Abstract: Robots are becoming an integral component of our society and have great potential in being utilized as an educational technology. To promote a deeper understanding of the area, we present a review of the field of robots in education. Several prior ventures in the area are discussed (post-2000) with the help of classification criteria. The dissecting criteria include domain of the learning activity, location of the activity, the role of the robot, types of robots and types of robotic behaviour. Our overview shows that robots are primarily used to provide language, science or technology education and that a robot can take on the role of a tutor, tool or peer in the learning activity. We also present open questions and challenges in the field that emerged from the overview. The results from our overview are of interest to not only researchers in the field of human–robot interaction but also administration in educational institutes who wish to understand the wider implications of adopting robots in education.

Abstract: Many scholars claimed the integration of science, technology, engineering and mathematics (STEM) education is beneficial to the national economy and teachers and institutes have been working to develop integrated education programs. This study examined a project-based learning (PjBL) activity that integrated STEM using survey and interview methods. The participants were 30 freshmen with engineering related backgrounds from five institutes of technology in Taiwan. Questionnaires and semi-structured interviews were used to examine student attitudes towards STEM before and after the PjBL activity. The results of the survey showed that students’ attitudes to the subject of engineering changed significantly. Most of the students recognized the importance of STEM in the science and engineering disciplines; they mentioned in interview that the possession of professional science knowledge is useful to their future career and that technology may improve our lives and society, making the world a more convenient and efficient place. In conclusion, combining PjBL with STEM can increase effectiveness, generate meaningful learning and influence student attitudes in future career pursuit. Students are positive towards combining PjBL with STEM.

Abstract: Educators have been striving to achieve meaningful technology use in our K-12 classrooms for over 30 years. Yet, despite significant investments of time and money in infrastructure, training, and support ''we have few assurances that [educators] are able to use technology for teaching and learning'' (NEA, 2008, p. 1). In this article, we call for a shift in focus from technology integration (and the tools used to achieve it), to technology-enabled learning (and the pedagogy used to support it). Building on the early work of Jonassen (1996) in which he proposed using technology as cognitive tools, we suggest that future technology integration efforts should focus on helping teachers engage students in authentic technology-enabled learning environments. As such, technology integration is no longer an isolated goal to be achieved separately from pedagogical goals, but simply the means by which students engage in relevant and meaningful interdisciplinary work. Implications for supporting teacher pedagogical change, from a system's perspective, are discussed.

Abstract: The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators' access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0-4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children's learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.

Abstract: science, technology, engineering, and mathematics (STEM) instruction, students with disabilities continue to struggle with STEM content at both the K–12 and postsecondary levels. As a result, very few students with disabilities pursue STEM careers. The universal design for learning (UDL) framework can be utilized to engage students and increase the usability of STEM curricular materials. Understanding efficacious instruction and assessment strategies can help teachers provide effective instruction for a wide range of learners.

Abstract: This paper argues that a linear model of technology transfer is no longer sufficient, or perhaps even no longer relevant, to account for the nuances and complexities of the technology transfer process that characterizes the ongoing commercialization activities of universities. Shortcomings of the traditional linear model of technology transfer include inaccuracies — such as its strict linearity and oversimplification of the process, composition, a one-size-fits-all approach, and an overemphasis on patents — and inadequacies — such as failing to account for informal mechanisms of technology transfer, failing to acknowledge the impact of organizational culture, and failing to represent university reward systems within the model. As such, alternative views of technology transfer that better capture the progression of the university towards an entrepreneurial and dynamic institution are presented here, and that advance the body of knowledge about this important academic endeavor.

Abstract: The past few decades have witnessed the rapid development of information and communication technology around the world, as well as continuing efforts to introduce technology into K12 schools. To gauge the success of integrating technology into classrooms, how end users, including teachers and students, accept and use technology while overcoming a new kind of digital gap needs to be investigated. To better assess the integration of technology into the classroom experience, the current study aimed to understand the difference between teachers and students’ acceptance of technology. The participants in this study were chosen through stratified random sampling in Shanghai. A research model with related factors compiled from literature on technology acceptance was used to collect data. The results indicated that the differences between teachers and students with regard to technology lie in how they utilize technology and how important they perceived it to be. The results of this study may help us better understand new millennium learners and provide them proper classroom technology products.

