essay on reflection on technology and education

Reflection on Technology in Education

Technology is becoming more prevalent in today’s educational landscape as teachers and learners continue to benefit from its usage in the learning process. The use of the internet in classrooms, especially in the research process, involves collaboration between the teachers and online resources facilitated by technologies (Raja & Nagasubramani, 2018). Math sectors have employed online study that provides assistance and methods for students to track their development to see their progress. Because of the ease with which educators may now acquire additional materials, monitor their students’ progress, and communicate with their students and colleagues, technology has an essential role in the Classroom (Aldridge, 2021).

For the past ten years that I have served as an educator, it’s evident that instructors’ access to materials has increased tremendously because of technological advancements. To ensure that my students are making positive progress, I introduced I-Ready as a technology tool to help them during their reading, especially in mathematics. In the beginning, the students objected, but afterward, they realized it was beneficial since it helped improve their learning skills. During my lessons, I employed translators and memory drills who helped monitor the students’ progress as they practiced how to use the I-Ready tool. This tool made it easy for students to submit their assignments while in the Classroom.

This tool made it easy to develop an email chain and a set of criteria that helped monitor the educator’s work and ensure they were doing what was expected at a particular time (Ratheeswari, 2018). It also confirmed that students created excellent relations with their peers and were able to learn from each other. It has become more common for schools to utilize online services like I-Ready to outline courses for their students. I-Ready has led to intelligent boards that help students store work for their following class. Teachers have also come up with appropriate ways such as educating their students the importance of using smart boards while in their classes. This has made it easy for institutions install the dash boards since the students embrace them (Selwyn, 2012)

According to the I-Ready requirements, educators were required to collaborate with students and colleagues (Hawkridge, 1983). Preparation time is being used more and more by instructors to assist students in getting the most out of their digital learning. Educators are expected to work together with their students to develop new skills via digital resources. I-Ready is a technology based diagnostic instruction program for reading. Therefore as an educator, I used this form of technology to solve some students issue especially in assignment submission. This form of technology has several beneficial approaches to the student, especially in their learning process. Some of these benefits include, I-Ready has made students improve in their pronunciation while in class, and lastly it has made mathematics spear simpler to students who found it difficult. After several research on the I-Ready technology tool, I understood that this tool was also helpful to a student’s academic growth.

As an educator, it is essential to pay attention to the new advances, especially if it considers technological innovation (Saxe, 2021. Comparing older students and current students, it is evident that current students have more technological advantages compared to the older students since they were not able to access technology. Current students should be familiar with technology sources such as computers, iPads, and interactive whiteboards for them to be able to access the I-Ready tool (Baker & Benge, 2021).

After doing my personal research, it is clear that technology has helped upgrade the education sector. Students have embraced the use of technology positively and this has help them improve on their personal grades. My research was based on the I-Ready technological tool since it is commonly used in schools. The tool has made education more straightforward and more interesting for students. Technology can also be used effectively to modernize the education sector. Online submission of homework, digital test papers, and computer-checked multiple-choice questions will alleviate educators’ workloads. If you are interested in using artificial intelligence in the Classroom, sharing and collecting necessary educational information is more accessible, which increases and expands your knowledge (Pruznak, 2021). For students who cannot go to an educational institution, online learning would allow them to acquire education from the comfort of their own homes and finish their selected courses by watching videos of lecture content.

Have learnt a lot in this module about I-Ready as a tool of technology and that’s why I keep expanding my knowledge on technology in the education area so that I may learn about as many methods as possible to enhance our educational institutions. Because artificial intelligence is now being utilized in practically every aspect of our lives, I would want to understand more about it. It is important to research information online and always try to keep up with technological changes as utilized in education and avoid missing any technology updates (Raja & Nagasubramani, 2018).

Some instructors are not sure whether technology in classes is appropriate since they feel that it is too much burden to the student especially those who have to deal with online bullies. Using new technology in the classroom depends on various criteria, including the cost, convenience of use, and availability of assistance to ensure adequate comprehension and correct application .These are some of the instructors’ common issues when incorporating technology and digital media into the classroom. Some students also tend to abuse technology during class time. For instance some students tend to play video games and watch movies while their lessons are in progress. Instructors find this behaviors from students being unethical although the growth of technology in the education sector will keep growing.

In conclusion, the education sector is growing rapidly since when the introduction of technology was embraced in institutions by educators and students. Education has become more personalized nowadays especially by use of I-Ready method of technology. This tool has made mathematics and music subjects appear easier than the students imagined. It is very important for schools to embrace technology because it gives students exposure that helps them improve on their mind set and thinking. I-Ready form of technology has made students to be more creative and innovative.

Aldridge, K. S. (2021). The Relationship Between I-Ready Intervention and Grade 8 Mathematical Achievement.

Baker, L. M., & Benge, M. (2021). Am I Ready? Competencies and Skill Set Needed for Virtual Conference Hosts: WC390/AEC728, 5/2021.  EDIS ,  2021 (3).

Hawkridge, D. (1983).  New information technology in education . Routledge.

Lindberg, J. G. (2021).  Am I Ready? How High School Instrumental Music Teachers Perceive Their Undergraduate Programs Prepared Them for a Professional Career  (Doctoral dissertation, Concordia University Chicago).

Pruznak, C. (2021).  The Effectiveness of i-Ready Instruction on Student Growth  (Doctoral dissertation, Indiana University of Pennsylvania).

Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education.  Journal of Applied and Advanced Research ,  3 (1), 33-35.

Ratheeswari, K. (2018). Information communication technology in education.  Journal of Applied and Advanced Research ,  3 (1), 45-47.

Saxe, R. S. (2021). The Effects of Using an Online Reading Program to Improve Learning for Special Education Students.

