Educational Technology - Science topic

I am developing a research model because I have identified a dearth of frameworks and models in a specific area. The examiners have requested that I include in the problem statement the absence of guidelines in that specific area. Are there differences between the terms 'guideline,' 'model,' and 'framework' in the context of research, particularly when referring to methodologies and approaches?

What is the recommended approach for early researchers in Educational Technology: Should they narrow their research focus on a specific topic, such as Learning Management Systems (LMS) for children, and only publish related work within that focus, or should they explore various aspects of educational technology without a streamlined research focus? What is the advisable path for researchers in this diverse and eclectic field?

I intend to research in Educational Technology department, I plead that someone assists in choosing a good researchable topic for my study.

Thank you.

+Welcome.

Having as a guide the 'Berlin Model' ('Berliner Modell' in German) [1] & the 'ADDIE Model' [2] of the instructional process please share your opinion or experience or interesting references on any of the following questions.

Which factors of the instructional process, being 2 conditional & 4 decisional according to the 'Berlin Model', & which of its design phases, being 5 according to the 'ADDIE Model', have been mostly impacted by technology?

How has technology impacted each of these factors & design phases?

You may consult [3] (SAMR model), [4, § Introduction], [5, § Features of Online Learning Environment], [6] (Trialogical learning model), [7] (TPACK model), [8] (R2D2 model).

Which model could be more suitable than the 'Berlin Model', as regards the correlated factors, & the 'ADDIE Model', as regards the design phases, of the instructional process?

Thank you.

[ Featured references:

1. http://en.wikipedia.org/wiki/Berlin_Model

3. https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

4. http://proceedings.informingscience.org/InSITE2008/IISITv5p127-135Kluge459.pdf

5. http://www.ifets.info/journals/12_1/4.pdf

6. http://edutechwiki.unige.ch/en/Trialogical_learning

7. http://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge

8. http://en.wikiversity.org/wiki/Instructional_design/R2D2

9. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3725874/ (Russell)

]

I need a writer or researcher to work with on an article. If you're interested, feel free to send me a message.

My expertise is in Education, Technology, Elementary School, and Higher Education.

The enhanced capabilities of DTV will provide educators with new opportunities to use quality programming as part of their curricula. Public television, in particular, will become a stronger partner of educators in bringing educational content to the classroom. The key for educators is to understand that digital TV is not merely television with a sharper picture. Here are some ways public television and educators can work together in the digital era to enhance their current productive partnerships: Quality classroom programming, Interactivity and distance learning.

The Gartner Hype Cycle for Higher Education from 2022 labeled "AI in Education" 2-5 years before becoming mainstream. It seems to me that AI tools will come much more rapidly to institutions.

Why we provide theoretical lectures through physical presence in the classroom especially in higher education institutions? In my opinion, we have to deliver theoretical courses through online modalities such as Zoom. We can save chalk, marker, duster, classroom, LCD projector and soon.

Could you share your experiences? Especially, what are trends in both developed and developing world? Which side is better, physical presence in class vs online?

Thanks in advance for sharing your experiences: past, present and future

👨‍🏫 Are you teaching in primary, secondary or higher education? Do you usually use videos as complementary resource in your classes? I would like this ResearchGate space to serve us to enhance our classes, by discussing on the main benefits and inconveniencies encountered when trying to integrate videos as pedagogical aids. Let's share our experience!

👍 As per my experience in integrating videos in STEM disciplines, they have noticeably increased the interest of students in the subject, as well as their motivation. When using videos for both conceptual and procedural learning it is expected to find an increase in performance (which is reported in literature). In my case studies I haven't been able to isolate their effect because it was developed during covid-19 pandemics and there were many factors affecting students' performance. However, a combination between quantitative and qualitative data collection led us to infer that videos did imply a mitigating effect for the adverse effects of lockdown (this case study is part of my research publications).

👎 In terms of disadvantages, I find that the main drawback is the time and resources that teachers need to invest in the creation of such videos. In order to overcome this difficulty, it is true that the internet is full of audiovisual resources that we might take profit from. They are mostly coming from informal education (dissemination, outreaching activities...), but many of them comply with main quality standards described in literature for pedagogical use.

🔈 What is your experience in these regards? Do you count on additional resources or criteria when selecting video material? Is your experience it the classroom indicating any interesting phenomenon of video effects in students' motivation or performance? Please, share in this discussion. Let's build knowledge and share our experiences to enhance our teaching activity.