Abstract: To successfully integrate technology into any educational program, practitioners need awareness of available technology, an understanding of how it can assist with instruction, knowledge of ways it can support day-to-day activities and, finally, the ability to teach students as well as educators to use the technology. The proliferation of advanced mobile technologies specifically targeting individuals with moderate to severe intellectual disability and/or autism spectrum disorder means increased access to new tools and a greater need for educational service providers to be trained and ready to identify, recommend and deploy appropriate supports. The rapid rate of change in the technology industry is a formidable barrier to adequately preparing anyone except a technology specialist to be current on the latest advances. This article presents recommendations for school psychologists in terms of becoming familiar with the generally available technologies and the underlying instructional techniques rather than any specific technology products. Complete familiarity with all emergent technologies is improbable but through understanding the general ways technology can be used and the basic instructional practices, school psychologists will be better equipped to recommend further exploration of technological solutions for students.

Abstract: This paper attempts to review the development of technology education over the last 20–25 years. The purpose is to reflect on how far the field has come and where it might go to, including what questions need to be considered in its ongoing development. The data for this paper draw on our work in developing The International Handbook of Research and Developmentin Technology Education (Jones and de Vries 2009). However, the paper is more than a summary of this work, instead representing a synthesis in its own right. The work was not undertaken to report solely on the collective achievement of a large number of people internationally, but rather to use this as a means for setting a sound foundation for future research, development and teaching in technology education. By considering the underlying philosophy, international development of curriculum, relationships of technology education with other subject areas, teaching, learning and assessment as well as teacher education, and educational research, we are able to scope past activities and present an agenda for moving forward in teaching, research and development.

Abstract: This chapter aims to help preservice teachers consider the possibilities for embedding technology into teaching. After reading this chapter you should be able to: 1. Understand the role of technology in education. 2. Identify technological applications and resources used in classrooms today. 3. Be aware of how you might embed technology through a range of teaching and learning strategies. 4. Evaluate technological tools to support teaching and learning. 5. Understand possible challenges and barriers you may face as a new teacher using technology.

Abstract: This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform-based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform-based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform-based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013

Abstract: Prior work has shown that early childhood educators demonstrate a lack of knowledge and understanding about technology and engineering, and about developmentally appropriate pedagogical approaches to bring those disciplines into the classrooms. This paper reports a study in which 32 early childhood educators participated in an intensive three-day professional development workshop with the goals of: increasing teachers’ knowledge about robotics, engineering and programming, and pedagogies for teaching them in the early childhood classroom. results show a statistically significant increase in the level of knowledge in all the three areas of technology in general, pedagogy, and robotics content knowledge after participation in the institute. additionally, results show significant increases in several aspects of technology self-efficacy and attitudes toward technology. implications for designing effective technology focused professional development are discussed.