Selwyn, N. (2012).  Education in a digital world: Global perspectives on technology and education . Routledge.

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Essay on Impact of Technology on Education

Students are often asked to write an essay on Impact of Technology on Education in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Impact of Technology on Education

Introduction.

Technology has greatly influenced education. It has changed the way we learn and teach, making education more accessible and engaging.

Interactive Learning

Technology has introduced interactive learning tools like smart boards and tablets. They make lessons more engaging and fun, helping students understand better.

Online Education

With the internet, learning is not limited to classrooms. Online courses, video lectures, and digital libraries have made education accessible to everyone, everywhere.

Improved Communication

Technology has improved communication between students and teachers. Emails, chats, and video calls make it easier to discuss and solve doubts.

250 Words Essay on Impact of Technology on Education

The advent of technology in education.

The advent of technology has revolutionized various sectors, with education being one of the most impacted. It has transformed traditional teaching methods, making learning more engaging, accessible, and efficient.

Enhancing Accessibility and Flexibility

Technology has democratized education, breaking down geographical barriers. Online learning platforms and digital libraries provide easy access to a vast range of resources. This flexibility allows students to learn at their own pace, fostering a self-driven learning environment.

Interactive Learning Experience

Technological tools like virtual reality, digital simulations, and gamified learning apps have made education more interactive. These tools cater to different learning styles, enhancing comprehension, and retention of knowledge.

Collaborative Learning

Tools like cloud-based applications and social media platforms promote collaborative learning. They enable students to work together on projects, share ideas, and gain diverse perspectives, fostering critical thinking and problem-solving skills.

Challenges Posed by Technology

Despite its benefits, technology also poses challenges. The digital divide, where some students lack access to technology, can exacerbate educational inequalities. Additionally, over-reliance on technology might hinder the development of interpersonal skills and critical thinking.

500 Words Essay on Impact of Technology on Education

The advent of technology has dramatically transformed various sectors globally, and education is no exception. Over the years, technology has played a pivotal role in reshaping educational landscapes, creating new opportunities for both students and educators. This essay explores the impact of technology on education, focusing on its benefits, challenges, and future implications.

The Benefits of Technology in Education

One of the most significant benefits of technology in education is the democratization of knowledge. Digital platforms such as online libraries, e-books, and educational websites have made information accessible to anyone with an internet connection, breaking down geographical and socio-economic barriers.

The Challenges of Technology in Education

Despite the numerous benefits, technology’s integration into education is not without challenges. One of the primary issues is the digital divide, which refers to the disparity in access to technology between different socioeconomic groups. This divide exacerbates educational inequalities, as students who lack access to digital resources are disadvantaged.

Another challenge is the potential for distraction. With the proliferation of digital devices, students may be tempted to use them for non-educational purposes, which can hinder their academic progress. Additionally, the over-reliance on technology may diminish critical thinking and problem-solving skills, as students may resort to quick online solutions rather than engaging in deep, thoughtful analysis.

Future Implications

However, as technology continues to evolve, it is crucial to address its challenges. Policymakers and educators must work together to bridge the digital divide, ensuring that all students can benefit from technological advancements. Additionally, digital literacy programs should be implemented to teach students how to use technology responsibly and effectively.

In conclusion, technology has had a profound impact on education, offering numerous benefits but also presenting significant challenges. As we navigate the digital age, it is essential to harness technology’s potential to enhance education while mitigating its drawbacks. This balanced approach will ensure that technology serves as a powerful tool in shaping a more equitable, engaging, and efficient educational landscape.

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Ellen Rose , On Reflection: An Essay on Technology, Education, and the Status of Thought in the Twenty-First Century . Reviewed by

2015, Philosophy in Review

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For the past decades reflection has been the buzzword of adult and higher education. Reflection is facilitated in many practices and there is abundant research on the issue. Despite the popularity of the concept, the reasons why bringing about reflection in educational practices is difficult remain unclear. The prevailing theories inform of the process in its ideal form. However, to a great extent, they fail to offer conceptual tools for understanding and working with the actualities of reflection. The aim of the doctoral thesis was to explore the challenges and prerequisites of reflection in order to theorize the nature of reflection. The research questions are: - What is the nature of the process of reflection? o What kind of challenges there are for reflection? o What are the prerequisites for actualizing reflection? o What kind of roles do emotional and social dimensions play in reflection, along with the cognitive o How may a disorienting dilemma trigger reflection? The doctoral thesis consists of five studies that approach these questions from different viewpoints and within different contexts. The methods involve both a philosophical and an empirical approach. This multifaceted approach embodies the aim of both gaining a more thorough grasp of the phenomenon and to develop the methodology of researching reflection. The theory building is based on conceptual analysis and rational reconstruction (see Davia 1998; Habermas 1979; Rorty1984) of Mezirow’s (1981; 1991; 2000; 2009) theory of transformative learning. In order to explore the aspects which, based on the analysis, appeared insufficiently considered within Mezirow’s theory, Damasio’s (1994; 1999; 2003) theory on emotions and consciousness as well as Clausewitz’s (1985) view on friction are used as complementary theories. Empirical analyses are used in order to challenge and refine the emerging theorization. Reflection is examined in three different contexts; regarding university teachers’ pedagogical growth, involuntarily childless women recovering from a life-event crisis, and soldiers preparing to act in chaotic situations of the battlefield as well as recovering from it. The choice of these contexts is based on Mezirow’s notion of disorienting dilemma as a trigger for reflection. This notion indicates that reflection may more naturally emerge in association to life-event crises or other cumulative sets of instances, which bring our worldview and beliefs under question. Nevertheless, reflection is often being promoted in educational contexts in which the trigger conditions may not readily prevail. These contextual issues as well as the differences between the facilitated and non-facilitated contexts have not, however, been considered in detail within the research on reflection (or transformative learning). The doctoral thesis offers a new perspective into reflection which, as a further development on Mezirow‘s transformative learning theory, theorizes the nature of reflection. The developed theory explicates the prerequisites and challenges to reflection. The theory suggests that the challenges of reflection are fundamentally connected to the way the biological life-support system affects our thinking through emotions. While depicting the mechanisms that function as a counterforce to reflection, the developed theory also opens a perspective for considering possibilities for carrying out reflection, and suggests ways to locate and deal with the assumptions to be reflected on. The basic dynamic of the challenges to reflection was explicated by conceptually bridging the gap between Mezirow’s and Damasio’s theories, through exploring the connections between the meaning perspective and the biological functions of emotions. The concepts of comfort zone and edge-emotions were formed so as to depict the emotional orientation of our thinking, as part of the explanation of the nature of reflection.

