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The utilization of educational technologies has become a mainstream issue in recent years, particularly in the post-pandemic era. The need for technologies and the procedures for implementing them is, therefore, increasingly becoming a core subject and an interesting area of research in foreign language instruction. The present research aimed to explore the utilization of technology in teaching and learning FLT at Princess Nourah University in Saudi Arabia. The research adopted a quantitative survey study based on the data collected from 169 students using a 48-item questionnaire. The results showed that the most used technologies by students are FLT learning videos on YouTube, browsing electronic sites, and searching educational sites. The findings also revealed that the most common technologies used by teachers include e-mail, learning management systems, and gamification. The least used technologies were artificial intelligence, Boostlingo, and Kahoot, which are considered more relevant to FLT instruction [30]. For FLT students, the most challenging obstacles in utilizing technologies were a lack of training on using relevant technologies and limited electronic sites supporting FLT learning. Amongst the recommendations that the researcher highlighted based on these study findings include the fact that students must still utilize more innovative technology relevant to FLT learning, as most of this technology is considered common. All recommendations highlighted aim to develop technology-based FLT teaching and learning in the College of Languages at PNU. For research ethics purposes, the researcher achieved Approval Exempt (IRB Log # 22-0348), date: 29/May 2023.

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This study aims to investigate the impact of virtual microscopy (VM) and light microscopy (LM) on the satisfaction of second-year medical students and how they affect student performance in different educational settings. The research involved 94 second-year students from Izmir Democracy University's School of Medicine, with criteria requiring enrollment in the 2021-2022 academic year and attendance of at least 80% in histology practical course. A paired two-tailed t-test was used for comparison, with a researcher-designed questionnaire for data collection. Cronbach's alpha was 0.894 for the LM questionnaire, and 0.918 for the VM questionnaire, indicating high level of reliability. LM scored higher in the questionnaire (p = 0.010), but VM showed higher exam averages (p = 0.013). The study found VM more effective in exams, with students showing high satisfaction with LM. VM's accessibility to histological preparations and its impact on learning levels and board exam success rates were noted. The study concludes that while VM is becoming essential in histology education due to its positive impact on exam performance and accessibility, LM remains highly valued by students for its hands-on experience and satisfaction levels.

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This bibliometric study critically analyses 293 journal articles from the Scopus database, charting the trajectory of educational technology in primary and elementary education from 1986 to 2023. While limited to practical applications within primary or elementary contexts and excluding various scholarly work forms, the research unveils crucial insights. A significant uptick in publications during 2008-2016 and 2018-2023 highlights the growing importance and incorporation of digital technologies in early education. The analysis identifies recurrent themes like teacher education, game-based learning, and collaborative learning, pointing towards future research directions. The study also notes underexplored areas, including technology's role in specific subjects, ethical student engagement, gender and disability dynamics, and contributions from African contexts. It advocates for increased international collaboration, with a focus on partnerships with predominant Chinese institutions. Despite its limitations, this paper is foundational for future research, offering a roadmap for a nuanced understanding of technology's impact on young learners' educational experiences and outcomes globally.

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The article considers the teaching of the discipline "Public Health and Health Care" to residents of all specialties. For analyzing attitude of residents to studying the discipline "Public Health and Health Care", as well as improvement of training physicians at the stage of residency and their full mastery of necessary competencies, survey was carried out on sampling of 424 residents of the second (graduate) year of training. The number of questions were formulated to be included into questionnaire to obtain data about respondents (age, gender, region of study, citizenship, experience of working at medical position) and to identify their attitude to the study of the discipline "Public Health and Health Care" " in residency (sections of program as practically applicable, assessment of form of teaching the discipline and use of educational technologies, including remote and digital learning, choice of universal and general professional competencies). The majority of residents (65.1%) plan to be engaged not only in direct clinical activities in the future, but also to undergo additional training in health care management and work in positions related to organizational managerial activities from position of head of department to of head of medical organizations and administration of regional health care services.

