Educational Technologies. Analysis of Master dissertations carried out in Portugal

Acknowledging the importance scientific research may have in terms of the foundation, orientation and evaluation of the use of technologies in an educational context, it is only natural that there should also be greater knowledge on the research carried out in this particular field. This is what we set out to achieve in a recent conference held in Portugal on the theme Research in Education (1). Using the theme of the conference itself – Research in Education between 1960 and 2005 – as our basis, we decided to focus on what has actually been the object of research in our country within the framework of Educational Technology. We realised, at a very early stage, that there were hardly any studies in this field before Portuguese universities took on a more active role, nor in the field of educational technologies, particularly after the appearance of the first Masters courses at the University of Minho in 1987. Even though we are not aware of any in-depth study to characterise scientific research developed in Portugal in this area, several Portuguese authors have referred to this issue in some way or another (Abrantes, 1981, 1998; Blanco & Silva, 1993; Caldas, 2001; Fernandes, 1969;Ponte, 1994; Silva, 2000). On the other hand, since we have stated that a considerable part of research, in this particular field, focuses precisely on this academic qualification, we have decided to construct our analysis around this aspect. Therefore, in this article we present the result of the studies on Masters dissertations carried out in Portugal, with a view to furthering understanding of the studied themes, their theoretical and methodological frameworks, and to finding out where they are carried out, who does the research, what the collection techniques are and the type of data analysis used, just to mention some of the aspects around which our analysis is centred. This is an exploratory analysis within a restricted context, however, we hope that it may contribute to the acquisition of more profound knowledge regarding research practices in this specific field of Educational Sciences in Portugal

Policies and People: A Review of Neoliberalism and Educational Technologies in P-12 Education Research

Accountability regimes, value added, vouchers—it is difficult to ignore the evidence of market-based rationalities in global discourses around education. Such rationalities rely heavily on Information and Communications Technologies (ICTs) for their propagation and maintenance under the guise of educational technologies, or ed-tech. The purpose of this literature review is to examine educational research focused on the role ICTs have played in the neoliberalization of education across the globe. The author contends that future inquiry needs to substantiate the broad claims about the pernicious effects of neoliberalized educational technologies by engaging more directly with those most affected: teachers and students

Educational technologies and learning objectives

Technologies such as online tools, simulations, and remote labs are often used in learning and training environments, both academic and vocational, to deliver content in an accessible manner. They promise efficiencies of scale, flexibility of delivery, and face validity for a generation brought up on electronic devices. However, learning outcomes are not the same in all circumstances and sometimes contextual and cultural factors can lead to the failure of a technology which has been successful elsewhere. This paper draws on studies of the use of simulators and simulations within the vocational environment of the rail industry and uses Realistic Evaluation to assess and specify what works for whom in what circumstances. It is postulated that this evaluation framework could be a useful tool in the assessment of educational technologies used in engineering education. © Tibbits et. al., 201

Communication in the educational technologies

Показано, що педагогічному спілкуванню як одному з основних інструментальних засобів освітньої діяльності притаманний високий технологічний потенціал. Культура ж цього спілкування є важливим індикатором рівня розвиненості педагогічної майстерності викладача. Водночас воно виступає визначальною умовою забезпечення індивідуального підходу до навчання, забезпечення адаптивності й саморегульованості системи освіти.It is shown that the pedagogical dialogue as one of the main tools of educational activities characterized by a high technological potential. The culture of this communication is an important indicator of the level of development of pedagogical skill of the teacher. At the same time it is the determining condition for an individual approach to learning, providing adaptability and self- education system

Deconstruction of postmodernism educational technologies

Reconsideration, transformation of the attitude towards knowledge reflects the new format of educational technologies.Переосмысление, трансформация отношения к знанию проецирует новый формат образовательно-воспитательных технологий

Terms of adaptive educational technologies

Сформульовано умови, які забезпечують адаптивність педагогічних технологій. Показано, що вони розширюють можливості адаптивного управління освітніми процесами. Адаптивність педагогічних технологій носить інноваційний характер і відкриває широкі можливості їх ефективного застосування.The conditions to ensure the adaptability of educational technologies. It is shown that they extend the capabilities of adaptive management of the educational process. Adaptability educational technologies is innovative and opens up opportunities for their effective application

Using the remote educational technologies in training students for psychology teaching

The paper discusses the model of professional training of students for teaching psychology on the basis of remote educational technologies in pedagogical high school. The model is presented by blocks of the maintenance of professional training, the information-educational environment, psychological-pedagogical support of professional training.Remote education technologies, training of students, psychology teaching, Teaching/Communication/Extension/Profession,

Educational technologies of new learning methodologies

Discusses the definition educational technology in the context of the new methodology of teaching in high school. Provides signs that should have a genuine education technology. The problems of development and introduction of modern educational technologies.Рассматривается определение образовательной технологии в контексте новой методологии обучения в вузе. Приведены признаки, которыми должна обладать подлинная технология обучения. Сформулированы задачи разработки и внедрения современных образовательных технологий