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On Reflection: An Essay on Technology, Education, and the Status of Thought in the Twenty-First Century

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Why do our theories matter, teaching subjectively: interdisciplinary insights, writing an educational autobiography as a way to become a reflective teacher.

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Technology in Education Reflection Essay

Introduction:

This assignment asks you to reflect and consider the work you have done, how successfully you feel you have completed it, and how the skills and strategies you have learned in completing this work may help you in your future studies.

Since this assignment is reflective and self-evaluating, using “I, me, my” should be acceptable as you write this essay.

The Assignment:

This assignment calls for you to write an essay of 800-1000 words, double spaced. The essay should have the following academic essay elements:

1) a clear introduction, body, and conclusion

2) a clearly identifiable thesis statement in the introduction

3) evidence based upon your recollections and any material from the course (whether from the texts, the online resources, the course modules, the feedback to drafts, or the conference topics) that you might find relevant to mention in your discussion

Length: 800-1000 words  

Possible approaches for the reflective essay :

On the following two pages, you will see descriptions of two examples of approaches you can take in your reflective essay. Each approach has three (3) parts. Be sure that you understand clearly what is expected of you.  If you have questions, be sure you ask your instructor. You should choose only one of these tasks, and you may not choose any other topic.

  Self-Evaluating Your Research Essay Assignment

What You Must do:

In this essay, you will evaluate your work on the research essay assignment . Your purpose is to evaluate whether you chose wisely in selecting your topic for research writing, if you used your research successfully, and how well you believe you completed the assignment.

How You Might Do This:

Since your essay uses a traditional structure for academic writing, you could try the following technique:

1)      Decide what your thesis should say and design your introduction to lead to your thesis.  The thesis might begin with a phrase such as, “My research essay turned out successfully because…” or “My research assignment became problematic due to….” Your introduction can, of course, briefly describe your assignment.

2)      Describe and analyze the following in the body of your essay:

a)      your topic and why you chose it (this should go beyond mere interest and consider whether you thought carefully enough about the research potential/problems your topic posed);

b)      how/why you made research material decisions and conducted research in the manner you did.  In this section, you will want to comment on the databases you searched on in the UMUC Information and Library Services interface.  You might also comment on key words on which you searched, new key words you came up with during your searches, and your experience in retrieving full-text articles.  

c)      how your process worked out as you completed it.  In this analysis, please account for both successes and difficulties.

3)      Discuss your reflection and future application in the conclusion of your essay.  You will want to both reflect on what you have discussed and look towards future research assignments.  You will explain how the lessons you learned from this assignment can help you correct flaws you feel you had in your process and can remind you of good practices you followed that can make future research projects successful. You should also give yourself a “grade” on, not the essay itself, but on your research process and experience.

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Reflection on technology in education

A curriculum model, research and development

• Published: February 1995
• Volume 5 , pages 35–50, ( 1995 )

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• K.-H. Hansen 1  

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Reflection has become a buzzword in the educational profession. Its meaning, however, frequently remains vague. In this paper the meaning of reflection for technology education is elaborated on three levels. The first is a philosophical and educational level. The idea of ‘Bildung’, conceived as the formation of an autonomous personality, becomes a central category for instruction about technology. The second level is the realm of curriculum development and teachers' planning. The reference to Bildung implies that technology education should be based on ‘technological key problems’ that apply to all members of society. On the third level, the meaning of reflection will be elaborated in the context of a qualitative research approach on teacher thinking in technology education. It resorts to the categories of the curriculum model and is illustrated by a case study on teacher planning in computer education.

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New zealand secondary technology teachers’ perceptions: “technological” or “technical” thinking.

Enabling Both Reflection and Action

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Dr K.-H. Hansen is a researcher at the Institute for Science Education (IPN) in Kiel. After some years of experience as a technician he studied sociology and graduated in education. He has published in computer education with an emphasis on pedagogical, historical, and social aspects. His research work comprises qualitative and quantitative studies of the educational uses of computers. His current research interests are the conceptual role of technology in integrated science and in STS education.

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Hansen, KH. Reflection on technology in education. Int J Technol Des Educ 5 , 35–50 (1995). https://doi.org/10.1007/BF00763651

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Impact of a game-based interprofessional education program on medical students’ perceptions: a text network analysis using essays

• Young Gyu Kwon 1 ,
• Myeong Namgung 2 ,
• Song Hee Park 3 ,
• Mi Kyung Kim 3 , 4 ,
• Sun Jung Myung 5 ,
• Eun Kyung Eo 6 &
• Chan Woong Kim 1 , 2  

BMC Medical Education volume  24 , Article number:  898 ( 2024 ) Cite this article

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The increasing complexity of the healthcare environment and the necessity of multidisciplinary teamwork have highlighted the importance of interprofessional education (IPE). IPE aims to enhance the quality of patient care through collaborative education involving various healthcare professionals, such as doctors, nurses, and pharmacists. This study sought to analyze how game-based IPE activities influence students’ perceptions and reflective thinking. It also aimed to identify the shifts in perception and effectiveness caused by this educational approach.

