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The Role of Technology in Education: Progress, Problems, and Possibilities

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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 September 2023) | Viewed by 65421

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Special Issue Editors

Dr. Peter Tiernan

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Guest Editor

Institute of Education, Dublin City University, Dublin 9, Ireland
Interests: digital learning; online learning; e-learning; digital storytelling; digital literacy; digital competency; digital media; media literacy; digital creativity

Dr. Eamon Costello

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Guest Editor

Institute of Education, Dublin City University, Dublin 9, Ireland
Interests: open education; post-digital learning approaches; digital learning; online learning; e-learning; digital media; digital creativity

Dr. Enda Donlon

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Guest Editor

Institute of Education, Dublin City University, Dublin 9, Ireland
Interests: digital learning; online learning; e-learning; learning ecologies; post-primary education; social media; AI in education

Special Issue Information

Dear Colleagues,

Much like wider society, technology plays an increasingly significant role in the field of education. New tools and platforms continue to disrupt traditional delivery mechanisms, while content availability and distribution are revolutionizing how education professionals and students engage with resources and materials. Increased connectivity and emerging technology are challenging existing structures and practices within education institutions. This Special Issue seeks a range of articles which outline the progress made in these areas, the possibilities for the future, and the problems created by such significant changes. We welcome submissions in the form of research papers, systematic literature reviews, technical papers, and conceptual and opinion pieces. This Special Issue aims to present a comprehensive and balanced view of the impact that technology has on education by providing readers with multiple perspectives from multiple contexts. Themes includes, but are not limited to, online learning and online pedagogy; digital media and learning; digital literacy and digital competency; AI in education, gamification, assessment; VR and AR support learning; and ethical issues.

Dr. Peter Tiernan
Dr. Eamon Costello
Dr. Enda Donlon
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

digital media and learning
online learning
e-learning
AI in education
gamification
VR in education
AR in education
digital literacy
digital competency

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Published Papers (10 papers)

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Editorial

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7 pages, 220 KiB

Open AccessEditorial

Crossroads: Collaboration at the Intersection of Pandemic and Post-Pandemic Times

by Peter Tiernan, Neil Kenny and Andrew McCarren

Educ. Sci. 2023, 13(3), 288; https://doi.org/10.3390/educsci13030288 - 8 Mar 2023

Cited by 3 | Viewed by 1897

Abstract

Discussions on the potential for technology to disrupt education have appeared at regular intervals for many years [...] Full article

(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)

Research

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24 pages, 4006 KiB

Open AccessArticle

“A World of Possibilities”: The Future of Technology in Higher Education, Insights from the COVID-19 Experience

by Ruth McManus, Anna Logan, David Wilders and Caitríona Pennycook

Educ. Sci. 2024, 14(1), 63; https://doi.org/10.3390/educsci14010063 - 5 Jan 2024

Cited by 3 | Viewed by 2426

Abstract

During the emergency online pivot, two faculties (i.e., divisions) of a large Irish university aimed to document insights about teaching and learning in the context of the COVID-19 pandemic. An anonymous online survey of all teaching staff within each faculty was undertaken, some of the results of which are presented here. Key findings focus on the use of online technology in higher education, demonstrating the differential impacts on different disciplines and year groups, and pointing to levels of educator readiness and the need for focused professional development and training to prepare staff for integrating online learning to ensure satisfactory outcomes. The emergency online pivot led to significant progress in the use of technology in higher education, and greater academic staff recognition of the benefits and scope afforded by technology. Arising from their COVID-19 experiences, staff expressed a strong preference for blended learning as opposed to learning taking place either fully online or in-person. The potential role of hybrid learning in ongoing efforts towards sustainability was also noted. Many of our findings align with recent research, which is discussed throughout. We argue that a ‘one size fits all’ approach to online education is not appropriate, with greater nuance required and consideration of the rapidly changing educational landscape and issues of environmental sustainability. Full article

(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)