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Personalization of learning is an educational strategy rooted in metacognition and is significant in academic training. This is especially true in medical contexts. This study explored the relationship between the metacognitive profile of students of human anatomy, the classification of questions according to their difficulty, and the anatomical domain. It also covered the integration of educational technologies to create personalized learning environments. The identification of metacognitive profiles ("Active", "Pragmatic", "Theoretical", and "Reflective") has been highlighted as a critical influence on students' responses to different pedagogical approaches. Personalized adaptation based on these profiles has shown potential for improving grades and increasing student satisfaction and engagement with learning. The results revealed variations in student performance in relation to different pedagogical approaches, learning units, and evaluation modalities. The "Experience" evaluation modality, personalized according to metacognitive profiles, level of competence, and learning objectives, resulted in higher average scores. However, there was significant variability in the results. Those findings confirm the effectiveness of metacognitive adaptation in improving academic performance. Furthermore, they provide a solid basis for formulating personalized and effective pedagogical strategies in medical education. They recognize the influence of metacognitive profiles on student performance and contribute to advancing medical pedagogy.

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Persona development techniques are a well-established method to create relatable descriptions of representatives of target users of digital systems. In the field of education, research on learner characteristics has yielded comprehensive results that can help advance educational approaches. Nonetheless, these results often remain abstract and distant for researchers and practitioners. Personas offer a bridge to make this knowledge more accessible and to facilitate user-centred design processes. This study focuses on creating personas of mathematics school students to ease such accessibility. These personas are constructed based on an understanding of learners' goals, needs, challenges and problems, joys, fears, feelings and emotions, and strategies. Data collection was conducted through a multifaceted approach, encompassing qualitative and quantitative data from web surveys, think-aloud protocols, and interviews. The target demographic comprised upper secondary school mathematics students in Austria. We found five distinct patterns of characteristics prevalent in this target group. The patterns of characteristics reflected by the personas complement the scientific body of knowledge obtained from traditional approaches investigating characteristics and needs of learners. In practical terms, these personas empower the development of user-centred digital systems, learning materials, and lessons, thus fostering an enriched educational experience for mathematics students.

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Part 1 of the AMEE Guide Online learning in health professions education focused on foundational concepts such as theory, methods, and instructional design in online learning. Part 2 builds upon Part 1, introducing technology tools and applications of these foundational concepts by exploring the various levels (from beginner to advanced) of utilisation, while describing how their usage can transform Health Professions Education. This Part covers Learning Management Systems, infographics, podcasting, videos, websites, social media, online discussion forums, simulation, virtual patients, extended and virtual reality. Intertwined are other topics, such as online small group teaching, game-based learning, FOAM, online social and collaboration learning, and virtual care teaching. We end by discussing digital scholarship and emerging technologies. Combined with Part 1, the overall aim of Part 2 is to produce a comprehensive overview to help guide effective use online learning in Health Professions Education.

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Online learning in Health Professions Education (HPE) has been evolving over decades, but COVID-19 changed its use abruptly. Technology allowed necessary HPE during COVID-19, but also demonstrated that many HP educators and learners had little knowledge and experience of these complex sociotechnical environments. Due to the educational benefits and flexibility that technology can afford, many higher education experts agree that online learning will continue and evolve long after COVID-19. As HP educators stand at the crossroads of technology integration, it is important that we examine the evidence, theories, advantages/disadvantages, and pedagogically informed design of online learning. This Guide will provide foundational concepts and practical strategies to support HPE educators and institutions toward advancing pedagogically informed use of online HPE. This Guide consists of two parts. The first part will provide an overview of evidence, theories, formats, and educational design in online learning, including contemporary issues and considerations such as learner engagement, faculty development, inclusivity, accessibility, copyright, and privacy. The second part (to be published as a separate Guide) focuses on specific technology tool types with practical examples for implementation and integration of the concepts discussed in Guide 1, and will include digital scholarship, learning analytics, and emerging technologies. In sum, both guides should be read together, as Guide 1 provides the foundation required for the practical application of technology showcased in Guide 2.Please refer to the video abstract for Part 1 of this Guide at https://bit.ly/AMEEGuideOnlineLearning.

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ABSTRACT Objective: to develop and analyze evidence of content and appearance validity of a board game for the prevention of syphilis in women deprived of their liberty. Method: methodological study conducted in three stages: 1) Board game development by means of a theoretical-bibliographical foundation and game design; 2) Content validation by 22 health specialist judges, 10 education specialists and a graphic designer; 3) Appearance evaluation by the target audience of 10 women deprived of their liberty. Data was collected between March 2021 and January 2022, and the psychometric analysis was based on the Likert scale to calculate the Content Validity Coefficient and Intraclass Correlation Coefficient. Results: the board game developed was called "Race against Syphilis" and consisted of 50 squares and 34 question cards. When it came to content validation, the judges from the health sector agreed on 13 items, while those from the education and graphic design sectors agreed satisfactorily on all items. After the adjustments, the second version of the board game was sent to the 22 health judges, seven of whom responded, reinforcing the judges' agreement, which was satisfactory in all items. In the appearance assessment with the target audience, all items received 100% agreement. Conclusion: the game that has been developed shows evidence of validity, being attractive, dynamic and playful, so that it can help build the knowledge of women in prison about the prevention and syphilis control.

