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This resource helps educators integrate Web and mobile technologies and tools into classroom instruction and offers a model for selecting appropriate tools and technologies for primary and secondary settings.

Objective There is increasing use of educational technologies in medical and surgical specialties. Described herein is the development and application of an interactive virtual patient (VP) to teach suicide risk assessment to health profession trainees. We studied the effect of the following: (1) an interaction with a bipolar VP who attempts suicide or (2) completion of a video-teaching module on interviewing a bipolar patient, on medical students’ proficiency in assessing suicide risk in standardized patients. We hypothesized that students who interact with a bipolar VP will be at least as likely to assess suicide risk, as their peers who completed a video module. Methods In a randomized, controlled study, we compared the frequency with which second-year students at the Medical College of Georgia asked suicide risk and bipolar symptoms questions by VP/video group. Results We recruited 67 students. The VP group inquired more frequently than the video group in 4 of 5 suicide risk areas and 11 of 14 other bipolar symptomatology areas. There were minimal to small effect sizes in favor of the VP technology. The students preferred the video over the VP as an educational tool ( p  = 0.007). Conclusions Our study provides proof of concept that both VP and video module approaches are feasible for teaching students to assess suicide risk, and we present evidence about the role of active learning to improve communication skills. Depending on the learning context, interviewing a VP or observation of a videotaped interview can enhance the students’ suicide risk assessment proficiency in an interview with a standardized patient. An interactive VP is a plausible modality to deliver basic concepts of suicide risk assessment to medical students, can facilitate individual preferences by providing easy access and portability, and has potential generalizability to other aspects of psychiatric training.

This guide to the ISTE Coaching Standards helps define the role of technology coaches and shows how their work connects to the ISTE Standards and learning sciences. The role of technology coaches in education constantly evolves and encompasses many responsibilities. Coaches inspire educators to improve learning outcomes through the integration of technology, ensuring accessible high-quality learning and lesson plans for all students. Technology coaches also model digital citizenship to support the interactions of educators and students in a digital world. This guide to the ISTE Standards for Coaches will help define the role of the coach; show how it relates to the roles addressed in the ISTE Standards for Students, Educators and Education Leaders; share information from research and the learning sciences relating to coaching cycles and methodologies; and present scenarios from coaches in diverse situations and with varied backgrounds. The guide focuses on: * The role of educational technology coaches to transform learning, teaching and leading with technology. * The coach as a key touchstone for change agency in the system to influence up, out and down. * Professionalizing the coaching role, bringing coherence to how coaches relate to other educators and vice versa. * Working with educators to ensure that technology is integrated in a meaningful way to promote the development of knowledge and skills. Audience: K-12 coaches

Video games have enormous mass appeal, reaching audiences in the hundreds of thousands to millions. They also embed many pedagogical practices known to be effective in other environments. This article reviews the sparse but encouraging data on learning outcomes for video games in science, technology, engineering, and math (STEM) disciplines, then reviews the infrastructural obstacles to wider adoption of this new medium.