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17 pages, 984 KiB

Open AccessArticle

Between the Lines: An Exploration of Online Academic Help-Seeking and Outsourced Support in Higher Education: Who Seeks Help and Why?

by Lorraine Delaney, Mark Brown and Eamon Costello

Educ. Sci. 2023, 13(11), 1147; https://doi.org/10.3390/educsci13111147 - 16 Nov 2023

Viewed by 1950

Abstract

The growth in online higher education has seen the ‘unbundling’ of some services as universities have partnered with private companies in an effort to enhance their services. This paper explores university students’ use and perceptions of the third-party online learning support platform, Studiosity, at Dublin City University. Studiosity was engaged to support undergraduate and postgraduate distance students, by offering support beyond existing campus-based services. This research employs a primarily inductive research design drawing on data collected through the third-party provider (2018–2020), supplemented by an in-house online survey (2019). Students were overwhelmingly positive about Studiosity. Postgraduate students, arguably students with good academic skills, used the service more than first-year undergraduate students. However, first-year undergraduates, a group the literature suggests are reluctant users of institutional support, were also strong users. Questions emanating from postgraduate students demonstrated expedient help-seeking. First-year undergraduate students were more concerned with explanations to help their understanding in order to persist with their studies. This paper posits that all other things being equal, those who already have strong academic capital will be the greatest users of academic support services. Proactive, less formal academic support strategies to encourage use by those who need help most, remain critical. Full article

(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)

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19 pages, 344 KiB

Open AccessArticle

A Case Study of a Secondary Biology Teacher’s Pedagogical Reasoning and Action with Augmented Reality Technology

by Hsiao-Ping Hsu, Yin Hong Cheah and Joan E. Hughes

Educ. Sci. 2023, 13(11), 1080; https://doi.org/10.3390/educsci13111080 - 26 Oct 2023

Cited by 1 | Viewed by 2516

Abstract

While recognizing the vital role of teachers in augmented reality (AR) integration, a noticeable literature gap exists regarding how science educators address challenges related to technology, pedagogy, and content during AR instructional design and implementation. Conducted in a secondary school in Taiwan, this study addressed this gap by conducting a qualitative single-case analysis of a science teacher’s integration of AR technology into her biology lessons. The teacher’s pedagogical reasoning and action processes were observed and analyzed over 10 weeks, with a focus on micro-level exploration across two iterations of pedagogical analysis, design, implementation, reflection, and revision. The primary data collection includes teacher interviews, supplemented by teacher reflective notes, lesson plans, teaching materials, researcher observations and field notes taken during the weekly, one-hour teacher learning community meetings, and the AR-integrated lessons, student assessment results, and feedback. The study was informed by both the Technology Integration Planning model and the Technological Pedagogical Content Knowledge framework. Data analysis techniques involved deductive coding and thematic analysis. The findings reveal the teacher’s developmental proficiency in AR, a reimagined depiction of AR-enhanced instructional content, a shift from didactic-based to inquiry-based teaching approaches, and an intertwined development of technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. This study provides valuable insights into how the educator became a pedagogical designer, overcame individual and contextual challenges, and leveraged reflective strategies to enhance biology lessons using AR technology, emphasizing technology’s potential to enrich pedagogy in science education. Full article

(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)

19 pages, 1749 KiB

Open AccessArticle

ChatGPT—A Challenging Tool for the University Professors in Their Teaching Practice

by Gabriela Kiryakova and Nadezhda Angelova

Educ. Sci. 2023, 13(10), 1056; https://doi.org/10.3390/educsci13101056 - 20 Oct 2023

