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Educational entrepreneurship today
Frederick M. Hess and Michael Q. McShane have assembled a diverse lineup of high-profile contributors to examine the forces that drive innovation within and outside the traditional education sector. Educational Entrepreneurship Today offers critical perspectives on the impact of entrepreneurship and also includes case studies by leading entrepreneurs that illustrate the realities of leading disruptive change in education and pose guiding questions for the next generation of innovators.
Book
Artificial intelligence applications in Latin American higher education: a systematic review
Over the last decade, there has been great research interest in the application of artificial intelligence (AI) in various fields, such as medicine, finance, and law. Recently, there has been a research focus on the application of AI in education, where it has great potential. Therefore, a systematic review of the literature on AI in education is therefore necessary. This article considers its usage and applications in Latin American higher education institutions. After identifying the studies dedicated to educational innovations brought about by the application of AI techniques, this review examines AI applications in three educational processes: learning, teaching, and administration. Each study is analyzed for the AI techniques used, such as machine learning, deep learning, and natural language processing, the AI tools and algorithms that are applied, and the main education topic. The results reveal that the main AI applications in education are: predictive modelling, intelligent analytics, assistive technology, automatic content analysis, and image analytics. It is further demonstrated that AI applications help to address important education issues (e.g., detecting students at risk of dropping out) and thereby contribute to ensuring quality education. Finally, the article presents the lessons learned from the review concerning the application of AI technologies in higher education in the Latin American context.
Journal Article
Use of ChatGPT at University as a Tool for Complex Thinking: Students’ Perceived Usefulness
Artificial intelligence (AI) and AI-based chatbots, such as ChatGPT, are transforming the approach to education. In particular, ChatGPT’s potential to process large amounts of data and learn from user interactions makes it a beneficial resource for students, albeit with some reluctance from some teachers. This study aimed to explore the acceptance of ChatGPT by university students. The researchers administered an online survey to 400 Spanish university students aged 18–64 (
M
= 21.80;
SD
= 6.40). The results of the methodological approach based on the UTAUT2 model for technology adoption showed that: 1) gender was not a determining variable in any construct while the experience of use was a factor conditioning a higher score on all constructs; 2) experience, performance expectancy, hedonic motivation, price value, and habit were influential in behavioral intention to use ChatGPT; 3) facilitating conditions, habit, and behavioral intention were conditioning factors in user behavior. Finally, this report discusses the findings and practical implications of the work and recommends some good uses for ChatGPT.
Journal Article
Innovation in education: what works, what doesn’t, and what to do about it?
PurposeThe purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.Design/methodology/approachThe paper is based on a literature survey and author research.FindingsUS education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.Practical implicationsSeveral practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.Social implicationsInnovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.Originality/valueOriginality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.
Journal Article
Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation
In response to the digital transformation in education, teachers are expected to develop new competencies. Although teachers gained valuable experience in digital technology use during the COVID-19 pandemic, research and practice show that primary school teachers need to be supported and trained for the new normal of innovative, advanced use and adoption of digital technologies in educational practice. This study aims to identify the key factors that influence teachers’ motivation to transfer technology-enabled educational innovation in primary education. The Learning Transfer System Inventory (LTSI) factors and the adoption factors of technology-enabled educational innovation have been conceptually mapped. The LTSI model has been empirically validated with data collected from 12.7% of Lithuanian primary school teachers. The structural equation modeling technique was utilized to analyze causal relationships of factors influencing teachers’ motivation to transfer technology-enabled educational innovation. The qualitative research method was used to provide a deeper understanding of key factors that influence motivation to transfer. The conducted analysis shows that motivation to transfer is significantly influenced by all five domains of factors: perceived value, personal characteristics, social practices, organizational and technology-enabled innovation factors. Motivation to transfer innovation varies according to teachers’ perceived digital technology integration skills, which underpin the importance of applying different roles and strategies based on the teachers’ skills. This study provides implications for designing effective professional development for in-service teachers and creating a suitable environment in schools for the adoption of innovation in post-COVID-19 education.
Journal Article
Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks
Abstract Digital technology and literacy can heighten the transformation of teaching and learning in higher education institutions (HEIs). This study uncovers the extent to which digital technologies have been used to advance the teaching and learning process in HEIs, and the barriers and bottlenecks to why it may not have been effectively implemented across the HEIs. The study used nine selected countries in Latin America (LATAM) based on the main focus of the educators, commercial, and financial investors; to show the level of impact/implications of computer technologies on the teaching and learning processes. We applied a two-step (mixed) methodology (through a quantitative and qualitative lens) for the research investigation, using data collected from survey we administered to faculty members in HEIs across the different countries in LATAM. In turn, we implemented a Text Mining technique (sentiment and emotional valence analysis) to analyze opinions (textual data) given by the participants to help determine challenges and obstacles to using the digital technologies for teaching and learning in the region. Quantitatively, we applied a Kruskal–Wallis H-test to analyze the collected multiple choice and ranked items in the questionnaire in order to identify prominent factors that consummately influence the reach, barriers, and bottlenecks, and where the differences may lie across the different LATAM countries. The results show that the users upheld the emphasis on lack of training, infrastructures and resources, access to internet and digital platforms, as the main challenges to the teaching–learning process. The study also empirically discussed and shed light on critical factors the HEIs, particularly in LATAM, should resolve and adopt in support of the decision-making strategies, operational policies and governance, financial investments, and policymaking, at a time when “digital technologies” have become an inevitable and indispensable part of education and learning.