RESUMEN Objetivo: desarrollar y analizar pruebas de validez de contenido y apariencia de un juego de mesa para la prevención de la sífilis en mujeres privadas de libertad. Método: estudio metodológico realizado en tres etapas: 1) Desarrollo del juego de mesa mediante fundamentación teórica y bibliográfica y elaboración del juego; 2) Validación de contenido por 22 jueces especializados en salud, 10 especialistas en educación y un diseñador gráfico; 3) Evaluación de apariencia por el público objetivo con 10 mujeres privadas de libertad. Los datos fueron recolectados entre marzo de 2021 y enero de 2022, y el análisis psicométrico se basó en la escala de Likert para el cálculo del Coeficiente de Validez de Contenido y el Coeficiente de Correlación Intraclase. Resultados: el juego de mesa desarrollado se denominó "Carrera contra la sífilis" y constaba de 50 casillas y 34 tarjetas de preguntas. En la validación de contenido, los jueces de salud coincidieron en 13 ítems y los jueces de educación y diseño gráfico coincidieron satisfactoriamente en todos los ítems. Después de los ajustes, la segunda versión del juego de mesa fue enviada a los 22 jueces de salud, siete de los cuales regresaron, reforzando el acuerdo de los jueces, que fue satisfactorio en todos los ítems. En la evaluación de la apariencia con el público objetivo, todos los ítems obtuvieron 100% de acuerdo. Conclusión: el juego desarrollado presenta evidencias de validez, y resulta atractivo, dinámico y lúdico, por lo que podría favorecer la construcción de conocimiento de las mujeres privadas de libertad sobre la prevención y el control de la sífilis.

RESUMO Objetivo: desenvolver e analisar evidências de validade de conteúdo e de aparência de um jogo de tabuleiro para prevenção da sífilis em mulheres privadas de liberdade. Método: estudo metodológico conduzido em três etapas: 1) Desenvolvimento do jogo de tabuleiro por meio de fundamentação teórico-bibliográfica e elaboração do jogo; 2) Validação de conteúdo por 22 juízes especialistas em saúde, 10 especialistas em educação e designer gráfico; 3) Avaliação de aparência pelo público-alvo com 10 mulheres privadas de liberdade. A coleta dos dados ocorreu entre março de 2021 e janeiro de 2022, e a análise psicométrica baseou-se na escala Likert para cálculo de Coeficiente de Validade de Conteúdo e Coeficiente de Correlação Intraclasse. Resultados: o jogo de tabuleiro desenvolvido foi denominado "Corrida contra a Sífilis", composto por 50 casas e 34 cartas-perguntas. Na validação de conteúdo, os juízes da área da saúde apresentaram concordância em 13 itens; e os da área da educação e design gráfico tiveram concordância satisfatória em todos os itens. Após os ajustes, foi enviada a segunda versão do jogo de tabuleiro para os 22 juízes da área da saúde, dos quais sete retornaram, robustecendo a concordância dos juízes, que foi satisfatória em todos os itens. Na avaliação de aparência com o público-alvo, todos os itens obtiveram concordância de 100%. Conclusão: o jogo construído apresenta evidências de validade, sendo atrativo, dinâmico e lúdico, de modo que poderá favorecer a construção do conhecimento das mulheres em privação de liberdade sobre a prevenção e controle da sífilis.