Cited by 38 | Viewed by 9451

Abstract

ChatGPT has aroused the users’ interest and provoked educators, researchers, and educational institutions about its role in education. Its proper integration into education can support teaching and learning activities and highlight the benefits of digital technologies. ChatGPT can be an intelligent learning assistant for learners and educators, supporting personalized and adaptive learning. At the same time, ChatGPT can be used unfairly and unethically, which causes severe concerns among educators, educational institutions, and society. Educators’ attitudes regarding their application, expectations, and concerns are very important in the emergence and introduction of new technological tools in education. The current paper aims to explore the opinion of university professors at a Bulgarian university regarding the possibilities and challenges of ChatGPT in carrying out teaching activities. The findings of the conducted survey show that university professors from Trakia University in Bulgaria have an overall positive attitude regarding the implementation of ChatGPT in their teaching practice (41.4%). They perceive ChatGPT as a means to support time-consuming teaching activities (60.9%), provoke interest, activate and engage learners (59.8%), and stimulate their critical thinking and creativity (47.1%). In parallel, the university professors are concerned about possible risks of its unethical use that threaten the validity and fairness of assessment practices. The most severe problem for them is the danger that learners will completely trust ChatGPT without checking the authenticity of the generated texts (73.6%), which can negatively affect the acquisition of knowledge and skills. Full article

(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)

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12 pages, 243 KiB

Open AccessArticle

It Wasn’t All Zoom and Gloom: Teacher and Student Experiences of Online Learning during the COVID-19 Pandemic in an Irish Post-Primary School

by Avril Egan and Peter Tiernan

Educ. Sci. 2023, 13(7), 637; https://doi.org/10.3390/educsci13070637 - 22 Jun 2023

Cited by 1 | Viewed by 2083

Abstract

Research into the impact of the COVID-19 pandemic on educational institutions in Ireland has primarily focused on third-level courses and initial teacher education programmes. Little research has captured the experiences of practising post-primary teachers and their students as they made the transition to online learning. This study begins by examining the digital context of post-primary education in Ireland prior to the COVID-19 pandemic, paying particular attention to ICT policies and their recommendations. Following this, the importance of schools as more than a centre for curriculum delivery is examined, as well as the potential challenges adolescents face in non-face-to-face contexts. In total, 49 teachers and 130 students participated in the study by completing online surveys about their online learning experiences. The findings indicate that although teachers felt underprepared, many benefits to online learning were identified, especially around assessment and the provision of asynchronous content. Students enjoyed elements of online learning but felt overwhelmed and isolated. Full article

(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)

15 pages, 1727 KiB

Open AccessArticle

Teachers’ Perceptions Regarding School Parents’ Online Groups

by Antigoni Alba Papakonstantinou

Educ. Sci. 2023, 13(1), 60; https://doi.org/10.3390/educsci13010060 - 5 Jan 2023

Cited by 2 | Viewed by 1904

Abstract

The present study investigates Greek teachers’ perceptions regarding primary school and kindergarten parents’ online groups. More specifically, we aimed to obtain teachers’ perceptions regarding the online self-organization of students’ parents and the impact of online parental communication and information exchange to their teaching and school relationships. A quantitative study was conducted, using online questionnaires, with the participation of 246 primary school and kindergarten teachers in public and private sector. Our results indicate that teachers are skeptical and suspicious about parental online groups’ function. They believe that information circulated among parents is, most of the times, either fake or distorted and they do not hesitate to state that it helps nobody. Male teachers are better informed than female ones about the content of parental discussions and declare that they have been more often preoccupied with dealing with tensions occurring in online parental groups. Furthermore, private school teachers declare that parents frequently exchange information and gossip concerning teachers’ behavior and teaching, while public school teachers argue that sharing of this kind of information is rare within online parental groups. Moreover, teachers affirm that parental discussions in online groups over-expose school life, reinforce parents’ interventionism and contribute to parents’ hyper-information concerning school matters. Full article

(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)

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Review

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14 pages, 276 KiB

Open AccessEditor’s ChoiceReview

Generative Artificial Intelligence: Implications and Considerations for Higher Education Practice

by Tom Farrelly and Nick Baker

Educ. Sci. 2023, 13(11), 1109; https://doi.org/10.3390/educsci13111109 - 4 Nov 2023