📚🔍 My research in STEM education is focused on some of these key aspects. I am open to collaborate in future case studies that might complement our experience and expertise fields. Don't hesitate contacting me through my ResearchGate profile.

Thanks for sharing!

Sometimes creating our own videos for classes is too time and resource consuming. Internet is full of audiovisual resources that we might select as pedagogical aids. From all criteria one could follow to select suitable videos (clarity, duration, expositive tone, who is the author...), which aspects do you usually consider?

I am using Methylene Blue (adsorbate) and activated carbon (adsorbent) and measuring different parameters like pH, adsorbent dosage and MB concentration.

I use the spectrophotometer for measuring the absorbance to find  the percentage removal but why in some cases i got negative absorbance from the spectrophotometer? 

The main goal of the research paper is to review the application of new learning technologies in African and European countries that face crises! There is a draft that needs to be revised and updated!

Please, if you're interested to cooperate, write to me privately!

Best

I mean which model or theory that appropriate for measuring the effectiveness? what are the best variables or factors for that?

This study is quantitate method

Dear colleagues

I want to understand educational technology meaning, then how can I find it's content course for undergraduate students?. Also, can you recommend me with some references ( books)?

Thanks

Hi there, I hope you're doing well. I assume that there are some tenders that require that the applicants be from the same country of the tender. Is there a way to filter results where only tenders that accept applicants from other countries show up? Please note that our field is e-learning (specifically education enabling by providing content digitization and a technological platform (LMS) in partnership with content creators & sellers).

I've recently published the following article in the Korea Times.

I am curious, how does your university deal with online technology during a pandemic? It would be nice to hear various opinions in this discussion.

Thanks in advance.

Nobody could predict the impact that COVID-19 would have on our world; it changed so much of our daily routines. The stigma of living in the new normal is haunting. As unhinged, to some extent, as it might seem, and maybe even unrealistic, the world doesn't stop revolving and functioning even as such a detrimental health crisis falls upon its shoulders. A lot of changes have had to take place within the ongoing duration of the COVID-19 virus outbreak. One of those changes made online learning a must, but it's quite a win-win situation. It's common knowledge that today's generation is greatly knowledgeable when it comes to technology due to living in a highly-digitized world. It's rational to utilize the wonders that technology brings into continuing the practices adopted and implemented by the education sector globally, but now through online learning programs. Its implementation makes sense and was rightful because of schools physically closing due to health restrictions. The world of academia is not the only one switching its methods in such precarious times, but it is a very major change nonetheless. Online education is primarily centered on internet-powered platforms, and not every teacher and student has equal access to such services. More so, a bigger concern faced by teachers has to do with teaching methods in the online learning set up. Virtual classes can be intimidating and seem to limit the ways that teachers can impart knowledge to students, forcing them to be creative in the teaching methods they use in order to promote a collaborative and interactive learning environment. Also, the online education set-up entails a higher average of screen-time which leads to health issues such as poor vision and posture. Similarly, excessive screen-time and long video-conference hours can lead to "Zoom fatigue." In simple terms, Zoom fatigue, or fatigue from any video platform, is the feeling of tiredness that a person encounters after a conference call. Related to this, online teaching can take a toll on the mental health of teachers. Like students, teachers can also feel burnt-out from the constant exposure and workload that happens through screens and technological systems. Stanford University has published an article identifying four factors that contribute to such fatigue. Namely, those are: 1) The overwhelming amount of screen time, 2) The uncomfortable ability to see one's self during conference calls, 3) Typical motion exaggeratedly decreasing due to video chats, and 4) Video calls increasing the difficulty of cognitive tasks. The first one, when explained, had to do with the stress and social anxiety that comes with the awareness of people staring at you during video chats. The second reason is likened to being constantly followed in a real-life scenario but, instead of actually being followed, people are constantly interacting with you through a screen for a lengthy period of time. Thirdly, it's typical that people stay in one place during a video call, and research is continuously coming up with evidence that cognitive performance is better when an individual performs motion. Lastly, in order to get a message clearly delivered during video calls, more effort is exerted because methods of interaction are limited to the screen and technology in use, unlike in face-to-face interactions. Virtual learning environments (VLE), such as Virbela and vAcademia, allow vast opportunities in educational collaborations through the means of virtual environments. Through such VLEs, we are given the chance to use advanced teaching methods by the means of voice-powered technology, presentation options, 3D recording, and academic environment simulations. Through the use of VLEs, teachers are able to promote inclusivity and accessibility for their students. VLEs are highly flexible. Also, little by little, the more students engage with them, the more they become attuned to and are at ease with online classes. Another way that educational organizations benefit from VLEs is through providing an environment that fosters students to have a wider view of the world. VLEs are highly marketable to students across the globe. The San Diego Times released an article in 2020 showing how the 3D technology of Virbela had a new user growth rate of 78 percent, with half of that coming from the international market. It has proven how 3D technology has paved the way for an upgrade of virtual gatherings, meetings, and events. At the same time, the platform allows a virtual space where students can interactively meet while still being remote; a virtual campus of sorts like that of Stanford University. This virtual campus offers a similar interface to RPGs such as Club Penguin and The Sims, with similar features allowing users to choose outfits, interact, and go to classes. Through buttons, users are given the options to let their avatar perform simple actions like nodding and waving, all made possible through Virbela. Davenport University also did the same thing, using Virbela to conduct their online classes through a virtual university, as featured in a Detroit Free Press article. In a 2017 study conducted by Alves et al., it was found that students who have access to virtual learning environments are equipped to achieve a good academic performance, and that the higher the accessibility rate is to virtual learning environments, the better their performance will be. Rushan Ziatdinov (ziatdinov.rushan@gmail.com) is a professor in the Department of Industrial Engineering at Keimyung University, Daegu.