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RESUMO Introdução: Com a implementação do Sistema Único de Saúde (SUS) no Brasil, houve a reformulação do currículo médico sob uma perspectiva biopsicossocial. Para atender a essa demanda no âmbito acadêmico, o componente de humanidades médicas (HM) foi delineado para estimular reflexões interdisciplinares de cunho ético-humanista. A proposta é potencializada com o desenvolvimento de estratégias educacionais capazes de garantir a execução da disciplina no contexto das metodologias ativas. Nessa perspectiva, no ano de 2020, devido à pandemia da Covid-19, o formato tradicional de aulas presenciais necessitou de adaptação para o ensino remoto, o que suscitou a concepção e proposta de adoção de pôster criativo como recurso metodológico. Objetivo: Este estudo teve como objetivo analisar as possíveis contribuições da produção do pôster criativo para o aprendizado e processo de formação do médico, no contexto da disciplina de HM. Método: Trata-se de um estudo de abordagem qualitativa de viés exploratório-descritivo. A coleta foi realizada mediante entrevista individual semiestruturada, por meio virtual, no período de agosto a novembro de 2022. Após a transcrição, utilizou-se a análise de conteúdo temática desenvolvida por Bardin para auxiliar na análise dos relatos transcritos e na elaboração de unidades temáticas. A interpretação seguiu referenciais teóricos interdisciplinares do campo da saúde e componentes da disciplina de HM. Resultado: No total, 20 acadêmicos de uma universidade pública do estado do Pará compuseram a amostra deste estudo. A partir da organização e leitura das transcrições, emergiram as seguintes categorias: experiência no ensino presencial; experiência no ensino remoto; processo de elaboração do pôster; arte e humanidades médicas; contribuições da disciplina e do pôster. Conclusão: O uso da ferramenta pôster destaca o papel dos acadêmicos como protagonistas do seu aprendizado no recorte de HM. A maioria referiu o uso do pôster como elemento potencializador para a reflexão proposta pela disciplina, favorecido pela mediação da arte, em diversas modalidades de expressão. Houve a oportunidade de os acadêmicos exporem seus sentimentos e compreensões acerca de temáticas sensíveis à formação médica.

ABSTRACT Introduction: The implementation of the Unified Health System in Brazil led to a need to reformulate the medical curriculum from a biopsychosocial perspective. In the academic field, the Medical Humanities (MH) component has stimulated interdisciplinary reflections of an ethical-humanist nature. This exercise is streamlined with the development of educational strategies capable of guaranteeing the execution of the discipline in the context of active methodologies. From this perspective, in 2020, due to the COVID 19 pandemic, the traditional format of face-to-face classes was forced to be adapted for remote teaching, which led to the conception and proposal for adoption of posters as a methodological resource. Objective: To analyze the possible contributions of creative poster production to the physician's learning and training process, in the context of the medical humanities discipline. Method: A qualitative exploratory-descriptive approach. The data was collected through virtual, semi-structured, individual interviews, from August to November 2022. Following transcription of the interviews, thematic content analysis developed by Bardin (2011) was used to assist in the analysis of the transcribed reports and the development of thematic units. The interpretation followed interdisciplinary theoretical references in the field of health and components of the medical humanities discipline. Result: The study sample was composed of 20 academics from a public university in the state of Pará. From the organization and reading of the transcripts, the following thematic units emerged: experience in face-to-face teaching; experience in remote teaching; poster creation process; art and medical humanities; contributions from the discipline and the poster. Conclusion: The use of posters as a tool highlights the role of academics as protagonists of their own learning in the medical humanities field. The majority referred to the use of the poster as an element that enhanced the reflection proposed by the discipline, favored by the mediation of art, in different forms of expression. It offered an opportunity for academics to express their feelings and understandings about topics sensitive to medical training.

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The recent explosion of technological innovations in mobile technology, virtual reality (VR), digital dissection, online learning platform, 3D printing, and augmented reality (AR) has provided new avenues for improving preclinical education, particularly in anatomy and histology education. Anatomy and histology are fundamental components of medical education that teach students the essential knowledge of human body structure and organization. However, these subjects are widely considered to be some of the most difficult disciplines for healthcare students. Students often face challenges in areas such as the complexity and overwhelming volume of knowledge, difficulties in visualizing body structures, navigating and identifying tissue specimens, limited exposure to learning materials, and lack of clinical relevance. The COVID-19 pandemic has further exacerbated the situation by reducing face-to-face teaching opportunities and affecting the availability of body donations for medical education.To overcome these challenges, educators have integrated various educational technologies, such as virtual reality, digital 3D anatomy apps, 3D printing, and AI chatbots, into preclinical education. These technologies have effectively improved students' learning experiences and knowledge retention. However, the integration of technologies into preclinical education requires appropriate pedagogical approaches and logistics to align with educational theories and achieve the intended learning outcomes.The chapter provides practical guidance and examples for integrating technologies into anatomy, histology, and biochemistry preclinical education. The author emphasizes that every technology has its own benefits and limitations and is best suited to specific learning scenarios. Therefore, it is recommended that educators and students should utilize multiple modalities for teaching and learning to achieve the best outcomes. The chapter also acknowledges that cadaver-based anatomy education is essential and proposes that educational technologies can serve as a crucial complement for promoting active learning, problem solving, knowledge application, and enhancing conventional cadaver-based education.