The study is based on a game-based IPE program conducted at University A, involving medical and nursing students in structured learning and team-based activities. Data were collected using essays written by the students after they had participated in IPE activities. Text network analysis was conducted by extracting key terms, performing centrality analysis, and visualizing topic modeling to identify changes in students’ perceptions and reflective thinking.

Keywords such as “patient,” “thought,” “group,” “doctor,” “nurse,” and “communication” played a crucial role in the network, indicating that students prioritized enhancing their communication and problem-solving skills within the educational environment. The topic modeling results identified three main topics, each demonstrating the positive influence of game-based collaborative activities, interprofessional perspectives, and interdisciplinary educational experiences on students. Topic 3 (interdisciplinary educational experience) acted as a significant mediator connecting Topic 1 (game-based collaborative activity experience) and Topic 2 (interprofessional perspectives).

This study demonstrates that game-based IPE activities are an effective educational approach for enhancing students’ team building skills, particularly communication and interprofessional perspectives. Based on these findings, future IPE programs should focus on creating collaborative learning environments, strengthening communication skills, and promoting interdisciplinary education. The findings provide essential insights for educational designers and medical educators to enhance the effectiveness of IPE programs. Future research should assess the long-term impacts of game-based IPE on clinical practice, patient outcomes, and participants’ professional development.

Peer Review reports

With rapid changes in the healthcare environment and the advancement of systems, effective collaboration among various healthcare professionals is crucial to meet patients’ high expectations [ 1 ]. This underscores the growing importance of interprofessional education (IPE), which aims to develop the ability to collaborate efficiently as multidisciplinary teams [ 2 , 3 ]. IPE involves students from two or more healthcare professions learning about, from, and with each other through collaborative education. The primary objective of IPE is to assist healthcare professionals, including doctors, pharmacists, and nurses, in developing the competence to collaborate more effectively in multidisciplinary teams to enhance patient care [ 4 ]. Its history began in the early twentieth century and has evolved to include numerous healthcare professionals such as nurses, pharmacists, and dentists [ 5 ]. The World Health Organization (WHO) reported that IPE provides highly collaborative teamwork experiences that improve job satisfaction and enhance access to and safety in patient care [ 6 ]. Recent studies have also shown that IPE is pivotal not only in promoting professional autonomy, understanding of professional roles, teamwork, and collaboration, but also in providing essential knowledge and skills for improving healthcare services [ 7 , 8 , 9 , 10 , 11 , 12 , 13 ].

One innovative approach to enhancing IPE involves game-based learning, which integrates educational content with interactive gaming elements to create engaging and effective learning experiences. Game-based learning has been shown to enhance students’ motivation, participation, and retention of knowledge by providing a dynamic and immersive learning environment [ 14 , 15 , 16 ]. In the context of IPE, these activities can simulate real-life clinical scenarios that require collaboration, communication, and problem-solving among diverse healthcare professionals [ 17 ]. This method allows students to practice and develop these critical skills in a safe and controlled setting, thereby preparing them for actual clinical practice [ 18 ].

Previous IPE studies involving students primarily used surveys, interviews, and participant observations to assess changes in students’ knowledge acquisition, collaboration, teamwork skills, and attitudes [ 19 , 20 , 21 , 22 , 23 ]. While these approaches have provided valuable information for evaluating the effectiveness of IPE programs, they have limitations in terms of exploring students’ direct expressions and deep thinking. Recent research has started exploring game-based learning in IPE, emphasizing its potential to enhance collaboration, communication, and problem-solving skills among healthcare students [ 24 , 25 ]. Game-based learning activities, such as serious games and simulations, offer engaging experiences that promote interprofessional collaboration and reflective thinking [ 17 ]. However, there is still a scarcity of research on students’ personal experiences, changing perceptions, and in-depth understanding of interprofessional collaboration through game-based learning. Addressing this gap can provide better relevance and context to the study of IPE.

Medical education literature has highlighted the importance of various educational strategies in enhancing reflective thinking skills [ 26 , 27 ]. Dewey defines reflective thinking as conscious thought in the problem-solving process, which can be considered as the active utilization of knowledge gained through experience [ 28 ]. Narrative materials, such as essays, are useful tools for gaining an in-depth understanding of students’ experiences and perceptions. Thus, analyzing reflective thinking through essays can help students better understand their learning experiences and improve their problem-solving abilities through effective collaboration across different disciplines [ 29 , 30 ].

This study aimed to analyze students’ perceptions of collaboration by examining essays they wrote after participating in game-based IPE activities, thereby providing evidence for the effectiveness of such education. The results of this study are expected to serve as foundational data to help design and implement more effective collaborative learning strategies for IPE programs.

Course design

The IPE program at a South Korean university targeted fifth-year medical and fourth-year nursing students to prepare them for clinical training. The course was divided into two phases: a six-day shadowing period and a four-day IPE activity period.

During the shadowing period, students observed various healthcare professionals in different clinical settings, including emergency rooms (ERs), ambulatory care, critical care, and outpatient environments. This phase emphasized understanding interprofessional roles and the importance of collaborative practice skills.

In the subsequent IPE activity period, students were grouped into teams of five or six, consisting of both medical and nursing students, to engage in team building exercises. These activities aimed to promote students’ collaboration, communication skills, mutual understanding in clinical settings. The activities during this phase were meticulously designed to develop essential soft skills through structured game-based exercises. These included the Marshmallow Challenge, which aimed to enhance understanding of team building dynamics; the Puzzle Game, which focused on defining roles and fostering teamwork to achieve a common objective; and the Message Game, which underscored the importance of clear and effective communication. Additional activities, such as the Drawing Shapes Game and the Drawing the Story Game, were designed to improve skills in accurate verbal description and to enhance understanding of the SBAR (Situation, Background, Assessment, Recommendation) communication protocol, respectively. Finally, the Board Game was specifically developed to reinforce systems thinking and to illustrate the need for interdisciplinary collaboration in addressing complex issues in a hospital. Table 1 outlines the key activities included in this period.