ABSTRACT Objectives: to develop and validate educational video to support the management of home care for clients undergoing liver transplantation. Methods: a study supported by Instructional Design, through the following stages: analysis: data obtained through three studies already developed by the researchers; design: the script learning objectives were outlined; sequences of scenes, professionals involved, location, language, illustrative figures and necessary materials. Moreover, content validity: production - video development; implementation and evaluation - the video was used by clients undergoing liver transplantation followed by their assessment of this product. Descriptive statistics were used for data analysis. Results: the video addressed five contents according to clients’ needs, being validated by six nurses with more than four years of experience in transition of liver transplant care and by nine clients with an average hospital discharge time of 31 days. The overall average score of “very good” was over 61%, followed by the “good” score, with an average of 23.8%. Final Considerations: the study enabled including professionals with expertise in the subject, with adjustments being made according to user demand. It is worth noting that this tool has the potential to support self-care in home environments. RESUMEN Objetivos: desarrollar y validar video educativo para apoyar la gestión de la atención domiciliaria de clientes sometidos a trasplante de hígado. Métodos: estudio apoyado en el Diseño Instruccional, a través de los pasos: análisis: datos obtenidos a través de tres estudios ya desarrollados por investigadores; design: describió los objetivos de aprendizaje del guión; secuencias de escenas, profesionales implicados, localización, lenguaje, figuras ilustrativas y materiales necesarios. Además, se llevó a cabo la validación de contenido; producción: desarrollo de videos; implementación y evaluación: el video fue utilizado por clientes sometidos a trasplante de hígado seguido de su evaluación de este producto. Se utilizó estadística descriptiva para el análisis de los datos. Resultados: el video abarcó cinco contenidos según las necesidades de los clientes, siendo validado por seis enfermeros con más de cuatro años de experiencia en la transición de la atención al trasplante hepático y por nueve clientes con un tiempo promedio de alta hospitalaria de 31 días. El promedio general de la puntuación “muy bueno” fue superior al 61%, seguido del puntaje “bueno”, con un promedio del 23,8%. Consideraciones Finales: el estudio permitió incluir profesionales con experiencia en el tema, realizando ajustes según la demanda de los usuarios. Cabe destacar que esta herramienta tiene el potencial de apoyar el autocuidado en el ámbito doméstico. RESUMO Objetivos: desenvolver e validar vídeo educativo para apoiar a gestão do cuidado domiciliar para clientes submetidos ao transplante hepático. Métodos: estudo sustentado pelo Design Instrucional, por meio das etapas: análise: dados obtidos por meio de três estudos já desenvolvidos pelos pesquisadores; design: traçados os objetivos de aprendizagem do roteiro; sequências das cenas, profissionais envolvidos, local, linguagem, figuras ilustrativas e materiais necessários. Ainda, ocorreu a validação de conteúdo; produção: desenvolvimento do vídeo; implementação e avaliação: o vídeo foi utilizado pelos clientes submetidos ao transplante hepático seguido de avaliação deste produto por eles. Utilizou-se para análise dos dados estatística descritiva. Resultados: o vídeo abordou cinco conteúdos de acordo com as necessidades dos clientes, sendo validado por seis enfermeiros com mais de quatro anos de experiência na transição do cuidado do transplante hepático e por nove clientes com tempo médio de alta hospitalar de 31 dias. A média geral do escore “muito bom” foi superior a 61%, seguido do escore “bom” com uma média de 23,8%. Considerações Finais: estudo possibilitou a inserção de profissionais com expertise na temática, com a realização de ajustes de acordo com a demanda dos usuários. Destaca-se que essa ferramenta tem potencial para apoiar o autocuidado em ambiente domiciliar.

ABSTRACT Objectives: to map the scientific evidence on educational technologies developed for women with HIV/AIDS in relation to knowledge and behavior about sexual and reproductive health. Methods: integrative review, using databases such as MEDLINE, Web of Science, SCOPUS, EMBASE, LILACS and BDENF. Methodological quality was assessed using the Critical Appraisal Skills Program, and levels of evidence were determined using Fineout-Overholt. Primary studies were included and clinical trial protocols were excluded. The results were analyzed descriptively and qualitatively, resulting in two categories. Results: of the studies selected, four dealt with educational technologies related to sexual behavior and reproductive planning, while five addressed the puerperal pregnancy cycle. These studies were considered to have good methodological quality, low bias and proven effectiveness. Conclusions: the evidence synthesis highlighted the importance of disseminating knowledge about contraceptive and conception options to prevent avoidable complications in women with HIV of reproductive age. RESUMEN Objetivos: mapear pruebas científicas de tecnologías educativas para mujeres con VIH/SIDA sobre conocimientos y comportamientos en salud sexual y reproductiva. Métodos: se efectuó una revisión integradora en las bases de datos MEDLINE, Web of Science, SCOPUS, EMBASE, LILACS y BDENF. La calidad metodológica se evaluó con el Critical Appraisal Skills Program, y los niveles de evidencia se determinaron según Fineout-Overholt. Se incluyeron estudios primarios y se excluyeron protocolos de estudios clínicos. Los resultados se analizaron descriptiva y cualitativamente, dando lugar a dos categorías. Resultados: de los estudios seleccionados, cuatro trataban de tecnologías educativas relacionadas con el comportamiento sexual y la planificación reproductiva, mientras cinco abordaban el puerperio. Se consideró que estos estudios tenían buena calidad metodológica, escaso sesgo y eficacia demostrada. Conclusiones: la síntesis de las pruebas puso de relieve la importancia de difundir conocimientos sobre opciones anticonceptivas y conceptivas para prevenir complicaciones evitables en las mujeres con VIH en edad reproductiva. RESUMO Objetivos: mapear as evidências científicas sobre as tecnologias educacionais desenvolvidas para mulheres com HIV/aids em relação ao conhecimento e ao comportamento sobre saúde sexual e reprodutiva. Métodos: revisão integrativa, utilizando bases de dados como MEDLINE, Web of Science, SCOPUS, EMBASE, LILACS e BDENF. A qualidade metodológica foi avaliada usando o Critical Appraisal Skills Program, e os níveis de evidência determinados mediante Fineout-Overholt. Foram incluídos estudos primários e excluídos os protocolos de estudos clínicos. Os resultados foram analisados de forma descritiva e qualitativa, resultando em duas categorias. Resultados: dos estudos selecionados, quatro trataram de tecnologias educacionais relacionadas ao comportamento sexual e planejamento reprodutivo, enquanto cinco abordaram o ciclo gravídico puerperal. Esses estudos foram considerados de boa qualidade metodológica, baixo viés e efetividade comprovada. Conclusões: A síntese das evidências destacou a importância da disseminação do conhecimento sobre opções contraceptivas e concepcionais para prevenir complicações evitáveis em mulheres com HIV em idade reprodutiva.