Abstract: IntroductionAlthough the roots of the science, technology, engineering, and mathematics (STEM) movement date back to President Dwight D. Eisenhower, and the formation of NASA and NSF in 1958, the acronym STEM was coined by Dr. Judith Ramaley, assistant director of the Education and Human Resources Directorate, at NSF in 2001 (Chute, 2009). She defined STEM as an educational inquiry where learning was placed in context, where students solved realworld problems and created opportunities-the pursuit of innovation.STEM education has since become perhaps the largest reform movement in PK-12 education over the last decade. It seems that everywhere you look there are stories about STEM education. Politicians are promoting STEM, federal and state agencies are promoting and funding STEM initiatives, for-profit and non-profit groups are discussing the importance of STEM education and corporations, and the media are promoting the idea, as well (Puffenberger, 2010). Within these education, media, corporate and policy circles, the acronym STEM has become commonplace. It is used frequently when referring to a broad area of scholarship and instruction that many deem particularly connected (i.e., those four subjects). Whether the acronym is understood and fashionable outside these education groups is not well known. What is known is that the acronym and associated term is not well-defined, even within groups that make heavy use of it (Storksdieck, 2011).It is not clear whether, when referring to STEM, individuals are addressing any of the four subjects or those areas in which all four disciplines overlap (Storksdieck, 2011). Casual conversations with many professionals in science, technology, engineering and mathematics will quickly reveal a great deal of confusion and a sense that most individuals referring to STEM are really speaking of science or technology or engineering or mathematics individually. To be fair, there are some efforts under way, including a Promising Practices study at the National Academies, where researchers are attempting to explore whether education can benefit when the four disciplines are linked.The rationale for increased emphasis in STEM education is driven largely by lackluster national assessments of PK-12 students over the last decade or two. These assessments continue to indicate that the United States is failing to compete with other countries when it comes to student performance and interest in STEM subject areas. The argument for STEM education is that if the U.S. is to compete with other nations, our children must be well-versed in 21st century workforce skills related to STEM education. We are also often reminded that a lack of investiture in STEM will have dire consequences for the economic and political power of the United States (Puffenberger, 2010).White (n.d.) suggests that, in addition to STEM, the future of the U.S. economy rests on its ability to be a leader in the innovation that will be essential in creating the new industries and jobs that will be at the heart of our new economy. Where the U.S. has historically ranked first in innovation, it now ranks between third and eighth, depending on the survey (White, n.d.). Nationally, we have taken steps to reverse this slide by embracing and funding much needed improvements in STEM education (White, n.d.). When American education is in crisis, policy makers and educational leaders roll out the STEM argument, that the science, technology, engineering and math curriculum needs to be emphasized as the cornerstone of U.S. competitiveness in a world where Chinese students do lightening drills on the periodic table of elements at age 4 (White, n.d.). There is certainly no question that STEM education and STEM skills are a vital part of this country's perceived edge, but many educators would argue that STEM is missing a key set of creativity-related components that are equally critical to fostering a competitive and innovative workforce, and those skills are summarized under the letter "A" for Arts (White, 2011). …

Abstract: This paper identifies a significant gap in existing work within the field of educational technology—the failure to explain technology theoretically—and proposes an agenda for addressing this. While there are discussions of theory within educational technology research, these typically focus on learning. Technology itself is seldom considered, being treated instead as “natural” or given. This is in marked contrast to other fields of study, in which robust theories of technology have been developed. The consequence of this is that technology is treated as if it will cause learning—and when it does not, there is no clear explanation of why. To advance this discussion, two traditions of work theorising technology are introduced—one positivistic, including work on affordance, and the other (largely unrepresented in educational technology) that provides a social account. An example of each is used to analyse a case study, so as to contrast the kind of claims that currently get made about technology with those that we could make. It is argued that adopting a social account of technology would enable richer, better-integrated claims to be made about technology use.

Abstract: The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students' critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates' epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study.

Abstract: Educational Technology in Teaching and Learning is an important and challenging aspect in higher education. The first theories on human behavior as behavior affected by technology are discussed in this essay. These learning theories are behaviorism, cognitivism, and constructivism. They provide a pedagogical and/or andragogical basis for understanding how students learn. Also, some of the approaches to teaching with technology, use of the best technological tools and appropriate type of instruction to enhance learning under Bloom's taxonomy are included. A general perspective is given of the advantages and disadvantages that technology offers for education.

Abstract: Technology mapping ™ is proposed as an approach for developing technological pedagogical content knowledge (TPCK). The study discusses in detail instructional design guidelines in relation to the enactment of TM, and reports on empirical findings from a study with 72 pre-service primary teachers within the context of teaching them how to teach with Excel. Repeated Measures MANOVA findings showed that TM was effective and efficient in developing TPCK competencies; however, development of TPCK competencies was directly related to the complexity of the design task, as this was determined by the educational affordances of Excel.

Abstract: A discussion of the relative lack of research into e-leadership in educational technology in education is followed by an outline of selected prior literature in the field. The paper proposes that, as part of a natural evolution of educational technology research, considerably more attention needs to be focused on research and development in e-leadership. Building on selected prior literature, an updated framework of principles for effective “e-leadership” of educational technology is proposed, with specific reference to higher education, building on selected insights derived from e-leadership literature and on the author's experience of 30 years of professional practice, scholarship and research into educational technologies and leadership in education. The paper proposes the development of a new fifth “age” of educational technology research in which it is argued that more critical, selective, strategic e-leadership approaches to the adoption and use of educational technology need to be progressed through research, development and training as the field matures.