Be it online platforms, CMS, LMS, etc., new educational technology is being released to the education industry very frequently.

Based on the experience you have had in the last 2 years, please name (or describe) some new technology you have used or been exposed to.

MOOCS are gaining momentum and popularity among higher educational institutions over the globe due to their unique features to escalate access, equity and quality based education. Kindly suggest your opinion supported by valid text.

We are a group of experts focusing on quality research work to be published on Scopus Indexed Journals. The key ares we are focusing is Educational Technology, Educational Psychology and Psychological Testing. If any scholastic person wants to join the group, we will be happy to collaborate.

Online teaching platforms are equipped with different facilities to enable teachers and students to make the best use of the learning environment. These classes are more flexible and convenient. It MIGHT promote life-long learning and computer literacy as well. Additionally, you can save a lot of money by participating in online classes.

HOWEVER, it is not without problems. It can be difficult for the instructors to monitor students' behavior and check their contribution and progress. It may create a sense of isolation in my opinion. This image tell the story:

" In an online course, no one can hear you scream. And that causes discomfort for some online students. Studying alone with only the computer as your companion can be terrifying. There's no whispering in the back of the room, no wise remarks from the peanut gallery, no commanding presence at the front of the classroom pleading for everyone to listen. The online environment is a much different atmosphere that takes some getting used to." ~https://www.montgomerycollege.edu/

Please share the problems that you have faced as an instructor or a learner in online platforms.

THANKS Indeed

I am currently working on a project that addresses educational communication and technology (ECT) barriers in online education and distance learning in the Philippines. However, according to my internet research, SPSS can only handle 1500 cases or respondents. My project requires over 3000 student respondents with more than 150 variables, which includes sub-variables. Is there any statistical software that can meet my requirements?

Does anyone have, or know where I might get a comparison of the threaded discussion features among popular learning management systems? By "features" I am thinking about threading, adaptive release, email from thread, push notifications for posts, etc.

I am interested to know more about the ICT tools (including websites, applications, devices) that are adopted to facilitate science education inside and outside the school context.

Many universities and schools around the world have closed their campuses due to Corona (COVID‐19) epidemic. Would you please share your expertise in delivering microteaching and practicum for pre-service teachers? How practical courses are delivered as a response to COVID‐19 outbreak? What are best practices? Other thoughts

Does this journal really have Impact factor? On the website the mention it but in BIOXBIO its not https://educationaltechnologyjournal.springeropen.com

International Journal of Educational Technology in Higher Education

What is its average review time and publication fee or article processing fee and do they provide discount on publication fee for third world countries.

We speak a great deal about 21st century learners and the skills, knowledge and understandings they require. Yet we appear to talk less about the qualities of the teachers. Should teachers have 21st century mindsets, be life long learners, adventurous, innovative and imaginative? Should they be individuals who were outsiders to traditional systems of learning?Or, do we continue to value what teachers know over who they are? If we value who they are, how might we attract these vibrant role models to teaching? 

What online whiteboard do you use? Does it have limitations for the max. number of users? Please tell the advantages and disadvantages.