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Existing empirical research has demonstrated the positive effects of flipping the classroom to improve student motivation and achievement by flipping in-class learning content to pre-class. However, the flipped classroom approach requires that students be engaged and motivated in the pre-class stage to ensure that the in-class learning activities run smoothly. Previous studies have highlighted the difficulties that students often encounter when trying to learn Chinese characters in Chinese language classes, especially those who are in the early stages of learning the language. Therefore, in this study, a gamified interactive e-book was developed and used in a flipped classroom for Chinese character learning. To evaluate the effectiveness of this approach, a pre-test and post-test control group experimental design was used. The participants were 90 s-grade students from a public primary school in Zhengzhou, China, who were randomly assigned to two experimental groups and one control group: the students who used a gamified interactive e-book in a Chinese character learning flipped classroom (GIEFC group), the students who used a traditional flipped classroom (TFC group), and the students who used a traditional teaching classroom (TTC group). The experimental results indicated that students in the GIEFC group scored higher than those in the TFC and TTC groups in terms of learning achievements and motivation. In addition, the experimental results also demonstrated the positive effects of gamified interactive e-books in flipped classroom learning. Future research could explore a variety of different types of game elements as well as the extension of research to other subjects.

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Studying China's Tang poetry is a crucially integrated part of the language curriculum in primary schools because it is an important part of its cultural heritage and classical literature. However, due to the fact that Tang poetry is written in classical Chinese, which is quite different from modern Chinese Mandarin, and the complex categories of this poetry style, learning Tang poetry can be a challenging experience for many students. To address this problem, this study developed an interactive multimodal application based on the cognitive-affective theory of learning with media to learn Tang poetry in an interactive way. In order to assess the effectiveness of this method, a pretest-posttest control group experiment was conducted. The experiment included eighty third-grade students randomly and equally divided into experimental and control groups from an elementary school in Xinzheng, Henan Province, to test (1) whether the interactive multimodal application improves students' reading comprehension of Tang poetry and (2) whether the application enhances students' intrinsic and/or extrinsic motivation in learning Tang poetry. A multimodal interactive application was used by the experimental group to learn Tang poetry, while the control group used a traditional classroom method. According to the study's findings, it was found that students' intrinsic motivation and comprehension of Tang poetry improved through the use of the interactive multimodal application mode.

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Whilst the use of various blended learning models preceded the COVID-19 pandemic, the abrupt shift to remote delivery served as catalyst within the sector in enhancing digital solutions to meet immediate student needs. As we emerge from the pandemic, a return to purely didactic and impersonal in-person teaching seems anticlimactic, with the return to the lecture theatre seeing many lecturers trialling various digital tools in creating more interactive in-person, synchronous, and asynchronous sessions. In evaluating students' experiences of the various tools and approaches applied by academic staff, a survey was developed by a multidisciplinary team of educators at Cardiff University's School of Medicine exploring student perceptions of e-learning resources (ELRs), as well as student experiences of various blended learning approaches. The primary aim of this study was to evaluate student experience, satisfaction, and engagement with ELRs and blended learning. A total of 179 students (undergraduate and postgraduate) completed the survey. 97% confirmed that e-learning resources were blended within the teaching they received, with 77% rating the quality of e-learning as good-to-excellent and 66% reporting a preference for asynchronous resources that enable them to learn at their own pace. A variety of platforms, tools, and approaches were identified by students as meeting their diverse learning needs. We therefore propose a personalised, evidence-based and inclusive learning (PEBIL) model enabling the application of digital technologies both on and offline.