ABSTRACT Objectives: to evaluate the effectiveness of the educational technology “Sophia’s Story: Battles and Triumphs of the Family in the Care and Development of the Premature Child” in promoting home-based stimulation for preterm infants and to assess associations between family, demographic, and behavioral factors and the promotion of home-based stimulation for preterm infants. Methods: a pragmatic, non-randomized clinical trial was conducted with 35 preterm infants discharged from the neonatal intensive care unit in each group, approved by a Research Ethics Committee. Caregivers received standardized hospital discharge guidance, with the educational technology provided to the experimental group. Home-based stimulation was assessed using the Infant-Toddler Home. Results: the experimental group obtained higher scores in the overall mean (p=0.001) and in the following subscales: absence of punishment and restriction (p=0.005); availability of materials, toys, and appropriate games (p=0.001); maternal involvement with the child (p=0.001); and opportunity for variation in daily stimulation (p=0.025). Conclusions: exposure to the educational technology resulted in greater home-based stimulation, supporting transitional care. RESUMEN Objetivos: evaluar la efectividad de la tecnología educativa “Historia de Sofía: batallas y conquistas de la familia en el cuidado y desarrollo del niño prematuro” para la promoción de estímulos domiciliarios para lactantes pretérmino; verificar asociaciones entre factores familiares, demográficos y conductuales y la promoción de estímulos domiciliarios para lactantes pretérmino. Métodos: ensayo clínico pragmático, no aleatorizado, con 35 lactantes egresados de la unidad de cuidados intensivos neonatales en cada grupo, aprobado por el Comité de Ética en Investigación. Los responsables recibieron orientación estandarizada de alta hospitalaria, con la tecnología añadida al grupo experimental. La estimulación domiciliaria se evaluó con el instrumento Infant-Toddler Home. Resultados: el grupo experimental obtuvo puntuaciones superiores en la media general (p=0,001) y en las siguientes subescalas: ausencia de castigo y restricción (p=0,005); disponibilidad de materiales, juguetes y juegos apropiados (p=0,001); implicación materna con el niño (p=0,001); y oportunidad de variación en la estimulación diaria (p=0,025). Conclusiones: el contacto con la tecnología proporcionó más estímulos domiciliarios, apoyando el cuidado transicional. RESUMO Objetivos: avaliar a efetividade da tecnologia educativa “História de Sofia: batalhas e conquistas da família no cuidado e desenvolvimento da criança prematura” para a promoção de estímulos domiciliares para lactentes pré-termo; verificar associações entre fatores familiares, demográficos e comportamentais e a promoção de estímulos domiciliares para lactentes pré-termo. Métodos: ensaio clínico pragmático, não randomizado, com 35 lactentes egressos da unidade intensiva neonatal em cada grupo, aprovado por Comitê de Ética em Pesquisa. Os responsáveis receberam orientação de alta padronizada, adicionada da tecnologia ao grupo experimental. A estimulação domiciliar foi avaliada com o Infant-Toddler Home. Resultados: o grupo experimental obteve escores superiores na média geral (p=0,001) e nas subescalas: ausência de punição e restrição (p=0,005); disponibilidade de materiais, brinquedos e jogos apropriados (p=0,001); envolvimento materno com a criança (p=0,001); oportunidade de variação na estimulação diária (p=0,025). Conclusões: o contato com a tecnologia proporcionou mais estímulos domiciliares, apoiando o cuidado transicional.