Journal Article
Robotics to develop computational thinking in early Childhood Education
The development of programming skills is currently promoting from an early school age, trying to get children to take an active and creative role in the use of technologies. The objective of this article is to verify the repercussion of educational robotics activities on kindergarten students in the acquisition of computational thinking and programming skills. The research design is quasi-experimental, with pre-test and post-test measures, using experimental and control groups. The sample consists of 131 students from the second cycle of early education (between 3 and 6 years old), all from the same Spanish school. Computational thinking is measured through three dimensions: sequences (algorithms), action-instruction correspondence and debugging. The intervention sessions, as well as the structure of the challenges that were used in the pre- and post-test evaluations, were designed based on the reference program of robotics studies called \"TangibleK\". The intervention, carried out doing learning activities using educational robotics resources, presents positive results in relation to the computational thinking skills achieved. The differences between the pre-test and the post-test in the experimental and control groups are statistically significant, in that children engaged in robotics program achieves a greater advance in the three dimensions of computational competence through this method.
Journal Article
Systematic review of mixed methods in the framework of educational innovation
In the field of education research, mixed methods have traditionally referred to the combination of quantitative and qualitative data that brings us closer to 'reality'. However, recent literature on social and educational studies has increasingly incorporated works that integrate digital technologies and mixed methods. This novelty provides an opportunity to re-examine original contributions in the field, particularly in relation to educational innovation. Therefore, the objective of this article is to analyze the characteristics and the trends of new contributions from researchers in education. To achieve this, we carried out a systematic literature review (SLR) of 311 articles published from January 2010 to January 2020 in the Web of Science (WoS) and Scopus databases. We worked with nine questions that explored three key themes: characteristics, technologies and designs within the realm ofeducational innovation. The validation for this analysis was achieved using a criterion adopted by scholars at York University, which incorporates: inclusion and exclusion, relevance and description of data, as well as peer review in the analysis. Our findings indicate that networks of co-terms, identification of educational innovations and the types of designs -currently applied in educational innovation- as well as the adoption of a mixed-method approach seem to be much better suited to underpin the required combination of strategies and processes that are interwoven in order to address the complexity of the education phenomenon in our times.
Journal Article
Determinants of the Innovation Behaviour of Teachers in Higher Education
The study examined what factors determine the use of educational innovations by teachers in higher education. Three sort of factors were compared: teachers’ motivation for the enhancement of education, their contact with or exposure to dissemination of educational innovations and institutional factors, that is, support provided by higher education institutions. Further, teachers were classified regarding their use of educational innovations. The study used survey data collected among academic staff at public Norwegian higher education institutions. Results of the multinominal logistic regression models showed that intrinsic motivation was an important factor for teachers' innovation behaviour in this context. Dissemination and institutional factors exerted little or no significant impact. The assumptions currently underlying research on educational innovations and the design of national and institutional support programmes are discussed against the background of these results.
Journal Article
Knowledge building
This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and Knowledge Forum® technology. Knowledge Building is akin to knowledge creation as practiced in research laboratories and other frontier-advancing organizations, with added focus on value to the individual, community, and society. Knowledge Forum has evolved with theory and pedagogy over the years, and makes knowledge-creation processes available to school-aged students. Despite reform efforts, misalignments for educational innovation continue to prevail in schooling, and changes often create more disruptions. Without a coherent framework and sustained progressive change, innovations may fail to make their way into policy and practice, creating an endless catching-up game and fragmentation at different levels. This paper draws from the Knowledge Building model and research to discuss alignments for knowledge creation in seven areas: (1) views of knowledge; (2) 21st-century educational competencies; (3) education and equity; (4) pedagogy and technology integration; (5) assessment, learning and collaboration; (6) teacher learning; and (7) student learning outcomes. Through decades of sustained design implementation research, using a systemic approach involving school-university-government alliances and globally distributed hubs of innovation, Knowledge Building teams have engaged in the reconstruction of educational practices to establish self-improving systems for continual alignments in knowledge creation. The mobilization of educational stakeholders worldwide, such as the EduSummIT, provides opportunities for bridging research and practice and educational improvements. Implications of Knowledge Building for developing self-improving systems and communities that leverage technology for realigning education in knowledge creation are discussed.
Journal Article