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Systematic analysis of various indicators of the educational process becomes important to assess the effectiveness of the training of residents. One of the most common tools for monitoring the effectiveness of the educational process is a questionnaire of students. OBJECTIVE: To analyze the results of the assessment of the quality of training in the residency of the Sverzhevky Research Clinical Institute of Otorhinolaryngology according to the survey of residents. MATERIAL AND METHODS: The study includes the results of an anonymous questionnaire survey of a sample group of residents of the residency of the Sverzhevky Research Clinical Institute of Otorhinolaryngology of the second year of study. RESULTS: The data obtained allow us to judge the satisfaction with the quality of training of the absolute majority of the interviewed residents, their active use of specialized electronic search engines, a high assessment of the level of lectures, the desire to improve their surgical training. The importance for the professional development of residents of participation in weekly scientific and clinical conferences of the Sverzhevky Research Clinical Institute of Otorhinolaryngology, meetings of the Moscow Scientific Society of Otorhinolaryngologists, traditional annual scientific and practical conferences of otorhinolaryngologists of Moscow, as well as in the activities of the Youth Council of the Institute is noted. CONCLUSION: The results of the survey create prerequisites for improving the educational process, the formation of professional competencies and readiness for independent work among residents.

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Introdução: O uso de tecnologias educacionais validadas favorece o acesso às informações confiáveis e adequadas e representa uma importante ferramenta de comunicação de risco para portadores de câncer durante emergências em saúde pública.Objetivo: Avaliar a validade e confiabilidade de uma cartilha eletrônica sobre a COVID-19 para adultos portadores de câncer. Métodos: Estudo metodológico de validação por 22 juízes especialistas residentes vinculados à plataforma nacional de curriculum vitae do Brasil. A amostragem foi realizada por conveniência e bola-de-neve, e a seleção, conforme os critérios de Jasper. A validade da cartilha foi avaliada por questionário eletrônico através do índice de validade de conteúdo (CVI), coeficiente de correlação intraclasse (ICC), o instrumento de avaliação da adequabilidade de materiais (SAM) e a análise temática metalinguística para tecnologias educacionais (MeTA-Edu) de proposições dissertativas. Resultados: A banca avaliadora foi composta por 22 doutores com características sociodemográficas homogêneas e elevado especialização na área de educação (86,4%) e experiência docente (média = 17,8 anos). De modo geral, a tecnologia educacional foi validada pelos juízes especialistas quanto ao conteúdo (CVI global = 0,953) com alto grau de concordância (ICC= 0,958) e adequação de conteúdo, literacia necessária para a compreensão, desenho gráfico, layout e tipografia, estimulação e motivação de aprendizagem e adequação cultural (SAM= 90,6%). Após análise temática, foram identificadas 94 proposições dissertativas, principalmente no tipo de linguagem visual (47,9%), e função referencial/informativa (68,1%). Assim, 83,0% das sugestões foram acatadas e 17,0%, rejeitadas mediante justificativa. Conclusão: A validade e confiabilidade da cartilha "Descomplicando a COVID-19 para pessoas com câncer" foi ratificada pelos juízes especialistas. Estes achados podem contribuir para a otimização metodológica da validação de tecnologias educacionais e inovação de estratégias de educação em saúde, subsidiando a assistência oncológica em tempos de crise.

Introduction: validated educational technologies favor access to reliable and adequate information, representing a critical risk communication tool for cancer patients during public health emergencies.Objective: to assess the validity and reliability of an electronic booklet on COVID-19 for adults with cancer. Methods: methodological validation by a panel of 22 experts linked to Brazil's national curriculum vitae database. Sampling was performed by convenience, snowball, and selection techniques according to Jasper's criteria. The validity of the booklet was evaluated by an electronic questionnaire using the content validity index (CVI), intraclass correlation coefficient (ICC), the suitability assessment of materials (SAM) instrument, and the metalinguistic thematic analysis for educational technologies (MeTA-Edu) of dissertation proposals. Results: the expert panel consisted of 22 doctors with homogeneous sociodemographic characteristics, high specialization in education (86.4%), and teaching experience (mean = 17.8 years). In general, the educational technology was validated by experts for content (overall CVI = 0.953) with a high degree of agreement (ICC = 0.958) and suitability of the content, literacy demand, graphics, layout, and typography, learning stimulation and motivation, and cultural appropriateness (SAM = 90.6%). After thematic analysis, 94 dissertation proposals were identified, mainly of the visual language type (47.9%) and referential/informative function (68.1%). Most expert suggestions were accepted (83.0%), and only 17.0% were rejected.Conclusion: the validity and reliability of the booklet "Uncomplicating COVID-19 for people with cancer" were ratified by experts. These findings can contribute to the methodological optimization of the validation of educational technologies and innovation of health education strategies, subsidizing cancer care in times of crisis