This study aimed to analyze essays written by students after participating in the IPE activities to assess their reflections and learning outcomes.

Research procedure

The fundamental premise of text network analysis is to extract keywords representing the core content from the literature [ 31 ]. This study focused on understanding students’ thoughts and perceptions by analyzing their essays. The research process comprised (1) data collection, (2) keyword selection and data processing, (3) core keyword extraction and network construction, (4) network connectivity and centrality analysis, and (5) topic modeling. This approach facilitated a nuanced understanding of the conceptual relationships within the text, yielding deeper insights into students’ reflective thinking and experiences with interprofessional collaboration, thereby aligning with the objectives of this study.

Data collection

Data were collected in 2021 after the IPE program. Of the 82 medical students who participated in the program, 77 voluntarily submitted essays, representing a 93.9% response rate from the entire cohort enrolled in the IPE program. The essays were collected after the completion of the entire program, capturing students’ reflections and feelings about the course. These essays were not intended for assessment or evaluation purposes but were written freely by students to express their thoughts and experiences regarding the program. The primary aim was to gather qualitative insights into how students perceived and internalized the IPE activities, which aligns with the study’s objective to understand the impact of game-based learning on developing interprofessional collaboration, communication, and team building skills. We focused on medical students’ essays to explore their specific perspectives and experiences within the IPE program, as these students often play crucial roles in multidisciplinary teams. Therefore, understanding their views can provide valuable insights for improving IPE programs and enhancing interprofessional collaboration in clinical practice [ 32 ].

Keyword selection and data pre-processing

The student essays were collected using MS Office Excel. Pre-processing involved an initial review using Excel’s Spell Check, followed by manual corrections to fix typographical errors. Morphological analysis was performed using Netminer 4.5.1.c (CYRAM), which automatically removed pronouns and adverbs, leaving only nouns. To extract the words, 25 designated words, 40 synonyms, and 321 excluded words were pre-registered. Designated words are terms that convey specific meanings when grouped [ 33 ]. In this study, terms such as “interprofessional education” and “Friday Night at the ER” were classified as such. Synonyms, a group of words that have similar meanings, were processed as a single term that can represent the common meaning of those words [ 34 ]. For instance, “Friday night ER,” “FNER,” and “Friday night in the ER” were extracted as “Friday Night at ER.” Words considered irrelevant to the current research focus or general words that did not contribute to meaningful analysis were excluded (e.g., “and,” “or,” “front,” “inside,” “during”). Three professors specializing in emergency medicine and one medical educator handled word extraction and refinement, and the final selection was reviewed by the entire research team.

The data analysis utilized was qualitative content analysis, focusing on both the identification and contextual usage of keywords. This approach involved the descriptive counting of keywords as well as an in-depth analysis of their usage within the essays. This rigorous process ensured that the keywords selected were relevant to the study’s focus on IPE and collaboration, providing both quantitative and qualitative insights into the students’ reflections and experiences.

Extraction of core keywords and network construction

Core keyword extraction was based on the term frequency-inverse document frequency (TF-IDF) method. The frequency of word occurrences is expressed as “term frequency (TF),” which indicates how often a word appears within a document [ 35 ]. By contrast, “inverse document frequency (IDF)” is calculated using the logarithmic value of the inverse of document frequency [ 36 ]. The TF-IDF value is computed by multiplying TF by IDF. A high value indicates that a word is important in a specific document but rarely appears in others [ 37 ]. This method allows the assessment of the importance of words in documents. For network analysis, the 2-mode word-document network was converted into a 1-mode word-word network. The co-occurrence frequency was set to occur at least twice, and the word proximity (window size) was set to two, following previous studies on text network analysis [ 38 ].

Network connectivity and centrality analysis

Network size and density, as well as the average degree and distance at the node level, were identified to understand the overall characteristics of the network. Network size denotes the total number of nodes (keywords). Density measures the ratio of actual connections to possible connections, indicating network cohesion. The average degree reflects the average number of connections per node, while the average distance shows the typical number of steps between nodes, revealing the network’s connectivity and compactness [ 35 , 38 ]. Centrality analysis included degree, betweenness, and eigenvector centrality, whereas closeness centrality was excluded due to poor performance in lengthy texts [ 39 ]. Degree centrality measures how well a node is connected within a network, helping to identify keywords that play a central role in the network [ 40 ]. Betweenness centrality measures how frequently a node appears on the shortest path between other nodes, indicating how well it acts as an intermediary between two nodes [ 41 ]. Eigenvector centrality assesses the influence of a node by considering the importance of its neighboring nodes beyond the degree of connection [ 42 ]. This study extracted the top 30 words for each degree, betweenness, and eigenvector centrality. Finally, a spring map was used to visualize the keywords and their connection structures in the network.

Text network analysis was chosen because it provides a detailed understanding of relationships between concepts, unlike traditional methods that focus on theme frequency. It visualizes keyword interactions, highlighting central themes and their connections, offering insights into students’ reflections on IPE and their thought patterns.

Topic modeling

Latent Dirichlet allocation (LDA) is a statistical text-processing technique that clusters keywords based on their probabilities and distributions to infer topics [ 43 ]. In this study, keywords extracted from essays were compiled into a matrix for LDA. To determine the optimal number of topics, combinations of α = 0.01–0.03, β = 0.01–0.03, topic model = 3–8, and 1,000 iterations were tested. The optimal model was selected based on the coherence score (c_v), with the highest coherence score ensuring the validity and reliability of the inferred topics [ 44 , 45 , 46 ].