Abstract: No longer are students’ experiences with new languages limited to their textbooks or immediate environment. With the pervasiveness of the internet and the increased awareness of the importance of having technology in a classroom, both teachers and students all over the world are being provided with technological tools that will further accelerate their ability to acquire or teach a second or foreign language. Technology integration in the classroom has become an important aspect of successful teaching. It has triggered many researchers to investigate different aspects of such integration. In addition, it could be an effective teaching tool when used to engage all students in the learning process. The results of the study show that teachers have positive attitudes toward the use of technology, particularly computer. The focal point of the project was to promote students’ communicative competence and autonomy via the implementation of technological tools. This study aimed at investigating the perceptions of EFL teachers about the use of technology in their classes and factors affecting technology implementation in Iranian Language Institutes. Descriptive statistics and sample t-test were used to analyze the questionnaire data. Results obtained from both the quantitative and qualitative data revealed teachers’ perceptions about integrating technology in their classes, incentives for teachers who use technology, types of technology used, facilitating and inhibiting factors affecting technology implementation, and the different attitudes of male and female teachers toward using technology. According to the results, teachers had positive attitudes regarding the use of technology, in particular computer, in their classrooms.

Abstract: The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed.

Abstract: Young learners today generate, express, and interact with sophisticated ideas using a range of digital tools to explore interactive stories, animations, computer games, and robotics. In recent years, new developmentally appropriate robotics kits have been entering early childhood classrooms. This paper presents a retrospective analysis of one study within a design-based robotics research program. We examine how patterns of cognition throughout early childhood relate to programming approaches and achievement in a robotics context. The findings lay a foundation for applying cognitive developmental theory to early technology education and inform the evaluation of the study’s programming and robotics technologies and curriculum.

Abstract: When education for sustainable development (ESD) emerged as part of the educational agenda in the international arena, it was associated with significant shifts in the educational debate about the purpose and nature of education and with the need to respond to crises caused by the modern idea of progress. Scientists from different fields warn humanity that the current trajectory of capitalism is leading towards environmental and cultural decline and that urgent measures are required to deal with the current and emerging issues. Global financial and economic crises, poverty and inequality, climate change and environmental degradation reinforce our understanding that a collaborative effort is required in addressing the existing status quo through education. These changing contexts require transformative education that must play a key role in developing a planetary vision, in “securing sustainable life chances, aspirations and futures for young people”. This paper refers to the essence of SD and the ethics behind it, explores current research on ESD in technology education (TE) and suggests a number of challenges that emerged for technology education as a result of the global SD agenda. They are related to policy and curriculum development, teaching and learning, and teacher training. This paper argues that current and future research on ESD in technology education must be framed by a shared vision about quality education and a society that lives in balance with Earth’s carrying capacity. The paper concludes with suggestions for further directions for research associated with the areas of challenge.

Abstract: Design and Technology education is potentially a rich environment for successful learning, if the management of the whole design process is emphasised, and students’ design thinking is promoted. The aim of the present study was to unfold the collaborative design process of one team of elementary students, in order to understand their multimodal ways of design thinking. The videotaped design episodes of the team constitute the data source of the study. CORDTRA diagrams were used for opening up the design process, providing means to analyse the complex and iterative process in a structured manner. The results indicate that the students’ design thinking was collaborative, materially mediated, and embodied in nature. Engaging in various concrete and material, as well as epistemic and conceptual activities provided the students with opportunities to learn the foundational design skills. Further, the multifaceted design process integrated skills needed for learning also something other than design.