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Objetivo: Este estudo teve como objetivo construir e validar um pacote de mensagens de texto e figuras para promoção de saúde bucal da gestante. Métodos: Estudo metodológico, realizado em quatro etapas: revisão da literatura, construção de pacote de mensagens e figuras, qualificação pelo público-alvo e validação de conteúdo e aparência. Para validação, participaram 19 especialistas odontólogos na estratégia saúde da família. O critério para validação foi concordância superior a 80%, analisada por meio dos índices de validação de conteúdo e aparência. Resultados: a versão final do pacote de mensagens e figuras apresentou índice de validade de conteúdo por especialistas de 0,82, índice de validade de aparência de 0,93, razão de validade conteúdo de 0,56 e um índice de concordância de 0,81. Conclusões e implicações para a prática: o pacote de mensagens de textos e figuras foi considerado válido em conteúdo e aparência para promoção de saúde bucal da gestante, constituindo tecnologia educacional adequada para ser compartilhada via mensagens pelo aplicativo WhatsApp, demonstrando qualidade e potencial para ser efetivo no cuidado à saúde bucal das gestantes da estratégia saúde da família.

Objective: This study aimed to build and validate a package of text messages and pictures to promote pregnant women's oral health. Methods: this was a methodological study, conducted in four stages: narrative and integrative literature review, construction of a message and picture package, readability analysis, and content and appearance validation. For validation, 19 judges with expertise in dentistry in the family health strategy participated. The criterion for validation was agreement greater than 80%, analyzed using the content and appearance validation indexes. Results: the last version of the message and picture package had an expert content validity index of 0.82, an appearance validity index of 0.93, a content validity ratio of 0.56 and an 81% agreement index. Conclusions and implications for practice: the message package of texts and pictures was considered valid in terms of content and appearance for promoting the pregnant woman's oral health, constituting an appropriate educational technology to be shared via telephone messages, demonstrating quality and potential to be effective in care to the oral health of pregnant women in the family health strategy in Fortaleza.

Objetivo: Este estudio tuvo como objetivo construir y validar un paquete de mensajes de texto e imágenes para promover la salud bucal de las gestantes. Métodos: se trató de un estudio metodológico, realizado en cuatro etapas: revisión bibliográfica narrativa e integradora, construcción de un paquete de mensajes e imágenes, análisis de legibilidad y validación de contenido y apariencia. Para la validación, participaron 19 jueces expertos en odontología en la estrategia de salud familiar. El criterio de validación fue un acuerdo superior al 80%, analizado mediante los índices de validación de conte- nido y apariencia. Resultados: la última versión del paquete de mensajes e imágenes tuvo un índice de validez de contenido por expertos de 0,82, un índice de validez de apariencia de 0,93, un índice de validez de contenido de 0,56 y un índice de acuerdo del 81%. Con- clusiones e implicaciones para la práctica: el paquete de mensajes de textos e imágenes fue considerado válido en términos de contenido y apariencia para la promoción de la salud bucal de la gestante, constituyendo una tecnología educativa adecuada para ser com- partida a través de mensajes telefónicos, demostrando calidad y potencial para ser eficaz en la atención a la salud bucal de la gestante en la estrategia de salud familiar en Fortaleza. PALABRAS CLAVE: Salud Bucal; Embarazadas; Promoción de la Salud; Tecnologías Educativas.

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ABSTRACT Objective: to analyze the contributions of digital educational technologies, designed for fathers, in promoting breastfeeding. Method: a literature review, integrative type, carried out in December 2022, after electronic consultations in the CINAHL, Web of Science, EMBASE, MEDLINE, BDENF, IBECS and LILACS databases, without restriction of language and publication time. Article selection and information extraction were performed by peers independently. Results: sample of seven articles were published between 2017 and 2022 in Australia, Canada and Ethiopia. Digital educational technologies developed for fathers were mobile apps, eHealth resources, and text messaging. These technologies contributed to improve access to information, sharing of experiences, paternal self-efficacy to support breastfeeding, knowledge and attitude about infant feeding, consequently, improving breastfeeding rates. Conclusion: digital educational technologies on breastfeeding, designed for fathers, are poorly studied. However, they are fundamental to improve paternal support in promoting breastfeeding; therefore, more research is needed for the development of other digital educational technologies for this target audience.