I use https://www.twiddla.com/

California Critical Thinking Skill

Can anyone answer or explain the following questions:

Are there any papers or books discussing these questions?

What good journals in STEM educational technology provide a quick turnaround time with zero cost for publication charges?

Seeking information about universities and colleges that offer a full or partial scholarship in any of these areas: (coursework/research -- graduate programs) in Education, Social Work, Sociology, Special Education, Psychology, Counselling, Educational Technology and Mental Health.

Thank you for reading!

Your comments mean

a lot to me.

Please share it🙏

You can also reach out to me

Hi all, currently I am working on special issue - Cfp related to emerging technologies in education. If anyone is interested to join our hands as co-guest editor (hold faculty position). Please send me a short biography through email: dr.asadabbas@hotmail.com. So, we can start to discuss propose topic/title and execution plan.

Thanks in advance!

Biology has many concepts which needs proper illustration, explanation and practicals. Flipped classroom involves using online tools for pre-class interaction between the learner and the subject matter. What is the impact do think the flipped classroom will have on learning biology?

Dear colleagues,

have some simple scale or questionnaire to measure student's engagement in Virtual Learing Environments (VLEs), for instance gamified VLEs?

Cheers.

What type of project is the most frequent, the research project, the developmental project, both? What part of Educational Technology and e-Learning is currently the most frequent subject of the projects? Is Artificial Intelligence involved in some way?

A course portfolio is used to guide the teaching-learning process, and works as a resource exchange of course-specific teaching information that can be used as evidence for teaching quality and effectiveness of programs.

Moreover, the course portfolio provides an opportunity to investigate the intersection between pedagogy (teaching) and learning. It helps us to determine relationships between what we do as teachers and what students do as learners.

Can anyone suggest some research studies that demonstrate the effectiveness of course portfolios in improving quality of teaching and learning process of any particular course?

There are many books which published few years ago, I'm looking for very new once.

Due to my research purpose, I want a full paper of British Journal of Educational Technology, does anybody availed here its link?? On its site, there is only abstract or charging high price, please

I am trying to justify the use of AT instead of UTAUT for my paper on teacher challenges faced when using technology to teach mathematics...

This might be a long shot.

I am asking this question because I am currently writing my thesis proposal. It will be about the advantages and disadvantages of using VR in primary and/or secondary education.

Concerning the economic advantages, I am going to list the reduced costs as an advantage (i.e. geography trips).

However, I wanted to further elaborate on this and explain how education is of course benefiting from VR technologies but VR technologies are actually going to benefit from education too.

I believe I will need real life case studies of schools introducing students to VR development/graphic design to prove my point.

I am of course not referring to advanced courses.

I am looking for case studies from anywhere in the world. Curricular and extracurricular classes in schools.

I will then be able to prove that some schools are going to benefit the job market by training future VR specialists.

Many thanks in advance for your reply.

Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context. In this sense, Connectivism proposes to see knowledge's structure as a network and learning as a process of pattern recognition. AlDahdouh, A. A.; Osório, A. J. & Caires, S (2015). "Understanding knowledge network, learning and connectivism" (PDF). International Journal of Instructional Technology and Distance Learning.

Microlessons -an animated presentation, interactive and ICT based in instructions

Hello everyone, I would really like to get your expert input on this inquiry I am exploring. Please give your feedback. I am a grade three teacher with a student whose reading and comprehension  skills are way below his grade level. He however has access to a tablet and is really into this bit of technology. My question therefore is how can I use technology such as a tablet to help improve the reading level and comprehension skill of a student who is below grade level? 

One is generally considered an outstanding teacher who delivers outstanding lessons. What is your opinion about which qualities make an outstanding teacher?

Have you ever used an intelligent tutor in your classroom? If yes, please share your experiences. How did you like it? How did your students like it? Do you think the students actually learned from this computer-based tutor? How do you know? If you have never used one, why? Please share your thoughts on what prevents you from using such a tutor. Do you think such a tutor will not provide learning? Do you find it hard to get free resources? Is it expensive for your institution? Interesting questions and I would appreciate a response from different countries in the world.

Dear scholars,

Would you please suggest some journal in the Tier 1 list of ISI or Scopus database in the field of Education Technology and STEM (Science, Technology, Engineering and Math)?

Thanks in advance,

Thien Le

Hello,

I'm casting the net quite widely here. I have had a minor disaster with a dissertation topic I was working towards as part of my PhD Education (specializing in Educational Technology & Design). In fairly short order I need to identify a new problem/question.

