Content uploaded by Damian Bebell
Author content
All content in this area was uploaded by Damian Bebell on Feb 09, 2015
Content may be subject to copyright.
A preview of the PDF is not available
Concerns, Considerations, and New Ideas for Data Collection and Research in Educational Technology Studies
Abstract and Figures
In the following pages, we examine some common methodological challenges in educational technology research and highlight new data collection approaches using examples from the literature and our own work. Given that surveys and questionnaires remain widespread and dominant tools across nearly all studies of educational technology, we first discuss the background and limitations of how researchers have traditionally used surveys to define and measure technology use (as well as other variables and outcomes). Through this discussion, we introduce our own work with a visual analog “sliding” scale as an example of a new approach to survey design and data collection that capitalizes on the technology resources increasingly available in schools. Next, we highlight other challenges and opportunities inherent in the study of educational technology, including the potential for computer adaptive surveying, and discuss the critical importance of aligning outcome measures with the technological innovation, concerns with computer-based versus paper-based measures of achievement, and the need to consider the hierarchical structure of educational data in the analysis of data for evaluating the impact of technology interventions.
Figures - uploaded by Damian Bebell
Author content
All figure content in this area was uploaded by Damian Bebell
Content may be subject to copyright.
... Although paper-and-pencil questionnaires and surveys have long served as data collection methods in quantitative studies, in recent years, internet-based and technology-mediated tools have increasingly eased data collection procedures for scholars (Bebell et al., 2010). Quantitative data collection through questionnaires seems to be spreading via various online platforms. ...
Given the rapid advances in technology, its integration into research conduction is inevitable. Technology has already been transforming the landscape of research over the last few years, particularly in the areas of data collection and data analysis. This chapter surveys the significant role technology plays in language teacher education research, primarily owing to online platforms that allow for geographical barriers to be eliminated and make data collection possible from different corners of the world. In so doing, the chapter reviews technological tools used to efficiently review the literature, collect and analyse data, write up teacher education research, and manage references. By bringing to the fore various technologies used in different stages of teacher education research, the chapter underscores the importance of understanding the relevant Artificial Intelligence (AI)-empowered tools and applications. Finally, in addition to recognising its affordances, the chapter warns researchers of possible threats associated with using technology.
... This variety of tools recognizes that no single approach can fully capture MR's complex characteristics. The inclusion of numerous tools enables a more comprehensive evaluation of MR, considering different facets such as behavioral, emotional, and cognitive elements (Bebell et al., 2010). This methodology will enhance the comprehension and guide the development of interventions and teaching initiatives customized to various aspects of MR. ...
... Web-based surveys, which are increasingly common in higher education institutions, are advantageous in settings with easy access to technology (Bebell et al., 2010). Technology plays an important role in contemporary research and academic institutions. ...
The study examined Undergraduates' awareness of the use of technological tools for information collection and analysis. Specifically, the study is focused on: (i) examining how often final-year undergraduates have heard about the different methods used to collect information about a respondent or participants (ii) investigating how commonly final-year undergraduates believe technological tools are used to collect information (iii) examining how frequently final-year undergraduates have heard about technological tools used to analyze information collected. The sample of the study comprised 100 undergraduates selected using Krejcie and Morgan sample size determination table. The results revealed that the respondents are aware of the common methods (questionnaire, experiment, and interview) used to collect information, except for focused group discussion, which is occasionally used as a method to collect information. Also, it was revealed that the use of computer-assisted tools, social media, and audiovisual tools are common technological tools used to collect information, with low awareness of the use of Google Forms and email. The use of SPSS and Microsoft Excel for information analysis is common amongst undergraduates, which showed high awareness whereas, the use of ACTIVITY INSIGHT, STATA, and NVIVO is not frequent, which showed low awareness. Awareness and practical teachings be organized for undergraduates on the different methods as well as technological tools that can be to collect and analyze information respectively.
... Innovations in education affect governance and policy by upholding laws and regulations. Presently, these are being reconstructed by new digital technologies such as artificial intelligence and the internet in flexibility and creative work [36], developing skills among students and higher efficiency with enhanced teaching and learning [37]. ...
The study aims to investigate the impact of New Human Resource Management Practices (NHRM) on innovation performance mediating by organizational innovation and innovative work behavior in the educational sector during the COVID-19 pandemic. However, experiential proof to determine this relationship is inadequate. Consequently, quantitative statistical tools were implemented in the study. Using data gathered from 450 employees in the Ministry of Education in Amman-Jordan who participated in the online survey the present results indicate that there is a significant positive relationship linking NHRM practices and innovation performance. Additionally, a mediating role of organizational innovation and innovative work behavior was found. Moreover, the results identified that the relation increases more by organizational innovation mediator. Therefore, based on the results, boosting NHRM practices in the Ministry of Education will reinforce managerial implementation, fostering innovative performance. During the COVID 19 pandemic, the cruel challenges obliged the educational sector to use organizational strategies to achieve innovation within the crucial and unpredictable period, which needs practical, swifter technological practices, making it unbeatable, creative, and motivational competitive. Therefore, applying NHRM can present solutions, resolve problems, and enhance innovation among employees during the response time of a crisis. Form, execution and improved environmental sustainability within organizations that rely on permanent innovation are associated with HR practices.
... The inclusion of summative and formative evaluation, as well as participation and perception, were used for valid and meaningful conclusions [21,22,23]. "Evaluation is a continuous and continuing process" [20]. ...
