technology-education

Documents about technology-education

• Protocol for a type 1 hybrid effectiveness implementation trial to evaluate whether a technology-based collaborative care model is non-inferior to remote blood pressure monitoring on persistent hypertension and preventive care attendance among postpartum people with hypertension.#295414NCBI PubMed Central
• The Youth Educating Peers (YEP) project: making adaptions for youth peer-led sexual health education#629445Figshare
• The Power of Design and Convergence of AI#783831DOAB PROD Instance
• Healthy Life Centers - Municipal Health Care Service for Lifestyle Changes - a Multicenter Intervention Study#1008489ClinicalTrials.gov
• Arthur Javis University Akpoyubo, Admission NOW OPEN 2026/2027 session out ☎️{o8039478772)-☎️{+23408039478772}.Candidates must meet course-specific requirements and follow the entry rules to qualify for admission consideration Dr Mercy Anthony ☎️{08039478772) ☎️{+23408039478772}#287802Figshare
• How good are machine learning clouds for binary classification with good features?#490994OpenAIRE
• A-134 Louisiana Tech University, College of Life Sciences, Department of Agricultural Sciences, Technology, and Education, Records, 1949-1986#958376Louisiana Tech Digital Commons
• Analisis Tingkat Kepuasan Pengguna Sistem Informasi Akademik Terpadu (SIUTER) Menggunakan System Usability Scale (SUS) dan User Experience Questionnaire (UEQ)#357093Figshare
• Replikken, de bad om og nægtede at bringe. Et principielt vidnesbyrd om dokumenterede fejl, ansvarsfravigelse og etiske svigt.#456777Figshare
• Integrating a Health Information Technology System for Primary and Secondary Cervical Cancer Prevention#892545ClinicalTrials.gov
• “IT’S LIKE JESUS CHRIST CAME DOWN FROM HEAVEN AND GAVE US AI”: HOW P–12 PRINCIPALS AND VICE PRINCIPALS EXPERIENCE GENERATIVE ARTIFICIAL INTELLIGENCE#450496RUcore, Rutgers University Community Repository
• Initial training of teachers of basic education in Chile: Reflections and analysis of the ict curriculum guidelines [Formación inicial del profesorado de educación básica en Chile: Reflexiones y análisis de las orientaciones curriculares en tic]#935997Repositorio de Universidad Autónoma de Chile.
• Ters yüz eğitim modeline dayalı hayat bilgisi dersinin öğrencilerin sorumluluk alma ve teknolojiyle kendi kendine öğrenme becerileri üzerine etkisi#1040271Recep Tayyip Erdoğan University Institutional Repository
• Os jovens, a ciência e a biodiversidade: um estudo dos interesses de estudantes a partir de um recorte de um município do interior de SP#339070RI UFSCar
• Spectral Discrimination of Arundo donax L. and Phragmites australis (Cav.) Grown Under Control and Accumulation of Heavy Metal Conditions#373122WIReDSpace
• 48 CFR Part 3439 — Acquisition of Information Technology#511672Code of Federal Regulations (eCFR)
• Political Interest and News Media Literacy among University Students: Case of the U.S.-Vietnam Comprehensive Strategic Partnership (2023)#458389DigitalCommons@URI
• El Artífice Aumentado: soberanía técnica, cognitive offloading e inteligencia artificial en la formación docente técnica argentina#251703OSF
• Narratives of research collaboration for sustainability at the global science-policy interface : a vehicle for inequality or transformation?#667073SUNScholar
• GiriAiPublication™: AI Use & Disclosure Advisory for Medical Publication (Edition 6, v6.0)#426294Zenodo (CERN)
• IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105Zenodo (CERN)
• Search for the lepton number violation decay $\textit{ϕ}$ → $\textit{π}$ $^{+}$ $\textit{π}$ $^{+}$ $\textit{e}$ $^{−}$ $\textit{e}$ $^{−}$ via $\textit{J}$/$\textit{ψ}$ → $\textit{ϕη}$ * The BESIII Collaboration appreciates the staff of BEPCII and the IHEP Computing Center for their strong support. This work is supported in part by the National Key R&D Program of China (2020YFA0406300, 2020YFA0406400); National Natural Science Foundation of China (NSFC) (12035009, 11635010, 11735014, 11835012, 11935015, 11935016, 11935018, 11961141012, 12025502, 12035013, 12061131003, 12192260, 12192261, 12192262, 12192263, 12192264, 12192265, 12221005, 12225509, 12235017); the Chinese Academy of Sciences (CAS) Large-Scale Scientific Facility Program; the CAS Center for Excellence in Particle Physics (CCEPP); Joint Large-Scale Scientific Facility Funds of the NSFC and CAS (U1832207); CAS Key Research Program of Frontier Sciences (QYZDJ-SSW-SLH003, QYZDJ-SSW-SLH040); 100 Talents Program of CAS; the Institute of Nuclear and Particle Physics (INPAC) and Shanghai Key Laboratory for Particle Physics and Cosmology; the European Union's Horizon 2020 research and innovation program under the Marie Sklodowska-Curie grant agreement (894790); the German Research Foundation DFG (455635585), the Collaborative Research Center CRC 1044, FOR5327, GRK 2149; Istituto Nazionale di Fisica Nucleare, Italy; Knut and Alice Wallenberg Foundation (2021.0174, 2021.0299); Ministry of Development of Turkey (DPT2006K-120470); National Research Foundation of Korea (NRF-2022R1A2C1092335); National Science and Technology Fund of Mongolia; National Science Research and Innovation Fund (NSRF) via the Program Management Unit for Human Resources & Institutional Development, Research and Innovation of Thailand (B16F640076); Polish National Science Centre (2019/35/O/ST2/02907); Swedish Research Council (2019.04595); the Swedish Foundation for International Cooperation in Research and Higher Education (CH2018-7756); and the U. S. Department of Energy (DE-FG02-05ER41374).#419922Aperta