I am interested in looking at Grit/Big 5 (CANOE) characteristics and how they might be used to identify non-traditional online postgrad students' likelihood of persisting/succeeding in their course of study - I was thinking of doing a comparison with traditional F2F students or perhaps looking across different cultural backgrounds also, but interested in other potential gaps in the literature.

I wondered if anyone else has research interests in this area and would be happy for me to bounce ideas off them as I try to reconfigure my path forward.

As I've stepped away from my online course in order to try and get back on track, I am classed as de-registered, meaning that faculty at my University will not correspond with me on the issue. Unfortunately I need to have this sorted out before I rejoin in December - Catch 22. So, I'm looking for helpful feedback and advice as I try to forge a way ahead.

So if you are interested in this area of research or can suggest some who is, I'd be glad to hear from you.

Thanks in advance.

Jeremy

"Applying Internet Laws and Regulations to Educational Technology"

I’d like to invite you to submit a chapter proposal of 1,000 to 2,000 words before January 15, 2019. Your proposal should include your purpose in writing a chapter for a book. Proposals should be either: critical of outdated or ill-conceived law affecting educational interests; or comparative (e.g., how legislation is applied in different jurisdictions). The main criterion for acceptance is a clear connection for a lay reader between: “technology”, “law”, and “education”. The primary readership will be non-lawyers (e.g., college and university professors, medical educators, school teachers, instructional designers, computing educators, administrators, and librarians). Law educators and students may also find readings of interest. Prior to submission, authors should consult the publisher’s guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write

Editor: Bruce L. Mann

Most learning management systems still use a similar structure of threading discussions for asynchronous student-to-student and student-to-instructor dialogue. Working from the assumption that robust dialogue is a necessary component of instruction designed within a social constructivist environment, are there any viable, existing or emerging alternatives to the threaded structure of discussions?

TPACK stands for Technological Pedagogical Content Knowledge. It is a theory that was developed by Punya Mishra and Matthew J. Koehler of Michigan State University in 2006 to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology.

Furthermore, it is a framework that helps to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology-enhanced learning environment.

In the discussion you mention that history-in-person reflections have potential for awareness raising and thus teacher development. I'm curious about whether any of this happened in your study

Educational Data Mining and Learning Analytics are still in its infancy related to MOOCs, and concerning Language MOOCs, I only found two references after a systematic review. Do you have experience with LMOOcs and LA?

Thank you in advance.

Dear all

I am looking for meta-reviews that document the (educational) potential (e.g., purposes, affordances, etc.) of educational technology/technology-enhanced learning in higher education. I am aware that this is a complex matter and its potential depends on the context. However, I was wondering if anyone has come across academic literature on this that tries to bring together and synthesise studies from different subject areas, contexts, delivery formats (blended/online), etc.

Any recommendation is highly appreciated.

Best wishes,

Mikkel

Hi everyone, i am learning and there are a series of questions are related to Systematic Literature Review for Qualitative Study.

1) When doing a systematic search for systematic review, should the focus only be searching on key databases (e.g. ERIC, Taylor & Francis) OR can the search be just within specific journals (e.g. British Journal of Educational Technology (BJET) )? - so search solely within journals identified instead of databases?

2) If such a method exists, could someone please direct me to some social science studies that have done that?

3) When doing a search, key words are important, i know that PICO or SPIDER can help with identification of keywords, but eventually keywords are still subjected to the researcher's feeling which would be the most appropriate... any one has advice about this?

Thanks for the insights

Most well-known technology-enhanced learning (TEL) journals publish articles on (traditional) educational experiments supported by experimental/empirical data etc. However, what about articles on the more institutional perspectives on effects and e.g. TEL conceptualisations and management. Any good recommendations for journals?

Any pointers are highly appreciated.

Niess et al (2009, p. 18-19) presented a theoretical integration of TPACK in Mathematics teaching/learning, "Mathematics TPACK", organized, with similarity to that proposed by AMTE Technology Committee (2009), in around four areas:

1- Designing and developing digital-age learning environments and experiences – Teachers design and develop authentic learning environments and experiences incorporating appropriate digital-age tools and resources to maximize mathematical learning in context.

2- Teaching, learning and the Mathematics curriculum – Teachers implement curriculum plans that include methods and strategies for applying appropriate technologies to maximize student learning and creativity in Mathematics.