... Another limitations: the lack of related studies. Bebell, O'Dwyer, Russell, and Hoffmann (2010) conducted a study that inspected some common challenges in EdTech and spotted the lights on new data collection approaches using examples from their own work as well as from the literature. they discussed the background and limitations of how researchers have traditionally used questionnaires to describe and measure technology use and other variables and outcomes; taking into consideration that surveys still common and dominant tools 4 | P a g e across nearly all studies of educational technology, they introduce their own work with a visual analog "sliding" scale as an example of a new approach to survey design and data collection that capitalizes on the technology resources increasingly available in schools. ...
Covid-19 has recently accelerated changes not only in economically but also in Education. it has freshly made a transfer point in Higher Education sector and forced a higher level in Education Technology (EdTech) Innovation competition amongst Universities and Educational institutions Locally and worldwide. The race for applying new EdTech Innovative ways have became more complicated; as a result there has been an increased focus to spot the lights on the importance of adopting new movements and styles enforced by Covid-19 consequences to reproduce and present strong electronic rich contents for students in universities as well as schools by using up to date trends to achieve effective outcomes. Hence EdTech Innovation has become a key competitive factor and extended to be vastly considered worldwide; achieving a higher learning outcomes in higher education industry put the needs for taking into consideration an important element which is called EdTech innovation. This study presents the Effect of Applying Education Technology Innovation Trends on Learning Outcomes from Management Students' Perspectives in Al-Balqa Applied University, in Salt-Jordan. It introduces the recent results of applying EdTech Trends and comparing students outcomes after using these trends for Management Students in Al-Balqa Applied University in Salt-Jordan. The methodology conducted as a data collection tool using a questionnaire and the data was collected from (120) higher diploma students in the school of Management at Al-Balqa Applied University, Salt-Jordan. The study findings reveal that there is a positive effect of applying Education Technology Innovation Trends on Learning Outcomes from Management Students' Perspective in Al-Balqa Applied University in Salt-Jordan. Descriptive statistical methods were adopted. Results showed that there was significant effect of applying EdTech Innovation trends on Learning Outcomes. The study recommended applying similar studies on more educational institutions, faculties and Universities in Education sector in Jordan and worldwide.
The purpose of the study was to determine the selected factors that affect ICT in Gauteng public schools. This study used quantitative approach in which inferential statistical techniques were utilized to answer the research objective. A survey instrument was used to address the research. This study allowed for the determination of associated factors and a five-factor questionnaire was used to evaluate the data obtained from the teachers in Gauteng public schools. The results of the multiple regression equation showed that expertise, access, and support were the significant variables in explaining the determinants of ICT Integration among the public schools. The statistical results also showed that there was no positive correlation between teachers’ attitudes and teachers’ socio-economic profiles. The study therefore recommends that the South African Government through the Department of Education is encouraged to increase the level of professional development, access, and readiness of ICT tools for all and continued support for teachers using ICTs for teaching and learning.
This chapters explores teachers' attitudes toward, and integration of, technology from multiple perspectives. In order to gain a rich and contextualized understanding of how teachers genuinely use technology in the classroom, Wilber's (2006) Integral methodological pluralism was used as a framework to orient the study, to organize the research questions and to provide the conceptual framework for the research methodology. Four research questions were addressed in this study: (1) What is the influence of policies on teachers' use of technology? (2) What influence does the technology infrastructure have on teachers using technology? (3) What do teachers believe and think about technology? (4) What is the technological culture that teachers' experience? This chapter is an overview of the analysis of the differing and sometimes conflicting practices, beliefs and views on the adoption of technology in the classroom, from the four quadrant perspectives of the Integral Model.
Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Tablet PCs and other mobile devices hold a lot of promise as tools for improving education at all levels. The research discussed in this chapter comes from an ongoing, multifaceted program designed to explore the potential of tablet technologies for enhancing mathematics teaching and learning at the primary school level. The program is taking place within a private primary school in Cyprus and aims at the effective integration of one-to-one tablet technologies (iPads) into the mathematics school curriculum. It has adopted a systemic approach to the introduction of iPads in the school setting that focuses on the broad preparation and on-going engagement of all key stakeholders involved in the educational process. In the chapter, the authors report on the main experiences gained from Phase 1 of the program, which involved the design and organization of a professional development workshop targeting the school teachers. The authors describe the content and structure of the workshop and discuss its impact on teachers’ knowledge, skills, and confidence in incorporating tablet technologies within the mathematics curriculum.
In the last 20 years, substantial investments have been made in educational technology. Not surprisingly, in today’s zeitgeist of educational accountability there have been increasing calls for empirical, research-based evidence that these investments are affecting the lives of teachers and students. This paper examines the ways in which teachers use technology, with a specific emphasis on the measurement of teachers’ technology use. Specifically, the survey responses of approximately 3,000 K–12 teachers are analyzed to examine the multidimensional nature of teachers’ technology use. The findings provide insight into improved strategies for conceiving of and measuring teacher technology use.
Research to indicate unique pedagogical benefits of technology in education flourished until the mid-1980s, when criticism of the premises and methodologies of studies made educators question the usefulness of so-called “media research.” Currently, increasing costs of maintaining technology infrastructure and evidence of low use of technology by teachers has generated new urgency for research to help provide a rationale for specific uses of technology to support teaching and learning. The new National Educational Technology Plan currently under development by the US. Department of Education provides an ideal opportunity for articulating a plan for meaningful research. This article describes topics and issues on which new research should focus and offers guidelines for research methods to address previous criticisms and provide results to guide future use of technology in education.
