Educational Technology and the Future of Learning from a Global Perspective

Mustaji; Dwi Sulisworo; Maimunah; Syaiputra Wahyuda Meisa Diningrat

doi:10.56741/bei.v4i01.807

Authors

Mustaji
mustaji@unesa.ac.id
Universitas Negeri Surabaya https://orcid.org/0000-0003-1748-2707
Dwi Sulisworo Universitas Ahmad Dahlan https://orcid.org/0000-0002-7625-8505
Maimunah Universitas Ibn Khaldun Bogor
Syaiputra Wahyuda Meisa Diningrat Universitas Negeri Surabaya https://orcid.org/0000-0003-4529-9168

DOI:

https://doi.org/10.56741/bei.v4i01.807

Keywords:

Artificial Intelligence, Augmented Reality, Educational Technology, Future of Learning, Gamification, Global Perspective, Virtual Reality

Abstract

Technological advancements are transforming education worldwide, offering new opportunities to enhance accessibility and learning quality. This article examines global trends such as AI-driven personalized learning, online and hybrid models, gamification, and immersive technologies like AR and VR. While these innovations offer benefits, including broader access and skill development, challenges persist, such as digital divides, data security, and teacher training gaps. To address these issues, strategies like investing in digital infrastructure, integrating technology into curricula, and fostering global collaboration are proposed. Educational technology has the potential to create inclusive and future-ready learning systems, provided challenges are met with coordinated efforts.

Downloads

Download data is not yet available.

Author Biographies

Mustaji, Universitas Negeri Surabaya

is a professor at Universitas Negeri Surabaya, born in Tuban on October 5, 1964. Over the past year, he has taught 51 courses, conducted 15 community service activities, and published 215 scientific articles in various journals. He has also authored three books and holds seven intellectual property rights. (email: mustaji@unesa.ac.id).

Dwi Sulisworo, Universitas Ahmad Dahlan

is a professor of learning technology at Universitas Ahmad Dahlan, Yogyakarta. He has an extensive record of publications, both nationally and internationally, in journals and conference proceedings. Sulisworo's research interests focus on the application of technology in education and its impact on developing students' competencies. He is committed to advancing innovative approaches to integrating technology in learning environments. (email: dwi.sulisworo@uad.ac.id).

Maimunah, Universitas Ibn Khaldun Bogor

is a researcher and educator at Universitas Ibn Khaldun Bogor, Indonesia specializing in Educational Technology. She has contributed to various academic publications, including studies on teacher performance in the digitalization era, hypercontent-based printed teaching materials, and Android-based multimedia learning for mathematics education. (email: maimunah.tp16@gmail.com).

Syaiputra Wahyuda Meisa Diningrat, Universitas Negeri Surabaya

is a lecturer at Universitas Negeri Surabaya, Indonesia born in Banyuwangi on May 28, 1991. Over the past year, he has taught 31 courses, conducted 6 community service activities, and published 24 scientific articles in various journals. (email: syaiputradiningrat@unesa.ac.id).

References

Selwyn, N. (2017). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Academic. DOI: https://doi.org/10.5040/9781474235952

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.

Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. DOI: https://doi.org/10.1016/j.compedu.2004.10.013

Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers & Education: Artificial Intelligence, 1, 100001. DOI: https://doi.org/10.1016/j.caeai.2020.100001

UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.

Fullan, M., Quinn, J., & McEachen, J. (2020). Deep learning: Engage the world, change the world. Corwin Press.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2014). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.

OECD. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD Publishing.

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24. DOI: https://doi.org/10.1080/03054985.2011.577938

van Dijk, J. A. G. M. (2020). The digital divide. Polity Press.

Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. MIT Press. DOI: https://doi.org/10.7551/mitpress/6699.001.0001

Escueta, M., Quan, V., Nickow, A. J., & Oreopoulos, P. (2020). Education technology: An evidence-based review. NBER Working Paper No. 23744.