Cited by 51 | Viewed by 35483

Abstract

Generative Artificial Intelligence (GAI) has emerged as a transformative force in higher education, offering both challenges and opportunities. This paper explores the multifaceted impact of GAI on academic work, with a focus on student life and, in particular, the implications for international students. While GAI, exemplified by models like ChatGPT, has the potential to revolutionize education, concerns about academic integrity have arisen, leading to debates on the use of AI detection tools. This essay highlights the difficulties in reliably detecting AI-generated content, raising concerns about potential false accusations against students. It also discusses biases within AI models, emphasizing the need for fairness and equity in AI-based assessments with a particular emphasis on the disproportionate impact of GAI on international students, who already face biases and discrimination. It also highlights the potential for AI to mitigate some of these challenges by providing language support and accessibility features. Finally, this essay acknowledges the disruptive potential of GAI in higher education and calls for a balanced approach that addresses both the challenges and opportunities it presents by emphasizing the importance of AI literacy and ethical considerations in adopting AI technologies to ensure equitable access and positive outcomes for all students. We offer a coda to Ng et al.’s AI competency framework, mapped to the Revised Bloom’s Taxonomy, through a lens of cultural competence with AI as a means of supporting educators to use these tools equitably in their teaching. Full article

(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)

Other

Jump to: Editorial, Research, Review

25 pages, 1257 KiB

Open AccessSystematic Review

Breaking through Barriers: A Systematic Review of Extended Reality in Education for the Visually Impaired

by Mahmoud Hamash, Hanan Ghreir and Peter Tiernan

Educ. Sci. 2024, 14(4), 365; https://doi.org/10.3390/educsci14040365 - 29 Mar 2024

Cited by 1 | Viewed by 2842

Abstract

Education for those who are visually impaired usually relies on modified materials and unique teaching methods. Nonetheless, the advent of Extended Reality marks a considerable change by providing immersive and interactive experiences that can surpass the challenges encountered in conventional learning due to visual impairments. This study aims to systematically review and analyse the existing literature on the use of extended realities in the education of individuals with visual impairment. This systematic review followed the Preferred Reporting Items for Systematic Reviews (PRISMA) statement as a formal systematic review guideline for data collection to ensure the quality and replicability of the revision process. Data were obtained from research studies over the period 2013–2023. The analysis included a total of 71 papers from Science Direct, ERIC, JSTOR, Taylor & Francis Online, and Scopus databases. The results show that Europe had the most publications on these topics during the past decade and that most papers were focused on higher education. Additionally, virtual reality was the most investigated topic. The findings indicate that extended reality has the potential to promote inclusion for the visually impaired in educational settings and provide them with enhanced educational experiences in many educational disciplines. Full article

(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)

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14 pages, 617 KiB

Open AccessOpinion

All the World’s a Stage: Examining the Actors That Influence the Development of Primary Pre-Service Teacher Digital Competence in the Republic of Ireland

by Denis Moynihan, Alan Gorman, Margaret Leahy and Darina Scully

Educ. Sci. 2023, 13(10), 1045; https://doi.org/10.3390/educsci13101045 - 18 Oct 2023

Cited by 2 | Viewed by 1847

Abstract

In accordance with contemporary educational policy, changes have been made to the requirements of initial teacher education (ITE) with the aim of promoting the development of digital competence among pre-service teachers (PSTs). This paper explores what it means for a primary PST to develop digital competence and posits that programmes of ITE should develop the digital teaching competence of PSTs, alongside positive attitudes toward digital technology use. This is a complex and under-researched process involving multiple actors, including higher education institution tutors, school placement tutors, and cooperating teachers. This research gap is addressed within this paper by examining these actors and unpacking the key issues which may prevent PSTs from developing and enacting digital teaching competence. It appears there is a lack of alignment across these actors, which may negatively impact the digital competence of PSTs. Consequently, we propose that the conceptualization of digital competence across programmes of ITE needs to be brought into alignment. Actions including the establishment of a shared vision of pedagogical use of digital technology, formal induction, and ongoing transformative professional learning for all actors across a programme of ITE are proposed if PSTs are to be enabled to develop the digital competence required by policy. Full article

(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)

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