RESUMEN Objetivo: analizar las contribuciones de las tecnologías educativas digitales, diseñadas para padres, en la promoción de la lactancia materna. Método: revisión de literatura, tipo integradora, realizada en diciembre de 2022, previa consulta electrónica en las bases de datos CINAHL, Web of Science, EMBASE, Medline, BDENF, IBECS y LILACS, sin restricción de idioma y tiempo de publicación. La selección de artículos y extracción de información fue realizada por pares de forma independiente. Resultados: muestra de siete artículos publicados entre 2017 y 2022 en Australia, Canadá y Etiopía. Las tecnologías educativas digitales desarrolladas para los padres fueron aplicaciones móviles, recursos de eHealth y mensajes de texto. Estas tecnologías han contribuido a mejorar el acceso a la información, el intercambio de experiencias, la autoeficacia paterna para apoyar la lactancia materna, el conocimiento y la actitud sobre la alimentación infantil, consecuentemente, mejorando las tasas de lactancia materna. Conclusión: las tecnologías educativas digitales sobre lactancia materna, diseñadas para padres, están poco estudiadas. Sin embargo, son fundamentales para mejorar el apoyo paterno en la promoción de la lactancia materna, por lo que se necesita más investigación para el desarrollo de otras tecnologías digitales educativas para este público objetivo.

RESUMO Objetivo: analisar as contribuições das tecnologias educacionais digitais, concebidas para os pais, na promoção do aleitamento materno. Método: revisão de literatura, tipo integrativa, realizada em dezembro de 2022, após consultas eletrônicas nas bases de dados CINAHL, Web of Science, EMBASE, Medline, BDENF, IBECS e LILACS, sem restrição de idioma e de tempo de publicação. A seleção dos artigos e extração de informações foi realizada por pares de forma independente. Resultados: amostra de sete artigos publicados entre os anos de 2017 e 2022, na Austrália, no Canadá e na Etiópia. As tecnologias educacionais digitais desenvolvidas para os pais foram os aplicativos móveis, os recursos eHealth e as mensagens de texto. Essas tecnologias contribuíram para melhorar o acesso à informação, o compartilhamento de experiências, a autoeficácia paterna para apoiar o aleitamento materno, o conhecimento e a atitude sobre alimentação infantil, consequentemente, melhorando as taxas de Aleitamento Materno. Conclusão: as tecnologias educacionais digitais sobre aleitamento materno, concebidas para os pais, são pouco estudadas. No entanto, são fundamentais para melhorar o apoio paterno na promoção do aleitamento materno, portanto, mais pesquisas são necessárias para o desenvolvimento de outras tecnologias educacionais digitais para esse público-alvo.

RESUMEN

Even if the term is not a uniform one and is characterized by different disciplines, the use of (mostly computer-supported) devices and media for analyzing, designing and/or supporting teaching and learning processes can be subsumed under Educational Technologies. Educational technologies are very diverse and can be used on the levels of individual or collaborative learning, teaching, and even school organization. Despite efforts to build a technical infrastructure in schools, national educational monitoring indicates that the perceived ease of use of educational technologies has not increased as a result. The articles in this issue also illustrate the diversity of educational technologies. This diversity is accompanied by the fact that the conditions under which the respective technology unfolds the desired benefit are very heterogeneous and generalizable statements on the successful use of educational technologies can only be formulated with difficulty. Nevertheless, research efforts in the field of educational technologies seem to be worthwhile in order to exploit their potential for pedagogical and teaching processes.

RESUMEN

Interactive Whiteboard (IWB) has recently been used to replace the TWB (traditional whiteboard), with many of its features being observed to help teachers in educational activities. This is based on effectively and efficiently increasing the teacher-student interaction. Therefore, this study aims to analyze the determinants of Behavioral Intention (BI) and the use of interactive whiteboards by K-12 teachers, in remote and rural Chinese areas. The Modified-Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model was used in this analysis, as a learning medium to deliver the subject matter to students. The sample and population were also the teachers in the Guangxi Zhuang Autonomous Region, China, where 171 voluntary respondents participated in this study. Furthermore, the obtained data were processed using a Structural Equation Model (SEM) approach, through the Smart-PLS software. The results showed that Habit and Hedonic Motivation had a significant influence on the Behavioral Intention (BI) of teachers, toward the utilization of IWB in remote and rural areas. Besides this, Facilitating Conditions (FCs) and BI also had a significant positive effect on Usage Behavior. Based on these results, important information was provided to school principals, local governments, and teachers for education quality improvement, regarding the patterns of increasing IWB utilization in remote and rural areas.