Major, L., Warwick, P., Rasmussen, I., Ludvigsen, S., & Cook, V. (2018). Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies, 23(5), 1995-2028. DOI: https://doi.org/10.1007/s10639-018-9701-y

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36. DOI: https://doi.org/10.1080/17439884.2013.770404

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175-182. DOI: https://doi.org/10.1016/j.compedu.2012.10.008

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in education. Pearson Education.

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass. DOI: https://doi.org/10.1002/9781118269558

Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18. DOI: https://doi.org/10.1016/j.edurev.2017.06.001

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. DOI: https://doi.org/10.1177/0047239520934018

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 9-15. DOI: https://doi.org/10.1145/2181037.2181040

Hamari, J., Koivisto, J., & Sarsa, H. (2016). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025-3034. DOI: https://doi.org/10.1109/HICSS.2014.377

Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-768. DOI: https://doi.org/10.1177/1046878114563660

Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133-149.

Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. DOI: https://doi.org/10.1016/j.compedu.2019.103778

Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225-236. DOI: https://doi.org/10.1016/j.learninstruc.2017.12.007

Chen, G., Xu, B., Lu, M., & Chen, N. S. (2018). Exploring blockchain technology and its potential applications for education. Smart Learning Environments, 5(1), 1-10. DOI: https://doi.org/10.1186/s40561-017-0050-x

Grech, A., & Camilleri, A. (2021). Blockchain in Education. Springer.

Turkanović, M., Hölbl, M., Košič, K., Heričko, M., & Kamišalić, A. (2018). EduCTX: A blockchain-based higher education credit platform. IEEE Access, 6, 5112-5127. DOI: https://doi.org/10.1109/ACCESS.2018.2789929

UNESCO. (2020). Global Education Monitoring Report. Paris: UNESCO.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. DOI: https://doi.org/10.1073/pnas.1319030111

Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139547369

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. DOI: https://doi.org/10.1016/j.compedu.2011.10.009

Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Picciano, A. G. (2012). The evolution of big data and learning analytics in American higher education. Journal of Asynchronous Learning Networks, 16(3), 9-20. DOI: https://doi.org/10.24059/olj.v16i3.267

Dahlstrom, E., Brooks, D. C., & Bichsel, J. (2014). The current ecosystem of learning management systems in higher education: Student, faculty, and IT perspectives. EDUCAUSE Center for Analysis and Research.

Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. Journal of Educational Technology & Society, 15(2), 221-232.

Hwang, G. J., & Wu, P. H. (2014). Applications, impacts and trends of mobile technology-enhanced learning: A review of 2008–2012 publications in selected SSCI journals. International Journal of Mobile Learning and Organisation, 8(2), 83-95. DOI: https://doi.org/10.1504/IJMLO.2014.062346

Zeide, E. (2017). The promise of student data: Navigating privacy and learning analytics. Educause Review, 52(5), 22-33.

Bennett, C. J. (2018). The European General Data Protection Regulation: An instrument for the globalization of privacy standards? Information Polity, 23(2), 239-246. DOI: https://doi.org/10.3233/IP-180002

Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923-938. DOI: https://doi.org/10.1007/s11423-016-9477-y

Raffaghelli, J. E., & Stewart, B. (2020). Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: A systematic review of the literature. Teaching in Higher Education, 25(4), 435-455. DOI: https://doi.org/10.1080/13562517.2019.1696301

Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154. DOI: https://doi.org/10.1007/s11423-009-9132-y

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. DOI: https://doi.org/10.1177/016146810610800610

Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. DOI: https://doi.org/10.1080/02619768.2017.1416085

OECD. (2019). Skills matter: Additional results from the Survey of Adult Skills. OECD Publishing. DOI: https://doi.org/10.1787/1f029d8f-en

Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8(1), 13-25.

Kozma, R. B. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology, 1(2), 117-156. DOI: https://doi.org/10.17011/ht/urn.2005355

Anderson, J. (2008). Global collaboration in education: Lessons from the Global Education Collaborative. TechTrends, 52(5), 44-47.