Key keywords

Table 2 presents the keywords derived from analyzing medical students’ essays selected through the TF and TF-IDF analyses. In the TF analysis, “thought” appeared most frequently (365 times), followed by “group” 359 times, “class” 322 times, and “game” 278 times. The top 20 keywords in TF-IDF included “patient,” “game,” “group,” and “person.” Keywords that appeared in both TF and TF-IDF analyses included “nursing school,” “nurse,” “game,” “hospital,” “person,” “mutual,” “communication,” “time,” “group,” “important,” “progress,” “puzzle,” “patient,” and “activity.” Comparing the keywords between TF and TF-IDF, new terms that emerged in TF-IDF included “IPE,” “room,” and “clinical practice.”

• Text network analysis

Network structure

In this study, a network was constructed based on a co-occurrence frequency of at least two words with word proximity (window size) set to two words. The resulting network comprised 1,218 nodes and 627 links. The network density was 0.012, with an average degree and distance of 3.919 and 3.447, respectively.

Centrality analysis

Table 3 lists the top 30 keywords according to degree, betweenness, and eigenvector centralities, providing insight into the overall network characteristics. The top three keywords across all three centrality analyses included “patient,” “thought,” “group,” “doctor,” “nurse,” and “communication.” The ranking and composition of the keywords were similar in both degree and betweenness centrality analyses. In the eigenvector results, “doctor,” “nurse,” and “communication” were ranked highest. When comparing the top 30 keywords from eigenvector centrality with those from degree and betweenness centrality, new terms such as “future,” “society,” and “need” emerged. These findings are presented in Fig.  1 , which illustrates the spring network map of centrality.

Spring network map of centrality. a  Degree centrality. b  Betweenness centrality. c  Eigenvector centrality

Topic modeling: selection of the number of topics

To determine the optimal number of topics, 54 combinations of options were tested, including α = 0.01–0.03, β = 0.01–0.03, topic models = 3–8, and 1,000 iterations. Three topics were identified.

In the topic modeling process, after reviewing the keywords and contents of the assigned original documents, the research team convened and named each topic to reflect the trend of the subject matter, as shown in Fig.  2 . Following prior research, the final topic model was visualized using a topic-keyword map displaying the top eight to thirteen words [ 44 ]. Topic 1, accounting for 17% of the total topics, includes keywords such as “group,” “game,” “puzzle,” “delivery,” and “activity.” This reflects the inclusion of group-based, game-centric activities in the IPE classes; hence, it was named “game-based collaborative activity experience.” Topic 2 comprises 23% of the topics centered around the thoughts of doctors and nurses about patients in clinical settings, with keywords including “doctor,” “thought,” “patient,” “hospital,” and “nurse.” It was thus named “interprofessional perspectives.” Topic 3, with the largest share at 60%, incorporates keywords such as “class,” “nursing school,” “thought,” “activity,” and “student.” It primarily addresses class activities involving nursing students, thus the term “interdisciplinary educational experience.” Visually examining the entire network of topic modeling indicates that Topic 1, “game-based collaborative activity experience,” and Topic 3, “interdisciplinary educational experience,” are connected through the keywords “person” and “activity.” Topic 2, “Interprofessional Perspectives,” and Topic 3, are linked by “thought” and “class.” In the network, Topic 3 plays a vital role in connecting Topics 1 and 2, as illustrated in Fig.  2 .

Semantic keywords of topic modeling

This study is the first attempt to demonstrate the educational impact of game-based IPE activities on fostering an interprofessional perspective, communication skills, and team building skills among healthcare professionals through a text network analysis of student essays. This distinguishes this study from previous studies. This approach can help students develop collaborative skills, thereby effectively addressing various challenges in clinical settings. The primary findings and implications of this study are as follows:

First, the keywords with the highest degree of centrality were “patient,” “thought,” and “group.” High-degree-centrality keywords play a central role in the entire network, suggesting that the overall program should be designed around these keywords. The keywords with high betweenness centrality were also “patient,” “thought,” and “group.” These keywords act as necessary connectors within the network, indicating that they are crucial for establishing communication channels between different professions and ensuring a smooth flow of information in medical education. Keywords with high eigenvector centrality included “doctor,” “nurse,” and “communication.” The prominence of keywords such as “doctor,” “nurse,” and “communication” in centrality measures signifies their strong connections to other important terms in the network. This highlights the pivotal role of doctors and nurses in collaborative practices and underscores the importance of communication skills in IPE programs. The central positioning of these keywords within the network emphasizes the need to prioritize interprofessional roles and communication competencies to enhance collaborative practices in clinical settings. These results align with previous findings emphasizing the importance of education in promoting effective collaboration and communication among healthcare professionals [ 47 ]. The centralities thus provide quantitative evidence supporting the critical roles and interactions that are essential for successful IPE.

The relevance of these keywords can be understood within the framework of the Interprofessional Education Collaborative (IPEC) Core Competencies, which emphasize patient-centered care, reflective thinking, and effective communication. The central keywords align with IPEC’s domains: values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams/teamwork [ 4 , 48 ]. For instance, “patient” and “group” correspond to the emphasis on patient-centered care and teamwork, while “thought” and “communication” are essential for reflective practice and effective interprofessional communication. Integrating IPE into medical education strengthens transparent and efficient teamwork across different specialties, minimizes errors in clinical decision-making, and improves patient outcomes. Consequently, medical schools should develop curricula that provide students with ample opportunities to collaborate with team members from various specialties [ 49 ].

