Tadesse, S., & Muluye, W. (2020). The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review. Open Journal of Social Sciences, 8(10). Web.
The researchers are scientists from Wolkite University’s agricultural and information departments, Tadesse and Muluye (2020). The study was conducted in 2020. The research aims to explore the impact on school education during the COVID-19 pandemic in terms of students’ different social classes and financial opportunities. The research method was based on various scientific resources and organizations, such as UNESCO.
According to Tadesse and Muluye (2020), “Students from less advantaged backgrounds suffered during COVID-19 than advantaged students” (p. 2). As a strength of the study, one should stress the significant number of sources used (Tadesse & Muluye, 2020). The research was conducted using different points of view and concerning countries with different development levels. As for the study’s limitations, it is essential to highlight the lack of precise information about practical research. The weakness is the absence of actual statistics and visual information to present the data adequately.
As this research is similar to other studies, one should stress the interest of scientists regarding the impact of the COVID-19 pandemic on students from lower-middle-class families. The evidence presented in the research relates to my study by exploring how a particular situation can affect the student’s ability to purchase educational techniques (Tadesse & Muluye, 2020). In addition, the article describes various methods by which developing countries strive to minimize the differences among students of different social classes. In particular, as solutions to the problem of a lack of technology at schools, the authors consider zero-fee internet educational resources and free online learning resources (Tadesse & Muluye, 2020). These aspects will be crucial for solving the identified problem.
Qiao, P., Zhu, X., Guo, Y., Sun, Y., & Qin, C. (2021). The Development and Adoption of Online Learning in Pre- and Post-COVID-19: Combination of Technological System Evolution Theory and Unified Theory of Acceptance and Use of Technology. Journal of Risk and Financial Management, 14(4), 162. Web.
The article’s authors are Qiao, Zhu, Guo, Sun, and Qin (2021), who work at Business and Law schools from the universities of Sydney, Leeds, and Newcastle, and the study was conducted in 2021. As the aim of the study, the authors stress that they studied the interaction between technology adoption and evolution. Particular attention was paid to the peculiarities of how students will use e-learning compared to standard classes after the COVID-10 pandemic (Qiao et al., 2021).
As the study’s problem statement, the authors identify the lack of sufficient financial support and approaches to implement technologies into the educational process qualitatively. The research method is the theoretical investigation. The critical finding of the research is that outdated hardware and software negatively impact technology use at educational facilities (Qiao et al., 2021). Another finding that describes the cause of the lack of technology in schools is the absence of adequate financial support to implement all the necessary technological equipment.
The strengths of the research are in comparing various practical aspects of technology system evaluation theory (TSET) and particular examples of the evolution of the e-learning process (Qiao et al., 2021). The study has no particular weaknesses because it is well-structured and contains all vital information. The limitation of the study is that it was not tested and extended empirically (Qiao et al., 2021).
One similarity of this study to others is that one of the results highlights the problem of the lack of sufficient financial support to implement technologies in education. However, as one difference, one should stress using the technology system evaluation theory (TSET) to obtain qualitative and comparable information (Qiao et al., 2021). The evidence of the study relates to my research in terms of highlighting the impact of e-learning, caused by the pandemic, on the technological aspect of regular classes. Such results, such as the evidence of outdated software, stress the problem of the lack or absence of technologies in education at schools.
Rashid, R. (2019). Entrepreneurship Education and Sustainable Development Goals: A Literature Review and a Closer Look at Fragile States and Technology-Enabled Approaches. Sustainability, 11(19). Web.
The author is Lubna Rashid, Chair of Entrepreneurship and Innovation Management at the Technical University of Berlin. The study was conducted in 2019 at the Technical University of Berlin. The study assesses how entrepreneurship education and training (EET) correlates with the potential to reduce poverty, particularly demographic diversity (Rashid, 2019). The research problem statement considers the lack of sufficient and qualitative information in previous research regarding the correlation between EET and sustainable development.
As part of the research method, the authors will analyze the literature related to the identified problem (Rashid, 2019). The article’s findings are presented regarding various countries and their state regarding EET. In particular, as Rashid (2019) states, “this identifies a clear gap in scientific research on school-age entrepreneurship education and a potential global shortage of EET initiatives targeting youth outside of universities” (p. 7). The authors conclude that EET should focus on more essential spheres, such as education.
The study’s strengths are the qualitative information presented, such as the background of the identified problem, a systematic review of the literature, and visual information. As a limitation of the study, one should stress the lack of research regarding particular groups, such as migrants or conflict-affected individuals (Rashid, 2019).
