Outcomes of Educational Technology

Educational technologies have become usual, and both the on-site and distance student now network in a multidimensional learning environment. Educational technologies have inspired the world.  All at once, they have offered boundless challenges and prospects for educators and learners equally (Bastable, 2003).  The first article conducted by Willis, et al. (2013) to examine academic staff usage of electronic learning and teaching (e-L&T). The study results revealed that lecture recordings were the most usually adopted of the six e-L&T aids, with 67% of academics having utilized them. This extensive uptake was relatively because of their easy use and to their existence in most lecture theatres within the university. Although nearly all academics revealing positive experiences, there were also negative views, with three of the 21 academics studied (around 14%) having a poor or neutral experience. Also, screencasting and podcasting were used by about 40% of academic staff. Screencasting and podcasting express the provision of videos by file for on need playback and may perhaps be used along with, or as a substitute for, old-style lectures. Furthermore, the audience response systems (ARS) were barely utilized by one of the academics studied. ARS are planned to push participation, interaction and engagement by letting students transfer their perception of in-class questions. This permits the teacher to censor student knowledge instantly (sooner than after the ending of summative assessment) and possibly alter the lecture content to tackle any weaknesses.

Bastable, S. B. (2003). Nurse as educator : principles of teaching and learning for nursing. Mississauga, ON, Canada: Jones and Bartlett Publishers.

Willis, C., Kestell, C., Grainger, S., & Missingham, D. (2013). Encouraging the adoption of education technology for improved student outcomes. Australasian Journal of Engineering Education, 19(2), 109-117. doi:10.7158/D12-012.2013.19.2