3- Assessment and evaluation – Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

4- Productivity and professional practice – Teachers use technology to enhance their productivity and professional practice.

It is perceived that most people are unable to complete their programs on MOOCS. Some due to the fact that the courses tend to be passive and student do not get clear clarifications when they encounter problems. Also it is said that the courses are limited to theory and not practicals.

A colleague is currently drafting her thesis proposal.

The aim of the thesis would be comparing the pedagogical effectiveness of traditional map reading in the geography classroom, versus 'digital' map reading tools. Some examples of 'digital' map reading tools could be google maps, augmented reality apps, or virtual reality 'field trips'.

Ideally, she would be conducting her research in Irish secondary schools, but she is willing to consider case studies from other countries.

Hello,

I'm working on my seminar term paper, in which I'm researching the perceived learning of 9th grade students during a single session of science lab class while using an SRS (student response system) on their mobile phones.

In order to generate some quantitative data, I need to form a Likert scale questionnaire.

Can you help me find any lead to Likert scale type questions that measure perceived learning?

Thank you!

What are the most popular cheating ways and technologies students use in exams?

Please share your experience. Any hyperlinks, video, pictures are highly appreciated.

Different aspects of education such as educational psychology, sociology, philosophy, technology... etc plays a key role in teacher training programs for teachers up to the stage of higher secondary (XII) level and are considered compulsory in addition to qualification in their concern subjects.

Is there any such compulsory program in case of higher education?

Thank you

I would like to see other's research or perspectives on increasing technology integration in agricultural education programs. Please list any references or ideas that might be helpful.

Since I am publishing my first Paper, It would be great if you could give me hints on how to decide on where to publish.

1. International Journal of Information and Education Technology (IJIET) ISSN: 2010-3689; Abstracting/Indexing: EI (INSPEC, IET), Electronic Journals Library, Google Scholar, Crossref and ProQuest.

2. International Conference Proceedings Series by ACM, which will be archived in the ACM Digital Library, and indexed by Ei Compendex and Scopus.

I am quit clear that the technology being used in every educational process is educational technology. But the confusion arises when someone says that technology used in teaching learning only is educational technology. Now the question arise that what about the technology which is being used in other processes of education e.g. admissions, administration, management, evaluation etc.

Dear all,

I am writing my Master thesis on cybersecurity awareness. With the help of a questionnaire aimed at C-Level employees working in the Banking Sector, I gathered 34 answers, from which I built an Index of Cyberawareness for the sample. The questionnaire was composed by an initial set of 18 questions, aimed at building the Index with a system of metrics and weights, and socio-demographic questions asking about Position, Department, Gender, Age, Education and Technological Savviness.These are the independent predictor variables I want to use to assess the significance of their relationships to the outcome variables.

In order to do a regression of the Cybersecurity Awareness Index of each person (used as dependent continuous variable), I need to decide which variable to use as independent, among the socio-demographic ones. What are the best practices and how should I proceed?

Thank you in advance.

Hello dear researchers!

I congratulate you on this magnificent research project and I confess that I am very interested.

I would like to know if you have had any cases of DHA-PIP failures during this project?

Thank you!

I prefer to join a research team in the field of Educational Technology in Germany, Austria or any country who can speak and communicate in English.

These include:

Info from wikipedia:

Industry 4.0 is a name for the current trend of automation and data exchange in manufacturing technologies. It includes cyber-physical systems, the Internet of things, cloud computing[1][2][3][4] and cognitive computing.

Industry 4.0 creates what has been called a "smart factory". Within the modular structured smart factories, cyber-physical systems monitor physical processes, create a virtual copy of the physical world and make decentralized decisions. Over the Internet of Things, cyber-physical systems communicate and cooperate with each other and with humans in real time, and via the Internet of Services, both internal and cross-organizational services are offered and used by participants of the value chain.[1] In addition to this, these technologies enable mass customization of manufacturing products. The production systems become more flexible in order to be adapted to the needs of the individuals. Moreover, Industry 4.0 allows the development of new business models which may contribute to radically new ways of interaction in the whole value chain.[5]

I am interested in technological standards and not in personal ICT or digital literacy standards of students and teachers. W3C surely has published some.

Which standards do you adopt when developing technology for education?

I am seeking a short research visit in the field of educational technology and mathematics education. Currently, I am working as a faculty member at Suez Canal University, Faculty of Education, Dept. of Curriculum and Educational Technology.

Internet of Things (IoT) is said to be a new wave of ICT development.