One significant difference between the article and other studies is that it aims to assess possible solutions for improving sufficient financial support for educational facilities in terms of social diversity and poverty. The use of entrepreneurship to manage the problem is profoundly considered (Rashid, 2019). The evidence that relates to my study from this article is the possibility of elaborating on solutions to increase the use of technologies in schools. In particular, EET can be influential and helpful in solving the problem and supporting educational facilities, including people from the lower-middle class, to have an opportunity to acquire the necessary technology.
Rahman, N. A., Sairi, I. H., Zizi, N. A., & Khalid, F. (2020). The Importance of Cybersecurity Education in School. International Journal of Information and Education Technology, 10(5). Web.
The study was conducted remotely using websites like Google Scholar, Emerald, Scopus, and others. The date of publication of the research is between 2011 and 2019. Among many studies and papers, 25 were selected to conduct research, and it was conducted in 2020 (Rahman et al., 2020). The research aims to explore cybersecurity’s role in children’s lives in depth. In particular, the peculiarities of education regarding safety on the internet and, therefore, the use of technologies, in general, will be studied. The problem is that awareness of using the internet safely is still insufficient and can be assessed as low.
As a research method, it is essential to state that the sources for the study were chosen according to the context and scope (Rahman et al., 2020). The research findings stress that implementing cybersecurity education in schools is vital to raising awareness among pupils. Notably, teachers and children will be more willing to use technologies after this decision because of sufficient knowledge and confidence.
The study’s strength can be assessed as the qualitative research method of important scientific sources. In addition, the information is presented in graphs and tables, which are easy to understand. The study’s limitations include the lack of practical research at school to obtain more precise data (Rahman et al., 2020). The difference from other studies is in using scholarly articles from web sources.
Other researchers used the literature review without using services like Google Scholar or Emerald (Rahman et al., 2020). The evidence relates to my study in a way that applies cybersecurity education to improve people’s awareness of technologies and highlight their importance. Consequently, they can implement technologies in the learning process to solve the study problem.
Fernández-Batanero, J., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review. Int. J. Environ. Res. Public Health, 18(2). Web.
The authors work at the University of Seville in the Teaching and Educational Organization Department. The study was conducted in 2021. The focus of the study is to explore the teachers’ experiences during the implementation of technologies in the learning process (Fernández-Batanero et al., 2021). The study’s problem statement is that teachers’ lack of awareness regarding technologies can indicate a significant level of anxiety (Fernández-Batanero et al., 2021). The study used a systematic review with Meta-Analyses (PRISMA) using different databases such as Scopus and PubMed. The study shows that teachers experience stress and anxiety while using new technologies.
The study’s strength is the use of meta-analysis, which allows for the obtaining of qualitative data. As for the study’s limitations, it is essential to stress the restricted number of databases. Therefore, the number of platforms for the research should be expanded (Fernández-Batanero et al., 2021). The similarity of this study to the others is in the use of specific databases to obtain necessary data. The evidence of the research highlights the significance of the studied problem. In particular, the anxiety and stress of teachers point to the lack of technology in education nowadays.
Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Alzahrani, A. I., & Sarsam, S. M. (2020). Challenges and Prospects of Virtual Reality and Augmented Reality Utilization among Primary School Teachers: A Developing Country Perspective. Studies in Educational Evaluation, 66. Web.
The authors work in different countries, including the computer science department, schools of education, the general education department, and others. The study was conducted in 2020. The sample consisted of 29 science teachers (Alalwan et al., 2020). The study focuses on specifying the implementation of technologies in the educational process.
In particular, the study researches the teachers’ use of AR and VR technologies and their experience during this process. The problem statement is that teachers have stress and anxiety while using VR and AR (Alalwan et al., 2020). The research method was based on interviews with 29 science teachers. The study’s findings highlight the lack of specific educational programs for teachers to use VR and AR in teaching. Therefore, it directly influences the ability to implement these technologies in education.
The study’s strength is obtaining first-hand data, meaning that interviews with teachers are a helpful way to collect qualitative data. As a limitation of the study, one should highlight the restricted number of teachers interviewed (Alalwan et al., 2020). The difference from other studies of this research is in conducting interviews with people, while other studies used only scholarly articles and some databases. The evidence of this research, which relates to my study, suggests that teachers need specific training to implement particular technologies in the educational process, such as AR and VR (Alalwan et al., 2020). In other words, today’s absence of technologies in education follows the lack of these approaches.
Burden, K., Kearney, M., Schuck, S., & Hall, T. (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, 138, 83–100. Web.