Second, the topic modeling analysis indicated that Topic 1 provides a collaborative experience through group-based gaming activities in an IPE course. This aligns with previous research, indicating that game-based learning can enhance participants’ socialization and communication skills. Thornton Bacon et al. [ 50 ] and Sanko et al. [ 51 ] reported that students who participated in the Friday Night at Emergency Room (FNER) game demonstrated a statistically significant increase in systems thinking scores. In addition, Fusco et al. [ 52 ] confirmed that gameplay positively affected students’ systematic thinking, effective collaboration, and socialization skills. This suggests that game-based learning is useful for developing collaborative problem-solving skills and can be effectively integrated into various educational designs of IPE programs. Topic 2 highlights the significant focus on the perspectives of healthcare professionals in clinical environments. According to Bridges et al. [ 53 ] and Prentice et al. [ 54 ], IPE provides opportunities to develop a better understanding of roles and improve communication among healthcare team members. In this process, improving knowledge about one’s own roles and responsibilities as well as those of other professions can enhance teamwork between professionals [ 55 ]. This finding suggests that IPE programs can improve the quality of healthcare delivery by fostering mutual respect and understanding among different healthcare professionals. Topic 3 primarily addressed class activities for nursing students and included interdisciplinary educational experiences. These results show that game-based IPE activities are an effective educational method for enhancing interprofessional perspectives and communication skills, going beyond traditional lectures that simply deliver knowledge to students.

Additionally, Bjerkvik and Hilli [ 56 ] stated that expressing thoughts through writing facilitates the understanding of personal experiences. This enables learners to explore their emotions and attitudes, ultimately leading them to deeper self-understanding and professional growth. Consequently, this study analyzed students’ reflective thinking through topic modeling and presented evidence that game-based IPE activities are crucial in promoting learners’ reflective thinking and professional growth.

This study has several limitations. First, a limited group of students from a specific university participated in this study, which may have restricted the generalizability of the findings. Additional research is required to verify the results of this study across multiple student groups from various backgrounds and environments. Second, the research methodology relied on text analysis of student essays, focusing only on students’ subjective experiences and perceptions. To address this limitation, we used a rigorous coding scheme, inter-rater reliability checks, and TF-IDF for keyword extraction. Our methodology included keyword selection, data pre-processing, network construction, and LDA-based topic modeling, optimized with the coherence score (c_v). These steps ensured that the data analysis was both robust and reliable. Additionally, incorporating multiple methods for data analysis allowed us to cross-verify the findings and enhance the overall rigor of the study. Future research should integrate a range of methods, including interviews and surveys, to achieve a more comprehensive evaluation. Third, the effects of IPE programs on students’ collaborative competencies in clinical practice and healthcare settings is limited. Future research should explore the long-term impacts of game-based IPE on clinical practice, patient outcomes, and students’ readiness for clinical environments. Additionally, tracking the career progression and professional development of participants will help assess the sustained benefits of these educational interventions.

Conclusions

This study is the first to explore changes in reflective thinking and perceptions among students who participated in IPE programs. This demonstrates the positive effects of IPE on professional healthcare students. Specifically, through the analysis of degree, betweenness, and eigenvector centrality, we identified keywords such as “patient,” “thought,” “group,” “doctor,” “nurse,” and “communication” as crucial to interprofessional perspectives and communication among healthcare professionals. Topic modeling further underscores the importance of game-based learning, interprofessional perspectives, and interdisciplinary educational experiences.

These findings emphasize the need for innovative teaching methods in medical education and reaffirm the importance of promoting effective inter-professional perspective, communication skills and team building skills. Medical schools should strive to improve the design and implementation of their IPE program by incorporating students’ experiences and reflective insights. This will ultimately improve the quality of medical education. This study can serve as valuable foundational data for future research. Future studies should investigate the long-term effects of game-based IPE on clinical practice and patient outcomes. Research should also explore the impact of game-based IPE on participants’ career progression and professional development to assess sustained benefits. Additionally, future research could examine how different game-based learning activities influence specific interprofessional competencies, such as teamwork, communication, and problem-solving skills, to identify the most effective approaches for IPE programs.

Availability of data and materials

The datasets generated and/or analysed during the current study are not publicly available due to ethical constraints but are available from the corresponding author on reasonable request.

Abbreviations

• Interprofessional education

Friday night at emergency room

Latent Dirichlet allocation

Term frequency

Term frequency-inverse document frequency

Inverse document frequency

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Acknowledgements

The authors sincerely thank all those who have contributed to this work through their support, insights, and encouragement.

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

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Center for Medical Education, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea

Young Gyu Kwon & Chan Woong Kim

Department of Emergency Medicine, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea

Myeong Namgung & Chan Woong Kim

Department of Medical Education, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea

Song Hee Park & Mi Kyung Kim

Department of Pathology, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea

Mi Kyung Kim

Office of Medical Education, Seoul National University College of Medicine, Jongno-Gu, Seoul, Republic of Korea

Sun Jung Myung

Department of Emergency Medicine, Soonchunhyang University Bucheon Hospital, Bucheon, Republic of Korea

Eun Kyung Eo

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Contributions

Study conception and design: YK, MN, CK. Data collection: YK, MN, CK. Data analysis and interpretation: YK, MN, SM, EE, CK. Drafting of the article: YK, MN, SP, MK. Critical revision of the article: YK, MN, SP, SM, EE, CK.

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Correspondence to Chan Woong Kim .

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The Institutional Review Board (IRB) of Chung-Ang University determined that this study meets the criteria for an exemption from IRB review, as it involves research conducted in established or commonly accepted educational settings and involves normal educational practices. Approval Number: 1041078–20240321-HR-051. Written informed consent was obtained from all participating students. All methods were performed in accordance with relevant guidelines and regulations, including the principles outlined in the Declaration of Helsinki.