Abstract: To meet the intentions of the New Zealand Curriculum 2007 teachers must critically reflect on their role and their idea of what defines ‘best practice’ for teaching and learning in the twenty-first century. The teacher’s role has changed considerably over time. There is now, more than ever, a need for much greater transparency, accountability and collaborative practice within education. Famous philosophers and theorists including Plato, Rousseau and Dewey have expounded ideals of authenticity and authentic engagement, but it is only with the spread of constructivism that authenticity has gained more favour. The authors will investigate perspectives of authenticity, authentic learning, and authentic activities (Kreber et al. in Adult Educ Q Am Assoc Adult Contin Educ 58(1):22–43, 2007; Newmann in Authentic achievement: restructuring schools for intellectual quality, Jossey-Bass Publishers, San Fransisco, 1996; Newmann and Wehlage in Educ Leadersh 50(7):8–12, 1993; Reeves et al. in Quality conversations. Paper presented at the 25th HERDSA annual conference, 2002; Splitter in Stud Philos Educ 28(2):135–151, 2008). Through qualitative investigation they identify and summarise key viewpoints and demonstrate how these can be successfully implemented through programmes of technology education. A model of authentic technology for producing quality technological outcomes is presented. The authors show how an activity from an initial teacher education course in technology education uses identified aspects of authentic technological practice through the various dimensions of authenticity to develop enduring learning for students. They consider the role of context in developing learning and introduce some new ideas on successful student engagement in the field of conation (Riggs and Gholar in Strategies that promote student engagement, Corwin Press, California, 2009). Conation is defined as the will, drive and effort behind students’ engagement in learning and is increasingly seen as an integral part of authentic education.

Abstract: We provide a brief history of how academics and information technology ( IT) professionals have come to be on opposing sides in a battle for position, influence and direction within universities. The long-running conflict has shaped different belief systems and resultant values and behaviours that are no longer appropriate nor tolerable if universities are to successfully address the emerging challenges of the 21st century. We argue that in the complex world of higher education, a new pathway that involves partnerships between IT departments and faculties is a fast-and risk-averse-way through the new challenges and issues. We suggest that leaders have an opportunity to impact effective and corporate decision making by enabling both camps and factions to share a better understanding of each other's contributions and collaborate around key IT and learning technology initiatives. We conclude with 16 action recommendations for leaders to create a better future for higher education learning with technology. [ABSTRACT FROM AUTHOR]

Abstract: In knowledge based economies technological literacy is gaining interest. Technological literacy correlates with attitude towards technology. When measuring technological literacy as an outcome of education, the attitudinal dimension has to be taken into account. This requires a valid, reliable instrument that should be as concise as possible, in order to use it in correlation with other instruments. The PATT instrument as developed in the nineties is an extensive survey that hasn’t been revalidated over the last three decades. The Pupils’ Attitudes Towards Technology (PATT) instrument was reconstructed and revalidated. The validation study was done in two major steps. First a pilot study with 250 students, followed by a main study with 3000 students. Different factors of the instrument were analysed on their internal consistency. Also the goodness of fit indices of the complete model were checked in a confirmatory factor analysis. This resulted in an instrument with six sub-factors and 24 items of attitude towards technology. The six factors are Career Aspirations, Interest in Technology, Tediousness of Technology, Positive Perception of Effects of Technology, Perception of Difficulty and Perception of Technology as a Subject for Boys or for Boys and Girls. The instrument is easy to use, reliable and validated. It opens a door to further research and evaluation of technology education.

Abstract: This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers experienced by all teachers are inadequate: access; time; resources; training; budget; and support. Upon further examination, Middle Years and Senior Years teachers are considerably more likely to report that access and time hinder technology integration than their Early Years counterparts. Nearly 80% of all teachers remarked that technology was available to them, but about one quarter of respondents expressed frustration about the barriers that hinder effective technology integration in their classrooms. Implications of this study inform school division teacher support programs and planning, inservice professional development opportunities, and preservice teacher education.

Abstract: st Educators in the 21 century realize that students entering the classroom today are much different from those who have come before. Today's students are demanding a change in the classroom because of their ability to gather information faster than any other generation. It gives users on-demand access to the content, tools, training, information, and support they need to create and enhance learning relevance and efficacy through both school-provided and personal technology. Learning is acquiring new, or modifying and reinforcing existing, knowledge, behaviours, skills, values, or preferences and may involve synthesizing different types of information. Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. Sometimes it also referred to as personalized learning. Quality determines how much and how well children learn and the extent to which their education translates into a range of personal, social and developmental benefits. The objective of this paper is to find whether flexible learning in classroom helps to promote quality education. Here the investigator used interview method to fulfil the study. The investigator prepared a flexible learning schedule to find the new learning design in classroom process. The investigator collects the information from the student about the flexible learning design in classroom environment. The flexible learning moulds the learner to plan their activities according to their interest and enthusiasm. It also keeps the mind of learner in a pleasant situation that is out of external fear. Finally the study concludes that flexible learning in classroom helps to promote quality education.