The authors are from the UK, Australia, and Ireland and work at the National University of Ireland, Galway, the University of Technology, Sydney, and the University of Hull. The study was conducted in 2019, and as a sample of research, there were 57 papers to explore (Burden et al., 2019). The study aims to explore the peculiarities of implementing new mobile technologies in the educational process in schools.
In addition, as a problem statement, the authors highlight the increased interest in mobile learning and the lack of experience and knowledge to implement it successfully. The findings showed that only three of 57 learning practices implemented innovative approaches to mobile technologies in the learning process (Burden et al., 2019). As implications for practice, one should stress the opportunity for educators to elaborate practical approaches to implementing mobile learning technologies.
The study’s strength is the use of a significant number of the studied materials. In particular, 57 articles published between 2010 and 2017 can give important information regarding the studied subject (Burden et al., 2019). As a limitation, the authors state that exploring the articles describing detailed research was impossible. This research is similar to others because the researchers used papers to study the subject (Burden et al., 20190).
There was no practical experience during the study. The evidence relates to my study regarding implementing mobile technologies in education. The study’s outcomes showed dramatically low intentions to implement these technologies, highlighting the lack of technologies in schools.
Balusamy, B., George, I. R., Sood, K., Manna, M. S., & Chilamkurti, N. (editors). (2022). Edutech enabled teaching: Challenges and opportunities. CRC Press.
The editors are professionals in teaching, lecturers at universities, teachers who communicate with children, and professors in business schools. The book, published in 2022, analyzes education and pedagogy in different countries. It explores the peculiarities of innovative pedagogy methods using technology and the difficulties teachers face with them.
It aims to research teachers’ obstacles to implementing digital tools in the teaching process (Balusamy, 2022). The book’s essential findings highlight that there are many obstacles and circumstances to implementing technologies in the educational process (Balusamy, 2022). Among them are economic rights, moral rights, copyright, hacking, and cybersecurity.
The book’s strength is that it is well structured, and one can find particular information about the difficulties of implementing digital tools in the educational process. The weakness and limitation of the material are that it lacks particular examples and practical knowledge regarding how to solve the studied problem. The difference between the chosen book and other studies is in the significant amount of helpful information to understand various issues regarding technologies in education, such as cyberbullying (Balusamy, 2022). As evidence of my study from this book, one should highlight the problem of the lack of technologies in education from a legal perspective. It means that such obstacles as cybersecurity threats and various policies only worsen the situation with technologies in schools and make the implementation process more difficult.
Altinay, F. (2020). The role of technology in education. IntechOpen.
The researchers of the chosen study from the book are Irfan Simsek and Tuncer Can. They conducted a study in 2020 among teachers trying to use tablets in their teaching. The study aims to analyze and evaluate the implementation process of particular technologies in the learning process (Altinay, 2020). In addition, the study aims to assess the peculiarities of teachers’ difficulties.
The problem statement of the research is the need for complex practices to implement the new technologies in the curriculum at school. The findings of the research describe how different types of gadgets can be beneficial for the educational process (Altinay, 2020). For example, smartphones, tablets, computers, and other devices can have different advantages and increase the productivity of students. In addition, the authors stress the need to develop qualitative knowledge regarding the use of technologies.
The study’s strength is in the detailed information regarding various technologies. In addition, it aims to differentiate technologies in class. The main difference between this study and others is the focus on the differentiation of technologies. That is why additional problems and difficulties for teachers arise (Altinay, 2020). The research evidence relates to my study by identifying the peculiarities of particular digital tools in the educational process. It emphasizes the problem with the lack of technology in educational institutions because of teachers’ difficulties in managing and using it effectively.
Hernández-Serrano, M. J. (2021). Teacher education in the 21st century: Emerging skills for a changing world. IntechOpen.
The researcher Scannell Cristian, described in the book, considers many aspects of education nowadays. The study was conducted in 2021 among various students in schools. The study explores the necessary digital competence among teachers to successfully implement technologies in education (Hernández-Serrano, 2021). In particular, the author highlights the importance of the study because of the unequal opportunities for pupils, for example, those who learn in rural areas and do not have access to new technologies. As conclusions and findings of the study, one should highlight that educators do not have an opportunity to qualitatively shift to remote learning because of the lack of preparation and knowledge.
The study’s strength can be assessed as a detailed description of various facts and problems related to implementing the new technologies in the learning process. In addition, the author stresses opportunities to manage this problem. Similar to other studies, one should stress the detailed description of obstacles that prevent teachers from using digital tools in their teaching process (Hernández-Serrano, 2021). The evidence of this research will be vital for my study because of the data regarding educational systems’ problems in various aspects that influence the ability to use technologies.