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Kwon, Y.G., Namgung, M., Park, S.H. et al. Impact of a game-based interprofessional education program on medical students’ perceptions: a text network analysis using essays. BMC Med Educ 24 , 898 (2024). https://doi.org/10.1186/s12909-024-05893-2

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Received : 27 May 2024

Accepted : 12 August 2024

Published : 20 August 2024

DOI : https://doi.org/10.1186/s12909-024-05893-2

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, science k–12, science and technology k–6 syllabus (2024) – information for school leaders.

Learn about the Science and Technology K–6 Syllabus (2024) – what has changed and where to get further support.

The Science and Technology K–6 Syllabus (2024) replaces content in the Science and Technology K–6 Syllabus (2017). Planning and preparation will commence from 2024 with implementation in 2027.

The syllabus recognises the critical importance of developing essential knowledge and scientific skills that empower the student to develop a sense of wonder about how the world works.

It provides students with opportunities to embrace scientific concepts, use data as evidence, design creative solutions, and build digital literacy.

There is a clear progression of skill development as students observe, test, and refine ideas to deepen their knowledge and understanding of the world.

Students develop critical thinking and evidence-based reasoning and apply their learning through solutions or products that benefit society.

What you need to know

• In 2025 and 2026, teachers engage with the syllabus, and plan and prepare for implementation of the syllabus.
• Schools are required to enact the new syllabus from 2027.
• The Science and Technology K–6 Syllabus presents a prominent, coherent sequence of content to build a strong foundation for science and technology.
• Students are encouraged to apply their knowledge, understanding and skills through essential and purposeful content.
• Digital literacy skills are emphasised in each stage of learning.
• Creating written texts content, including an outcome in Stage 3, strengthens students’ vocabulary development and deepens their understanding of science and technology.
• The Statement of Equity Principles underpins the Science and Technology K–6 Syllabus (2024), ensuring inclusivity of every student.
• Teaching advice and examples strengthen understanding of syllabus content to support teachers in making informed pedagogical decisions.
• NESA will continue to add teaching advice and support materials to Science and Technology K–6 Syllabus webpages. It is recommended that teachers refer to the website for updated versions in the ‘record of changes’ tab.

What has changed

The Science and Technology K–6 Syllabus (2024) includes:

• an explicit focus on students developing their skills in observing, gathering, representing and interpreting data to use as evidence to support arguments
• for the first time, content about the human skeletal, respiratory and circulatory systems
• the study of electrical circuits in the Stage 3 content
• new opportunities for the practical application of mathematical knowledge
• explicit writing content to support development of reasoning and explain thinking
• creating written texts (CWT) content, including an outcome in Stage 3
• access content points for students with significant intellectual disability.

Whole school considerations

• Prior to implementing the Science and Technology K–6 Syllabus (2024), leaders will need to consider the following:
• The complexities for staff working towards the familiarisation and implementation of four new syllabuses, Creative Arts, HSIE, PDHPE and Science and Technology – the department’s Models of curriculum implementation – primary provides for variations when these four syllabuses will be enacted which will impact planning, programming, assessment and reporting across the school.
• Supporting teachers’ understanding of the changes to the syllabus structure and familiarisation with the digital curriculum platform to ensure the syllabus is taught as intended.
• Building teacher understanding about unfamiliar content, design processes and digital technologies to enhance creative and critical thinking, posing questions to observe, test and gather data to support scientific arguments.
• identifying teacher strengths and expertise to support curriculum implementation in schools
• time for staff to engage with the syllabus and build their knowledge and understanding of essential content and the interrelated practices of each focus area
• professional learning to build staff capacity, including explicit teaching and Curriculum planning K–12 to optimise learning for all students in science and technology.
• equipment and materials to support essential learning.

Understanding the evidence base

The Science and Technology K–6 Syllabus (2024) is based on evidence highlighting that:

• New knowledge broken down into 'meaningful components' and introduced sequentially 'can support all pupils to learn scientific concepts' (Ofsted 2021).
• Making connections between concepts and processes paves the way for a learner to apply their learning to new situations. This progression of learning encompasses the development of knowledge from a foundational level to understanding and then application (Almarode et al. 2018).
• Knowledge about science includes learning 'ways of scientific thinking and working' (practices) and 'understanding the nature of science' (Anders et al. 2018).

The full evidence base can be found in the support document: Bibliography : Science and Technology K–6 published by NESA (2024).

Science and Technology K–6 © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

Reflection questions

• To what extent are all staff ready to undertake implementation of the new Science and Technology Syllabus?
• What evidence is there that staff have understood syllabus changes and familiarised themselves with the new syllabus?
• What school practices and systems are in place to engage with departmental resources and support for science and technology implementation, for example, Curriculum Reform Communities, curriculum resources, professional learning, and collaborative network initiatives?
• How will the new Science and Technology K–6 Syllabus (2024) be embedded into the Strategic Improvement Plan? What is in place to support and evaluate this practice?
• What resources are required to commence science and technology implementation and meet planning, programming, assessing, and reporting requirements?

Professional learning for the teaching and learning of science and technology:

• Science and Technology K–6 Syllabus (2024)
• NESA teaching advice
• Introduction to Science and Technology K–6 (video 3:46)
• Syllabus implementation advice for K–6 2024
• Planning, programming and assessing science and technology K–6
• Curriculum Reform Communities

Further support

• See the NSW Department of Education Leading curriculum K–12 webpage for updates and additional information.
• Email: [email protected]
• Contact the primary curriculum team: [email protected]
• Join the Primary Curriculum statewide staffroom (staff only)

Syllabus information for school leaders

An overview of the pedagogical changes and whole school considerations to support school leaders’ understanding of what has changed for each new syllabus.

Leading curriculum K–12

Advice and resources supporting leaders to facilitate effective curriculum implementation in schools.

• Teaching and learning

Business Unit:

• Curriculum and Reform