ABSTRACT Objective: to identify in the scientific literature the educational technologies used in the health education process related to stroke. Method: integrative review, whose eligibility criteria of the articles were: match the keywords “health education” and “stroke”; be a research paper; be in Portuguese, English and Spanish; be available electronically in the databases LILACS, PubMed/Medline, Scopus and CINAHL; year of publication between 2000 and 2016. Results: 24 publications were found. The analysis was carried out by means of analytical and interpretive readings. There were many educational technologies used in the health education process for stroke. Final considerations: the printed material for general public stood out, aiming to the recognition of alert signs of the disease and the emergency decision-making before suspicious cases of the disease. RESUMO Objetivo: identificar na literatura científica as tecnologias educativas utilizadas no processo de educação em saúde relacionadas ao AVC. Método: revisão integrativa, cujos critérios de elegibilidade dos artigos foram: corresponder aos descritores “health education” e “stroke”; ser artigo de pesquisa; estar nos idioma português, inglês e espanhol; estar disponível eletronicamente nas bases de dados LILACS, PubMed/Medline, Scopus e CINAHL; ano de publicação referente ao período de 2000 a 2016. Resultados: encontraram-se 24 publicações. A análise ocorreu mediante leituras analítica e interpretativa. As tecnologias educativas utilizadas no processo de educação em saúde para o AVC foram múltiplas. Considerações finais: sobressaíram os materiais impressos destinados ao público em geral, visando o reconhecimento dos sinais de alerta da doença e a tomada de medidas emergenciais diante de casos suspeitos da doença. RESUMEN Objetivo: identificar en la literatura científica las tecnologías educativas utilizadas en el proceso de educación en salud relacionadas al AVC. Método: la revisión integrativa, cuyos criterios de elegibilidad de los artículos fueron: corresponder a los descriptores “health education” y “stroke”; ser artículo de investigación; estar en el idioma portugués, Inglés y Español; estar disponible electrónicamente en las bases de datos LILACS, PubMed/Medline, Scopus y CINAHL; año de publicación para el período 2000 a 2016. Resultados: se han encontrado 24 publicaciones. El análisis ocurrió mediante lecturas analíticas e interpretativas. Las tecnologías educativas utilizadas en el proceso de educación en salud para el AVC fueron múltiples. Consideraciones finales: se sobresalieron los materiales impresos destinados al público en general, buscando el reconocimiento de los signos de alerta de la enfermedad y la toma de medidas de emergencia ante casos sospechosos de la enfermedad.

The aim of this study is to examine the relationship between the candidate’s lifelong learning key competences and educational technology standards self-efficacy. Relational scanning model was used in the study. The sample of the study consists of 594 teacher candidates enrolled in the pedagogical formation course of the Faculty of Education of Fırat University. In order to collect data, the “Lifelong Learning Key Competences Scale” developed by Şahin, Akbaşlı and Yanpar-Yelken (2010) and “Competences Scale for Educational Technology Standards” developed by Çoklar (2008) were used. Diagnostic analysis, t-test, MWU and Pearson Correlation analysis were benefited from for data analysis. According to the analyzes, it was determined that teacher candidates participated in lifelong learning key competencies in upper intermediate level in dimensions other than “communication in foreign language competence” sub-dimension. Significant results were found in favor of female candidates in terms of the “competence of communication in the mother tongue”, “competency to learn learning”, “competency of social citizenship awareness” and according to the gender variable across the scale. It is determined that teacher candidates have high level of educational technology standards self-efficacy. A significant difference in favor of female candidates was observed according to the gender variable “technological processes and concepts knowledge”, and according to gender” learning environments and planning and designing of learning experiences” sub-dimensions. It was figured out that teacher candidates had moderate level positive relationships between the key competences of lifelong learning and the educational technology standards self-efficacy sub-dimensions. In the light of the results of the research, it has been recommended some suggestions.

This study aims to investigate the technological pedagogical content knowledge levels of teachers and their self-efficacy in educational technology standards. Also, the difference between the mean scores of the teachers in different branches from the Scale of Technological Pedagogical Content Knowledge (TPACK) and its sub factors and Scale for Educational Technology Standards (ETS) and its sub factors were analyzed. The distribution and correlation of teachers’ TPACK scores and their self-efficacy in educational technology standards in terms of sub-factors and general averages were analyzed. The sample was composed of 54 teachers at various schools located in Ankara. The descriptive statistics showed that the teachers’ scores were above the average for all TPACK and ETS scales, including the scale sub-factors. Also a significant difference between the mean scores of the teachers in different branches from TPACK and ETS scales and their sub factors was not determined. Further, moderate positive and significant correlations were found between ETS and TPACK total scores.