Abstract:Personalization is one of the recurring themes in education and has occupied a large amount of specialised literature, since its appearance in the 1960s. A systematic exploration of the literature of the last 55 years (1960-2015) is presented and is intended to analyse which educational perspective underlies the customized environments or experiences proposed in the educational technology that is addressed in the literature. It is important to understand that this analysis is a very relevant challenge, if we w… Show more
“…In this line of research on technology in the field of education, there have been quite a few studies that focus both on the perceptions of teachers and learners, such as those carried out by [11,13]. In all articles on this subject, there is usually a common pattern: teachers are generally reluctant to implement technologies in the classroom, while students are more positive and interested in employing technology.…”
Section: Discussionmentioning
confidence: 99%
“…In the higher education stage, especially if the focus is on those degrees that train future teachers, the presence of technology should be constant, since innovation-as the engine of quality education-includes such technology. On the other hand, studies indicate that even today many teachers are reluctant to implement technology in the classroom [13,14]. This, therefore, exposes the need to further research the causes behind or reasons why there is still such resistance.…”
Technology in education is one of the current realities that generates most interest. The objective of this research is to analyze the scientific production of educational technology in the higher education stage, within the Web of Science database. To carry out this study, a bibliometric study was conducted, which first established the keywords that would govern the rest of the research and continued with the analysis of different variables that addressed different features, from the origin of the archives to the authors or the most prolific and relevant institutions in the scientific community. The results indicate that there has been a significant increase in publications on this subject in recent years, and as evident from the current peak, this is a growing trend that will lead to more research in the coming years.
“…In this line of research on technology in the field of education, there have been quite a few studies that focus both on the perceptions of teachers and learners, such as those carried out by [11,13]. In all articles on this subject, there is usually a common pattern: teachers are generally reluctant to implement technologies in the classroom, while students are more positive and interested in employing technology.…”
Section: Discussionmentioning
confidence: 99%
“…In the higher education stage, especially if the focus is on those degrees that train future teachers, the presence of technology should be constant, since innovation-as the engine of quality education-includes such technology. On the other hand, studies indicate that even today many teachers are reluctant to implement technology in the classroom [13,14]. This, therefore, exposes the need to further research the causes behind or reasons why there is still such resistance.…”
Technology in education is one of the current realities that generates most interest. The objective of this research is to analyze the scientific production of educational technology in the higher education stage, within the Web of Science database. To carry out this study, a bibliometric study was conducted, which first established the keywords that would govern the rest of the research and continued with the analysis of different variables that addressed different features, from the origin of the archives to the authors or the most prolific and relevant institutions in the scientific community. The results indicate that there has been a significant increase in publications on this subject in recent years, and as evident from the current peak, this is a growing trend that will lead to more research in the coming years.
“…What role do the other pedagogic agents play and under what conditions do they operate? All of these are fundamental questions when it comes to understanding any educational process (Bartolomé, Castañeda, & Adell, 2018).…”
Section: #2 We Need To Talk About Pedagogymentioning
“…So, while technological advances continue to provide opportunities for teaching and learning, the absence of consistently considered and applied theoretical underpinnings to research in educational technologies has been recognised to persist. Bartolomé, Castañeda and Adell () asked in their paper: “do we understand educational technology as an issue independent of the pedagogical assumptions that underpin educational action?” (n.p. ), and stated that reported studies they reviewed showed: “a lack of an explicit pedagogical perspective in the experiences analysed, especially those with greater impact” (n.p.).…”
Section: Introduction To Concepts and Complexitymentioning
and the director of studies for the doctoral programme in e-research and technology-enhanced learning. His research investigates how digital technologies support learning and teaching. Recent studies have explored innovative and inclusive practices, in and outside classrooms, in home and community settings. His findings have informed policy and practice, for government departments and agencies, regional and local authorities, companies and corporations. He is the vice-chair of the International Federation for Information Processing Technical The wider context This paper is fundamentally concerned with ways that digital technologies have influenced, are influencing and could be influencing conceptions of academic scholarly practice, particularly related to the field of technology-enhanced learning (TEL). Academic practice (scholarship) is not conceived similarly by all academics. Differences in academic conceptions of scholarly practices were highlighted in the seminal report of Boyer (1990), who was concerned not only with differences exhibited across a wide population, but also in ways that social changes were affecting or driving these differences, leading to consequent shifts in balances and links between them. From his analysis of this shifting situation, he identified four key areas of scholarship-discovery (concerned with research), integration (concerned with interdisciplinary connections), application (concerned with using knowledge to apply to particular concerns, problems or situations)
AbstractThis theoretical paper is concerned with problematising the rethinking of theoretical backgrounds associated with one of the commonly used educational technology terms (fields)-technology-enhanced learning-in the wider context of scholarship. Examples will show that the term itself is now used beyond its apparent, stated scope, that it is used in a number of varied ways, and that this is in itself problematic. The ways in which the term is used will be identified, and from these a strategic categorisation to rethink the use of the single term in areas of scholarship (particularly research and teaching) will be proposed, offering terms specifically encompassing the realms in which technologies are being used. From this categorisation, it will be shown that each specific category is based on different conceptions related to or arising from practice. Consequently, ways that theoretical backgrounds should be considered will be explored in each case. While existing theoretical backgrounds enable conceptual underpinnings in some of those cases, in other cases it will be shown that there are currently no fully developed theories or limited theoretical frameworks available. The paper will conclude by identifying key research areas needed if we are to develop and take pertinent aspects of scholarship further forward.
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