to be most prominent origins, experimental studies being preferred mostly, undergraduate students and pre-service teachers were the most studied groups, the contexts of the studies were prominently general, and the learning outcomes investigated mostly.

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Section: Contextmentioning

confidence: 99%

Virtual Reality in Science Education: a Descriptive Review

2020

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“…However, the factors that hinder the use of ICT are not the same in all contexts. Developed countries in Europe, for example, are well equipped with technology compared to developing countries in Asia and Africa (Hamidi et al, 2011). Therefore, it is important to understand the barriers and enablers of teachers' use of technology in teaching and learning.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…The current state in ICT integration in higher education course show a huge digital gap between developed and developing countries (Hamidi, Ghorbandordinejad, Rezaee, & Jafari, 2011). It seems that developing countries are just at the footing steps of technology integration in education compared to developed countries (Hamidi et al, 2011). The Republic of Yemen is considered one of the least developing countries in the world.…”

Section: Introductionmentioning

confidence: 99%

What hinders the use of ICT among academic staff at Yemen’s public universities?

Al-Dheleai

Baki

Tasir

et al. 2019

IJHI

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The purpose of this study was to investigate the use of Information Communication Technology (ICT) in Yemen public universities. Three academic staff from Hodeida, Amran and Thamar universities were the participants of this study. The qualitative method was employed with one to one interview as an instrument of the data collection. Thematic analysis was employed to identify the patterns that reflect the factors affecting ICT use in universities. The findings revealed that the use of ICTs in Yemen's universities still depends on lecturers self-initiative. The lecturer who has skills of using ICT appeared to have a positive attitude towards the use of ICT in their teaching. There is no type of social influence on lecturer's use of ICT in their teaching. The poor infrastructure, poor facilitating condition and lack of the technical support stand as significant ICT barriers integration in Yemen's Universities. All forms of online communication are absent in all three universities. The participants of this study urged their universities top management to provide a proper facilitating condition and training programs to enable their academic staff to cope up with 21 st -century teaching and technologies.

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“…Technology is the most significant criterion of development and growth in today's world and education is a means for getting to know and achieving the newtechnology [1]. Choosing approproate teaching method is the first step for a society [2] whose objective is to advance on the basis of knowledge and technology.…”

Section: Introductionmentioning

confidence: 99%

New Perspectives on the Reform of Detection Technology under the Background of New Era

Liang¹,

Liu²

2019

dtssehs

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In this paper, we associated with the development and management of an educational program for the detection technology courses in teacher's roles. Based on knowledge combined with the idea of "keeping track of development based on teaching materials" and constructed optimization models, that is Autonomous learning, Practice teaching, Innovative thinking (API). Then we proposed a new perspective, which is to integrating the elements of ideological and political education into the teaching of these courses. It reflected the teaching characteristics of career technical college and the trial education was processed. The results showed that new perspective has improved the teaching pattern, which has been popular with students and teachers and obtained well teaching effects.

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A comparison of the use of educational technology in the developed/developing countries

Cited by 18 publications

References 0 publications

Virtual Reality in Science Education: a Descriptive Review

Virtual Reality in Science Education: a Descriptive Review

What hinders the use of ICT among academic staff at Yemen’s public universities?

New Perspectives on the Reform of Detection Technology under the Background of New Era

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