Identification and evaluation of technology trends in K-12 education from 2011 to 2021

Dubé, Adam K.; Wen, Run

doi:10.1007/s10639-021-10689-8

Cited by 32 publications

(48 citation statements)

References 67 publications

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“…In order to ensure the validity of the experiment, the students of the experimental class and the control class were randomly selected, and other experimental conditions of the two classes were kept the same. Before and after the two practice cycles, the students' performance and ability were measured before and after, and the measurement results were compared horizontally and vertically, in order to analyze whether the English classroom teaching mode under the condition of distributed information fusion can improve students' English achievement, cooperative communication ability, problem-solving ability, and information literacy [20].…”

Section: Experiments On the Construction Of Teachingmentioning

confidence: 99%

Construction of Teaching and Education Quality Improvement Model Based on Distributed Information Fusion

Zhang

2022

Mobile Information Systems

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Following the growth of educational informatization, the integrated adoption of the Internet in classroom teaching has facilitated the change of instructional pattern from the conventional instructional pattern to a novel information-based instructional pattern. Based on the background of “Internet+,” a variety of new information-based classroom teaching models have emerged. However, in practice, there are still many deficiencies due to the immature application of the model. This paper proposes to use the design-based research paradigm to construct and optimize the teaching mode, and to clarify the design principles of the teaching mode. This paper analyses and designs the English lesson instruction pattern in the distributed information convergence condition from five dimensions: theoretical foundation, online instructional setting, instructional targets, instructional events, and instructional assessment, which construct an instructional pattern. It adopts the method of combining quantitative research with qualitative research and combines the experimental method, questionnaire survey method, classroom observation method, and interview method to assist the research. Through the investigation of 122 valid data, it is shown that the overall amount of classroom codes before the experiment is 57, and the overall amount of classroom codes after the experiment is 150. There is a big difference between the two. It validates the effectiveness of the English lesson instruction pattern in distributed information integration terms in improving students’ English achievement, cooperative learning ability, information literacy, and problem-solving ability.

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Section: Experiments On the Construction Of Teachingmentioning

confidence: 99%

Construction of Teaching and Education Quality Improvement Model Based on Distributed Information Fusion

Zhang

2022

Mobile Information Systems

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“…The iJournal, Vol 8, No. 1, Fall 2022 found in AI educational research publications, which increased eightfold between 2015 and 2021 (Dubé & Wen, 2022). In 2016 in the United States, 97% of school districts were investing in personalized learning (Regan & Jesse, 2019).…”

Section: Causes Technological Driversmentioning

confidence: 99%

“…There is also increasing research into the hardware to support AI technologies. The number of educational research publications about wearables in 2021 was sixty times the number of publications in 2011 (Dubé & Wen, 2022). Multimodal data collection techniques are currently used to monitor student behaviour with infrared imaging, eye tracking, biosensors, and wearable cameras (Blikstein & Worsley, 2016).…”

Section: Causes Technological Driversmentioning

confidence: 99%

A Scenario for the Future of AI and Technology in Public Education

Garza¹,

Farrow²,

Lam³

et al. 2022

iJournal

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Using narrative writing techniques, four authors use a “what if” approach to explore a future possible scenario, set in the year 2037, to reflect on looming changes in an increasingly technological human environment. The purpose of this imaginative exercise is not to pinpoint or predict future events, but to highlight large-scale forces that could push the future of learning in key directions. In this story, we follow a young student through a technology-me- diated experience of daily life. As they navigate their learning environment, we observe some of the challenges and opportunities that this student may face including personalized learning technologies, data tracking, and automated decision systems—all tools which come to firmly define this student’s envi- ronment and potential prospects. The authors follow the scenario by breaking down the major influences and forces behind this possible future reality. This analysis provides a view of the ethical dilemmas raised in such a future world and concludes with a series of proposed solutions: proactive governmental in- volvement, a reimagining of industry best practices, and an emphasis on con- text-aware, community-led, future-building initiatives.

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“…Technology-enabled reading has become increasingly popular. AR applications with educational features offer young readers an exciting experience [7], and augmented reality is expected to increase students' learning attitudes [8]. Digital technologies enable modern reading to be more convenient and are expected to increase children's reading interest [4], [9] and enhance early childhood literacy [10].…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers

Roumba¹,

Nicolaidou

2022

Int. J. Interact. Mob. Technol.

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Augmented Reality (AR) books show potential to increase young learners’ reading motivation, which is important given children's declining reading motivation over the school years. Previous studies measured reading motivation only in higher education and only after users’ experience with AR. Few empirical studies have focused on school-aged children and those examined attitudes, not motivation. This study aimed to: a) examine how young children's motivation changes through the experience of reading AR books and b) document their attitudes and behaviors after this experience. Participants in this pre-test post-test case study were 40 fourth and fifth graders. Data sources included validated questionnaires and an observation protocol of children’s behavior while interacting with AR books. The results of paired samples t-tests for children's motivation indicated a statistically significant increase in attention (t (39) = - 3.07, p = 0.004), confidence (t (39) = - 2.44, p = 0.019) and satisfaction (t (39) = - 3.26, p = 0.002). Children read comfortably, seemed focused, and were eager to read more. They showed a high level of enthusiasm with AR technology when interacting with the first AR book, which notably decreased with the second book. The children maintained positive attitudes and behaviors towards AR. The study showed that even through short-term interactions, AR books have the potential to increase young students’ reading motivation. It adds to our knowledge concerning the use of AR books by primary school children, who are under-represented in the literature. Directions for future research are drawn.

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Identification and evaluation of technology trends in K-12 education from 2011 to 2021

Cited by 32 publications

References 67 publications

Construction of Teaching and Education Quality Improvement Model Based on Distributed Information Fusion

Construction of Teaching and Education Quality Improvement Model Based on Distributed Information Fusion

A Scenario for the Future of AI and Technology in Public Education

Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers

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